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Grade 3 Unit 4 Module 2 of 3 of 91

CCSS ENGLISH LANGUAGE ARTS INSTRUCTIONAL PATHWAY

GRADE 3 UNIT 4 MODULE 2

LESSON 1: MODULE OPENING

Lesson Purpose

Getting Started: This opening lesson is designed to help students begin to think about what it means to monitor comprehension and the many ways that good readers attempt to figure out word meanings. Additional goals of this lesson are to build background knowledge for the main selection, to introduce the overarching question and module questions, and review the end of unit culminating projects. Within this module, students will practice the habits of good readers and writers while also gaining confidence with tackling challenging texts. Students will continue to use a Reader’s / Writer’s Journal during the lessons throughout the unit to support the tasks outlined in the culminating project.

Learning Outcomes: Students will be able to…

Ask an answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers.

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

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic of subject area.

Use sentence-level context as a clue to the meaning of a word or phrase.

Know and apply grade-level phonics and word analysis skills in decoding words.

Read with sufficient accuracy and fluency to support comprehension.

Learning Intentions: Students will understand…

Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.

How to distinguish between essential and non-essential information within and among text.

Effective use of vocabulary builds social and academic knowledge across content areas.

How to apply word analysis skills to read and unlock meaning of words.

The importance of reading with fluency, accuracy, and prosody appropriate to task and text.

CCSS Learning Progressions

Previous Grade Level (2ndGrade) Current Grade Level (3rdGrade) Next Grade Level (4th Grade)

Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

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

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Main & Supplemental Texts

Texts: “Talking to Lulu Delacre, Children’s Author” Unit 2 pp.258-259 Macmillan Teacher’s Edition, Unit 24 pp.256-257 Macmillan Leveled Readers: Laura Ingalls Wilder(Approaching), E.B. White, Writer (On-Level), Sequoyah(Beyond) Triumphs Student Edition Ben Franklin, pp.100-109

Materials: Macmillan Teacher’s Edition pp. 256-259B Macmillan Student Edition pp. 256-259 Reader’s / Writer’s Journal Vocabulary Pre-Teach Big Idea Note Taker Spelling Pre-Assessment Phonics Word Cards Fictional Narrative Cold Write Discovery Education Website: http://app.discoveryeducation.com/player/view/assetGuid/6452202C-9612-45F2-9EF5-8608957F16BB

http://app.discoveryeducation.com/player/view/assetGuid/6452202C-9612-45F2-9EF5-8608957F16BB



Agenda: Module 2 Lesson 1

1. Module Introduction 2. Build Background and Develop Oral Language 3. Vocabulary Pre-teach and Small Group Activities 4. Vocabulary Routine: Define, Explain, Engage 5. Comprehension: Model Annotating Text 6. Differentiated Instruction: Leveled Readers 7. Word Study 8. Writing 9. Grammar 10. Homework

Classroom Implementation: Introduction Annotated Notes: Introduction

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Unit Description:

Provide an introduction to the unit based on the Unit Theme: Persevere

Explain the value of expressing yourself through different through writing, painting, singing, etc.

Overarching Question:

Display the overarching question. - How do writers and artists express

themselves?

Explain that the overarching question will frame the entire unit and students will refer back to this theme throughout the unit to make connections across texts.

Culminating Project:

Provide students with the culminating project document.

Inform students that there are three separate components for the Culminating Project: - Opinion/Argumentative Writing - Interpretation - Presentation.

Students will need to rely on notes, ideas from the conversations, and information contained in the charts to complete the culminating projects.

Each component of the culminating project will be developed with support from adults and peers during and outside of class throughout the entire unit.

Module Question:

Explain to students that there are three modules within this unit that relate back to the overarching question.

Display and discuss the question for this module. - How can putting out thoughts on paper help us

express ideas?

Lesson Introduction:

Introduce learning outcomes as the goals students will work to achieve and the learning intentions as the understanding students will gain.

Teacher Notes: RISE 3a: Communicating with Students Writing in Response to Literature:

Students will produce a number of written responses within each module to demonstrate comprehension of text. - Analytic Writing with Main Selection - Writing Across Texts

Writing in the Common Core Genres:

Students will produce an Opinion Writing based on the overarching question.

This Opinion writing is part of the culminating project.


Classroom Implementation: Oral Language Annotated Notes: Oral Language O

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Building Background: MMH Treasures pp. 256-257 Discussion Launch: Introduce Question

Explain to students that writing is a process. It goes through many revisions to make the piece of writing perfect.

Writing can be fun. What are your favorite kinds of things to write?

View Slideshow: discovery education http://app.discoveryeducation.com/player/view/assetGuid/6452202C-9612-45F2-9EF5-8608957F16BB Talk About It

Provide an opportunity for students to use the picture on pages 256-257 and the discovery education video to talk about the discussion launch question.

Common Core State Standard: SL 3.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and text, building on other’s ideas and expressing their own clearly. Common Core State Standard: SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Teacher Note: The Discover Education video contains questions / tasks at the end of the video. Students are not required to complete the tasks.




Classroom Implementation: Vocabulary Annotated Notes: Vocabulary V

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Access for All: Pre-teach Vocabulary Lessons

Display the following Macmillan Vocabulary Words: - Acceptance - Talented - Ambition - Contemplate

Explain that during the vocabulary pre-study, everyone will have a chance to explore vocabulary words.

Echo read the vocabulary words with the entire group.

Allow on-level and beyond students to work with partners to complete their vocabulary pre-study activity. (See the table below for suggested activities.)

Using the selected words, pre-teach vocabulary to a small group of approaching students before whole group introduction begins.

Vocabulary Pre-Teach Routine: - Step 1: Say and Define - Step 2: Connect - Step 3: Apply - Step 4: Discuss - Step 5: Echo

Common Core State Standard: RL 3.4 Determine the meaning of words and phrases as they are used in a text. Teacher Notes:

Do not pre-teach all the vocabulary words listed on the pre-teach activity. Only select the words that may be confusing for approaching students.

Images are provided for each vocabulary word within the pre-teach lesson. Additional images may be selected to reflect the cultural experiences specific to students.

Consider having the students keep a word journal or some type of vocabulary log as an ongoing resource.

Differentiated Instruction: Vocabulary

Approaching On-Level & Beyond

Engage in vocabulary pre-teach lesson.

Complete one of the activities below.

- Play a vocabulary concentration game with a group of students using vocabulary words from the previous module.

- Independent Reading.

- Selected FCRR Vocabulary Activities


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Whole Group Vocabulary Routine: Introduction

Lesson Outcomes: Students will be able to recognize examples of appropriate contexts for new Tier 2 words. Student-friendly Lesson Outcome: Students will think about exciting new words and how to use them. Lesson Intention: Students will begin to develop word knowledge of tier 2 words.

Define: - Provide a student-friendly explanation of the

vocabulary word.

Explain: - Make a connection between the vocabulary

word and a relevant and relatable context.

Engage: - Using the example / non-example routine,

provide an opportunity for students apply the vocabulary words to familiar situations.

Teacher Note: The following vocabulary words are Tier II words. Students will interact with the following Tier II Vocabulary before comprehension instruction begins.

Common Core State Standard: 3.4 Determine the meaning of words and phrases as they are used in a text. Teacher Notes: RISE 3a: Communicating with Students Lesson Outcome and Rationale State the lesson outcome to students and explain that learning new and exciting words will help them to be better readers, writers, and communicators. Formative Assessment: “Look Fors”

While engaging in the vocabulary routine, monitor student responses for proper usage.

If students mispronounce or use incorrect tense, model appropriate usage and continue with the lesson.

If students are not using the target vocabulary words, provide a frame for student response.

Prompt students to explain their thinking and tell why the example supports the vocabulary concept.

Require students to explain their thinking.

Access for All:

Select students may need a visual for each vocabulary word posted and/or in the vocabulary reference journal to support learning.

Select students may need a vocabulary journal to use during pre-teaching. This can also be used as a reference during whole group instruction.

Acceptance

Student friendly explanation: When someone shows acceptance, they are receiving, taking, or approving something or someone. Example: Her acceptance to the university was a surprise. Engage: I am going to describe some situations. If you think the situation shows acceptance say “you’re approved”. If not, don’t say anything.

someone making the basketball team

Someone climbing a big hill

(Teacher Selected Turn and Talk Opportunity)

Talented

Student friendly explanation: When you are talented at something, you have a special ability that allows you to do something well. Example: The singer is very talented. Engage: I am going to name some situations. If the situation describes someone that is talented applaud. If not, do nothing.

An football player who is named the most valuable player on the team (Turn and Talk Opportunity)

A person that made an announcement and pronounced people’s names wrong

An artist that has her paintings displayed in an exhibit.


Ambition

Student friendly explanation: Ambition is something a person hopes to do or achieve. Example: His ambition was to be the first to graduate from college in his family. Engage: I am going to name some situations. If the situation describes ambition, say “Go for it!” If not, don’t say anything.

A student that does not do homework

A talented singer that moved to New York to follow his dreams of being famous

A hard working, promise ready student.

(Teacher Selected Turn and Talk Opportunity) Contemplate

Student friendly explanation: To contemplate is to think deeply or carefully about something. Example: He contemplated before finally getting on the huge roller coaster. Engage: I am going to name some things. If you think it is an example of contemplate, say “Hmmm”. If not, say nothing.

Going to a scary haunted house

Doing homework

Standing up to a bully

(Teacher Selected Turn and Talk Opportunity)


Classroom Implementation: Comprehension Annotated Notes: Comprehension C

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Comprehension MMH Treasures pp. 258-259 Lesson Outcome:

Explain to students that during this lesson, they will monitor their understanding of text by recording the big ideas and wonderings.

After reading the entire passage, students will summarize the selection using textual evidence.

Introduction:

Provide students with a copy of the Big Idea Note

Taker.

Students can also recreate the Big Idea Note Taker in their Reader’s / Writer’s Journal.

Display the Big Idea Note Taker.

Explain to students that this note taker will help them monitor their understanding of the text they read.

The first column is for the Big Ideas from the text, and the second column is for questions and wonderings about the text.

Students will summarize the selection at the bottom of the note taker.

Model Note Taking: Big Idea Note Taker

Read page 258 aloud to students.

At the end of the page ask students to discuss what is happening.

Connect vocabulary and comprehension by asking students to discuss the ideas presented in the text using the vocabulary word talented.

Capture the key ideas in the first box of the Big Idea Note Taker, while students record ideas on their individual documents.

Model for students how to generate questions about the text in the second column of the Big Idea Note Taker.

Teacher Think Aloud: Context Clues

Explain to students that if they find an unfamiliar word they should look for context clues.

Sometimes, words in the text might help them understand the unfamiliar word.

Common Core State Standard: L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibility from a range of strategies. Teacher Notes: “Look Fors”

The Big Idea Note Taker is designed to assist students with monitoring their comprehension of text.

As an alternative to using the Big Idea Taker handout, students can use their Reader’s / Writer’s Journal.

Remind students to make this activity an entry in the table of contents and record the coordinating page number.

Monitor students to ensure they are appropriately completing the note taker.

Have a Big Idea Note Taker on chart paper (laminated) so you can use it to model and for future lessons.

This will be a visual reference for all students.


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Lesson Outcome:

Explain to students that it is now their turn to practice reading and taking notes to monitor understanding of text.

Reading Independently: p. 259

Instruct students to independently read page 259.

While reading independently, require students to monitor their thinking by recording ideas on the Big Idea Note Taker or in their Reader’s / Writer’s Journal.

Whole Group Discussion:

Engage students in a discussion of the selection using the common misunderstandings as a guide for developing a conversation grounded in textual evidence.

During the whole group text discussion reinforce the use of context clues to discover the meaning of vocabulary while building comprehension.

Record the key ideas of the passage on the classroom model of the Big Idea Note Taker.

Provide an opportunity for students to orally reflect on the strategies that are helping them comprehend text. For example, metacognitive strategies.

Summary Writing:

Model for students how to write a summary of the selection using the ideas recorded in the first box of the Big Idea Note Taker.

Differentiated Instruction:

While providing additional support, consider chunking the text in smaller portions.

Stop more often during the reading of page 258 to check for understanding.

Encourage students in the small group to explain their thinking before recording ideas on the Big Idea Note Taker.

To check for understanding, ask students to summarize the selection in their own words.

Formative Assessment:

Circulate the classroom and note common misunderstandings documented on the Big Idea Note Taker.

Write Tools Summary Writing:

Students can use the name it, verb it, big picture structure to develop a summary of the selection.

Name It: title and author

Verb It: strong verb that describes the text

Big Picture: phrase indicating what the text is all about

Big Ideas from the Text: Students should also include a few big ideas and details from the text.

Sample Summary: “Talking to Lulu Delacre, Children’s Author” by Diana Jarvis is an interview Lulu Delacre about being a writer. Lulu was a good student that could draw well. Her favorite book is Voyage to the Center of the Earth. When she writes, she keeps a journal to draw in and write ideas for books. Her most exciting time as a writer was when her book The Bossy Gallito won the Pura Belpre Honor. Her first story was about an elephant and a mouse. Access for All:

Select students may need sentence frames in the big idea note taker to organize their thoughts and writing.

After reading the selection independently, select students my need to listen to the text to better comprehend depending on the student’s reading ability level.


Classroom Implementation: Differentiated Instruction Annotated Notes: Differentiated Instruction D

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Differentiated Instruction: Optional Provide Students with Leveled Texts:

Triumphs

Approaching Leveled Reader

On-Level Leveled Reader

Beyond Leveled Reader

Read Independently:

Provide students with the Big Idea Note Taker.

Instruct students to read the provided selection independently while completing the Big Idea Note Taker.

Work with a small group of students to provide additional support for students functioning significantly below grade level.

Meet with each group to briefly discuss understandings and questions.

Instruct students to summarize their leveled reader at the bottom of the Big Idea Note Taker.

Students will have additional time throughout this module to continue reading and completing the Big Idea Note Taker for their leveled text.


Reflect on content:

What did we learn today from our reading?

Reflect on process:

How did you learn this information?

Reinforce Habits of Good Readers:

Explain to students that good readers use context clues to determine the meaning of unfamiliar words.

Good readers also monitor their comprehension while reading.

Summarizing text after reading allows good readers to capture the author’s main ideas.

During lessons two and three, students will continue to practice independent reading and annotating text with the main selection.

Teacher Notes:

As an alternative to using the Big Idea Note Taker handout, students can use their Reader’s / Writer’s Journal.


Be sure to display the Big Idea Note Taker used during teacher modeling as a student reference.

Students with reading difficulties may need support during independent reading.

All groups of students including students in the approaching group should be reading independently.

Remember: This is the part where the teacher facilitates the lesson by allowing the students to problem solve with guidance.

RISE 4a: Reflecting on Teaching and Student Learning (Use the space provided below to record teacher notes for instructional routines and next steps for students having difficulty and/or needing more rigor.)


Classroom Implementation: Word Study Annotated Notes: Word Study P

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Spelling Pre-test: R-Controlled Vowels (ar, or)

Spelling Pre-Test Routine:

Say the underlined word.

Read the sentence.

Repeat the word.

Instruct students to record the word.

Check the spelling for each word.

Dictation Sentences: Say the underlined word, read the sentence, and repeat the word. 1. The dog will bark.

2. I wore shorts to the picnic.

3. The rock is very sharp.

4. My feet were sore after the hike.

5. The villagers worked hard.

6. Storms have strong winds.

7. We planted flowers in our yard.

8. What is your favorite sport?

9. We saw sharks at the aquarium.

10. I like to sit on our porch.

11. Please pour a glass of water for me.

12. Mom told me a good story.

13. My chore is to dry the dishes.

14. The children wore heavy coats.

15. Who will carve the turkey?

Review Words

16. This bed is too firm.

17. The car turns right at the next street.

18. When did you learn to swim?

Challenge Words

19. There are apples in the orchard.

20. The artist loves to paint.

Optional Differentiated Instruction Activity

Common Core State Standards: RF 3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Differentiated Instruction: Word Study

Approaching On-Level Beyond

Teacher facilitated open Word Sort using word cards

Open Word Sort with partner



Classroom Implementation: Genre Writing Annotated Notes: Genre Writing G

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Genre Writing Opinion Writing Graphic Organizer Introduction:

In this lesson, students will choose the character for their opinion essay and organize their ideas for their opinion essay.

Whole Group

Display the classroom chart- Character that Persevered the Most.

Explain to students that during this lesson they will use the collected evidence for their opinion essay.

Ask students to take a few moments to review their notes in their Reader’s / Writer’s Journal.

Display the Opinion Writing Graphic Organizer on the ELMO or projector.

Provide students with their own copy of the Opinion Writing Graphic Organizer.

At the top of the Opinion Writing Graphic Organizer, model for students how to record their opinion.

For example: Trisha from the book, Thank You, Mr. Falker, was the character that showed the most perseverance in overcoming an obstacle.

Once students have recorded their topic and their opinion, model for students how to develop three reasons or big ideas for their opinion.

For example: Trisha had dyslexia, but she still worked hard to learn to read.

Encourage students to use the Rule of 5 when recording their three Big Ideas.

Monitor students and provide feedback as they use their notes to develop this portion of the graphic organizer.

Closing:

Select a few students to share the ideas on their graphic organizer with the entire class.

Explain to students that during the next lesson they will continue to develop their opinion writing.

Common Core State Standard: W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

Teacher Notes: Formative Assessment:

Before the next writing lesson, collect and review the following… 1. Clear Topic 2. Opinion Statement 3. Three Big Ideas that connect with the opinion

statement These three essential elements of the graphic organizer should be established before moving into the next writing lesson.


Classroom Implementation: Grammar Annotated Notes: Grammar G

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r Grammar Introduce the Concept:

Cumulative Review of Present and Past Tense Verbs

Partnerships:

Return to page 258-259 of the Macmillan Student Edition.

Model for students how to find verbs in the

selection.

Record the examples on the board.

Instruct students to work with a partner to find two examples of verbs in the selection.

Students should record their examples in the Reader’s / Writer’s Journal.

Closing:

Select a few partnerships to share their examples

with the entire group.

Inform students that during the next few lessons they will continue to learn more about verbs.

Common Core State Standard: L3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Teacher Notes:

Classroom Implementation: Homework Annotated Notes: Homework

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Homework Options: Comprehension:

Read the Take Home Book: “E.B. White, Writer”.

Spelling:

Complete Spelling Practice Book, p.66

Grammar:

Write 2 present tense sentences and 2 past tense sentences.

Complete activities in the teacher resource packet.

Teacher Notes:




LESSON 2: RIGOROUS TEXT DISCUSSION WITH TEXT DEPENDENT QUESTIONS

MODULE QUESTION: HOW CAN PUTTING OUR THOUGHTS ON PAPER HELP US EXPREESS OURSELVES?

Lesson Purpose

Getting Started: During this lesson, students will continue to monitor their comprehension of text. The metacognitive strategy will be introduced and students will be expected to think while reading in order to understand and respond to text. While reading the first half of the main selection, the comprehension skill will be integrated throughout the text discussion to reinforce comprehension.


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





Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.













Texts: Author: A True Story, Unit 2 pp.156-177 Macmillan Leveled Readers: Laura Ingalls Wilder (Approaching), E.B. White, Writer (On-Level), Sequoyah (Beyond) Triumphs Student Edition: Ben Franklin, pp.112-120

Materials: Reader’s / Writer’s Journal Big Idea Note Taker Chart Paper Phonics Word List Time for Kids Magazine R5 Student Book Mark R5 Status of the Class R5 Conference Form Comprehension Preteach Macmillan Teacher’s Edition, Unit 2 p.273A Macmillan Fluency Transparency, p.10



1. Lesson Introduction 2. Word Study 3. Vocabulary 4. Comprehension: Preteach 5. Comprehension: Main Selection 6. Independent Reading R5 7. Genre Writing 8. Grammar 9. Homework


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Learning Intentions and Outcomes:

Introduce learning intentions and outcomes.

Explain to students that during this lesson they will learn about an author that perseveres.

Teacher Notes: RISE 3a: Communicating with Students


Classroom Implementation: Word Study Annotated Notes: Word Study W

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Whole Group: R-Controlled Vowels (ar, or) Decode Words with Silent Letters EXPLAIN/MODEL Display the Star and Corn Sound-Spelling cards for r-Controlled Vowels ar and or. Tell students that wen a vowel is followed by r, the r changes the vowel’s sound. For example, the letters ar stand for the /är/ sound. Point to each spelling on the card and provide a sample word. For example:

ar as in star

or as in storm

oar as in soar

ore as in wore

Write the sample words on the board, underline the r-Controlled Vowel spelling, and model blending each one. Think Aloud: Look at the second word I wrote: s-t-o-r-m. I see the /ôr/ sound spelled or. Listen and watch as I sound out word: /storm/, storm. (Run your finger under the word as you sound it out.) PRACTICE/APPLY Read the Word List: Display Phonics Word List. Have students underline the r-Controlled vowel spelling in each word. Then have them define the plural word.

Common Core State Standards: RF 3.3 Know and apply grade-level phonics and word analysis skills in decoding words. Teacher Notes: RISE 4a: Reflecting on Teaching and Student Learning (Use the space provided below to record teacher notes. Reflect on instructional routines and next steps for students having difficultly / and or needing more rigor.)

art stars for garden artist more world soared car cart bar barn spark charm sport porch torn scarf wore yarn roar chart sport sharp


Classroom Implementation: Fluency Annotated Notes: Fluency F

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Fluency Routine: Passage Macmillan Teacher’s Edition, Unit 2 p.273A Macmillan Fluency Transparency, p.10 Focus: Model Fluent Reading Whole Group Introduction:

Tell students that they will practice reading for fluency.

Explain what being a fluent reader means and why it is important to read with fluency.

Explain to students that repeated reading of texts supports them in becoming proficient readers.

Explain:

Tell students that good readers learn to read groups of words together in phrases.

Explain to students that during this lesson they will practice reading a text that has been marked with slashes that indicate pauses and stops.

A single slash indicates a pause.

A double slash indicates a stop.

Assure students that, with practice, they will get used to reading from marked text.

Model:

Provide students with a copy of Transparency 10.

Model reading the marked text as students use their copies to follow along silently.

Have students listen carefully to your pauses and intonation as you read.

Do this two or three times.

Invite students to comment on what they observed about your phrasing and expression.

Choral Reading:

Have students use the marked text to read aloud chorally.

Provide feedback to the group regarding phrasing and expression.

Closing:

Explain to students that during the next few lessons they will continue to practice fluent reading with this passage.

Send a copy of the passage home with students to encourage additional fluency practice.

Common Core State Standards: RF 3.4 Read with sufficient accuracy and fluency to support comprehension. Access for All:

Select students may need a copy of the fluency text with larger print. Select students may need to echo or choral read the text more than one time. Select students may also need a modified text with a reading guide.



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Whole Group Vocabulary Routine Lesson 2 Lesson Outcome: Students will be able to recognize examples and non-examples of Tier 2 words. Student-friendly Lesson Outcome: Students will be able to recognize examples where they can use new exciting words. Lesson Intention: Students will deepen word knowledge of Tier 2 words.

List: - Introduce the vocabulary word. - Provide an in-context example. - Engage students with an oral prompt.

Common Core State Standard: RL.3.4 Determine the meaning of words and phrases as they are used in a text. Formative Assessment:

Encourage students to use targeted vocabulary words in their explanations.

Prompt students to explain why during the vocabulary routine.

Acceptance

Student friendly explanation: When someone shows acceptance, they are receiving, taking, or approving something or someone. In-context: In the story we read yesterday, Lulu Delacre’s acceptance as a writer started with a book about an elephant and a mouse. Engage:

With a partner make a list of 3 ways someone can show acceptance.

Talented

Student friendly explanation: When you are talented at something, you have a special ability that allows you to do something well. In-context: In the story we read yesterday, Lulu Delacre was a talented children’s author. Engage:

Turn and talk with a partner to list your special talents.



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Access for All: Pre-Teach Comprehension Focus: Author’s Purpose Whole Group

Explain that during the comprehension pre-study, everyone will have a change to engage in reading activities.

Allow on-level and beyond students to work with partners to complete their comprehension pre-study activity. (See the table below for suggested activities.)

Pre-teach summarizing to a small group of students.

Comprehension Pre-Teach Routine:

Step 1: Activation and Motivation

Step 2: Teacher Model & Guided Practice

Step 3: Think Check

Common Core State Standards:RL3.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Differentiated Instruction

Approaching On-Level & Beyond

Attached pre-teach lesson.

Complete the Big Idea Note Taker from lesson 1 with leveled reader.

Compass Learning

Read a Time for Kids Magazine and summarize the selection.

Teacher Notes:

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Note: The following rigorous text discussion plan is a possible scenario NOT a script. The direction a discussion goes cannot be anticipated by the writers for all classrooms. Teachers will need to make on-the-spot decisions regarding chunking of text and follow-up queries based on their students. However, initial queries should be broad with more specific common core aligned text dependent follow-up queries.


Classroom Implementation: Rigorous Text Discussion Planning & Preparation C

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Main Selection: Author: A True Story Author: Helen Lester

Planning and Preparation Intended Student Learning:

Students will identify clues that demonstrate the author is writing an autobiography or the story of her own life.

Students should understand the organization of the text can support the author’s purpose for writing the text.

Students should become aware that there are three main purposes for writing –to entertain, to inform, or to persuade.

All students will realize that even when something is as difficult as writing a book, they can keep working harder until they get better.

Students will understand that rejection does not mean failure. Rejection is often a challenge to work harder to achieve your goals.

The main selection, Author: A True Story is an autobiography genre. Students should learn that an autobiography is the story of a person’s life written by that person.

All students should realize they should never give up on their dreams.

Prior Knowledge Needed:

Explain to the students that the organization of a text can support the author’s purpose for writing the text.

The narrator is the person who tells the story.

In Author a True Story Helen Lester is the narrator. When the narrator uses the words I, me, or my to tell a story, it is told from the narrator’s point of view which is also called the first person point of view.

Students may need the pronunciations and meanings of selected story words such as frustrated (p.264), acceptance (p.267), rejection (p.266), illustrated (p.266), publisher (p. 266), and autographing (p.271).

Possible Difficulties:

Students may have difficulties understanding how the organization of the text contributes to the author’s purpose of writing.

Students will need guidance in searching for clues as to why the author wrote this story for information-(rather than entertainment or persuasion).

Students may not understand the author’s purpose for wanting the reader to know the details of why writing is hard for her.

Students may have difficulty understanding the idea of a “mirror writer”.

Students may have difficulty understanding rejection and acceptance letters from publishers.

Teacher Notes:

Focus for Close Reading:

Areas of Complexity:

Text Structure: Although the selection, Author: A True Story is an autobiography that contains narrative features and illustrations. The author chose to tell her life story and use illustrations to create a mood and emphasize aspects of the characters and setting.

Focus Strategy and Skill:

Metacognitive Strategy (R5): Summarize

Comprehension Skill(s): Author’s Purpose


Classroom Implementation: Rigorous Text Discussion with Text Dependent Questions C

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Main Selection: Author: A True Story Author: Helen Lester RISE 3b: Using Questioning and Discussion Techniques Common Core State Standard: SL3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

Main Selection Part 1: Building Comprehension Main Selection Introduction:

Explain the genre to students using the book mark on page 260.

An autobiography is a story of a person’s life. Set a Purpose for Reading: Students will learn…

Autobiographies are stories of a person’s life written by that person.

An author’s purpose is the reason an author writes something. Author’s write to entertain, inform or persuade.

Student Friendly Explanation: Summarizing

A summary is a short statement of the most important ideas or information.

Good readers keep track of important details as they read so they can summarize.

Using details to summarize text will help us understand the information we read.

Teacher Modeling:

Provide students with a copy of the Big Idea Note Taker to use with the main selection.

Read aloud page 261 to students and model how to record information in the Big Idea Note Taker.

While modeling, make sure you are identifying big ideas in one column and questions or wonderings in the second column.

Monitor students as they are completing the Big Idea Note Taker to determine if clarification is needed for the group or individual students.

PAGES 262-267 Independent Reading:

Instruct students to read pages 262-267 independently and record main ideas of the text on the Big Idea Note Taker or in their Reader’s / Writer’s Journal.

Monitor student understanding of text by making sure they are not choosing small details to record on the Note Taker.

Do not read the remainder of the selection to the whole group.


Work in a small group with students functioning significantly below grade level.

During the small group session, provide scaffolds such as chunking the text and additional think alouds for comprehension.

Support struggling students with completing the Big Idea Note Taker.

Identify a paragraph or segment of pages 262-267 for struggling students to read independently during the small group session.

Engage in Whole Group Discussion:

End of PAGE 263 Query: What have we learned so far?

She began writing when she was three. She wrote hundreds of grocery lists. She could turn the lists upside down and the words said the same thing.

Follow-up: The author writes “I could turn each list upside down and the words said the same thing.” What does this sentence mean?


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The author is only three years old, so she couldn’t read or write real words. The “words” she wrote looked the same right side up or upside down because they didn’t say or mean anything. They were scribbles

PAGE 264

End of page 264 Query: What did we learn here?

The author learned to write in the proper direction. Writing stories was hard for the author because so could not come up with an idea. She was very frustrated.

Follow-up: Why does the author explain how she used to write as a child? This is a true story, so the author’s main purpose is to tell about troubles she had with writing at ages three and seven. She is trying to show children that everyone gets frustrated. PAGE 265

After First Paragraph What details in the first paragraph help you picture what the author learned about teachers? Use details from the passage in your response.

Details such as “live in schools, eating only crackers and milk and sleeping under their desks,” help the

reader picture what the author is trying to say.

She learned teachers don’t live in schools.

End of Page

Query: What’s happening at the end of page 265?

The author likes to teach writing and is going to write a children’s book. Turn and Talk: How does this connect to what we already know?

She did not like to write and got frustrated before. Now, after working hard, she likes to teach writing and is going to write a book.

PAGE 266

End of Page What have we learned after reading page 266?

The author wrote and illustrated a book. She sent it to the publisher but it was rejected.

Follow-up: Find the word rejection in the third paragraph on page 266. What word clues in the paragraph help you figure out the meaning of rejection?

The words “no thank you and “sent back” show that the publisher didn’t want to publish Helen Lester’s book.

Rejection means “to say no to something.”

Follow- Up: How is the author feeling about writing now? What events have led to the author feeling this way? Use a character trait to describe the author.

PAGE 267 End of Page Query: What have we learned now?

She keeps writing books and sending them to different publishers.

On the seventh attempt she gets an acceptance letter. Turn and Talk: Why does the author share her details about writing her first seven books?

The author is showing how hard it is to get a book published.

The author shows us that even with seven rejections she doesn’t give up. Closing

Ask students to orally recount or summarize what they have learned in the first half of the main selection.

Instruct students to think about the metacognitive strategies they used to understand the play so far.

Allow students to turn and talk about their strategies.

Choose a few students to share with the entire group.


Classroom Implementation: R5 Independent Reading R

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R5 Independent Reading: Read, Relax, Respond, Reflect, Rap

Lesson Introduction: Explain to students that during this lesson, they will read independently using metacognitive strategies. Opening:

Review the chart paper created in Unit 1 Module 3 with the description of R5: Independent Reading.

Using the chart, quickly remind students of the goals of R5 and the routine for the R5 lessons.

Keep this chart visible during the remaining R5 lessons.

Read and Relax:

Ensure students have their books they selected during the previous R5 lesson along with their R5 Response Log.

Remind students that the first part of R5 is Read and Relax.

Ask: “What would it look like if you were all reading and relaxing?”

After they respond and you clarify, tell students that Read and Relax takes about 5-10 minutes at first and explain that you will add time as they gain reading stamina.

Inform students that during the Read and Relax portion of R5, you will check the status of the class by monitoring their progress and conducting conferences with students.

During the first Read and Relax lesson, teacher will focus on monitoring the status of the class using the Status of the Class Document (attached).

Tell students that you will use the status of the class document to record the title and page number of their text selections so you can monitor how much they are reading and the genres.

Provide students with the R5 Book Mark and remind them to use their metacognitive strategies while reading independently.

Allow students to read their self-selected texts. Reflect and Respond:

Model for students how to complete the Response Log.

Remind students that the information placed on their Response Log will prepare them for Rap Part 1.

Encourage students to complete their Response Logs thoughtfully.

Rap:

Provide an opportunity for students to use the information provided on their Response Log to share what they have read with a partner.

Remind students that Rap is meant to be a discussion of the book read and strategies used while reading.

Active listening is critical.

Select a few students to share what their partner said with the entire group.

During Rap, students will hear about several books and may find one they want to read in the future.

Closing:

Review one glow and one grow for classroom behavior during R5: Independent Reading.

Explain to students that during this module, they will have more opportunities to read independently.

During the next lesson, students will begin to conference with the teacher regarding their independent reading.



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Genre Writing Introduction:

In this lesson, students will use the ideas developed on their graphic organizer to write a draft of their opinion essay.

Whole Group

Inform students that the audience is key when developing the opinion essay. (The audience for this essay will be their teacher.)

Provide students with their opinion writing graphic organizers from the previous lesson.

Select and example from the classroom, and model how to develop the introductory paragraph.

Encourage students to being their writing with an engaging hook. (Have you ever read a story with a character who perseveres?)

Model for students how to develop a sentence to link the hook and the topic of the essay.

For example: If so, then you will agree that Trisha from the book, Thank You, Mr. Falker shows perseverance because she overcomes an obstacle.

Partnerships:

Allow students to work independently or with a partner to develop the introductory paragraph for their opinion essay.

Closing:

Select a few students to share their essay with the entire class.

During the next lesson, students will have an opportunity to collect evidence for the body of their essay.


Teacher Notes:

Access for All:

Provide select students with a few examples to use as a guide while writing.



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Review present and past tense verbs

Partnerships:

Write present and past tense verbs on the board.

Have students identify each as a present tense verb or past tense verb

Ask students to work with partners to change the past tense verbs to present tense and change the present tense verbs to past tense in their Reader’s / Writer’s journals.

Ask students to write a sentence using one of the present and past tense verbs.

Closing:

Select a few partnerships to share their sentences with the entire group.

Inform students that during the next few grammar lessons they will continue to learn more present and past tense verbs.

Common Core State Standard: L3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


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Homework Options:

Comprehension:

Read the Take Home Story and write a summary of the selection.

Word Study:

Complete Spelling Practice Book, p.67

Grammar:

Write 2 past tense sentences and 2 present tense sentences.

Complete activities in the resource packet.

Teacher Notes:




LESSON 3: RIGOROUS TEXT DISCUSSION WITH TEXT DEPENDENT QUESTIONS


Lesson Purpose

Getting Started: During this lesson, students will continue to utilize the Big Idea Note Taker to monitor their comprehension of text. The metacognitive strategy will be introduced and students will be expected to think while reading in order to understand and respond to text. While reading the second half of the main selection, the comprehension skill will be integrated throughout the text discussion to reinforce comprehension.


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



Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).



Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.







CCSS Learning Progressions Previous Grade Level (2ndGrade) Current Grade Level (3rdGrade) Next Grade Level (4th Grade)





Texts: Author: A True Story, Unit 2pp.156-177 Macmillan Leveled Readers: Laura Ingalls Wilder (Approaching), E.B. White, Writer (On-Level), Sequoyah (Beyond) Triumphs Student Edition: Ben Franklin, pp.112-120

Materials: Reader’s / Writer’s Journal Big Idea Note Taker Chart Paper Phonics Word List Word Building Cards R5 Student Book Mark R5 Status of the Class R5 Conference Form Macmillan Teacher’s Edition, p.273A Macmillan Fluency Transparency 10



1. Lesson Introduction 2. Word Study 3. Vocabulary 4. Comprehension 5. Independent Reading R5 6. Genre Writing 7. Grammar 8. Homework

Classroom Implementation Annotated Notes

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Explain to students that during this lesson they will continue to learn about an author that perseveres.




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Whole Group: R-Controlled Vowels (ar, or) Read Multisyllabic Words Transition to Longer Words:

Display Phonics Word List.

Help students transition from reading one-syllable to multisyllabic R-Controlled Vowels (ar, or) words.

Have them read a word in the first column, then model how to read a longer word in the second column.

Point out the added syllable(s), such as a prefix or suffix, to help students gain awareness of these common word parts.

Phonics Word List

CONNECT TO 6 SYLLABLE TYPES: To further help students break apart longer words to decode them, explain the following:

R- Controlled Syllables: In r-controlled syllable types, a vowel is followed by the letter r. The r "controls" vowel, and gives it a different sound that is neither long nor short.

APPLY DECODING STRATEGY:

Guide students to use the Decoding Strategy to decode the following words: barnyard, hornet, portrait, acorn, floral, target, charter.

Write each word on the board. Remind students to look for vowel team spellings in Step 3 of the Decoding Strategy procedure.

Common Core State Standards: RF 3.3 Know and apply grade-level phonics and word analysis skills in decoding words. Teacher Notes:

While displaying the Phonics Word List for Lesson five, ensure all students are able to view the list.

DECODING STRATEGY STEP 1: Look for word parts (prefixes) at the beginning of the word. STEP 2: Look for word parts (suffixes) at the end of the word. STEP 3: In the base word, look for familiar spelling patterns. Think about the six syllable spelling patterns you have learned. STEP 4: Sound out and blend together the word parts. STEP 5: Say the word parts fast. Adjust your pronunciation as needed. Ask yourself: “Is this a word I have heard before?” Then read the word in the sentence and ask: “Does it make sense in this sentence?”

far faraway born newborn star starry fort fortress horn foghorn harm harmful smart smarter port import march marching short shortest card cardboard thorn thorny



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Fluency Routine: Passage Macmillan Teacher’s Edition, Unit 2 p.273A Macmillan Fluency Transparency, p.10 Focus: Choral and Partner Reading Whole Group Introduction:



Explain to students that repeated reading of texts supports them in becoming proficient readers.

Explain:



A single slash indicates a pause.

A double slash indicates a stop.


Model:

Again, model reading aloud the marked text. Choral Reading:

Have students chorally read aloud from copies of their marked text two or three times.

Using the Fluency Rubric, encourage students to comment on their reading and give them your feedback.

Also discuss the content of the passage. Partnerships:

Have students practice reading aloud the marked text in pairs or small groups.

Encourage students to exchange constructive feedback using the Fluency Rubric.

Closing:



Common Core State Standards: RF 3.4 Read with sufficient accuracy and fluency to support comprehension. Phrase-cued Text:

One of the characteristics of a disfluent reader is that he/she reads word-by-word, focusing too much on decoding (Rasinski, 2003).

Decoding can become so difficult that the reader cannot easily process and understand the text.

By using phrasal units, the phrase carries the meaning within the discourse.

Comprehension increases as the student is able to process the chunked text.

Access for All:

Select students may need a modified text to use during the fluency routine.

Allow students to choose to work with a partner or small group.


Classroom Implementation: Vocabulary Annotated Notes V

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Whole Group Vocabulary Routine: Idea Completions Lesson Outcome: Students will be able to recognize examples and non-examples of Tier 2 words. Student-friendly Lesson Outcome: Students will be able to recognize examples where they can use new exciting words. Lesson Intention: Students will deepen word knowledge of Tier 2 words.

Lesson 3 Vocabulary Routine: - Introduce vocabulary word. - Engage students with an oral prompt.

Common Core State Standard: RL.3.4 Determine the meaning of words and phrases as they are used in a text.

Ambition

Student friendly explanation: Ambition is something a person hopes to do or achieve. Engage: An ambitious student might go to college because…

contemplate

Student friendly explanation: To contemplate is to think deeply or carefully about something. Engage:

A parent might contemplate sending her child to overnight summer camp because…

A parent might contemplate sending her children to summer school because…

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Note: The following rigorous text discussion plan is a possible scenario NOT a script. The direction a discussion goes cannot be anticipated by the writers for all classrooms. Teachers will need to make on-the-spot decisions regarding chunking of text and follow-up queries based on their students. However, initial queries should be broad with more specific common core aligned text dependent follow-up queries


Classroom Implementation: Rigorous Text Discussion C

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Main Selection: Author: A True Story Author: Helen Lester

Planning and Preparation Intended Student Learning:

Students will identify clues that demonstrate the author is writing an autobiography or the story of her own life.

Students should understand the organization of the text can support the author’s purpose for writing the text.

Students should become aware that there are three main purposes for writing –to entertain, to inform, or to persuade.

All students will realize that even when something is as difficult as writing a book, they can keep working harder until they get better.

Students will understand that rejection does not mean failure. Rejection is often a challenge to work harder to achieve your goals.

The main selection, Author: A True Story is an autobiography genre. Students should learn that an autobiography is the story of a person’s life written by that person.

All students should realize they should never give up on their dreams.

Prior Knowledge Needed:

Explain to the students that the organization of a text can support the author’s purpose for writing the text.

The narrator is the person who tells the story.

In Author a True Story Helen Lester is the narrator. When the narrator uses the words I, me, or my to tell a story, it is told from the narrator’s point of view which is also called the first person point of view.

Students may need the pronunciations and meanings of selected story words such as frustrated (p.264), acceptance (p.267), rejection (p.266), illustrated (p.266), publisher (p. 266), and autographing (p.271).

Possible Difficulties:

Students may have difficulties understanding how the organization of the text contributes to the author’s purpose of writing.

Students will need guidance in searching for clues as to why the author wrote this story for information-(rather than entertainment or persuasion).

Students may not understand the author’s purpose for wanting the reader to know the details of why writing is hard for her.

Students may have difficulty understanding the idea of a “mirror writer”.

Students may have difficulty understanding rejection and acceptance letters from publishers.

Teacher Notes:

Focus for Close Reading:

Areas of Complexity:

Text Structure: Although the selection, Author: A True Story is an autobiography that contains narrative features and illustrations. The author chose to tell her life story and use illustrations to create a mood and emphasize aspects of the characters and setting.

Focus Strategy and Skill:

Metacognitive Strategy (R5): Summarize

Comprehension Skill(s): Author’s Purpose


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Main Selection: Author: A True Story Author: Helen Lester RISE 3b: Using Questioning and Discussion Techniques Common Core State Standard: SL3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

Main Selection Part 1: Building Comprehension Main Selection Introduction:

Explain the genre to students using the book mark on page 260.

An autobiography is a story of a person’s life. Set a Purpose for Reading: Students will learn…

Autobiographies are stories of a person’s life written by that person.

An author’s purpose is the reason an author writes something. Author’s write to entertain, inform or persuade.

Student Friendly Explanation: Summarizing

A summary is a short statement of the most important ideas or information.

Good readers keep track of important details as they read so they can summarize.

Using details to summarize text will help us understand the information we read.

Teacher Modeling:

Provide students with a copy of the Big Idea Note Taker to use with the main selection.

Read aloud page 268 to students and model how to record information in the Big Idea Note Taker.

While modeling, make sure you are identifying big ideas in one column and questions or wonderings in the second column.

Monitor students as they are completing the Big Idea Note Taker to determine if clarification is needed for the group or individual students.

PAGES 269-271 Independent Reading:

Instruct students to read pages 269-271 independently and record main ideas of the text on the Big Idea Note Taker or in their Reader’s / Writer’s Journal.

Monitor student understanding of text by making sure they are not choosing small details to record on the Note Taker.

Do not read the remainder of the selection to the whole group.


Work in a small group with students functioning significantly below grade level.

During the small group session, provide scaffolds such as chunking the text and additional think alouds for comprehension.

Support struggling students with completing the Big Idea Note Taker.

Identify a paragraph or segment of pages 269-217 for struggling students to read independently during the small group session.


Engage in Whole Group Discussion:

PAGE 268 End of page. Query: After reading page 268, summarize what you have learned so far about Helen Lester? Use evidence from the text in your response.

She wrote hundreds of lists when she was three years old.

At school she found out she was a “mirror writer.”

Writing stories was hard for her.

After ten years as a second grade teacher, she wrote her first book.

Her first six books were rejected until she got an acceptance from a publisher.

Follow-up: In the last paragraph on page 268 the author tells us she still gets stuck and gets frustrated. Why do you think the author tells us this?

She thinks it’s important for kids to know even real authors get frustrated and stuck, but they always

continue working.

PAGE 269 End of Page Query: How does the author tell us that writing can be hard but fun as well? Show your evidence.

The author gets stuck, loses her pencils, and wonders why she is doing this. This shows how writing can be

frustrating and hard.

The author tells about having so many ideas she can’t write them all, and about the wonderful things in her

Fizzle Box.

She gets excited to write and ideas can come in the middle of the night.

Turn and Talk: Why does the author tell us all this?

She is trying to show the reader that writing can be exciting.

She is also trying to share some of the ways she comes up with the ideas.

PAGE 270 End of Page Query: What have we learned on this page?

Stories are not always finished when the author thinks they are.

Authors can write anytime, anywhere and on anything.

Follow-up: Why is this important?

This teaches us that writing does not have to be something we only do in school.

Authors can always make their stories better.

PAGE 271 End of Page Query: Why are authors lucky people?

They get to meet hundreds of children.

Follow-up: What evidence from the text supports why authors are lucky people?

“They meet hundreds of children through letters, school and library visits, and at autographing

sessions.”

Turn and Talk: Re-read the lines, “Her line had no end. Mine had no beginning”. What does the author mean by this? The famous author in the story had a very long line and Helen Lester did not have a long line because she was not famous and no one knew her yet.


Query: What do we find out at the end of the story?

Writing is hard work, but this author loves it.

Follow-up: What was the author’s purpose for writing Author: A True Story? How did the organization of

the text support the author’s purpose?(The students will be writing about this in the next lesson)

The author’s purpose is to inform. Throughout the story the author gives facts about struggles in the

writing process and how a book can be published.

Follow-up and Lesson Closing / Refelction: How does this connect with the question, “How can putting our thoughts on paper help us to learn?”

The author never dreamed of being an author. But, by writing and writing, she learned Closing:

Instruct students to think about the metacognition strategies they used to understand the selection.

Allow students to turn and talk about their strategies.

Choose a few students to share with the entire group.

Have students recount/ summarize the main selection using the information on their Big Ideas Notes Taker.


Classroom Implementation: Comprehension C

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Main Selection: Author: A True Story Author: Helen Lester Common Core State Standard: RL3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Main Selection Part 2: Close Reading Introduction: Text Features As we read “Author: A True Story”, I want you to think about the how the author uses the illustrations to help tell the story. Authors use illustrations to help the reader to understand the characters and setting, and it creates a mood or how It makes you feel. Explain: Most stories have illustrations. Sometimes they are pictures or drawings, and other times they are photographs. When we read a story, we also look at the illustrations and think about how each picture relates to the characters, setting, and mood. When you read a story, look and think about the illustrations, and ask, “What is happening in this picture and how does it make me feel?” Good readers use illustrations when they read to help them understand and remember what they read. Teacher Think Aloud Turn students to page 263 of the Macmillan Student Edition Reread page 263 to students. Model for students how to use the illustrations to understand what is happening in the story and the mood of the story. Say: The narrator in the story tells about how she could not write letters the correct way which is called mirror writing. By looking at the illustrations I know the narrator is a school aged girl that is having a difficult time writing letters and sentences. This makes me feel sorry for the narrator because she writes perfect letters, but they are all written the wrong direction. Small Group or Partnerships: Instruct students to work with a partner, read page 264, and tell how the illustrations help the reader understand the characters and the mood of the story.

Support for Struggling Students: Provide support for struggling students by working with them in a small group to study page 264. Explain: When you read a story, look and think about the illustrations, and ask, “What is happening in this picture and how does it make me feel?” Discuss: What is happening in the illustrations? (The narrator is a little older because she is sitting behind a teacher desk. The narrator is frustrated because her hands are over her eyes, she has a pencil sticking out of her hair, and there are papers everywhere.) How does it make you feel? Whole Group: Bring students back together to ensure their understanding of the concept is accurate. Remind students that good readers use illustrations when they read to help them understand and what they read.



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R5 Independent Reading: Read, Relax, Respond, Reflect, Rap Lesson Introduction: Explain to students that during this lesson, they will read independently using metacognitive strategies. Opening:




Read and Relax:

Ensure students have their books they selected during the previous R5 lesson along with their R5 Response Log and book mark.


Explain that conferring gives students time to tell you about what they are reading, allowing you to connect over books, and it also lets you see what kinds of strategies they are using as they read.

Allow students to read their self-selected texts.

Check the status of the class using the attached classroom spreadsheet.

Choose a few students and engage in a student – teacher conference.

Use the beginning of the year conference form to guide your discussion. (See attachment). Teacher Note:

Conferring is a crucial aspect of the Read and Relax time.

It allows you to bond with your students over books, assess whether they are applying the lessons you have taught in reading, and coach them toward successful application of reading strategies.

Reflect and Respond:




Rap:






Closing:



During the next lesson, more students will have the opportunity to conference with the teacher regarding their independent reading.



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In this lesson, students will use the ideas developed on their graphic organizer to write a draft of their opinion essay.

Whole Group:

Model for students how to develop the body and concluding sections of the essay.

Independent Practice:

Provide students with their opinion writing graphic organizers from the previous lesson.

Provide students with the opportunity to complete their opinion writing.

Partnerships:

Allow students to work independently or with a partner to develop the body and concluding paragraphs for their opinion essay.

Closing:



Teacher Notes:

Classroom Implementation: Grammar Annotated Notes: Grammar

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Review and Practice:

Review present and past tense verbs. Teacher Model:

Return to the main selection Author A True Story.

Create a two column chart on the board and label the columns Past Tense Verbs and Present Tense Verbs.

Model for students how to find verbs.

Students should list the verb in the correct column.

Then change the past tense verb to present tense or vice versa.

Partnerships:

Instruct students to create the two columns in their Reader’s / Writer’s Journal.

Tell students to work together to find additional verbs for their chart.

Closing:

Choose a few partnerships to share their examples with the entire group.

In the next lesson, students will learn more about present and past tense verbs.



Classroom Implementation: Homework Annotated Notes: Homework H

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Homework Options:

Comprehension / Writing:

Read the Take Home Book and develop a written response to question one.

Word Study:

Use five spelling words in a sentence. Illustrate each sentence.

Complete Spelling Practice Book, p.68 Grammar:

Write 2 sentences using one of the word pairs from the chart they created in class.

Complete activities from the resource packet.

Teacher Notes:




LESSON 4: INQUIRY-BASED DISCUSSION & ANALYTIC WRITING


Lesson Purpose

Getting Started: During this lesson, students will demonstrate their understanding of the main selection by crafting a text dependent response to an analytic writing prompt. Before developing a written response, students will individually study the text to find relevant evidence, share ideas with others to strengthen their claims, and engage in a whole group conversation to consider multiple perspectives. Inquiry-based Discussions are whole group discussions in which readers discuss their responses to analytic prompts. Before students engage in Inquiry-based Discussions, they have had the opportunity to write individually on the interpretive or analytic prompts and share their responses in pairs or trios. The purposes of an Inquiry-based Discussion are to help readers “try out” their answers and explanations using specific moments and evidence from the text, practice making interpretations supported with evidence from the text, accept alternative views/interpretations of the same text, rethink what they think about the text, and understand that readers can have different valid interpretations of the same text. This scaffolded approach to text dependent analysis is accompanied by graphic organizers and the use of response frames.


Draw evidence from literary or informational text to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts.

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

Come to discussions prepared, having read or studied requires material.

Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.


Read on-level text with purpose and understanding.





How to apply word analysis sills to read and unlock meaning of words.







Texts: Author: A True Story, pp.156-177 Macmillan Teacher’s Edition, p.273A Macmillan Fluency Transparency, p.10 Materials: Reader’s / Writer’s Journal Chart Paper R5 Resources Analytic Writing Resources Single Context Vocabulary (attachment)



1. Lesson Introduction 2. Word Study 3. Fluency Routine 2. Vocabulary 3. Comprehension: Inquiry-based Discussion & Analytic Writing 4. Independent Reading R5 5. Genre Writing 6. Grammar 7. Homework


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Explain to students that during this lesson they use textual evidence to develop a written response to the main selection.




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Word Study: R-Controlled Vowels (ar, or) Connect to 6 Syllable Types:

To further help students break apart longer words to decode them, explain the following: R- Controlled Syllables: In r-controlled syllable types, a vowel is followed by the letter r. The r "controls" vowel, and gives it a different sound that is neither long nor short.

APPLY DECODING STRATEGY: Guide students to use the Decoding Strategy to decode the following words: forty, marshal, darling, garbage, arctic, boring, morning, sparkling. Write each word on the board. Remind students to sound out and blend together the word parts as mentioned in Step 4 of the Decoding Strategy procedure. Conclude by discussing the meaning of each word. Phonics Speed Drill:

1. Distribute copies of the speed drill to students.

Allow two minutes to underline the target syllable

or spelling pattern.

2. When finished, have students read the words.

Help students pronounce the common syllables or

spelling patterns.

3. Students should practice with the speed drills and

be tested until they can read the words with ease.

Record the number of words they read correctly in

one minute on their sheet.

4. During differentiated instruction, students may

record their speed drill scores on a separate chart.

Have them record the score for each testing of the

speed drill. Work with approaching students to set

individual speed drill goals.

5. Students should practice reading their words

throughout the week and for homework.

6. Listen to a few students read the words on their

speed-drill sheet mid-week and/or end-of-week.


Common Core State Standard: F3.3 Know and apply grade-level phonics and word analysis skills in decoding words. Decoding Strategy: STEP 1: (prefixes) at the beginning of the word. STEP 2: Look for word parts (suffixes) at the end of the word. STEP 3: In the base word, look for familiar spelling patterns. Think about the six syllable spelling patterns you have learned. STEP 4: Sound out and blend together the word parts. STEP 5: Say the word parts fast. Adjust your pronunciation as needed. Ask yourself: “Is this a word I have heard before?” Then read the word in the sentence and ask: “Does it make sense in this sentence?”



Teacher facilitated speed drill

Partner speed drill

Partner speed drill



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Fluency Routine: Passage Macmillan Teacher’s Edition, p.273A Macmillan Fluency Transparency, p.10 Focus: Partner and Choral Reading Whole Group Introduction:


Explain:




Model:

Again, model reading aloud the marked text. Choral Reading:

Have students chorally read aloud their marked text two or three times.

Using the Fluency Rubric, encourage students to comment on their reading and give them your feedback.

Also discuss the content of the passage. Partnerships:

Have students practice reading aloud the marked text in pairs or small groups.


Closing:



Common Core State Standards: RF 3.4 Read with sufficient accuracy and fluency to support comprehension.



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Whole Group Vocabulary Routine: Single Context (attached) Lesson Outcome: Students will be able to apply word knowledge to a given context. Student-friendly Lesson Outcome: Students will be able to apply what they know (or show what they know) about exciting words to complete sentences. Lesson Intention: Students will deepen word knowledge of tier 2 words. Vocabulary Acquisition and Use: Single Context

Provide students with the Single Context Vocabulary attachment to complete with a partner.

Select a few students to share their responses with the entire group.

Encourage students to use target words in their explanations.

Common Core State Standard:RL.3.4 Determine the meaning of words and phrases as they are used in a text. Formative Assessment:

While engaging in the vocabulary routine, monitor student responses.

Encourage students to use targeted vocabulary words in their explanations.

If students are struggling to use the target vocabulary words correctly, then provide corrective feedback during instruction and provide additional practice for homework or during differentiated instruction.

Oral response frames can also be provided to support students with using the target vocabulary word in their explanations.

Access for All: Select students may need to use their vocabulary journal during whole group instruction.



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Comprehension: Inquiry-based Discussion & Analytic Writing Whole Group: Introduction:

Explain to students that during this lesson they will use textual evidence to develop a written response to the selection Author: A True Story.

This writing is referred to as analytic because students will use textual evidence to support claims and justifications.

Explain to students that there is never a single correct answer to an analytic prompt.

The analytic prompts allow students to use information from the text to develop their own ideas and points of view.

Tell the students that after they record evidence from the text to support their ideas, they will have an opportunity to talk about their answers with a partner, and then with the entire class.

Display the analytic writing process on chart paper to reinforce the steps students will take to develop a well-written response.

Analytic Writing Prompts:

Display the analytic writing prompt. 1. In the passage, Author: A True Story, the

author Helen Lester explains why she decided to write books for children. How does the author show perseverance? Use information from the passage in your response.

Analytic Writing Process Step 1: Read the text to find and record evidence. Step 2: Share Ideas with a partner. Step 3: Engage in Inquiry Based Discussion Step 4: Strengthen ideas based on comments from classmates. Step 5: Plan for writing using a graphic organizer. Step 6: Write response using evidence from text.

Components of an analysis. - Topic Sentence - Evidence From Text - Conclusion - Transition Words

Closing

Choose a few students to share their analytic writing with the entire group.

Common Core State Standards: C.C.1.4.3.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts. Common Core State Standard: C.C.1.2.3.B Ask and answer questions about the text and make inferences from text; refer to text to support responses.


Provide additional support for students functioning significantly below grade level by working in a small group to find textual evidence.

Allow students to articulate their ideas and then model for students how to find the evidence that supports their claims.

Also consider photocopying portions of the selection and encouraging struggling students to highlight textual evidence.

Write Tools: Stop Light Basic Paragraph

Students can use the write tools color coding system to help them understand the essential components of a basic paragraph.

Instruct students to… - Highlight their topic sentence green because

green means go. - Next, students will highlight their big idea

yellow because yellow means slow down and provide a big idea.

- Finally, students will highlight their textual evidence red (pink) because red means stop and give examples.



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R5 Independent Reading: Read, Relax, Respond, Reflect, Rap Lesson Introduction: Explain to students that during this lesson, they will read independently using metacognitive strategies. Opening:




Read and Relax:

Ensure students have their books they selected during the previous R5 lesson along with their R5 Response Log and book mark.


Explain that conferring gives students time to tell you about what they are reading, allowing you to connect over books, and it also lets you see what kinds of strategies they are using as they read.

Allow students to read their self-selected texts.

Check the status of the class using the attached classroom spreadsheet.

Choose a few students and engage in a student – teacher conference.

Use the beginning of the year conference form to guide your discussion. (See attachment). Teacher Note:

Conferring is a crucial aspect of the Read and Relax time.

It allows you to bond with your students over books, assess whether they are applying the lessons you have taught in reading, and coach them toward successful application of reading strategies.

Reflect and Respond:




Rap:






Closing:



During the next lesson, more students will have the opportunity to conference with the teacher regarding their independent reading.



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In this lesson, students will continue to draft their opinion writing essays.

When finished, they will revise their opinion writings.

Whole Group

Provide students with their opinion writing checklist.

Select and example from the classroom and model how to revise the writing.

Encourage students to make sure they are using specific vocabulary such as perseverance in their writing.

Partnerships:

Allow students to work independently or with a partner to revise their writing using the opinion writing checklist.

Closing:


Common Core State Standard: W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. Teacher Notes:


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Grammar

Review and Proofread:

Review present and past tense verbs.

Partnerships:

Display the proofreading sentences below using chart paper or the ELMO.

Allow students to work with a partner to correct the sentences. 1. The stoodents will visited the book store

yesterday. 2. Our class lerned about authors before our trip

to the library? 3. a guide at the library teach us about different

authors! 4. James practice his lines befor going on stage.

Closing:

Review and discuss the corrections.

In the next lesson, students will complete a grammar assessment.



Classroom Implementation: Homework Annotated Notes: Homework H

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Homework Options:

Word Study:

Complete Spelling Practice Book pg. 69. Comprehension:

Read a book for 20 minutes. As you are reading use the metacognitive strategies: summarize, visualize, predict, make connections, questioning and inferencing / figuring out.

Teacher Notes:

Select homework from the options listed or create specific assignments based on student data.




LESSON 5: ANALYTIC WRITING


Lesson Purpose

Getting Started: During this lesson, students will revise their analytic writing by focusing on the standards for text dependent analysis outlined within the common core state standards. Students will also demonstrate their understanding of leveled selections by crafting a text dependent response to an analytic writing prompt. Before developing a written response, students will individually study the text to find relevant evidence, share ideas with others to strengthen their claims, and engage in a small group conversation to consider multiple perspectives.



















Texts: Author: A True Story Macmillan Teacher’s Edition, Unit 2 p.273A

Materials: Reader’s / Writer’s Journal Chart Paper Phonics Post Assessment (attached) Grammar Assessment – Teacher Resource Packet Macmillan Practice Book, p.69 (A, O, B) Word Ladders Return to Story Context Handouts (attached)



1. Lesson Introduction 2. Word Study 3. Fluency Routine 4. Vocabulary 5. Comprehension 6. Differentiated Instruction: Leveled Readers 7. Genre Writing 8. Grammar Review & Assess 9. Homework


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Explain to students that during this lesson they will revise their analytic writing.




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Review & Assess: R-Controlled Vowels (ar, or) Review: Word Ladders

Distribute copies of the Word Ladder handout and as a group, complete the activity by following the directions. (See attachment.)

Answers: HARD, HARP, SHARP, SHARK, STAR, STORE, CHORE, PORCH, ORCHARD

Assessment: Posttest Dictation Posttest Dictation: Say the underlined word, read the sentence, and repeat the word. Have students write the words on spelling posttest handout. 1. The dog will bark.

2. I wore shorts to the picnic.

3. The rock is very sharp.

4. My feet were sore after the hike.

5. The villagers worked hard.

6. Storms have strong winds.

7. We planted flowers in our yard.

8. What is your favorite sport?



11. Please pour a glass of water for me.

12. Mom told me a good story.

13. My chore is to dry the dishes.

14. The children wore heavy coats.


Review Words

16. This bed is too firm.

17. The car turns right at the next street.

18. When did you learn to swim?

Challenge Words

19. There are apples in the orchard.

20. The artist loves to paint.

Common Core State Standard: F3.3 Know and apply grade-level phonics and word analysis skills in decoding words. Teacher Notes: Word Ladders:

Each week students will participate in a word ladder activity.

Word ladders involve each learner in analyzing the structure and meaning of words.

To play, students begin with one word and then make a series of other words by changing or rearranging the letters in the word.

With regular use, word ladders can go a long way toward developing students’ decoding and vocabulary skills.

During word ladders, the directions will tell students to change one letter in walk to make a word that means “to speak.” The word students will make, of course, is talk.

The next word will then ask students to make a change in talk to form another word—perhaps chalk, or tall. At the top of the ladder, students will have a final word.



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Fluency Routine: Passage Macmillan Practice Book, p.69 (A, O, B) Focus: Read Unmarked Text Whole Group Introduction:


Explain:


Explain to students that during this lesson they will practice reading a text that has not been marked with slashes that indicate pauses and stops.

Partnerships:

Provide students with Macmillan practice book page 69, level A, O, or B.

Have students practice reading aloud the unmarked text in pairs or small groups.


Closing:

Explain to students that during the next few lessons they will continue to practice fluent reading.

Common Core State Standards: RF 3.4 Read with sufficient accuracy and fluency to support comprehension.

Classroom Implementation: Vocabulary Annotated Notes: Vocabulary

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Whole Group Vocabulary Routine - Return to Story Context

Lesson Outcome: Students will be able to connect exciting words to the ideas from the main selection. Lesson Intention: Students will deepen word knowledge of tier 2 words. Return to Story Context Prompt:

- What might have happened if the author’s stories never gained acceptance from publishers. Use information from the passage in your response.

Common Core State Standard:RL.3.4 Determine the meaning of words and phrases as they are used in a text. Teacher Notes: There are two return to story context handouts in the teacher resource packet. Choose one for the students to complete.



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Comprehension: Analytic Writing Whole Group: Introduction

Explain to students that while good readers return to a passage multiple times for different purposes, a good writer also returns to his or her writing to revise or improve the content.

During this lesson students will revise their writing by focusing on how to use transitions.

Explain:

Review the classroom chart titled, “Three Components of Analytic Writing.”

Review the following three components of analytic writing on the chart paper. 1. State a clear topic or opinion. 2. Cite evidence from the text that directly

supports the topic or opinion. 3. Provides a strong conclusion—which might be

a simple restatement of the topic or opinion.

Remind students that during the previous lesson, they focused on developing their response to an analytic prompt.

Students were required to use evidence from the text in their response. During this lesson students will learn to include transitions in their writing.

Revision Strategy: Transitions

Record the information below on chart paper.

Transitions

To Add Information another, also, in addition, equally important, just as important, along with, furthermore

Teacher Model:

Select a student sample of analytic writing from the classroom.

Model for students how to add a few transition words to the analytic writing.

Student Exploration:

Allow students to work with a partner to add transition words to their analytic writing.

Common Core State Standards: W.3.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.


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Author’s Chair:

Establish a special chair in the classroom that will be used for students to share their writing with the entire group.

Prompt students to use the “Three Components of Analytic Writing” chart to provide feedback for the student sharing his or her writing in the author’s chair.

Students should also provide feedback for the use

of transition words.

After the student in the author’s chair shares the writing piece, he or she should call on a few students to provide feedback.

Use sticky notes to record the questions or

comments made.

Provide the sticky notes to the student in the author’s chair so he or she can reflect on the content of the writing piece.

Closing:

Celebrate student success by thanking those who shared in the author’s chair, partners for providing editing and revision feedback, and every student for accomplishing a challenging task.

Classroom Implementation: Genre Writing Annotated Notes: Genre Writing


In this lesson, students will revise and edit their opinion writing essays.

When finished, they will publish their opinion writings. Whole Group

Provide students with their opinion writing checklist.

Select and example from the classroom and model how to edit.

Partnerships:

Allow students to work independently or with a partner to edit their writing using the opinion writing checklist.

Closing:



Teacher Notes:



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Explain to students that during this lesson, they will take a grammar assessment.

Assess:

Distribute grammar assessment found in the teacher resource packet.

Common Core State Standard: L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking


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Homework Options:

Comprehension:


Teacher Notes:




LESSON 6: READING AND ANALYZING POETRY


Lesson Purpose

Getting Started: During this lesson, students will focus on reading and responding to poetry. To build a foundation for college and career readiness, students must read widely and deeply from a range of challenging texts. By reading text in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Time is also devoted during this lesson for a teacher selected read aloud.














CCSS Learning Progressions Previous Grade Level (2ndGrade) Current Grade Level (3rd Grade) Next Grade Level (4th Grade)





Texts: Time for Kids Magazines Macmillan Teacher’s Edition, Unit 2 p.274-275 Leveled Reader: Laura Ingalls Teacher Selected Read Aloud Materials: Word Study Flip Chart, p.19 Benson Handwriting Teacher’s Edition, p. 75 Benson Handwriting Practice Book, p. 40 Reader’s / Writer’s Journal Phonics Pre-test (attached) Phonics Word Cards (attached) Vocabulary Graphic Organizers (attached) Macmillan Teacher’s Edition, Unit 2 p.277O Reader’s / Writer’s Journal Dictionary Macmillan Teacher Edition, Unit 3 pp.383I-383J Macmillan Grammar Transparency, p.66



1. Lesson Introduction 2. Word Study 3. Fluency Routine 4. Vocabulary 5. Comprehension 6. Genre Writing 7. Handwriting 8. Homework


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Explain to students that during this lesson they will study a poem about writing.




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Spelling Pre-test: Inflectional Endings

Spelling Pre-test Routine:

Say the underlined word.

Read the sentence.

Repeat the word.

Instruct students to write the word.

Check the spelling for each word.

1. She names her goats

2. He named his dog Max.

3. She is naming the people in the band.

4. Alex hopes he can learn to ski.

5. Beatrice hoped that she could go to the game.

6. People are hoping for peace.

7. Mimi dances in the show.

8. She danced with a friend.

9. Dancing together is fun.

10. The baby drops her toys.

11. I dropped my book.

12. I am always dropping my pen.

13. She wraps the food in foil.

14. He wrapped his arms round his pet.

15. Anna is wrapping a gift.

Review Words




Challenge Words

19. We are driving to the city.

20. Jon and Tess traded seats on the bus.


Teacher Notes:

Monitor student spelling during oral diction.

Note individual and group misunderstandings.

Teacher Notes:

When administering the spelling pre-test and post –test use the provided attachment or the Reader’s / Writer’s Journal.

Do not use the Macmillan Spelling Book practice page for the pre-test or the post-test because some of the words in the spelling list have changed due to the revised scope and sequence for common core alignment.

Teacher Preparation:

Prepare for the phonics differentiated instruction approaching lesson, by cutting out the word cards prior to the lesson.

Formative Assessment:

While students are engaging in the open, sort, observe how students sort to determine if they are able to properly identify the pattern.

Instruct students to set aside the unknown words.

While discussing the pattern, use the unknown words to correct misunderstandings.

Differentiated Instruction


Teacher facilitated Open-Sort using word cards




Classroom Implementation: Fluency Annotated Notes F

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Fluency Routine: Poetry Poem: “Were I Sit Writing” Macmillan Teacher and Student Edition, Unit 2, p.274 Focus: Listen to a Fluent Model of Reading Whole Group Introduction:

Explain to students that they will practicing reading for fluency.


Explain / Model:

Project the poem on an ELMO or write it on chart

paper.

Read the poem orally with fluency and prosody.

Instruct students to listening carefully to how you sound.

Whole group Discussion

Ask students to comment on how you read.

Use the notes in the next column to support this discussion.

Closing:

Explain to students that during the next few lessons they will continue to practice fluent reading with poetry.

Common Core State Standard: RF 3.4 Read with sufficient accuracy and fluency to support comprehension. What is Fluency? Fluency is defined as the ability to read text accurately, quickly and with prosody. Reading with fluency helps us to understand the meaning of what we are reading (comprehension). Fluent Readers:

Recognize words automatically (don’t sound them out).

Group words quickly to help them gain meaning

Effortlessly and with expression.

Chunk meaningful phrases so that reading sounds natural and fluid.

Prosody Includes:

Phrasing - well phrased, units, with expression

Smoothness - smooth reading with self-correction

Pace - consistently replicates natural spoken language


Provide approaching students with a smaller segment or single stanza from the poem to practice and recite.

Select students from all groups (A, O, and B) to read the poem to the entire class.



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Whole Group Vocabulary Routine: Word Power! Lesson Outcome: Students will be able to use exciting new words appropriately. Lesson Intention: Students will deepen word knowledge of theme vocabulary words. Introduction:

Explain to students that they will work with partners to complete a graphic organizer for one of the robust words: talented, contemplate, ambition, acceptance, perseverance

Tell students that the purpose of this activity is to apply the knowledge they learned about their words, and learn new words associated with these words.

Select a few partnerships to share their responses with the entire group.

Common Core State Standard: RL.3.4 Determine the meaning of words and phrases as they are used in a text. Teacher Notes:

The Vocabulary Graphic Organizers are attached.

Students can keep these organizers in a vocabulary journal or file as a resource.

Access for All: Select students may need to use their vocabulary journal during whole group instruction.



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Comprehension: Whole Group: Introduction

Use formative data to arrange students in groups for a comprehension and vocabulary review.

Explain to students that during this lesson they will work in small groups to reinforce skills, and they will practice reading and understanding poetry.

Students Working Outside of Teacher-facilitated Area:

Provide students with a few of the activities listed below: - Summarize a Time for Kids Magazine article. - Complete Compass Learning Assignments. - Vocabulary Writing Prompts:

Write about a time you contemplated something.

Make a list of ten things a student with ambition would do to succeed.

What advice would you give to the narrator of “Author a True Story” when her writing was not accepted?

- Flip Chart: Word Study: Context Clues, p.19 Teacher-facilitated Small Group Instruction:

Based on formative and summative data, identify students who might need additional support for vocabulary.

Facilitate a small group using the vocabulary lesson below.

Teacher Notes:


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Teacher Led Small Group Instruction: Vocabulary: Context Clues (Word Clues) This Vocabulary Lesson is Optional

During this lesson, students will apply knowledge of context clues to determine word meaning.

Materials: Macmillan Teacher’s Edition, Unit 2 p.277O Leveled Reader: Laura Ingalls Reader’s / Writer’s Journal Dictionary Review:

Remind students that context clues are words or phrases that are placed in text to help you figure out the meaning of an unfamiliar word. The word or phrase can be in the same sentence or a nearby sentence.

Explain/Model:

Read the first sentence on page 5 of the Leveled Reader and look at the word fiddle.

Say: The word fiddle is a word that I don’t know the meaning of, but I do see a clue in the next sentence that helps me figure out the meaning of the word. A fiddle is an instrument. I figured this out because I found the words play and sweet sound. (You can look up fiddle in the dictionary to show the students the definition.)

Guided Practice:

Read aloud the sentence on page 8 with the word chores. Tell students to look at the word chores. What does the word chores mean? What clue helped you figure out the meaning? Have students share out. Check answer in the dictionary.

Practice:

Tell students to use context clues to figure out the meaning of the following words on page 8: fetched, milk

Exit Slip:

Write the following on the board: Have students write a sentence or two for one of the vocabulary words from this module that contains a context clue to help the reader identify the meaning of the vocabulary word.

Instruct students to write the sentences in their Reader’s / Writer’s Notebook.

Common Core State Standards: L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibility from a range of strategies. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

Corrective Feedback:

If students have trouble identifying the context clue, remind them to look in the sentences around the unfamiliar word.


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Whole Group Instruction Macmillan Teacher’s Edition, p.274-275 Macmillan Student Edition, p.274-275 Introduction:

Inform students that during this lesson, they will read a poem about writing.


Review the Literary Elements on page 274 with students before reading the selection.

Have students read the bookmark on Student Book page 274.

Explain that a poem: - Uses elements such as rhyme, rhythm, and

repetition to express feelings and ideas. Literary Elements:

Review Literary Elements: Alliteration and Repetition.

Read and Discuss the poem, “Where I Sit Writing” by Allan Ahlberg.

After Reading: Instruct students to work with a partner to answer one of the two questions below in their Reader’s / Writer’s Journal. 1. Read the poem on page 274. Use evidence from

the text to explain why the author repeats the phrase “Where I sit writing I can see”?

2. What is the theme of the poem? Use evidence from the poem to support your response.

Closing:

Select a few partnerships to share their response with the entire group.

Common Core State Standards: L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

Teacher Notes:

Classroom Implementation: Handwriting Annotated Notes: Handwriting

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Benson Handwriting: Present:

All the Letters and Numbers

Benson Handwriting Teacher’s Edition, p.75

Student Practice Book, p.40

Teacher Notes:

Use the Benson Handwriting CD to create practice pages using this week’s spelling words.

Also create practice sheets with the first and last names of the students in your classroom.

Genre Writing: Classroom Implementation Genre Writing: Annotated Notes

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Genre Writing Revise/Edit:

In this lesson, students will continue revising/editing their opinion writing essays.

When finished, students will publish their opinion writings

Students can also begin their interpretation for their culminating projects.


Teacher Notes:

Encourage students to write or type the final copy of their opinion piece.



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Introduce future tense verbs.

Exploration:

Explain to student that a future tense verb tells about an action that is going to happen.

The special verb “will” is used to tell the reader that the action is happening in the future.

Allow students to work with a partner to identify each future tense verb on Grammar Transparency 66.

Review the answers with the entire group.

Closing:

Across the next few lessons for grammar, students will continue to learn about future tense verbs.

Common Core State Standard: L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Classroom Implementation: Read Aloud Annotated Notes: Read Aloud

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Teacher-selected Read Aloud

Select a title for a read aloud.

Explain to students that the purpose of the read aloud is to reinforce the idea that reading is a source of enjoyment, humor, learning, communication and fun.

Teacher Notes:

This read aloud can occur before, during or following a transition.


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Homework Options:

Word Study:

Complete spelling practice book p. 136.

Comprehension:


Complete Reading practice book, p. 67 (A, O, B) Grammar:

Complete grammar practice book, p.83.

Teacher Notes:




LESSON 7: READING AND WRITING ACROSS TEXTS


Lesson Purpose

Getting Started: During this lesson, students will develop a written response using evidence from multiple sources. Before developing a written response, students will individually study the text to find relevant evidence, share ideas with others to strengthen their claims, and engage in a whole group conversation to consider multiple perspectives. This scaffold approach is accompanied by graphic organizers and the use of response frames.



Compare and contrast the most important points and key details presented in two texts on the same topic.
















Texts: Author: A True Story Unit 2, pp.260-271 “Where I Sit Writing” Unit 2, pp.274-275 Teacher Selected Read Aloud

Materials: Phonics Word List Benson Handwriting Teacher’s Edition pp.76 Student Practice Book p.41 Reader’s / Writer’s Journal Chart Paper Response to Literature Graphic Organizer (attached) Response to Literature Checklist (attached) Vocabulary Graphic Organizers (attached) Green, Yellow, and Pink Highlighters or Crayons Macmillan Teacher’s Edition, Unit 3 p.383I-383J Macmillan Grammar Transparency 67 Fluency Rubric (attached)



1. Lesson Introduction 2. Word Study 3. Fluency Routine 4. Vocabulary 5. Comprehension 6. Genre Writing 7. Handwriting 8. Homework


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Inform students that during this lesson, they will write a response using multiple pieces of texts.




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Whole Group: Inflectional Endings Explain / Model Remind students that a root or a base word is a word that has no word parts added, such as walk. Knowing how to pronounce a root word can help students pronounce the word with a plural ending added. Tell students that plural nouns can be formed by adding –s or –es to them. Nouns that end with a vowel and y are made plural by adding – s, as in boys. Nouns ending with a consonant and y form the plural by changing the y to i and adding –es.

Write the following on the board:

-s, as in pears or days

-es, as in foxes or berries

Explain that inflectional endings can also be added in

the same way to verbs to change the time frame. Write

the following on the board:

-s, as in makes or plays (present)

-es, as in fixes or carries (present)

ing, as in laughing or flying (present)

-ed/d, as in worked or saved (past)

Think Aloud:

Look at this word: m-a-k-e-s. I see the base verb make and the ending s.

When the ending is added to the base verb, it forms makes, which is a verb in present tense.

Practice / Apply: Read Word List: Display Phonics Word List. Display Phonics Word List. Have students underline the inflectional ending in each word. Then have them define the plural word. Phonics Word List

Common Core State Standard: F3.3 Know and apply grade-level phonics and word analysis skills in decoding words. Teacher Notes:

looks insects witnessed legs names breathed following jumped asking shirts bunnies buses



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Fluency Routine: Poetry Poem: “Where I Sit Writing” Unit 2, p.274 Focus: Repeated Reading with a Partner / Feedback Whole Group Introduction:

Tell students that they will practicing reading for fluency.


During this lesson, students will chorally read the poem, “Where I Sit Writing.”

Explain / Model:

Provide students with a copy of the attached Fluency Rubric.

Review the Fluency Rubric with students and review each component.

Project the poem on an ELMO or write it on chart paper.

Chorally read the poem.

Partnerships:

Put students in pairs to begin partner reading.

Instruct each student to read the poem to his / her partner three times.

The partner listens and provides help when necessary and encourages the reader.

After the third reading, the students reverse roles and the listener becomes the reader.

Closing:

Explain to students that during the next few lessons they will continue to practice fluent reading with poetry.

Common Core State Standard: RF 3.4 Read with sufficient accuracy and fluency to support comprehension.


Pull the basic and below basic students to a small group to provide support while reading.

During this reading, the teacher will provide the students with a selected segment of the text as a scaffold to lessen the load and allow the students to practice.

Provide feedback to students using the components of the fluency rubric.



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Explain to students that they will work with partners to complete a graphic organizer for one of the robust words: talented, contemplate, ambition, acceptance, perseverance



Common Core State Standard:RL.3.4 Determine the meaning of words and phrases as they are used in a text.



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Comprehension: Writing Across Texts Author, A True Story “Where I Sit Writing”

Lesson Outcome:

The purpose for writing across texts is to synthesize ideas from multiple pieces of texts.

Whole Group: Introduction

Display the following question: - In Author: A True Story, the author

describes some of the frustrations of being a writer. Does the author of the poem, “Where I Sit Writing” express any of the same frustrations? Use evidence from both selections in your response.

Inform students that during this lesson, they will write a response to this question using both the main selection and the poem.

Set a Purpose:

Explain to students that the purpose of writing across texts is to synthesize information.

Explain to students that their writing will include textual evidence from both texts.

Record the follow on the board and discuss the criteria for writing across text.

“ Criteria for Response to Literature” - State a clear topic or opinion. - Cite evidence from multiple texts that

directly supports the topic. - Provides a strong conclusion—which might

be a simple restatement of the topic.

Organizing Ideas:

Provide students with the Response to Literature Graphic Organizer.

Display the Response to Literature graphic organizer and model for the students how to record the topic sentence at the top of the page.

Model for students how to gather evidence from both selections.

Write the Response:

Display the Response to Literature Graphic Organizer and model for students how to turn their ideas and phrases into complete sentences.

Model for students how to construct a basic paragraph.

Closing

Invite students to share their writing with the class.

Provide feedback using the response to literature checklist.

Common Core State Standards: RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

Teacher Notes: Responses will vary, but may include that both selections show that writing can be frustrating. In stanza 6, the poet’s notes look like “A list of rhymes, some crossing out, / Confusions, choices, doodles, doubt.” On page 264 of Author: A True Story, Helen Lester talks about not being able to think of ideas or titles, and getting stuck in the middle. Write Tools:

Consider using the Write Tools color coding system to reinforce the essential components of a basic paragraph: introduction, body, and conclusion.


Classroom Implementation: Handwriting Annotated Notes: Handwriting H

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Benson Handwriting Present

Writing Left-Handed & Writing Right-Handed

Benson Handwriting Teacher’s Edition p.76

Student Practice Book p.41

Teacher Notes:

Use the Benson Handwriting Software CD to create practice sheets with the first and last names of the students in your classroom.


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Grammar Macmillan Teacher’s Edition, p. 383I-383J Macmillan Grammar Transparency 67 Teach the Concept:

Review future tense verbs. Partnerships:

Record the following words on the board. - listen - work - think - give

Model for students how to turn the present tense verb, listen, to a future tense verb.

Instruct students to work with a partner to turn the remaining verbs to future tense.

Review the answers with the entire group and reinforce the grammar rules for future tense verbs.

Closing:

Inform students that during the next few grammar lessons they will continue to learn more about future tense verbs.

Teacher Notes:

Classroom Implementation: Read Aloud Annotated Notes: Read Aloud

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Teacher Selected Read Aloud:

Explain to students that the purpose of the read aloud is to reinforce the idea that reading is a source of enjoyment, humor, learning, communication and fun.

Teacher Notes:

This read aloud can occur before, during or following a transition.


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Homework Options:

Word Study:

Complete spelling practice book p.137.

Comprehension:

Read a Time for Kids article and write a summary of the selection.

Vocabulary:

Complete reading practice book, p.71 (A, O, B).

Grammar:


Teacher Notes:





LESSON 8: REVIEW AND ASSESS


Lesson Purpose

Getting Started: During this lesson, students will revise and edit their written response. The comprehension and vocabulary module assessment will also be administered during this lesson. In addition to answering multiple choice questions, students will also be required to write a well-developed response to literature.



Compare and contrast the most important points and key details presented in two texts on the same topic.
















Texts: Author: A True Story Leveled Readers Triumphs Selection

Materials: Macmillan Teacher’s Edition, Unit 3 p.383I-383J Benson Handwriting Teacher’s Edition, p.77 Benson Handwriting Practice Book, p.42 Reader’s / Writer’s Journal Chart Paper Response to Literature Checklist Module 2 Vocabulary and Comprehension Assessment Macmillan Teacher’s Edition p. 277D Macmillan Vocabulary Strategy Transparency 20 Macmillan Teacher’s Edition, Unit 2 p.T4 Student Book pp. 260-271 Vocabulary Graphic Organizers



1. Lesson Introduction 2. Word Study 3. Revise and Edit Response to Literature 4. Grammar 5. Vocabulary Review 6. Module Assessment 7. Handwriting 8. Homework


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Inform students that during this lesson, they will revise and edit their response to literature.

They will also review their vocabulary and comprehension strategies and skills before taking a module assessment.


Remind students that the module assessment will contain both multiple choice and open ended questions.



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Whole Group: Inflectional Endings Read Multisyllabic Words Transition to Longer Words:

Display Phonics Word List.

Help students transition from reading one-syllable to multisyllabic words containing Inflectional Endings.

Have students read a word in the first column, then model how to read the longer word in the second column.

Point out the added syllable(s), such as a prefix or suffix, to help students gain awareness of these common word parts.

Phonics Word Lists

Apply Decoding Strategy:

Guide students to use the Decoding Strategy to

decode the following words: connected, revealing,

telephones, butterflies

Write each word on the board.

Remind students to look for common spelling

patterns in Step 3 of the Decoding Strategy

procedure.

Common Core State Standard: F3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

DECODING STRATEGY STEP 1: Look for word parts (prefixes) at the beginning of the word. STEP 2: Look for word parts (suffixes) at the end of the word. STEP 3: In the base word, look for familiar spelling patterns. Think about the six syllable spelling patterns you have learned. STEP 4: Sound out and blend together the word parts. STEP 5: Say the word parts fast. Adjust your pronunciation as needed. Ask yourself: “Is this a word I have heard before?” Then read the word in the sentence and ask: “Does it make sense in this sentence?”

class classes farmer farmers subtract subtracted pony ponies market markets alley alleys study studies daisy daisies princess princesses apply applied destroy destroying city cities



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Fluency Routine: Poetry Poem: “Where I Sit Writing” Macmillan Teacher and Student Edition, Unit 2 p.274 Focus: Choral and Partner Reading Whole Group Introduction:



During this lesson, students will chorally read the poem.

Explain to students that repeated reading of texts supports students in becoming proficient and fluent readers.

Explain / Model:

Project the poem on an ELMO or write it on chart paper.

Chorally read the poem.

Partnerships:

Put students in pairs for partner reading.

Instruct each student to read the poem to his / her partner three times.

The partner listens and provides help when necessary and encourages the reader.

After the third reading, the students reverse roles and the listener becomes the reader.

Students provide feedback to each other. Closing:

Explain to students that during the next lesson they will use all they learned about prosody to perform their poem.

Common Core State Standard: RF3.4 Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings Teacher Notes: RISE 3a: Communicating with Students

Partnerships As an option, allow students to select a partner on this day!


Below basic students should work with a partner using a shortened version of the text.


Classroom Implementation: Vocabulary Annotated Notes: Response to Literature V

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Explain to students that they will work with partners to complete a graphic organizer for one of the robust words: talented, contemplate, ambition, acceptance



Common Core State Standard: RL.3.4 Determine the meaning of words and phrases as they are used in a text.


Classroom Implementation: Response to Literature Annotated Notes: Response to Literature R

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Introduction:

Before teaching this lesson, review student writing from the previous lesson.

Study student work and identify common errors in grammar, punctuation, and spelling.

Write the student sample sentences on the board and ask the students to correct them for grammar, spelling and punctuation mistakes.

You can also choose to use the daily language sentences, but modify them so they reflect the common mistakes of your students.

Student Application:

Instruct students to individually review their writing to check for errors in spelling, grammar, and punctuation.

Remind students that good writers use punctuation and various types of sentences to effectively communicate ideas.

Partnerships:

Allow students to work with a partner to provide additional feedback using the Response to Literature Checklist.

Students should make recommendations for their partner’s writing for both content development and editing.

Publish:

Instruct students to write the final copy of their response to literature.

Students should include revision recommendations from partners and the teacher.

Closing:

Engage in a conversation with students regarding the process for responding to literature and the development of content.

Ask students… - What moves did you make as both a reader

and writer to develop a response to literature?

Teacher Notes: Formative Assessment:

Before teaching this lesson, review student writing pieces from lesson 7.

Annotate the student writing with sticky notes to provide ideas for strengthening their use of textual evidence.

Also ensure that students have a clear introduction and conclusion.

For the editing mini-lesson, use common mistakes that you have noticed from reviewing your student work.

If your students are making spelling errors, then your warm-up sentences should reflect the spelling errors along with a few other common grammatical mistakes.

Connect the common grammar errors to the skills students have recently learned to reinforce correct usage and application.



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r Grammar MMH Treasures Teacher’s Edition, Unit 3 p. 383J Review and Practice:

Review Future tense verbs

Mechanics and Usage: Punctuate Sentences Partnerships:

Instruct students to work with a partner to write a command, statement, question, and exclamation about a sport or activity. Be sure to use past, present, and future tense verbs.

For Example: - Command: Pick up the ball. - Statement: The baseball game was fun. - Question: Do you like to play baseball? - Exclamation: He will hit a homerun next game!

Closing:

Select a few students to share their sentence with the entire group.

Inform students that during the next grammar lesson they will revisit future tense verbs.

Common Core State Standards: L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Teacher Notes:

Classroom Implementation: Assessment Review Annotated Notes: Assessment Review

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Vocabulary Review: Context Clues

Macmillan Teacher’s Edition, Unit 2 p.277D

Macmillan Vocabulary Strategy Transparency 20

Follow the teaching suggestions on page 277D for the Context Clues: Word Clues.

Comprehension Review: Author’s Purpose

Macmillan Teacher’s Edition, Unit 2 p.T4

Student Book pp. 260-271

Follow the teaching suggestions in the first column on page T4.

Teacher Notes: The vocabulary and comprehension review is optional.

Classroom Implementation: Assessment Annotated Notes: Assessment

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Module Assessment:

Administer Module Assessment for Vocabulary and Comprehension.

Teacher Notes: Use of Assessment Data:

This module contains ten lessons allowing for re-teaching opportunities based on the Module assessments and the Compass Learning Unit Pre-Assessment.


Classroom Implementation: Handwriting Annotated Notes: Handwriting H

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Benson Handwriting: Present: Recognizing Cursive

Benson Handwriting Teacher’s Edition p. 77

Student Practice Book, p. 42

Teacher Notes:


Classroom Implementation: Homework Annotated Notes

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Homework Options:

Word Study:


Comprehension:


Grammar:


Teacher Notes:




LESSON 9: DIFFERENTIATED INSTRUCTION WORKSHOPS

Lesson Purpose

Getting Started: This lesson is designed to support the use of formative and summative data when designing differentiated instruction. Although differentiated instruction occurs within every lesson, lessons nine and ten serve to support re-teaching and maintaining of skills addressed throughout Module 2. Teacher facilitated re-teach lessons are designed to support the needs of struggling students and rigorous assignments are provided for students demonstrating mastery.





Know and apply grade-level phonics and word analysis skills in decoding words. Read on-level text with purpose and understanding.


Comprehension requires and enhances critical thinking and is constructed through the intentional interaction

between reader and text.










Main & Supplemental Text

Materials: Phonics Speed Drills Syllable Speed Drills Chart Paper Markers Compass Learning Time for Kids Magazines Reader’s / Writer’s Journals Macmillan Teacher’s Edition, p.277M-277N Macmillan Teacher’s Edition, p.277U-277V FCRR Empowering Teachers:Context Clues FCRR Empowering Teachers: Create a summary from narrative text MMH Treasures Teacher’s Edition, Unit 3 p.383J Vocabulary Graphic Organizers



1. Lesson Introduction 2. Word Study 3. Vocabulary 4. Differentiated Instruction Workshops 5. Grammar 6. Homework


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Lesson Introduction:

On a the board, list the following skills and strategies. - Summarize - Author’s Purpose - Context Clues - Character Analysis - Compare and Contrast

Explain to students that during this lesson, they will work in small groups and with the teacher to reinforce the skills learned so far in this unit.

Teacher Notes:

Using both formative and summative data, identify students who may need additional remediation with teacher led instruction.

Also identify students who will benefit from additional practice and extension activities.

Consider the classroom arrangement to allow for student collaboration and the facilitation of small group instruction.



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Word Study: Inflectional Endings

Apply Decoding Strategy:

Guide students to use the Decoding Strategy to decode the following words: provides, announced, diaries, tricycles, disappearing, sidewalks

Write each word on the board.

Remind students to look for common spelling patterns in Step 3 of the Decoding Strategy procedure.

Phonics Speed Drill: 7. Distribute copies of the speed drill to students.

Allow two minutes to underline the target syllable or spelling pattern.

8. When finished, have students read the words. Help students pronounce the common syllables or spelling patterns.

9. Students should practice with the speed drills and be tested until they can read the words with ease. Record the number of words they read correctly in one minute on their sheet.

10. During differentiated instruction, students may record their speed drill scores on a separate chart. Have them record the score for each testing of the speed drill. Work with approaching students to set individual speed drill goals.

11. Students should practice reading their words throughout the week and for homework.

12. Listen to a few students read the words on their speed-drill sheet mid-week and/or end-of-week.

Optional

Common Core State Standard: F3.3 Know and apply grade-level phonics and word analysis skills in decoding words. Teacher Notes: DECODING STRATEGY STEP 1: Look for word parts (prefixes) at the beginning of the word. STEP 2: Look for word parts (suffixes) at the end of the word. STEP 3: In the base word, look for familiar spelling patterns. Think about the six syllable spelling patterns you have learned. STEP 4: Sound out and blend together the word parts. STEP 5: Say the word parts fast. Adjust your pronunciation as needed. Ask yourself: “Is this a word I have heard before?” Then read the word in the sentence and ask: “Does it make sense in this sentence?”



Teacher facilitated speed drill.

Partner speed drill.

Partner speed drill.



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Fluency Routine: Poetry Poem: “Where I Sit Writing” Macmillan Teacher and Student Edition, Unit 2 p.274 Focus: Perfornance Whole Group Introduction:

Tell students that they will practicing reading for fluency.


During this lesson, students will perform the poem.

Performance:

Provide an opportunity for volunteers to perform the poem to the class.

Common Core State Standard: RF3.4 Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings Teacher Notes: RISE 3a: Communicating with Students

Options for Performance:

Students can Record each other on an IPAD

Radio reading

Read to the principal

Read to another class

Group performances

Reader’s Theatre

Poetry Coffee House

Classroom Implementation: Vocabulary Annotated Notes: Vocabulary

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Explain to students that they will work with partners to complete a graphic organizer for one of the robust words: talented, contemplate, ambition, acceptance



Common Core State Standard:RL.3.4 Determine the meaning of words and phrases as they are used in a text.



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Differentiated Instruction Worskops

Revisit Rules for Differentiated Instruction Workshops:

Inform students that during the differentiated instruction worksops they will work collaboratively with other students and with the teacher.

Revisit the rules for student collobaration, use of instructional materials, and rotation routines.

Keep the chart visable for students and refer back to it thoughout the lesson as necessary.

Students will revisit this chart at the end of this lesson and throughougt each unit to add new rules or reinforce rules not being followed by all members of the classroom.

Grouping

Place students in groups with 4-5 members per group.

Review the purpose and routine for each activity.

Connect the activity to the skills and strategies from Module 2.

Exaplain to students that during the Differentiated Instruction Workshops they will work with partners or in small groups to maintain or extend their understanding of the concepts from Module 2.

Also explain that some students will work with the teacher to reinforce skills.

Teacher Notes: Lesson Preparation:

Identify areas of the room where students can prodcuctively and collaborativly work in parternships or in small groups.

Review the recommended activities for DI Workshops.

Choose flexibly from the list or add your own activities based on student data.

Consider having roles for students during Differentiated Instruction Workstations.

For example: time keeper, materials manager, dicussion director, ect.

Key Cosiderations for Differenatied Instruction

Select Rigorous Tasks - Although suggested tasks are identified for

small group activities and teacher led instruction, teachers can add additional tasks to this lesson.

- During DI Workstations, all students should be provided with engaging, rigorous, and relevant tasks that require thinking.

Use Flexible Grouping - When assigning groups for DI Workshops

consider readiness, learning profiles, interests, and skill level.

- Use formative and summative data to identify students needing additional support and re-teaching for teacher facilitated sessions.


Teacher Led Sessions Independent or Small Group Activities D

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Teacher-Facilitated Groups: Learning Outcome: With guidance and support from an adult, at risk students will deepen their understading of text and vocabulary strategies. Choose a lesson listed below to re-teach the comprehenesion skill & strategy:

- Macmillan Teacher’s Edition, p.277M-277N - Macmillan Teacher’s Edition, p.277U-277V - Macmillan Teacher’s Edition, p. T9 - FCRR Empowering Teachers:Context Clues - FCRR Empowering Teachers: Create a

summary from narrative text

or Develop a small group comprehenesion lesson for comprehension that inlcudes…

- a clear introduction and explanation of the target skill.

- teacher modeling. - guided practice. - corrective feedback. - an exit slip.

Independent or Small Group Activities:

FCRR Comprehension Activities

Vocabulary: Opposites Attract (V.003)

Narrative Text Structure: Story Element Sort (C.005)

Independent Reading: Level-Up

Use the level-up approach to provide students with the next level of Leveled Readers - Triumphs to Approaching Level - Approaching Level to On-Level - On-Level to Beyond Level - Beyond Level to Self-Selected Reading

After reading the selection, prompt students to write a summary.

Time for Kids Magazines:

Provide students with Time for Kids Magazines and identify activities for students to complete with a partner.

Fluency:

Reader’s Theatre with Teacher Selected Text

Vocabulary Graphic Organizers On-line Learning Opportunities

Compass Learning Odyssey

Writing Opportunities:

Students can complete their opinion writing

Provide opportunities for students to present their writing as well.

Teacher Choice:

Choose flexibly from the small group instruction suggestions above based on student data.

Select or create additional rigorous assignments for students based on student data.

Teacher Selected DI Activities:

Closing:

Prompt students to use their Reader’s / Writer’s Journal to individually reflect on the following questions: 1. How did you actively engage in your learning today? 2. What rules should be added to the classroom chart for Differentiated Instruction Workshops?

Provide an opportunity for students to share their learning with the entire group.

Add additional rules to the classroom chart based on students’ responses and observation of student behavior.



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Grammar MMH Treasures Teacher’s Edition, Unit 3 p.383J

Review and Proofread:

Review future tense verbs.

Partnerships:

Record the fix-up sentences from page 383J on the board.

Instruct students to work with a partner to correct the sentences.

Closing:

Review and discuss the corrections.

Inform students that during the next lesson, they will take an assessment.

Common Core State Standard: L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


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Homework Options:

Spelling:


Comprehension:


Grammar:


Teacher Notes:




LESSON 10: DIFFERENTIATED INSTRUCTION WORKSHOPS

Lesson Purpose

Getting Started: This lesson is designed to support the use of formative and summative data when designing differentiated instruction. Although differentiated instruction occurs within every lesson, lessons nine and ten serve to support re-teaching and maintaining of skills addressed throughout Module 2. Teacher facilitated re-teach lessons are designed to support the needs of struggling students and rigorous assignments are provided for students demonstrating mastery.








Comprehension requires and enhances critical thinking and is constructed through the intentional interaction

between reader and text.






Previous Grade Level (2ndGrade) Current Grade Level (3rd Grade) Next Grade Level (4th Grade)




Main & Supplemental Text

Spelling Post-Test Compass Learning Time for Kids Magazines Reader’s / Writer’s Journals Macmillan Teacher’s Edition, p.277M-277N Macmillan Teacher’s Edition, p.277U-277V Macmillan Teacher’s Edition, p. T9 FCRR Empowering Teachers:Context Clues FCRR Empowering Teachers: Create a summary from narrative text MMH Treasures Teacher’s Edition, Unit 3 p.383J Grammar Assessment, Grammar Practice Book, p. 87 Vocabulary Graphic Organizers



1. Lesson Introduction 2. Word Ladders 3. Word Study Post Test 4. Differentiated Instruction Workshops 5. Grammar Assessment


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On a the board, list the following skills and strategies. - Summarize - Author’s Purpose - Context Clues - Character Analysis - Compare and Contrast

Explain to students that during this lesson, they will work in small groups and with the teacher to reinforce the skills learned so far in this unit.

Teacher Notes:

Using both formative and summative data, identify students who may need additional remediation with teacher led instruction.

Also identify students who will benefit from additional practice and extension activities.

Consider the classroom arrangement to allow for student collaboration and the facilitation of small group instruction.


Classroom Implementation: Word Study

Annotated Notes: Word Study

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Review & Assess: Inflectional Endings Review: Create a review for inflectional endings. Assessment: Posttest Dictation Posttest Dictation: Say the underlined word, read the sentence, and repeat the word. Have students write the words on spelling posttest Handout. 1. She names her goats

2. He named his dog Max.

3. She is naming the people in the band.

4. Alex hopes he can learn to ski.

5. Beatrice hoped that she could go to the game.

6. People are hoping for peace.

7. Mimi dances in the show.

8. She danced with a friend.

9. Dancing together is fun.

10. The baby drops her toys.

11. I dropped my book.

12. I am always dropping my pen.

13. She wraps the food in foil.

14. He wrapped his arms round his pet.

15. Anna is wrapping a gift.

Review Words




Challenge Words

19. We are driving to the city.

20. Jon and Tess traded seats on the bus.

Common Core State Standard: F3.3 Know and apply grade-level phonics and word analysis skills in decoding words. Teacher Notes:



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Differentiated Instruction Worskops

Revisit Rules for Differentiated Instruction Workshops:

Inform students that during the differentiated instruction worksops they will work collaboratively with other students and with the teacher.

Revisit the rules for student collobaration, use of instructional materials, and rotation routines.

Keep the chart visable for students and refer back to it thoughout the lesson as necessary.

Students will revisit this chart at the end of this lesson and throughougt each unit to add new rules or reinforce rules not being followed by all members of the classroom.

Grouping

Place students in groups with 4-5 members per group.

Review the purpose and routine for each activity.

Connect the activity to the skills and strategies from Module 2.

Exaplain to students that during the Differentiated Instruction Workshops they will work with partners or in small groups to maintain or extend their understanding of the concepts from Module 2.

Also explain that some students will work with the teacher to reinforce skills.

Teacher Notes: Lesson Preparation:

Identify areas of the room where students can prodcuctively and collaborativly work in parternships or in small groups.

Review the recommended activities for DI Workshops.

Choose flexibly from the list or add your own activities based on student data.

Consider having roles for students during Differentiated Instruction Workstations.

For example: time keeper, materials manager, dicussion director, ect.

Key Cosiderations for Differenatied Instruction

Select Rigorous Tasks - Although suggested tasks are identified for

small group activities and teacher led instruction, teachers can add additional tasks to this lesson.

- During DI Workstations, all students should be provided with engaging, rigorous, and relevant tasks that require thinking.

Use Flexible Grouping - When assigning groups for DI Workshops

consider readiness, learning profiles, interests, and skill level.

- Use formative and summative data to identify students needing additional support and re-teaching for teacher facilitated sessions.


Teacher Led Sessions Independent or Small Group Activities D

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Teacher-Facilitated Groups: Learning Outcome: With guidance and support from an adult, at risk students will deepen their understading of text and vocabulary strategies. Choose a lesson listed below to re-teach the comprehenesion skill & strategy:

- Macmillan Teacher’s Edition, p.277M-277N - Macmillan Teacher’s Edition, p.277U-277V - Macmillan Teacher’s Edition, p. T9 - FCRR Empowering Teachers:Context Clues - FCRR Empowering Teachers: Create a

summary from narrative text

or Develop a small group comprehenesion lesson for comprehension that inlcudes…

- a clear introduction and explanation of the target skill.

- teacher modeling. - guided practice. - corrective feedback. - an exit slip.

Independent or Small Group Activities:

FCRR Comprehension Activities

Vocabulary: Opposites Attract (V.003)

Narrative Text Structure: Story Element Sort (C.005)

Independent Reading: Level-Up

Use the level-up approach to provide students with the next level of Leveled Readers - Triumphs to Approaching Level - Approaching Level to On-Level - On-Level to Beyond Level - Beyond Level to Self-Selected Reading

After reading the selection, prompt students to write a summary.

Time for Kids Magazines:

Provide students with Time for Kids Magazines and identify activities for students to complete with a partner.

Fluency:

Reader’s Theatre with Teacher Selected Text

Vocabulary Graphic Organizers

On-line Learning Opportunities

Compass Learning Odyssey

Writing Opportunities:

Students can complete their opinion writing

Provide opportunities for students to present their writing as well.

Teacher Choice:

Choose flexibly from the small group instruction suggestions above based on student data.

Select or create additional rigorous assignments for students based on student data.


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Grammar MMH Treasures pp. 383I & 383J

Review:

Preview the daily language activities on page 383I. Select 5 sentences from the daily language activities or from the weekly homework to use for a quick review before the grammar assessment.

Explain to students that during this lesson, they will take a grammar assessment.

Assess:

Distribute grammar practice book page 87.

Common Core State Standards: L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Teacher Notes: Formative Assessment:

Review homework assignments and identify common mistakes among your students.

Explain to students that you noticed a few misunderstandings on their homework assignments and this is a great opportunity clear up any confusion.

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