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3rd Grade Literacy Assignments

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Past Assignments

Due:

Wednesday

Standards:

RL.KID.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Guidebooks:

"Treasure Island" Lesson 30: Central Message Chapter 30

In this lesson, students will complete the novel then work in groups to answer questions related to the central message. Students will also create posters to illustrate their thinking.

Fundations/Grammar:

 

IXL Skills to Practice:

IXL Language Arts II.4

Due:

Tuesday

Standards:

RL.KID 3: Describe characters in a story and explain how their actions contribute to the sequence of events.

Guidebooks:

"Treasure Island" Lesson 29: Cause and Effect Chapter 29

In this lesson, students will read Chapter 25 and complete a cause and effect organizer handout.

Fundations/Grammar:

 

IXL Skills to Practice:

IXL Language Arts II.3

Due:

Easter.png

Monday

Easter Break

Due:

Easter.png

Friday

Easter Break

Due:

Thursday

Standards:

RL.KID 3: Describe characters in a story and explain how their actions contribute to the sequence of events.

Guidebooks:

"Treasure Island" Lesson 28: Connections Across Chapters

In this lesson, students will read chapter 24 and have a discussion with a partner, identifying how chapters are connected.

Fundations/Grammar:

- can't cannot 

IXL Skills to Practice:

IXL Language Arts II.2

Due:

Wednesday

Standards:

RL.KID 3: Describe characters in a story and explain how their actions contribute to the sequence of events.

Guidebooks:

"Treasure Island" Lesson 27: Accountable Talk Chapters 22-23

In this lesson, students will read Chapters 22 and 23 and use accountable talk and talk moves to discuss Jim’s feelings about Long John Silver.

Fundations/Grammar:

- discuss contractions and apostrophes

- will not, won't 

IXL Skills to Practice:

IXL Language Arts HH.3

Due:

Tuesday

Standards:

RL.KID.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Guidebooks:

"Treasure Island" Lesson 26: Compare and Contrast Chapters 20-21

In this lesson, students will read Chapters 20 and 21 and compare the characters of Jim Hawkins and Long John Silver.

Fundations/Grammar:

-can', mustn't, won't don't 

IXL Skills to Practice:

IXL Language Arts HH.2

Due:

Monday

Standards:

RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events.

Guidebooks:

"Treasure Island" Lesson 21: Character Motivations Chapters 18-19

In this lesson, students will read chapters 18 and 19 and determine if Jim’s motivation has changed from a hunt for treasure to saving his friends.

Fundations/Grammar:

- Contractions with not and is

- Cursive Q and X 

IXL Skills to Practice:

IXL Language Arts HH.1

Due:

Friday

Standards:

RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events.

Guidebooks:

"Treasure Island" Lesson 20: Illustrations Chapters 16-17

In this lesson, students will read Chapters 16 and 17 and determine how illustrations contribute to the story. 

Fundations/Grammar:

- Unit Test

IXL Skills to Practice:

IXL Language Arts GG.1

Due:

Thursday

Standards:

RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events.

Guidebooks:

"Treasure Island" Lesson 19: Sequence of Events Chapter 15

In this lesson, students will complete a sequence chart to help organize the events of chapters 15 and 16.

Fundations/Grammar:

- “D” Syllable Exception

- Suffixes

IXL Skills to Practice:

IXL Language Arts GG.1

Due:

Wednesday

Standards:

RL.KID.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Guidebooks:

"Treasure Island" Lesson 17: Point of View

In this lesson, students will complete a chart comparing the points of view of different characters. 

Fundations/Grammar:

- “D” syllable exception

IXL Skills to Practice:

IXL Language Arts GG.1

Due:

Tuesday

Standards:

RL.KID 3: Describe characters in a story and explain how their actions contribute to the sequence of events.

Guidebooks:

"Treasure Island" Lesson 16: Treasure Island Chapters 11-13

In this lesson, students will create posters to retell the events from the point of view of two different characters.

Fundations/Grammar:

- y suffix spelling rule

- -ed and -ness

IXL Skills to Practice:

IXL Language Arts GG.1

Due:

Monday

Standards:

RL.KID 3: Describe characters in a story and explain how their actions contribute to the sequence of events.

Guidebooks:

"Treasure Island" Lesson 11: Treasure Island Chapter 11

In this lesson, students will read Chapter 10 which is a major turning point in text.  Students will also respond to a prompt about mood in their reading log.

Fundations/Grammar:

- ui, igh, and oo

- cursive y and z

IXL Skills to Practice:

IXL Language Arts GG.1

Due:

Thursday

9 weeks Common Assessment

Due:

Wednesday

9 weeks Common Assessment

Due:

Tuesday

Guidebooks Assessment Writing Part

Due:

Monday

Guidebooks Assessment Part B

Due:

Friday

Standards:

RI.KID.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

W.TTP.3b: Use dialogue and/or descriptions of actions, thoughts, and feelings to develop experiences and events, or to show the response of characters to situations.

Guidebooks:

"The Louisiana Purchase" Lesson 33: Writing a Tall Tale-Brainstorming

In this lesson, students have completed a timeline of events leading to the Louisiana Purchase and have imagined possible dialogue and interactions between two extraordinary.  In this lesson, they will begin a storyboard sketch in preparation for writing a tall tale comic strip.

Fundations/Grammar:

-r controlled review

-cursive H and K

IXL Skills to Practice:

IXL Language Arts VV.4 and VV.5

Due:

Thursday

Standards:

RI.KID.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

W.TTP.3b: Use dialogue and/or descriptions of actions, thoughts, and feelings to develop experiences and events, or to show the response of characters to situations.

Guidebooks:

"The Louisiana Purchase" Lesson 32: Writing a Tall Tale-Dialogue

In this lesson, students will brainstorm possible interactions and dialogue between two people from our unit and practice revising the word “said” with more descriptive dialogue tags.

Fundations/Grammar:

-r controlled review

-cursive H and K

IXL Skills to Practice:

IXL Language Arts VV.3

Due:

Wednesday

Standards:

RI.KID.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.

Guidebooks:

"The Louisiana Purchase" Lesson 31: Exploring the Role of Exaggerations in Tall Tales

In this lesson, students will dig deeper into the role of exaggeration in tall tales.  They will investigate how the main character’s superhuman traits affect the plot events of the story and move it forward through impossible events.

Fundations/Grammar:

-r controlled syllable exceptions

IXL Skills to Practice:

IXL Language Arts B.1

Due:

Tuesday

Standards:

RI.KID.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Guidebooks:

"The Louisiana Purchase" Lesson 30: Analyzing Tall Tales

In this lesson, students will participate in a whole-class reading of Swamp Angel, a partner reading of Mike Fink and note elements of tall tales to analyze text details and identify the central message.

 

Fundations/Grammar:

-ar syllables

-multisyllabic words with -er

-words ending in -ve

IXL Skills to Practice:

IXL Language Arts VV.2

Due:

Monday

Standards:

RI.KID.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.

Guidebooks:

"The Louisiana Purchase" Lesson 28/29: Thunder Rose and Determining the Main Idea

In this lesson, students participate in a whole-class reading of Thunder Rose, and then engage in partner study of various vocabulary words. Students also complete a close read Thunder Rose, analyze the element of tall tales, exaggeration, and determine the central message.

Fundations/Grammar:

-r controlled (-ar, -er, -ir, -or, & -ur)

-Syllable division

IXL Skills to Practice:

IXL Language Arts VV.1

Due:

This Week

This week in Social Studies we will be learning how to read a map.
 
Standard: 
3.02: Use cardinal directions, intermediate directions, map scales, and grids to locate major cities in Tennessee and the United States.
 
I can read a map to locate major cities. 
 
Vocab:
-legend
-map key
-compass rose
-cardinal directions
-map scale

Due:

Friday

Standards:

RI.KID.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.

RI.IKI.7: Use information gained from illustrations and the words in a text to demonstrate understanding of a text.

Guidebooks:

"The Louisiana Purchase" Lesson 27: Digging Deeper with Close Reading

In this lesson, students will reread excerpts from How We Crossed the West: The Adventures of Lewis and Clark to dig deeper into the meaning of the text.  They will examine characteristics of tall tales within the text as well as explore Sacagawea’s role in the expedition by identifying how her presence prevents several disasters.

Fundations/Grammar:

-Word Talk

-Unit Test

IXL Skills to Practice:

IXL Language Arts T.5

Due:

Thursday

Standards:

RI.KID.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.

Guidebooks:

"The Louisiana Purchase" Lesson 26: Recounting Key Details to Understand Central Message

In this lesson, students will identify the main idea and recount the events from a narrative nonfiction text and include specific details from the text.

Fundations/Grammar:

-sion

-stand up activity

IXL Skills to Practice:

IXL Language Arts R.3

Due:

Wednesday

Standards:

RI.KID.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Guidebooks:

"The Louisiana Purchase" Lesson 25: Elements of Narrative Nonfiction

In this lesson, students will read a narrative nonfiction text based upon excerpts from the journals of Lewis and Clark.  They will identify elements of narrative and nonfiction, and how both genres can be identified in this text.

Fundations/Grammar:

-expansion

-sion

-mark up words

IXL Skills to Practice:

IXL Language Arts R.2

Due:

Tuesday

Standards:

RI.KID.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Guidebooks:

"The Louisiana Purchase" Lesson 23: Culminating Writing Task: Revising

In this lesson, students will continue the writing process to answer the question: What are three events that led to the United States acquiring the Louisiana Territory?  In this lesson, they review task instructions and write their first draft.

Fundations/Grammar:

-tion

-sion

-Cursive: R and L

IXL Skills to Practice:

IXL Language Arts R.1

Due:

Monday

Standards:

RI.KID.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Guidebooks:

"The Louisiana Purchase" Lesson 22: Culminating Writing Task: Drafting

In this lesson, students will continue the writing process to answer the question: What are three events that led to the United States acquiring the Louisiana Territory?  In this lesson, students review task instructions and write their first draft.

Fundations/Grammar:

-tion

-sion

-Cursive: R and L

IXL Skills to Practice:

IXL Language Arts Q.3

Due:

Friday

Standards:

RI.KID.2: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Guidebooks:

"The Louisiana Purchase" Lesson 21: Culminating Writing Task: Brainstorming

In this lesson, students will begin to the writing process to answer the question: What are three events that led to the United States acquiring the Louisiana Territory?

Fundations/Grammar:

-suffix -le review

IXL Skills to Practice:

IXL Language Arts S.1

Due:

Thursday

Standards:

RI.KID.2: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Guidebooks:

"The Louisiana Purchase" Lesson 20: Create a Timeline

In this lesson, students will read the last two sections of text, which conclude the reading of The Louisiana Purchase: Would You Close the Deal?  and bring the reader up to the point of the acquisition of the Louisiana Territory by the United States. Students will create a timeline that culminates their reading.

Fundations/Grammar:

-el schwa

IXL Skills to Practice:

IXL Language Arts T.2

Due:

Wednesday

Standards:

RI.KID.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. 

Guidebooks:

"The Louisiana Purchase" Lesson 19: Identify Text Features

In this lesson, students will read about problems Napoleon encounters that prevent him from attacking the British. Students will also identify text features.   

Fundations/Grammar:

-r controlled review

-le rule breaker

IXL Skills to Practice:

IXL Language Arts K.1

Due:

Tuesday

Standards:

RI.KID.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. 

Guidebooks:

"The Louisiana Purchase" Lesson 18: Identifying Cause and Effect

In this lesson, students interact with a text using the “Say Something” strategy and practice identifying cause and effect relationships in an informational text.  

Fundations/Grammar:

-schwa vs. consonant-le

IXL Skills to Practice:

IXL Language Arts D.4

Due:

Monday

Standards:

RI.KID.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. 

Guidebooks:

"The Louisiana Purchase" Lesson 16: Main Idea and Key Details

In this lesson, students will begin reading about the fight over the ownership of the Port of New Orleans and will focus on identifying main ideas, key details, and elaborations.  

Fundations/Grammar:

-le rule breaker 

IXL Skills to Practice:

IXL Language Arts A.1

Due:

Friday

Standards:

RI.KID.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

 

Guidebooks:

"The Louisiana Purchase" Lesson 13: Identifying Character Traits of Historical Figures

In this lesson, students will begin to identify characteristics of Robert Livingston that helped him in his negotiations with Napoleon.

 

Fundations/Grammar:

-consonant -le syllable

-cursive f & t

-le + suffixes

 

IXL Skills to Practice:

IXL Language Arts P.1

Due:

Thursday

Standards:

W.PDW.4: With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

Guidebooks:

"The Louisiana Purchase" Lesson 12: Revise and Publish a Final Draft

In this lesson, students will work collaboratively to revise their rough drafts and then publish their writing.

 

Fundations/Grammar:

-spelling -k words

-le spelling review

 

IXL Skills to Practice:

IXL Language Arts Y.6

Due:

Wednesday

Standards:

RI..KID.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

 

Guidebooks:

"The Louisiana Purchase" Lesson 11: Write a Compare/Contrast Paragraph

In this lesson, students will use their thinking to write a compare and contrast paragraph about Jefferson and Napoleon. Depending on the needs of the class, this lesson can be differentiated to accommodate students who are ready to write an essay. 

 

Fundations/Grammar:

-spelling -le words

 

IXL Skills to Practice:

IXL Language Arts OO.2

Due:

Tuesday

Standards:

RI..KID.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

 

Guidebooks:

"The Louisiana Purchase" Lesson 10: Comparing and Contrasting Napoleon and Thomas Jefferson

 In this lesson, students will complete a comparing and contrasting task about two influential historical figures: Napoleon Bonaparte and President Thomas Jefferson. 

Fundations/Grammar:

-open, closed, and v-c-e syllables

 

IXL Skills to Practice:

IXL Language Arts G.2

Due:

MLK Day.jpg

Monday

No School-Martin Luther King Jr. Day

Due:

Friday

Standards:

RI.KID.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.

 

Guidebooks:

"The Louisiana Purchase" Lesson 9: Spain Accepts France’s Deal

 

In this lesson, students will read “Spain Accepts France’s Deal” from The Louisiana Purchase: Would You Close the Deal? and begin collecting evidence about Thomas Jefferson and Napoleon.

 

Fundations/Grammar:

-Word talk activity and Unit 7 Check

 

IXL Skills to Practice:

IXL Language Arts G.2

Due:

Thursday

Standards:

RI.KID.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.

 

Guidebooks:

"The Louisiana Purchase" Lesson 8: Compare and Contrast Settlers

 

In this lesson, students will reread “Settlers Move West” and “Many Stay in America” and analyze the text for words which signal relationships. Students will also compare and contrast the settlers and explain how details support the development of a main idea of the two chapters.

 

Fundations/Grammar:

-Forming plurals with words ending in -y

 

IXL Skills to Practice:

IXL Language Arts KK.7

Due:

Wednesday

Standards:

RI.KID.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.

 

Guidebooks:

"The Louisiana Purchase" Lesson 7: “Settlers Move West” & “Many Stay in America”

 

In this lesson, students will read “Settlers Move West” and “Many Stay in America” to learn why settlers chose to move west or to stay in what was considered America at the time, and some of the benefits for each choice. Students will also meet Napoleon and learn of his motivations.

 

Fundations/Grammar:

-Review y and suffix spelling rule

 

IXL Skills to Practice:

IXL Language Arts KK.6

Due:

Tuesday

Standards:

RI.KID.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

 

Guidebooks:

"The Louisiana Purchase" Lesson 6: A Nation Waiting to Grow

 

In this lesson, students will read “A Nation Waiting to Grow” to learn about life in America prior to the Louisiana Purchase. Students will also learn how and why many Americans wanted to expand the borders of America, including the importance of the Port of New Orleans.

 

Fundations/Grammar:

-Pluralizing words that end in -y

 

IXL Skills to Practice:

IXL Language Arts M.2

Due:

Monday

Standards:

RI.KID.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers.

 

Guidebooks:

"The Louisiana Purchase" Lesson 5: Explorer Trading Cards

 

In this lesson, students will use their research about a famous explorer to create a trading card.

 

Fundations/Grammar:

-Review spelling with -y endings

 

IXL Skills to Practice:

IXL Language Arts QQ.1

Due:

Snow.jfif

Friday

Stay warm and have fun!

Due:

Thursday

Standards:

RI.KID.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers.

 

Guidebooks:

"The Louisiana Purchase" Lesson 4: Finish Researching

 

In this lesson, students will continue their research on an explorer in preparation to create their trading cards.

 

Fundations/Grammar:

-suffixes

 

IXL Skills to Practice:

IXL Language Arts KK.7

Due:

Wednesday

Standards:

RI.KID.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers.

 

Guidebooks:

"The Louisiana Purchase" Lesson 3: Research an Explorer

 

In this lesson, students will be selecting an explorer from a class generated list and reading a variety of texts to create trading cards that demonstrate their new knowledge of the explorer.

 

Fundations/Grammar:

-y spelling

 

IXL Skills to Practice:

IXL Language Arts KK.2

Due:

Tuesday

Standards:

RL.KID.2 Recount stories, including fables, folktales, and myths from diverse cultures, determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

 

Guidebooks:

"The Louisiana Purchase" Lesson 2: The Happy Wanderer

 

Students will reread “The Happy Wanderer” to further understand how details in the poem reveal the author’s attitude toward wandering.  Students will also determine the central message of the poem.

 

Fundations/Grammar:

-Review y and suffix spelling

 

IXL Skills to Practice:

IXL Language Arts JJ.1

Due:

Monday

Standards:

RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events. 

 

Guidebooks:

"The Louisiana Purchase" Lesson 1: Introduction

 

Students will read "The Happy Wanderer" to introduce the unit. Students will also consider what motivates the speaker to “go a-wandering,” define vocabulary in context, and practice reading fluently.

 

Fundations/Grammar:

-y spelling and suffixes

 

IXL Skills to Practice:

IXL Language Arts H.2

Due:

Friday

1/2 Day 
 
Dismissal at 11:30

Due:

Thursday

Standards:
3.RL.KID.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
 
Activities:
Students will complete a Polar Express reflection and work to edit incorrect sentences. 
 
Fundations:
-Latin Roots
-Prefixes Review

Due:

Wednesday

Standards:
3.RL.KID.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
3.RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Activities:
Students will talk about character feelings and complete a summarization of the book. 
 
Fundations:
-Prefixes (pre-and re-)

Due:

Tuesday

Standards:
3.RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Activities:
Class will have a discussion about the characters in the story and identify some of their traits. We will also distinguish fact from opinion. 
 
Fundations:
-Latin Roots

Due:

Monday

This week we will be reading The Polar Express and doing different activities with it. 
 
Standards:
3.RL.KID.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers.
3.FL.SC.6 Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.
 
Activities:
Students will complete a story elements graphic organizer and practice using nouns, verbs, and adjectives.
 
Fundations:
-Word Play
-Nonsense Words

Due:

Thursday

Standards:
3.SL.CC.1 Prepare for collaborative discussions on 3rd grade level topics and texts; engage effectively with varied partners, building on others’ ideas and expressing one’s own ideas clearly.
 
Guidebooks:
"Because of Winn Dixie" Movie
 
Students will watch movie "Because of Winn Dixie." Students will have class discussion comparing/contrasting the movie vs. the book.
 
Fundations/Grammar:
-Prefixes
-Sky writing
 
IXL Skills to Practice:
IXL Language Arts Y.4

Due:

Wednesday

Guidebooks:
Common Assessment Part 2
 
Fundations/Grammar:
-Word Play
-Prefixes 
 
IXL Skills to Practice:
IXL Language Arts Y.3

Due:

Tuesday

Guidebooks:
Common Assessment Part 1
 
Fundations/Grammar:
-Prefixes 
 
IXL Skills to Practice:
IXL Language Arts Y.2

Due:

Monday

Standards:
3.W.PDW.4 With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 
3.W.PDW.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
 
Guidebooks:
"Because of Winn Dixie" Lesson 35: Editing expository essays and editing and publishing essays
 
Students will edit their writing.
 
Fundations/Grammar:
-"Nonsense words
-Prefixes with the word "connect"
 
IXL Skills to Practice:
IXL Language Arts Y.1

Due:

Thursday

Standards:
3.W.PDW.4 With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 
 
Guidebooks:
"Because of Winn Dixie" Lesson 34-35: Revising expository essays and editing and publishing essays
 
Students will revise their writing.
 
Fundations/Grammar:
-"X Marks the Spot" game

Due:

Wednesday

Standards:
3.W.PDW.4 With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 
 
Guidebooks:
"Because of Winn Dixie" Lesson 32-33: Brainstorming for a writing task and writing a first draft. 
 
Students will brainstorm answers to the writing task and draft their essays. 
 
Fundations/Grammar:
-open syllable with "i" in the middle
-schwa vowel review

Due:

Tuesday

Standards:
3.RL.KID.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers.
 
Guidebooks:
"Because of Winn Dixie" Lesson 31: Responding to text dependent questions
 
Students will work in small groups to compose responses to a variety of questions about chapters 20-26.
 
Fundations/Grammar:
-short "u" in an open syllable

Due:

Monday

Standards:
3.RL.KID.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
 
Guidebooks:
"Because of Winn Dixie" Lesson 30: Identifying parts of speech in mentor sentences and writing summary of reading
 
Students will examine mentor sentences from "Because of Winn Dixie" to identify parts of speech and write a summary of chapters 20-22. 
 
Fundations/Grammar:
-schwa in open syllable with "i"

Due:

Tuesday

Standards:
3.RL.KID.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
 
3.FL.WC.4 Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.
c. Consult reference materials, including a dictionary and thesaurus, as needed to check and correct spellings.
 
Students will read a Thanksgiving-themed story and determine the main idea and supporting details. They will also use their dictionary skills to complete a dictionary task.
 
Fundations/Grammar:
-Review of previously taught skills
-Cursive review

Due:

Monday

Standards:
3.RL.KID.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
 
Guidebooks:
"Because of Winn Dixie" Lesson 29: Compose a response to reading using the RACER strategy.
 
In this lesson, students will use their companionship notetaker handout to write a literary response paragraph using the RACER strategy.
 
Fundations/Grammar:
-Review of previously taught skills
-Cursive review

Due:

Friday

Standards:
3.RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Guidebooks:
"Because of Winn Dixie" Lesson28: "Say Something" about the value of companionship in chapters 15-19
 
In this lesson, students will read chapters 17 and 18. Students will also use the "Say Something" strategy on chapter 19.
 
Fundations/Grammar:
-review this week's skills
-"X Marks the Spot" game

Due:

Thursday

Standards:
3.RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Guidebooks:
"Because of Winn Dixie" Lesson 27: How do character actions reveal character traits
 
In this lesson, students will read chapter 15 and 16 of "Because of Winn Dixie" and talk about the characters and their traits and actions.  
 
Fundations/Grammar:
-Schwa vowel

Due:

Wednesday

Standards:
3.RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Guidebooks:
"Because of Winn Dixie" Lesson 26: Connecting characters' traits to actions in the text
 
In this lesson, students will connect character traits to their actions in the text. 
 
Fundations/Grammar:
-Schwa vowel

Due:

Tuesday

Standards:
3.RL.KID.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
 
3.RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Guidebooks:
"Because of Winn Dixie" Lesson 22: Finding the theme 
                                        Lesson 24: Illustrations and how they contribute to the text
                                        Lesson 25: Gallery walk for "Amos and Boris"
 
In this lesson, students will discuss the theme of "Because of Winn Dixie". Students will also discuss illustrations in "Amos and Boris" and how they contribute to their understanding of the text. Students will answer text dependent questions about the story "Amos and Boris".
 
Fundations/Grammar:
-short u at the end of a syllable 
-homophones by/buy/bye

Due:

Monday

Standards:
3.RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Guidebooks:
"Because of Winn Dixie" Lesson 21: Notice and Note: How characters contribute to the sequence of events
 
In this lesson, students will read chapter 13 and 14, complete a signposts handout, and talk about how the characters actions contribute to the story.  
 
Fundations/Grammar:
-schwa in open syllables with "a"

Due:

Friday

Standards:
3.RI.CS.6 Distinguish reader point of view from that of an author of a text.
 
Guidebooks:
"Because of Winn Dixie" Lesson 20: Composing a paragraph using shared writing
 
In this lesson, students will use shared writing to work with teacher and other students to compose a paragraph written from Mzee's point of view.  
 
Fundations/Grammar:
-Word talk
-Nonsense word game

Due:

Thursday

Standards:
3.RI.KID.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
 
3.RI.CS.6 Distinguish reader point of view from that of an author of a text.
 
Guidebooks:
"Because of Winn Dixie" Lesson 18-19: Sharing ideas and details and exploring point of view
 
In this lesson, students will meet with groups and share main ideas and details. Students will also begin to explore point of view by examining Owen and Mzee's friendship from different perspectives.  
 
Fundations/Grammar:
-Open syllable with y
-Soft g and c

Due:

Wednesday

Standards:
3.RI.KID.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
 
Guidebooks:
"Because of Winn Dixie" Lesson 17: Writing about main idea and details
 
In this lesson, students will work with their groups to compose a paragraph expressing the main idea and key details of their chapters.
 
Fundations/Grammar:
-Open syllables

Due:

Tuesday

Standards:
3.RI.KID.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
 
Guidebooks:
"Because of Winn Dixie" Lesson 16: Jigsaw groups and understanding the main idea and details
 
In this lesson, students will reread their chapters. They will meet in their groups to identify the main idea and details. 
 
Fundations/Grammar:
-Open syllables with y
-Vowel keyword review
-Cursive z and x

Due:

Monday

Standards:
3.RI.KID.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
 
3.RI.IKI.7 Use information gained from illustrations and the words in a text to demonstrate understanding of a text.
 
Guidebooks:
"Because of Winn Dixie" Lesson 14-15: Connecting ideas with linking words and how visuals contribute to a text
 
In this lesson, students will examine linking words and phrases in a text. Students will also examine illustrations and explain how the contribute to the understanding of a text.
 
Fundations/Grammar:
-Open syllables
-Cursive review z and x

Due:

Friday

Standards:
3.RI.KID.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
 
Guidebooks:
"Because of Winn Dixie" Lesson 13: Main Idea and Key Details
 
In this lesson, students will read "Owen and Mzee: The True Story of a Remarkable Friendship," a nonfiction text about unlikely friends, and practice identifying the main idea and key details.
 
Fundations/Grammar:
-Unit Test
-Review schwa
-Make and Discuss Words

Due:

Thursday

Standards:
3.RL.KID.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers.
 
Guidebooks:
"Because of Winn Dixie" Lesson 12: Support Thinking with Evidence
 
In this lesson, students will review Chapter 9 and learn how to support their thinking with text evidence.
 
Fundations/Grammar:
-Review schwa
-Dictionary Skills

Due:

Wednesday

Standards:
3.RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events. 
 
Guidebooks:
"Because of Winn Dixie" Lesson 11: Chalk Talk
 
In this lesson, students will engage in a "Chalk Talk" to prepare for a class discussion about Miss Franny's actions and their contributions to the forward movement of the story.
 
Fundations/Grammar:
-Review schwa
-Word of the Day "bucket"
-Dictionary Skills

Due:

Tuesday

No School for in-person or virtual learners!

Due:

Monday

Standards:
3.RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events. 
 
Guidebooks:
"Because of Winn Dixie" Lesson 10: Analyzing characters
 
In this lesson, students will read chapter 8 of "Because of Winn Dixie," choose another character to analyze and create character posters to display around the classroom.
 
Fundations/Grammar:
-schwa
-Word talk

Due:

Friday

Standards:
3.RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events. 
 
Guidebooks:
"Because of Winn Dixie" Lesson 10: Analyzing characters
 
In this lesson, students will read chapter 8 of "Because of Winn Dixie," choose another character to analyze and create character posters to display around the classroom.
 
Fundations/Grammar:
-schwa
-Word talk

Due:

Thursday

Standards:
3.RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events. 
 
Guidebooks:
"Because of Winn Dixie" Lesson 9: Notice and note to analyze characters' actions
 
In this lesson, students will practice using the "Notice and Note" strategy as they partner read Chapter 6 of "Because of Winn Dixie." They will analyze how Opal's actions move the plot forward. 
 
Fundations/Grammar:
-schwa
-Cursive: n and m

Due:

Wednesday

Standard: 
3.RL.KID.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers. 
 
Guidebooks:
Students will complete a comprehension activity to check for understanding. 
 
Fundations:
-schwa
-Cursive: m & n

Due:

Tuesday

Standards:
3.RL.KID.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral, and explain how it is conveyed through key details in the text. 
 
Guidebooks:
"Because of Winn Dixie" Lesson 8: "Say something," signposts, and summarizing
 
In this lesson, students will use the "say something" strategy to read and examine chapter 5 of "Because of Winn Dixie." Students will then summarize their reading on a Somebody-Wanted-But-So-Then graphic organizer. 
 
Fundations/Grammar:
-schwa spelling
-homophones (weather vs. whether) 

Due:

Monday

Standards:
3.RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events. 
 
Guidebooks:
"Because of Winn Dixie" Lesson 6: Analyzing how characters interact and change
 
In this lesson, students will examine how the interactions between Mama and Chester the cricket change Mama's feelings toward Chester. 
 
Fundations/Grammar:
-schwa
-Cursive: n and m

Due:

Friday

Standards:
3.RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events. 
 
Guidebooks:
"Because of Winn Dixie" Lesson 5: Character interactions "The Cricket in Time Square"
 
In this lesson, students will learn about character interactions, then use the gradual release model to examine and discuss three different character interactions in The Cricket in Times Square.
 
Fundations/Grammar:
-(-ive, -ost, -o, -e)
-Marking up words

Due:

Thursday

Standards:
3.RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events. 
 
Guidebooks:
"Because of Winn Dixie" Lesson 4: Character traits
 

Students first learn about character traits and then analyze Opal’s character traits.  Students also compare and contrast the character traits of the preacher and the store manager.

 
Fundations/Grammar:
-Double consonants with suffixes (ex. hop=hopping)
-Cursive: Connecting letters to form words

Due:

Wednesday

Standards:
3.RL.CS.6: Distinguish reader perspective from that of the narrator or the perspectives of the characters and identify the point of view of a text.
 
Guidebooks:
"Because of Winn Dixie" Lesson 3: Shades of meaning and point of view
 
Students will investigate shades of meaning among synonyms from the text Because of Winn Dixie.  Students will examine a character’s point of view within the text, and identify how their point of view is the same or different
 
Fundations/Grammar:
-Final -e with suffixes (ex. hope=hoping)
-Mark up words

Due:

Tuesday

Standards:
3.RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Guidebooks:
"Because of Winn Dixie" Lesson 2: Reading dialogue with fluency
 
Students will practice reading dialogue with fluency, and identify how dialogue can move a story forward.
 
Fundations/Grammar:
-Final -e with suffixes (ex. hope=hoping)
-Multiple meaning words
-Cursive: q

Due:

Monday

Standards:
3.RL.CS.4: Determine the meaning of unknown words and phrases as they are used in a text, distinguishing literal from nonliteral language.
 
Guidebooks:
"Because of Winn Dixie" Lesson 1: Introducing "Because of Winn Dixie"
 
Students begin reading Because of Winn Dixie and identify important vocabulary.  Students will also summarize their reading.
 
Fundations/Grammar:
-Review 1-1-1 Words
- /z/, /t/, and /d/
-Cursive: q

Due:

Friday

Guidebooks:
Cold Read Task Part 3
 
Students will write to explain how and why Julian changes from "Superboy and Me" to "Huey Makes the Leap". They will cite evidence from the text to support their writing.
 
Fundations/Grammar:
Unit 3 Test

Due:

Thursday

Guidebooks:
Cold Read Task Part 2
 
Students will read "Huey Makes the Leap" independently and answer questions 7-10.
 
Fundations/Grammar:
2 syllable rules
Marking up words
Cursive: c, a, & o

Due:

Wednesday

Guidebooks:
Cold Read Task Part 1
 
Students will read "Superboy and Me" independently and answer questions 1-6.
 
Fundations/Grammar:
2 syllable rules
Multiple-meaning words

Due:

Tuesday

Standards:
RL.CS.5: Refer to parts of stories, dramas, and poems, using terms such as chapter, scene, and stanza; describe how each successive part of a text builds on earlier sections.
 
RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events.
 
SL.CC.1: Prepare for collaborative discussions on 3rd grade level topics and texts; engage effectively with varied partners, building on others' ideas and expressing their own ideas clearly. 
 
Guidebooks:
"More Stories Julian Tells" Lesson 26 & 27: Read "I Learn Firefighting: I Wish for Smokey the Bear" independently and answer questions and literal vs. non-literal language.
 
Students will read "I Learn Firefighting: I Wish for Smokey the Bear" independently and discuss how characters contribute to events and how events build off of each other throughout the chapter. Students will also participate in a classroom discussion where we differentiate literal and non-literal language. 
 
Fundations/Grammar:
Review: /z/ and consonant-vowel-e words

Due:

Monday

Standards:
W.TTP.3: Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences. 
 
Guidebooks:
"Stories Julian Tells" Lesson 24-25: Brainstorming story elements and sequence of events
 
Students will practice the first step of the narrative writing process by brainstorming the elements of their own imagined story that is based on an image. Students will also brainstorm the narrative writing process by planning the sequence of events of their story and adding dialogue. 
 
Fundations/Grammar:
Review: vowel-consonant-e words, syllable types, and /z/ sound
 
Cursive: c, a, and o

Due:

Friday

Standards:
W.TTP.3: Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences. 
 
Guidebooks:
"Stories Julian Tells" Lesson 24-25: Brainstorming story elements and sequence of events
 
Students will practice the first step of the narrative writing process by brainstorming the elements of their own imagined story that is based on an image. Students will also brainstorm the narrative writing process by planning the sequence of events of their story and adding dialogue. 
 
Fundations/Grammar:
Unit Test

Due:

Thursday

Standards:
RL.KID.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
 
Guidebooks:
"Stories Julian Tells" Lesson 23: "Gloria Who Might Be My Best Friend" and point of view
 
Students will prepare for the cold reading task by reading "Gloria Who Might Be My Best Friend" independently. Then they will differentiate their point of view from Julian's and have a formal class discussion about the chapter, leading up to the chapter's central message.
 
Fundations/Grammar:
Suffix Shuffle Game
Cursive: u & w

Due:

Wednesday

Standards:
W.TTP.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
 
Guidebooks:
"Stories Julian Tells" Lesson 22: Drafting an opinion paragraph
 
Students will write a first draft of an opinion paragraph using their prewriting reasons chart for guidance. They will write their opinion, reasons, and conclusion in complete sentences. 
 
Fundations/Grammar:
suffix -ed
Cursive: u & w

Due:

Tuesday

Standards:
RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events. 
 
Guidebooks:
"Stories Julian Tells" Lesson 21: Tracking character contributions and changes across chapters
 
Students will begin to track Julian's contributions to events across the chapters of the text. Then they will get ready to write an opinion essay for the following lesson by formulating an opinion statement and gathering reasons to support their opinion. 
 
Fundations/Grammar:
1-1-1 rule with x
suffixes -ment and -es

Due:

Monday

Standards:
RL.KID.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers.
 
Guidebooks:
"Stories Julian Tells" Lesson 20: "Because of Figs" and answering questions in complete sentences
 
Students will begin to prepare for the cold reading task "Because of Figs" independently. Then, they will answer questions about the text in complete sentences. 
 
Fundations/Grammar:
Review 1-1-1 words and doubling consonants
Cursive: u & w

Due:

Friday

Standards:
W.TTP.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
 
Guidebooks:
"Stories Julian Tells" Lesson 19: Formulating an Opinion Statement and Gathering Reasons to Support it
 
Students will learn what an opinion statement is and begin gathering reasons to support an opinion statement.
 
Fundations/Grammar:
Word Talk
Cursive: r, s, & t

Due:

Thursday

Standards:
RL.CS.5: Refer to parts of stories, dramas, and poems, using terms such as chapter, scene, and stanza; describe how each successive part of a text builds on earlier sections.
 
Guidebooks:
"Stories Julian Tells" Lesson 18: "Our Garden": Identifying Connections Between Sections and Parts
 
Students will read along while teacher reads "Our Garden." They will discuss the function of adjectives and their effect on the story, and they will identify how parts of this chapter connect to and build off of sections from "Catalogue Cats."
 
Fundations/Grammar:
1-1-1 word detectives
Ending Sounds
/d/ -d, ed
/t/ -t, ed
/z/ -z, s

Due:

Wednesday

Standards:
RL.KID.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
 
Guidebooks:
"Stories Julian Tells" Lesson 17: "The Pudding Like a Night on the Sea": Share Character Traits, Motivations, and Contributions & Central Message
 
Students will share the information from the previous lesson. Then, students will discuss the central message of "Catalogue Cats" in a whole-group discussion.
 
Fundations/Grammar:
Review 1-1-1 words
Doubling consonant before adding suffixes (running, swimming. etc.)

Due:

Tuesday

Standards:
RL.CS.5: Refer to parts of stories, dramas, and poems, using terms such as chapter, scene, and stanza; describe how each successive part of a text builds on earlier sections. 
RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events. 
 
Guidebooks:
"Stories Julian Tells" Lesson 16: "The Pudding Like a Night on the Sea" and "Catalogue Cats" Tracking Character Traits, Motivations, and Contributions Across Stories
 
Students will begin tracking character traits, motivations, and contributions in "The Pudding Like a Night on the Sea" and "Catalogue Cats." 
 
Fundations/Grammar:
1-1-1 Spelling Rule
Suffixes -ful and -ing
Cursive: r, s, & t

Due:

Monday

Standards:
3.FL.VA.7a: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on 3rd grade reading and content, choosing flexibly from a range of strategies. 
 
Guidebooks:
"Stories Julian Tells" Lesson 15: "The Pudding Like a Night on the Sea" Multiple Meanings of Words and Central Message
 
Students will recount the story "The Pudding Like a Night on the Sea." They will discuss the multiple meanings of the words "beat" and "whip" and discuss the central message of the chapter. 
 
Fundations/Grammar:
1-1-1 Words: 1 syllable, 1 vowel, 1 consonant
 
Cursive letters: r, s, & t

Due:

Friday

Standards:
RL.CS.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 
RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events. 
 
Guidebooks:
"Stories Julian Tells" Lesson 14: "The Pudding Like a Night on the Sea"
 
Students will listen to a read aloud of the chapter, "The Pudding Like a Night on the Sea." Then they will analyze the meaning of nonliteral language in the form of comparisons and discuss how character motivations in the text lead to character actions. 
 
 

Due:

Thursday

Standards:
RI.IKI.9: Compare and contrast the most important points and key details presented in two tests on the same topic.
 
Guidebooks:
"Stories Julian Tells" Lesson 13: "Comparing and Contrasting"
 
Students will compare and contrast two different countries' library systems using a venn diagram. Then they will practice writing a brief compare-contrast essay about the two library systems. 
 
 

Due:

Wednesday

Standards:
W.PDW.4: With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
RI.IKI.9: Compare and contrast the most important points and key details presented in two texts on the same topic.
 
Guidebooks:
"Stories Julian Tells" Lesson 12: "My Librarian is a Camel"
 
Students will learn how to give an oral presentation. Students will also learn how to take notes.  
 
 

Due:

Tuesday

Standards:
W.RBPK.7: Conduct short research projects that build general knowledge about a topic.
W.TTP.2: Write informative/explanatory texts to examine a topic and convey ideas and information. 
 
Guidebooks:
"Stories Julian Tells" Lesson 11: "My Librarian is a Camel"
 
Students and teacher will organize the research notes onto presentation note cards. We will talk through what a strong presentation looks and sounds like and practice presenting information about or country of research.  
 
 

Due:

Friday

Standards:
RI.CS.5: Use text features to locate information relevant to a given topic efficiently.
W.RBPK.7: Conduct short research projects that build general knowledge about a topic.
 
Guidebooks:
"Stories Julian Tells" Lesson 10: "My Librarian is a Camel"
 
Students will reread their chosen section of "My Librarian is a Camel". Students and teacher will discuss the meaning of text features and how they help the reader better understand the story.  
 
Grammar/Fundations:
-Warm Up: Drill short vowel sounds and -tch 
-New Concepts: scoop sentences
-Unit Assessment

Due:

Thursday

Standards:
RI.KID.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. 
W.RBPK.7: Conduct short research projects that build general knowledge about a topic.
 
Guidebooks:
"Stories Julian Tells" Lesson 9: "My Librarian is a Camel"
 
Students will follow along with a read aloud of "My Librarian is a Camel". Students will identify main idea and key details of "Australia" chapter. Students will choose a chapter from the book and begin their own research. 
 
Grammar/Fundations:
-Warm Up: Drill short vowel sounds and -tch 
-New Concepts: syllable game
-Practice -tch and -ch words

Due:

Wednesday

Standards:
RL.KID.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
 
 
Guidebooks:
"Stories Julian Tells" Lesson 8: "The Fantastic Flying Books of Mr. Morris Lessmore"
 
Students will follow along with a read aloud of "The Fantastic Flying Books of Mr. Morris Lessmore". Students will identify details that help support the central message. 
 
Grammar/Fundations:
-Warm Up: Drill short vowel sounds and -tch 
-New Concepts: marking words
-Cursive Letters b, f, and k

Due:

Tuesday

Standards:
RL.KID.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events.
 
 
Guidebooks:
"Stories Julian Tells" Lesson 7: "The Fantastic Flying Books of Mr. Morris Lessmore"
 
Students will follow along with a read aloud of "The Fantastic Flying Books of Mr. Morris Lessmore". Students will look closely at the changes in the characters to help determine the central message of the story.
 
Grammar/Fundations:
-Warm Up: Drill short vowel sounds and -tch 
-New Concepts: glued sounds
-Cursive Letters b, f, and k

Due:

Monday

Standards:
RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events.
RL.IKI.7: Explain how illustrations in a text contribute to what is conveyed by the words.
 
Guidebooks:
"Stories Julian Tells" Lesson 6: "The Fantastic Flying Books of Mr. Morris Lessmore"
 
Students will follow along with a read aloud of "The Fantastic Flying Books of Mr. Morris Lessmore". Students will look closely at the images to better understand the story's meaning. 
 
Grammar/Fundations:
-Warm Up: Drill short vowel sounds and -tch and -all
-New Concepts: homophones which/witch
-Cursive Letters b, f, and k

Due:

Friday

Standards:
RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events.
FL.VA.7ai: Use sentence-level context as a clue to the meaning of a word or phrase.
 
Guidebooks:
"Stories Julian Tells" Lesson 5: "The Fantastic Flying Books of Mr. Morris Lessmore" and Using Context Clues to Determine Meaning
 
Students will follow along with a read aloud of "The Fantastic Flying Books of Mr. Morris Lessmore". Students will determine the meanings of unfamiliar vocabulary using context clues and practice sequencing the major events and character contributions to events in partnerships.
 
Grammar/Fundations:
-Warm Up: Drill short vowel sounds and -tch
-New Concepts: Closed syllables-Syllable Hunt
-Cursive Letters l, e, and h

Due:

Thursday

Standards:
RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Guidebooks:
"Stories Julian Tells" Lesson 4: Character Traits and Feelings
 
Students will begin to track the characterization of Mary Ellen and Grampa through their traits, feelings, and contributions to events on a character chart. Students will identify the evidence from the text that supports their understanding. 
 
Grammar/Fundations:
-Warm Up: Drill short vowel sounds and -tch
-New Concepts: Closed syllables 
-Cursive letters l, e, and h

Due:

Wednesday

Standards:
RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events.
FL.SC.6i: Produce simple, compound, and complex sentences.
 
Guidebooks:
"Stories Julian Tells" Lesson 3: Writing with Conjunctions and Character Contributions to Actions
 
Students will practice combining sentences about "The Bee Tree" using subordinating conjunctions. Students will add character contributions to their sequence of events graphic organizer handout.
 
Grammar/Fundations:
-Warm Up: Drill short vowel sounds and -tch
-New Concepts: homophones (write/right, know/no)
-Practice dictation

Due:

Tuesday

Standards:
RL.CS.4: Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language.
RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events. 
 
Guidebooks:
"Stories Julian Tells" Lesson 2: Literal vs. Nonliteral Meanings and Sequencing Events
 
Students will be learn the difference between literal and nonliteral language. Students will reread "The Bee Tree" and sequence the story's events using temporal phrasing.
 
Grammar/Fundations:
-Warm Up: drill short vowel sounds
-New Concepts: /k/, /ck/, and /ch/
-Review Trick Words

Due:

Monday

Standards:
3.FL.F.5b: Read with sufficient accuracy and fluency to support comprehension. Read grade level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 
3.FL.VA.7: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level 3 reading and content, choosing flexibly from a range of strategies. 
 
Guidebooks:
"Stories Julian Tells" Lesson 1: The Bee Tree and Semantic Maps
 
Students will be introduced to the story "The Bee Tree" by listening to the read aloud. Students will practice reading aloud fluently and filling out a semantic map. 
 
Grammar/Fundations:
-Warm Up: Drill sounds 
-New Concepts: Closed syllables
-Cursive Letters e and h