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

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

Easter Break

Easter Break

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

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

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

9 weeks Common Assessment

9 weeks Common Assessment

Guidebooks Assessment Writing Part

Guidebooks Assessment Part B

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

No School-Martin Luther King Jr. Day

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

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

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

Stay warm and have fun!

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

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

1/2 Day 

 

Dismissal at 11:30

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.

 

Students will complete a Polar Express reflection and work to edit incorrect sentences. 

 

-Latin Roots

-Prefixes Review

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.

 

Students will talk about character feelings and complete a summarization of the book. 

 

-Prefixes (pre-and re-)

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

 

Class will have a discussion about the characters in the story and identify some of their traits. We will also distinguish fact from opinion. 

 

-Latin Roots

This week we will be reading The Polar Express and doing different activities with it. 

 

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.

 

Students will complete a story elements graphic organizer and practice using nouns, verbs, and adjectives.

 

-Word Play

-Nonsense Words

Common Assessment Part 1

 

-Prefixes 

 

IXL Language Arts Y.2

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. 

 

"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. 

 

-open syllable with "i" in the middle

-schwa vowel review

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.

 

-Review of previously taught skills

-Cursive review

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.

 

"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.

 

-Review of previously taught skills

-Cursive review

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

 

"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.

 

-review this week's skills

-"X Marks the Spot" game

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

 

"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. 

 

-Schwa vowel

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

 

"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.  

 

-schwa in open syllables with "a"

3.RI.CS.6 Distinguish reader point of view from that of an author of a text.

 

"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.  

 

-Word talk

-Nonsense word game

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

 

"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.

 

-Unit Test

-Review schwa

-Make and Discuss Words

No School for in-person or virtual learners!

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. 

 

Students will complete a comprehension activity to check for understanding. 

 

-schwa

-Cursive: m & n

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

 

"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.

 

-Double consonants with suffixes (ex. hop=hopping)

-Cursive: Connecting letters to form words

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.

 

"Because of Winn Dixie" Lesson 3: Shades of meaning and point of view

 

 

-Final -e with suffixes (ex. hope=hoping)

-Mark up words

Cold Read Task Part 1

 

Students will read "Superboy and Me" independently and answer questions 1-6.

 

2 syllable rules

Multiple-meaning words

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. 

 

"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. 

 

Review: /z/ and consonant-vowel-e words

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. 

 

"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. 

 

Review: vowel-consonant-e words, syllable types, and /z/ sound

 

Cursive: c, a, and o

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.

 

"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.

 

Suffix Shuffle Game

Cursive: u & w

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

 

"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. 

 

1-1-1 rule with x

suffixes -ment and -es

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

 

"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. 

 

Review 1-1-1 words and doubling consonants

Cursive: u & w

W.TTP.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.

 

"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.

 

Word Talk

Cursive: r, s, & t

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.

 

"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."

 

1-1-1 word detectives

Ending Sounds

/d/ -d, ed

/t/ -t, ed

/z/ -z, s

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.

 

"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. 

 

-Warm Up: Drill short vowel sounds and -tch and -all

-New Concepts: homophones which/witch

-Cursive Letters b, f, and k

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.

 

"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.

 

-Warm Up: Drill short vowel sounds and -tch

-New Concepts: Closed syllables-Syllable Hunt

-Cursive Letters l, e, and h

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

 

"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. 

 

-Warm Up: Drill short vowel sounds and -tch

-New Concepts: Closed syllables 

-Cursive letters l, e, and h

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.

 

"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.

 

-Warm Up: Drill short vowel sounds and -tch

-New Concepts: homophones (write/right, know/no)

-Practice dictation