lesson plans

3rd Grade Special Education Lesson Plans - Monday, September 30th, 2013

Time Procedures

7:55-8:30 IEP/Testing/Consult

8:30-8:55

Writing- Standards-

L.3.1a - Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

Objective- Students will be able to define and identify different types of verbs. Warm up-

T/SW review the parts of speech that has been taught in previous lessons. (Common nouns and proper nouns)

Direct Instruction-

TW say, “We have been learning about the parts of speech, which are different types of words that help make a complete sentence. We have already learned about nouns, and proper nouns, today we will learn about verbs!”

TW explain the definition of a verb by saying,” A verb is an action word. A verb tells what the subject does, is, or what happens to it.

Model/Guided practice-

TW write there examples on the board and ask the students what the subject is doing.

Example 1 "Kayla smiled at the teacher." smiled - tells what the subject (Kayla) did

Example 2 "Sam listens to the teacher." listens - tells what subject (Sam) is doing.

Example 3 "Maria was lost in the woods." was lost - tells what happens to subject (Maria).

Independent practice-

SW complete a verb worksheet.

Closure-

DOK- Ticket out the door- Tell me a sentence that has the verb “sing” in it.

Materials: Pencil, worksheet, whiteboard, dry erase marker.

8:55-9:55

MATH-

Review/Test on properties of addition, rounding, and estimating. Standard:

1.3.8 Model addition in a variety of ways

3.NBT.A.1 -Use place value understanding to round whole numbers to the nearest 10 or 100. Objective- SWBAT apply their knowledge of adding in a variety of ways on a chapter test. Warm up-

SW have two minutes to complete a fact math sheet.

T/SW review properties of addition, rounding, and estimating.

SW answer review questions using a white board to write their answer on. Direct Instruction-

TW say, “Today you will be taking a test on the properties of addition, rounding, and estimating. You may use your notes on the test. Please be quiet as this is a test!”

Independent practice:

SW complete a test on the properties of addition, rounding, and estimating. Closure-

DOK-Ticket out the door- What does rounding and estimating have in common?

Materials- Math test, pencil, whiteboard, math notes, and math facts.

Assessment- Math test.

9:55-10:30 Prep/Consult with 3rd grade teacher re: behaviors/academics – Support Staff in Mrs. Morrow Class 9:55-10:30

10:30-11:00 Lunch

11:00-11:15 Prep

11:15-11:30

Consult on behaviors – in from the playground.

11:30-11:40 Duty

11:25-12:15 SES in 1st grade – writing

11:40-12:15 Testing

12:15-1:30 WALK TO READ

Objectives:

SW practice saying their vocabulary words orally.

SW build background knowledge on the Iditarod race dogs.

Whole Group Lesson-

Direction Instruction-

TW go over the centers independent work that needs to be completed during the week.

TW introduce vocabulary words to the students using picture. SW repeat each word after the

teacher to practice saying each word aloud.

TW build background knowledge on the story Balto by discussing the Iditarod race and showing

pictures of the dogs that are involved in the race.

T/SW discuss the Iditarod more in detail and SW use a double bubble map to compare and

contrast pet dogs to race dogs.

Guided Practice-

T/SW complete a vocabulary activity as a class.

Closure-

Ticket out the door- Tell your partner one thing that you learned about the Iditarod Race dogs.

Center/Independent work-

SW write their homework in folder and collect their graded papers.

SW work on their centers packet and complete various worksheets/centers.

O: RF.3.3 – know and apply grade level phonics and word analysis skills in decoding words

RF.3.4 – Read with sufficient accuracy and fluency to support comprehension

Ms. Bethell: Red Group- (Reading A-Z)

T/SW read the story Ten Pet’s using an “I read, we read, you read” strategy.

SW point to all the words with the word families “et” and “en”.

SW make predictions as to how the story ends.

SW answer comprehension questions, such as “Why would having a bear as a pet be a bad idea?”

and

“What did Dan help Ned do?”

Yellow/Green Group- (Reading A-Z)

SW read new high frequency words.

T/SW read the story Snake and Ape using an “I read, we read, you read” strategy.

SW point to all the words with the VCE pattern.

SW predict how the stories going to end.

Ms. Trujillo

Red Group: Introduce WTW Spelling Sort – LN -11 –ug, -ut, and-un word families

Yellow Group: Introduce WTW Spelling Sort – WW 11 – Short vs Long Review

Green Group: Introduce WTW Spelling Sort – WW 11 – Short vs Long Review

SET will also work with individual students on their individual reading IEP goals.

TW introduce the new spelling pattern and sts will complete an open sort of their words and will

explain their reasoning for their sort and repeat their words.


3rd Grade Special Education Lesson Plans - Tuesday, October 1st , 2013

Time Procedures


8:30-8:55

Writing: Standards-


Objectives-

Students will be able to define and identify different types of adjectives.

Students will be able to recognize adjectives and distinguish them from other parts of speech. Warm up-

T/SW review the parts of speech that has been taught in previous lessons. (Common nouns, proper nouns, and verbs)

Direct Instruction-

TW say, “We have been learning about the parts of speech, which are different types of words that help make a complete sentence. We have already learned about nouns, proper nouns, and verbs, today we will learn about adjectives!”

TW explain the definition of an adjective by saying, “An adjective is a word that describes a noun or pronoun. Adjectives tell you what the person, place or thing is like. Adjectives can tell you about size, color, number or kind. They make sentences more descriptive – that is, more interesting!

TW remind the students that when we did character traits in reading, that those words are all adjectives.

Model-

For example, the word dog is a noun. But what kind of dog is it? What color is it? Is it a big dog or a small dog? If you say the big, brown, furry dog you have used three adjective to describe the dog. The words big, brown and furry are adjectives.

Guided practice-

TW write three examples on the white board and ask, “What noun is the adjective describing and how did it describe it.”

Example- The slimy frog jumped really high.

Example- The fast car bumped into a curve.

Example- The loud students were not listening to their teacher.


SW complete an adjective worksheet.

Closure-

DOK- Ticket out the door- Tell me a sentence that has the adjective “slippery “in it .

Material: Pencil, worksheet, whiteboard, dry erase marker.

8:55-9:55

Math EnVision

Topic 2-6 (Day 1)- Adding two-digit numbers using the algorithm

Standard-

3.NBT.A.2- Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Objective: SWBAT add two digit-numbers using place value blocks.

Warm up-


TW connect by asking, “Suppose a farmer wants to find out how many tomatoes he has in two different baskets. How might he find the answer?”

TW accept students responses. Direct Instruction-

TW say, “You know how to add two-digit numbers using a hundreds chart. Today, you will learn how to add two-digit numbers using place value blocks.”

SW take teacher directed notes on vocabulary.

TW pose the problem: Farmer John sells tomatoes. He has 58 red tomatoes. He has 66 yellow tomatoes. How many tomatoes does he have in all?”.

Model-

TW distribute place value blocks and have students model the addends using the blocks.

TW model how to set up the problem, putting the greater number on top of the smaller number. TW ask the students how many ones do we have in total, count your blocks. (14) put your 4 under the ones spot and carry your one to the tens place. Add your tens and add the 1 that we carried over to the tens. When you carried your 1 ten over, which is called regrouping.

Guided Practice-

T/SW complete the GP problems in Topic 2-6 together as a class, using their place value blocks. Closure-

Ticket out the door- Recall-When you carry over a number to the tens place from the ones place, what is that called? (regrouping)

DOK Questions: Explain why we need to add two digit numbers. Use examples that are not discussed in the lesson. Materials: Place value blocks, math journals, math books, and pencil. Assessment- Check homework, Observe during partner work and GP, and check ticket out the door.

9:55-10:40 Prep/Consult with 3rd grade teacher re: behaviors/academics – Support Staff in Ms. Martin’s Class 9:55-10:30

10:40-10:50 Duty

10:50-11:20 Lunch

11:15-11:40 SES in 1st grade – writing/Math 11:25-12:10 SET will work with students in the classrooms modeling and discussing correct behaviors.

11:40-12:15 Testing


Standard-

NV 3.3.1-Describe the sequence of events in text.

Objectives:

SW listen to the story, Help on the Trail.

SWBAT identify sequence of events using a Sundae worksheet organizer.

Whole Group Lesson:

Warm up-

T/SW review the previous day’s lesson on the Iditarod race.

Direct Instruction-

TW say, “You already know how to order the sequence of events of a story and so today you will

use that skill to order the events of the story Help on the Trail. We have used the sequence ship

worksheet to list our events, but today I have a new organizer called the “Sundae”. I will show you

how to fill it out using the story Miss Nelson is Missing.

TW read the story

Model/Guided practice-

TW model how to complete a sundae worksheet based on the story of Miss Nelson is Missing.

TW read Help on the Trail aloud to the S, while the S follow along with their fingers.

Independent Practice-

SW complete a “sundae” on the story Help on the Trail. (SW analyze the main events of a story

and put them in sequential order.)

Closure-

Share your Sundae with your shoulder partner.

Center work-






Small reading group instruction -

O: RF.3.3 – know and apply grade level phonics and word analysis skills in decoding words

RF.3.4 – Read with sufficient accuracy and fluency to support comprehension

Red Group: Introduce WTW Spelling Sort – LN -11 –ug, -ut, and-un word families

Yellow Group: Introduce WTW Spelling Sort – WW 11 – Short vs Long Review

Green Group: Introduce WTW Spelling Sort – WW 11 – Short vs Long Review

SET will also work with individual students on their individual reading IEP goals.

TW introduce the new spelling pattern and sts will complete an open sort of their words and will explain

their reasoning for their sort and repeat their words.

Ms. Bethell – Begin day 1 of 6-day Pre-Intervention plan in Read Well

Red Group: Dinosaur Days – Unit 5

Yellow Group: Lessons Learned – Unit 19

Green Group: Our World, Our Home – Unit 1

TW follow the 6-day intervention plan for each of the stories. TW focus on phonics, fluency, and comprehension.


3rd Grade Special Education Lesson Plans - Wednesday, October 2nd, 2013

Time Procedures


8:30-8:55

Writing:

Standards-


Objectives-

Students will be able to define and identify different types of adverbs.

Students will be able to recognize adjectives and distinguish them from other parts of speech. Warm up-

T/SW review the parts of speech that has been taught in previous lessons. (Common nouns, proper nouns, adjectives, and verbs)

Direct Instruction-

TW say, “We have been learning about the parts of speech, which are different types of words that help make a complete sentence. We have already learned about nouns, proper nouns, adjectives, and verbs, today we will learn about adverbs!”

TW explain the definition of an adjective by saying, “An adverb describes a verb. It answers the questions: When? Where? How?”

TW tell the students how important it is to have lively, interesting verbs in sentences. Adverbs help to make verbs more interesting and easier to understand.

Model-

Example 1: "Henry showed us his blue ribbon."

Ask the question: how did Henry show (the verb) his ribbon? "Henry proudly showed us his blue ribbon." "Henry secretly showed us his blue ribbon."

(By changing the adverb from "proudly" to "secretly", it completely changes the meaning of the sentence. Both adverbs describe the verb "show".)

- Guided practice-

Example 2: We quickly ran to our cars. (quickly - tells how we ran)

Example 3: Amy finally caught a fish. (finally - tells when Amy caught)

Example 4: The captain headed north. (north -tells where the captain headed)


SW complete an adverb worksheet.

Closure- DOK- Ticket out the door- Tell me a sentence that has the adverb “lovely “in it .


8:55-9:55

Math EnVision

Topic 2-6 (Day 2)- Adding two-digit numbers using the algorithm Standard-


Objective: SWBAT add two digit-numbers using an algorithm method.

Warm up-


T/SW review the previous days lesson and discuss key terms. Direct Instruction-

TW say, “You know how to add two-digit numbers using a hundreds chart. Today, you will learn how to add two-digit numbers using an algorithm”.

TW pose the problem: Baker Sam sells cupcakes. He has 37 vanilla cupcakes. He has 55 chocolate cupcakes. How many cupcakes does he have in all?”

Model-

TW model how to set up the algorithm and regroup.

TW model two more examples using the algorithm. Guided Practice-

T/SW complete the GP problems in Topic 2-6 together as a class, using the algorithm. Independent Practice-

SW complete the IP problems in Topic 2-6 with a partner. Closure-

Tell your shoulder partner one thing you learned today.

DOK Question- Why is important to know how to use the algorithm to add two-digit numbers? Materials: Math journals, math books, and a pencil. Assessment- TW check homework, observe during GP, Collect S math notebook and check IP, and observe during IP.


10:40-10:50 Duty

10:50-11:20 Lunch

11:15-11:40 SES in 1st grade – writing SET will work with students in the classrooms modeling and discussing correct behaviors.

11:40-12:15 Testing


Whole Group Lesson-

Standard-

RL.3.1 -Ask and answer questions to demonstrate understanding of a text, referring explicitly to

the text as the basis for the answers.

Objectives:

SWBAT make a prediction about the story The Race Across Alaska

Warm up-

T/SW review the vocabulary words for the week.

Direct Instruction-

TW read the story, The Race Across Alaska to the S, while the students follow along. (Pg 1-7)

TW read a vocabulary word and the S will repeat it.

Model/Guided Practice-

TW model how to make a prediction about a story by using a think aloud strategy.


SW make a prediction on how the story will end and orally tell their shoulder partner.

Closure-

Ticket out the door- How do you think predicting helps you understand a story better? (Class

discussion)

Materials- The Race Across Alaska story.




Small reading group instruction: Mrs. Trujillo

O: RF.3.3 – know and apply grade level phonics and word analysis skills in decoding words RF.3.4 – Read

with sufficient accuracy and fluency to support comprehension

All Groups: TW time all students on their fluency passage for one minute. SW circle their last word read. TW

read the complete fluency passage and discuss unknown words. TW time student A for one minute then student

B for one minute. Sts will under line their last word read, which should show improvement from first read.

Review pattern, high frequency words for their Reading A-Z book. SW highlight focus blend words in decodable.

T/SW will begin decodable–following Reading A-Z plan and the I read/we read/you read model to increase

fluency.

Red Group: The Mutt and the Bug

Yellow Group: Rose’s Birthday

Green Group: Rose’s Birthday







3rd Grade Special Education Lesson Plans - Thursday, October 3rd , 2013

Time Procedures


8:30-8:55

Writing: Standards-


Objectives-

Students will be able to identify verbs, adverbs, adjectives, and proper and common nouns in a sentence.

Warm up-

T/SW review all of the parts of speech that has been taught in previous days lessons.

Direct Instruction-

TW say, “We have been learning about the parts of speech, today we are going to identify each POS in a complete sentence. A complete sentence includes a noun or proper noun and a verb. Sometimes it will have adjectives and adverbs.

I will give you a sentence and you will label each POS and then tell me if the sentence is a complete sentence or a fragment.

Model-

TW write a sentence on the board and label each POS and recognize if it is a complete sentence or fragment.

Guided practice-

T/SW do problems 1-9 together as a class from the sentence and fragments worksheet.


SW finish 10-18 on the sentence and fragments worksheet.

TW reach each problem to the class one at a time.

SW stand up/ pair up/share their answer with a partner.

Closure-

DOK- Ticket out the door- Construct a complete sentence using a proper noun, a verb,

adjective, and an adverb.


8:55-9:55

Math EnVision

Topic 2-7 (Day 1)-Modeling Standard-


Objective-

SWBAT add three-digit numbers using place value blocks. Warm up-


T/SW review the previous days lesson.

TW ask, “Think of a situation when you might need to add two three-digit numbers?” Direct Instruction-

TW say, “You already know how to add two two-digit numbers. Today, you will learn how to add two three-digit numbers using place value blocks.”

Pose the problem- “How can we use place value blocks to add two three- digit numbers, such as 146 and 247? Work with a partner to figure it out!”

Have students share the strategy they used to solve their problem.

T/SW answer the problems together.

Review- Have S show how to regroup 16 ones and 16 tens. Model-

TW model how to add two three-digit numbers using place value blocks. TW emphasize how to regroup by exchanging units for tens and tens for hundreds, if needed.

Guided Practice-

T/SW complete the GP problems in topic 2-7 of their textbook using place value blocks only. Closure-

Ticket out the door- Why is it important to be able to add two three-digit numbers? (Stand up/Pair up/ Share)

Materials- Math textbook, math notebook, place value blocks, and a pencil. Assessment- TW Observe during DI, GP, and closure, Collect homework and math notebooks.


10:40-10:50 Duty

10:50-11:20 Lunch


11:40-12:15 Testing


Whole Group Lesson-

Standard-

RL.3.1 -Ask and answer questions to demonstrate understanding of a text, referring explicitly to

the text as the basis for the answers.

Objectives:

SWBAT identify facts verses opinions.

Warm up-

T/SW review vocabulary words.

Direct Instruction-

TW read the story, The Race Across Alaska to the S, while the students follow along. (Pg 8-16)

TW read a vocabulary word and the S will repeat it.

TW explain, “A fact is something that can be proven true. An opinion shows someone’s feelings.


TW write two sentence on the board and discuss each sentence to see if students can guess which

one is an opinion and which one is a fact.

-Race dogs are very cute!

-Iditarod means clear water and was named by the Shageluk Indians for the Iditarod River.


SW complete a fact and opinion worksheet.

Closure-

Ticket out the door- Give me an example of a fact or opinion.

Materials- The Race Across Alaska story, pencil, fact/opinion worksheet.









B for one minute. Sts will under line their last word read, which should show improvement from first read.

Review pattern, high frequency words for their Reading A-Z book. SW highlight focus blend words in decodable.

T/SW will continue to read the decodable–following Reading A-Z plan and the I read/we read/you read model to

increase fluency.

Red Group: The Mutt and the Bug

Yellow Group: Rose’s Birthday

Green Group: Rose’s Birthday







3rd Grade Special Education Lesson Plans - Friday, October 4th, 2013

Time Procedures


8:30-8:55

Writing: Standards-


Objectives-

Students will be able to write five complete sentences that include each of the parts of speech.

Warm up-

T/SW review all of the parts of speech that has been taught in previous days lessons.

T/SW review complete sentences and fragments.

Direct Instruction-

TW say, “We have been learning about the parts of speech, today we are going to write five complete sentences using each POS.

TW explain, “You are going to trace one of your hands onto the construction paper, have a friend help you, if you need it. In the palm of the hand you are going to write, “Five complete sentences”. The sentences you write will be about this picture, which is a pirate.

You will write one sentence on each finger of the hand. You need to include correct grammar, punctuation, and spacing. Use your “quick word” book if you need help spelling a word.


TW model where to write “Five complete sentences”.

TW show a completed hand that has five sentences about a different picture.


SW complete the hand activity independently.

Closure-

SW stand up/ pair up/ share their hands, and read each sentence aloud.

DOK- Ticket out the door- Read one of your favorite sentences to me.

Material: Pencil, construction paper, scissors, and quick word reference book.

8:55-9:55

Math EnVision

Topic 2-7 (Day 1)-Adding two three-digit numbers using a standard algorithm. Standard-


Objective-

SWBAT add two three-digit problems using a standard algorithm. Warm up-


T/SW review the previous days lesson.

TW ask, “ Has anyone ever taken a car trip that lasted a few days? About how many miles did you travel? How might you find out how many miles you traveled in two days?”(Accept s responses)

Direct Instruction-

TW say, “You already know how to add two three-digit numbers use place value blocks. Today, you will learn how to add two three-digit numbers using a standard algorithm.”

TW pose a problem- Suppose a bus drives 276 miles on Monday and 248 miles on Tuesday. How many miles did the bus travel in all?

SW work in pair to solve the problem and then share their strategies with the class. Model-

TW model how to add two three-digit numbers using the standard algorithm.

TW model how to draw pictures to help students solve the problems.

Guided Practice-

T/SW complete the GP problems in topic 2-8 of their textbook using the standard algorithm.

SW check their answers by using a stand up/pair up/ share strategy.

Whole class will go over the steps to the problem and come to an agreement on the right answer.


SW complete the IP problems in Topic 2-8 of their textbook using the standard algorithm.

SW work with a partner to solve the problems. Closure-

Ticket out the door- Compare adding two two-digit numbers to adding two three-digit numbers.

SW share their thoughts with the class. Materials- Math textbook, math notebook, and a pencil. Assessment- TW observe during DI, GP, IP, collect the ticket out the door, and check math notebooks.


10:40-10:50 Duty

10:50-11:20 Lunch


11:40-12:15 Testing

12:15-1:30 WALK TO READ Tests on facts/opinion and making predictions. Whole group lesson- Standard-

RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Objective-

SWBAT to identify facts verses opinions.

SWBAT make predictions. Warm up-

T/SW review vocabulary words. Direct Instruction-

TW say, “Today we are taking a quick test on facts and opinions. After the test I am going to read a short story and I want you to come up with a prediction about how you think the story will end.”


SW take a test on facts and opinions.

SW create a prediction and the T will write it on the board to see if it happens anytime during the story.

Closure-

Ticket out the door- Tell your shoulder partner what a prediction, opinion, and a fact is. Materials- Facts/Opinion test, cold read, whiteboard. Center/Independent work-








B for one minute. Sts will under line their last word read, which should show improvement from first read. TW

give sts a spelling test of their weekly words.







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