3rd Grade Growing Block
Week #35 Date 5/13- 5/17
Standard(s): 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. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
M- CORE testing and paragraphs from last week.
T-
W-
Th-
F-
Standard(s): 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. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
M- CORE testing and paragraphs from last week.
T-
W-
Th-
F-
Week #34 Date 5/6- 5/10
Standard(s): 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. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
M- Finish up paragraphs from last week and continue CORE testing.
T- Read the books called Picked for the Team and Jordan and the Northside Reps.
W- Continue work from Tuesday and CORE testing
Th- Continue work from Wednesday and CORE testing
F- Continue work from Thursday and CORE testing
Standard(s): 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. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
M- Finish up paragraphs from last week and continue CORE testing.
T- Read the books called Picked for the Team and Jordan and the Northside Reps.
- Explain each story in a paragraph using sequencing signal words.
- Write a paragraph comparing and contrasting the two stories using signal words.
- Pick one book and write a paragraph that shows cause and effect, using signal words.
W- Continue work from Tuesday and CORE testing
Th- Continue work from Wednesday and CORE testing
F- Continue work from Thursday and CORE testing
Week #33 Date 4/29- 5/3
Standard(s): 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.
M- Practice I-Cause and Effect Spg 182. Have learners look for words to help them identify cause and effect and highlight them. Use the graphic organizer for the 4 sentences they found signal words in. Causes-Why does it happen? Effects-What happens or happened?
T- Practice 2- Sequence Relationships Spg183 Highlight the signal words that show sequencing. In groups, write events on a timeline and retell what happened using signal words and the timeline.
W- Begin writing the three types of paragraphs we've been learning about. In 3 o'clock partners, write a cause/effect, sequencing AND compare and contrast paragraph. Use pebble.go or the internet if needed.
Th- Continue work from Wednesday. Begin administrating the CORE assessment.
F- Continue paragraph work and CORE assessment
Standard(s): 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.
M- Practice I-Cause and Effect Spg 182. Have learners look for words to help them identify cause and effect and highlight them. Use the graphic organizer for the 4 sentences they found signal words in. Causes-Why does it happen? Effects-What happens or happened?
T- Practice 2- Sequence Relationships Spg183 Highlight the signal words that show sequencing. In groups, write events on a timeline and retell what happened using signal words and the timeline.
W- Begin writing the three types of paragraphs we've been learning about. In 3 o'clock partners, write a cause/effect, sequencing AND compare and contrast paragraph. Use pebble.go or the internet if needed.
Th- Continue work from Wednesday. Begin administrating the CORE assessment.
F- Continue paragraph work and CORE assessment
Week #32 Date 4/22- 4/26
Standard(s): RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. 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.
M- No School (Easter Break)-
T- Play Chunks- 10 minutes of Read words and 10 minutes of Non-sense words. Read the words out loud to a partner.
W- Play Otrio
Th- 3rd Grade Field Trip- No Group
F- No Mrs. Jerke
Standard(s): RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. 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.
M- No School (Easter Break)-
T- Play Chunks- 10 minutes of Read words and 10 minutes of Non-sense words. Read the words out loud to a partner.
W- Play Otrio
Th- 3rd Grade Field Trip- No Group
F- No Mrs. Jerke
Week #31 Date 4/15- 4/19
Standard(s):
M- Th- Smarter Balance Testing
F- No School (Easter Break)
Standard(s):
M- Th- Smarter Balance Testing
F- No School (Easter Break)
Week #30 Date 4/8- 4/12
Standard(s): RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. 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.
M- Introduce: Spg181 Using a 3 column chart, learners write down words that go with Cause/Effect, Sequence and Compare/Contrast types of writing.
T- Finish the sort.
W- Kahoot and Incentive Day
Th- Snow Day
F- Snow Day
Standard(s): RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. 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.
M- Introduce: Spg181 Using a 3 column chart, learners write down words that go with Cause/Effect, Sequence and Compare/Contrast types of writing.
T- Finish the sort.
W- Kahoot and Incentive Day
Th- Snow Day
F- Snow Day
Week #29 Date 4/1- 4/5
Standard(s): RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. 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.
M- Lesson 27 Practice II. Spg177. Review that key or supporting, details are pieces of information about the topic that are important and support the main idea. Helper reads paragraph 5. What is the main idea? What specific information in the paragraph supports the main idea? Complete the web by giving 4 supporting details.
T- Lesson 27 Practice III (Independent). Spg178. Complete the main idea and key details graphic organizer for the rest of the text. And take Post Assessment on Main idea.
W- Finish up POST-Assessment on Main idea. Lesson 28, Describe Relationships between ideas- Teacher reads the article called Floods to learners.
Th- Pre-Assessment on RI.3.3 Read the article called Spring. Which paragraph shows cause and effect? How do you know? Which paragraph shows sequencing? How do you know?
F- Lesson 28- Describe Relationships Between Ideas. Taking turns, learners read aloud to each other, using good reading strategies at point of difficulty. Introduce: The author shows many relationships in the passage. One relationship is cause and effect. Cause-Why something happened Effect-What happened. Look for signal words that show a relationship between ideas. Help learners to understand that words like First and When signal relationships in time. or sequence. Words like but and cause, signal relationships by comparing and contrasting. Words like in comparison, so, then, as a result signal relationships for cause and effect. Find signal words in paragraph 6 and highlight them.
Standard(s): RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. 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.
M- Lesson 27 Practice II. Spg177. Review that key or supporting, details are pieces of information about the topic that are important and support the main idea. Helper reads paragraph 5. What is the main idea? What specific information in the paragraph supports the main idea? Complete the web by giving 4 supporting details.
T- Lesson 27 Practice III (Independent). Spg178. Complete the main idea and key details graphic organizer for the rest of the text. And take Post Assessment on Main idea.
W- Finish up POST-Assessment on Main idea. Lesson 28, Describe Relationships between ideas- Teacher reads the article called Floods to learners.
Th- Pre-Assessment on RI.3.3 Read the article called Spring. Which paragraph shows cause and effect? How do you know? Which paragraph shows sequencing? How do you know?
F- Lesson 28- Describe Relationships Between Ideas. Taking turns, learners read aloud to each other, using good reading strategies at point of difficulty. Introduce: The author shows many relationships in the passage. One relationship is cause and effect. Cause-Why something happened Effect-What happened. Look for signal words that show a relationship between ideas. Help learners to understand that words like First and When signal relationships in time. or sequence. Words like but and cause, signal relationships by comparing and contrasting. Words like in comparison, so, then, as a result signal relationships for cause and effect. Find signal words in paragraph 6 and highlight them.
Week #28 Date 3/25- 3/29
Standard(s): RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series) L.3.5.C Distinguish shades of meaning among related words that describe states of mind or degrees of certainty. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
M- Review plot vs. setting. Talk about what they came up with for the plot last Friday. Talk about Family Traditions. Have learners complete the following sentence frame: Both stories have themes about family tradition, because the girls receive the necklaces from ___________. Post Assessment.
T- Pre-Assessment: Read the article called Spring. Answer the following questions: 1. What is the main idea of paragraph 2? 2. Which sentence could be added to paragraph 2 as a key detail to support the main idea?
W- AT&T Bigger is Better Main Idea videos. Make a t-chart in your notebooks. One side says Main Idea, the other Key Details. As you watch the commercials, can you identify and write down the main idea and key details. Watch all 4 commercials.
Th- Main Idea game. When finished read Curiosity Explores Mars in your 3:00 partners.
F- Spg 175. Review what Main idea and key details mean and also talk about topic. Have readers take turns reading paragraphs 1-3. Using a blue highlighter, highlight the main idea. Using a green highlighter, highlight the key details. Do together. Spg 176. Monitor progress- learners highlight main idea and details on their own.
Standard(s): RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series) L.3.5.C Distinguish shades of meaning among related words that describe states of mind or degrees of certainty. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
M- Review plot vs. setting. Talk about what they came up with for the plot last Friday. Talk about Family Traditions. Have learners complete the following sentence frame: Both stories have themes about family tradition, because the girls receive the necklaces from ___________. Post Assessment.
T- Pre-Assessment: Read the article called Spring. Answer the following questions: 1. What is the main idea of paragraph 2? 2. Which sentence could be added to paragraph 2 as a key detail to support the main idea?
W- AT&T Bigger is Better Main Idea videos. Make a t-chart in your notebooks. One side says Main Idea, the other Key Details. As you watch the commercials, can you identify and write down the main idea and key details. Watch all 4 commercials.
Th- Main Idea game. When finished read Curiosity Explores Mars in your 3:00 partners.
F- Spg 175. Review what Main idea and key details mean and also talk about topic. Have readers take turns reading paragraphs 1-3. Using a blue highlighter, highlight the main idea. Using a green highlighter, highlight the key details. Do together. Spg 176. Monitor progress- learners highlight main idea and details on their own.
Week #27 Date 3/18- 3/22
Standard(s): ..RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series) L.3.5.C Distinguish shades of meaning among related words that describe states of mind or degrees of certainty
M- No School
T- Read the class-made book called Famous Black Americans.
W- Point of View Kahoot party and Incentive Day
Th- Lesson 26 Compare and Contrast Literature- Learners read the story called Year of the Horse silently. Then the teacher reads it aloud. Learners read the story called Year of the Dragon silently. Then the teachers reads it aloud. Explain that these two stories are written by the same author and they include similar characteristics and events. You can compare and contrast the characters, settings, plots and themes of the stories. Talk about what it means to compare and contrast. Make a quick t-chart of two similar things like toads and frogs.
F- Review compare and contrast in text. Have learners read page 167, taking turns. Ask: How are the passages alike? How are they different? How are the themes similar? How do they connect to Chinese culture? How is the story called Peter's Dragon that we read a few weeks ago similar and different? Talk about shades of meaning using the sentence: Although Kate knew she looked Chinese, she didn't feel Chinese. You can replace words with words that have similar meaning. Substitute believed and then thought in place of knew.
Standard(s): ..RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series) L.3.5.C Distinguish shades of meaning among related words that describe states of mind or degrees of certainty
M- No School
T- Read the class-made book called Famous Black Americans.
W- Point of View Kahoot party and Incentive Day
Th- Lesson 26 Compare and Contrast Literature- Learners read the story called Year of the Horse silently. Then the teacher reads it aloud. Learners read the story called Year of the Dragon silently. Then the teachers reads it aloud. Explain that these two stories are written by the same author and they include similar characteristics and events. You can compare and contrast the characters, settings, plots and themes of the stories. Talk about what it means to compare and contrast. Make a quick t-chart of two similar things like toads and frogs.
F- Review compare and contrast in text. Have learners read page 167, taking turns. Ask: How are the passages alike? How are they different? How are the themes similar? How do they connect to Chinese culture? How is the story called Peter's Dragon that we read a few weeks ago similar and different? Talk about shades of meaning using the sentence: Although Kate knew she looked Chinese, she didn't feel Chinese. You can replace words with words that have similar meaning. Substitute believed and then thought in place of knew.
Week #26 Date 3/11- 3/15
Standard(s): W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
M- (No 3W this week.) Write a Round About Story together on Google Docs. One child starts the story. (Ex. Once upon a time there was a girl and a boy at an amusement park.) Then the next learner adds the next sentence, then the next learner and so forth until everyone gets 3-4 turns to write.
T- Continue Round About Story.
W- Play Chunks
Th- No School
F- No School
Standard(s): W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
M- (No 3W this week.) Write a Round About Story together on Google Docs. One child starts the story. (Ex. Once upon a time there was a girl and a boy at an amusement park.) Then the next learner adds the next sentence, then the next learner and so forth until everyone gets 3-4 turns to write.
T- Continue Round About Story.
W- Play Chunks
Th- No School
F- No School
Week #25 Date 3/4- 3/8
Standard(s): RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)
M- Finish rewriting the paragraph on page 17 so Peter is telling the story from his point of view.
T- Using cute dog pictures from a calendar, write a short paragraph from the dog's point of view and a short paragraph from the Bird's Eye view narrator's point of view.
W- Continue point of view dog pictures. Teach 2nd person and add that to the photos.
Th- Post Assessment Point of View R.L.3.6- Read the Poem called The Catch. Answer the following questions so I know you are understanding point of view. Who’s point of view is the poem written in? How does Josie feel about baseball? Tell whether you share her point of view and why. Rewrite the 3rd Stanza in the “Bird’s Eye” point of view.
F- Pre-Assessment Compare and Contrast Literature RL.3.9 Read the paragraphs called Mary in Apartment 3B and Jake in Apartment 4A to yourself. Tell one way the plots of the stories are similar and one way they are different. What is similar about the settings of the two stories?
Standard(s): RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)
M- Finish rewriting the paragraph on page 17 so Peter is telling the story from his point of view.
T- Using cute dog pictures from a calendar, write a short paragraph from the dog's point of view and a short paragraph from the Bird's Eye view narrator's point of view.
W- Continue point of view dog pictures. Teach 2nd person and add that to the photos.
Th- Post Assessment Point of View R.L.3.6- Read the Poem called The Catch. Answer the following questions so I know you are understanding point of view. Who’s point of view is the poem written in? How does Josie feel about baseball? Tell whether you share her point of view and why. Rewrite the 3rd Stanza in the “Bird’s Eye” point of view.
F- Pre-Assessment Compare and Contrast Literature RL.3.9 Read the paragraphs called Mary in Apartment 3B and Jake in Apartment 4A to yourself. Tell one way the plots of the stories are similar and one way they are different. What is similar about the settings of the two stories?
Week #24 Date 2/25- 3/1
Standard(s): RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently
M- No Mrs. Jerke
T-Finish reading The Last Dragon. Your task is to figure out who is telling the story ans what is the narrator feeling. Tell how you know who is telling the story. If you were in Peter's situation, would you feel the same or different moving to Chinatown for the summer? Why or why not. Tell it in your perspective.
W-
Th- No Group-Walking to PAC
F- Rewrite the paragraph on page 17 so Peter is telling the story.
Standard(s): RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently
M- No Mrs. Jerke
T-Finish reading The Last Dragon. Your task is to figure out who is telling the story ans what is the narrator feeling. Tell how you know who is telling the story. If you were in Peter's situation, would you feel the same or different moving to Chinatown for the summer? Why or why not. Tell it in your perspective.
W-
Th- No Group-Walking to PAC
F- Rewrite the paragraph on page 17 so Peter is telling the story.
Week #23 Date 2/18- 2/22
Standard(s): RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently
M- No School
T- Students will write a persuasion paragraph stating why they would like to read one book over another. The writers with the best persuasive arguments win!
W- Late Start-No group
Th- Learners will read The Last Dragon Level 30.
F- Continue reading book from yesterday.
Standard(s): RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently
M- No School
T- Students will write a persuasion paragraph stating why they would like to read one book over another. The writers with the best persuasive arguments win!
W- Late Start-No group
Th- Learners will read The Last Dragon Level 30.
F- Continue reading book from yesterday.
Week #22 Date 2/11- 2/15
Standard(s): W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
M- Kahoot Incentive Day
T- Continue Black American research and writing. Conference with learners all week as they maneuver through the writing process
W- Continue work from Tuesday
Th- Continue work from Tuesday
F- No School
Standard(s): W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
M- Kahoot Incentive Day
T- Continue Black American research and writing. Conference with learners all week as they maneuver through the writing process
W- Continue work from Tuesday
Th- Continue work from Tuesday
F- No School
Week #21 Date 2/4- 2/8
Standard(s): W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
M-Continue Black American research and writing. Conference with learners all week as they maneuver through the writing process.
T- Continue work from Monday
W- Continue work from Monday
Th- Snow Day
F- Late start
Standard(s): W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
M-Continue Black American research and writing. Conference with learners all week as they maneuver through the writing process.
T- Continue work from Monday
W- Continue work from Monday
Th- Snow Day
F- Late start
Week #20 Date 1/28- 2/1
Standard(s): W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
M-Continue Black American research and writing. Conference with learners all week as they maneuver through the writing process.
T- Late start
W- No School
Th-Late start
F- Continue Black American research and writing. Conference with learners all week as they maneuver through the writing process.
Standard(s): W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
M-Continue Black American research and writing. Conference with learners all week as they maneuver through the writing process.
T- Late start
W- No School
Th-Late start
F- Continue Black American research and writing. Conference with learners all week as they maneuver through the writing process.
Week #19 Date 1/21- 1/25
Standard(s): W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
M- no School
T- Continue Black American research and writing. Conference with learners all week as they maneuver through the writing process.
W- Continue Black American research and writing.
Th- Late start-No Group
F- Continue Black American Research and writing work.
Standard(s): W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
M- no School
T- Continue Black American research and writing. Conference with learners all week as they maneuver through the writing process.
W- Continue Black American research and writing.
Th- Late start-No Group
F- Continue Black American Research and writing work.
Week #18 Date 1/14- 1/18
Standard(s): W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
M- CORE testing
T- Help learners with the editing process of a paragraph. Conference with learners 1 at a time.
W- Learners will go to their mailboxes on EPIC. Pick a Black American to learn about. Read the book or books that go with that person. Write a paragraph about what that person has achieved in their life. What has that person done that really matters? What is important about your Black American.
Th- Black Americans
F- Black Americans
Standard(s): W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
M- CORE testing
T- Help learners with the editing process of a paragraph. Conference with learners 1 at a time.
W- Learners will go to their mailboxes on EPIC. Pick a Black American to learn about. Read the book or books that go with that person. Write a paragraph about what that person has achieved in their life. What has that person done that really matters? What is important about your Black American.
Th- Black Americans
F- Black Americans
Week #17 Date 1/7- 1/11
Standard(s): W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
M- CORE testing-While I am testing, learners will interview each other about their Christmas break and write a paragraph about your friends break.
T- CORE testing
W- CORE testing
Th- CORE testing
F- CORE testing
Standard(s): W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
M- CORE testing-While I am testing, learners will interview each other about their Christmas break and write a paragraph about your friends break.
T- CORE testing
W- CORE testing
Th- CORE testing
F- CORE testing
Week #16 Date 12/31- 1/4
Standard(s): W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
M- No School
T- No School
W- No School
Th- CORE testing-While I am testing, learners will interview each other about their Christmas break and write a paragraph about your friends break.
F- CORE testing
Standard(s): W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
M- No School
T- No School
W- No School
Th- CORE testing-While I am testing, learners will interview each other about their Christmas break and write a paragraph about your friends break.
F- CORE testing
Week #15 Date 12/17- 12/21
Standard(s): W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
M- CORE testing- While I am testing, learners will interview each other about their Christmas break and write a paragraph about your friends break.
T- No Mrs. Jerke
W- CORE testing
Th- Christmas Party- give treats and play Christmas kahoot!
F- No Group-Christmas caroling
Standard(s): W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
M- CORE testing- While I am testing, learners will interview each other about their Christmas break and write a paragraph about your friends break.
T- No Mrs. Jerke
W- CORE testing
Th- Christmas Party- give treats and play Christmas kahoot!
F- No Group-Christmas caroling
Week #14 Date 12/10- 12/14
Standard(s): Students obtain and communicate information about different types of clouds by creating a Storm Spotter’s Guide. They engage in argument from evidence by using this information to analyze multiple scenarios and determine if a storm will occur and why.
M- Continue activity called Will It Storm. Using your research from your Clouds guidebooks, complete the Will It Storm Activity.
T- Reading: Heat Stoppers by Pat Murphy Play Lucky Buckets.
W- Assessment on Mystery #2
Th- No Mrs. Jerke
F- CORE Assessments
Standard(s): Students obtain and communicate information about different types of clouds by creating a Storm Spotter’s Guide. They engage in argument from evidence by using this information to analyze multiple scenarios and determine if a storm will occur and why.
M- Continue activity called Will It Storm. Using your research from your Clouds guidebooks, complete the Will It Storm Activity.
T- Reading: Heat Stoppers by Pat Murphy Play Lucky Buckets.
W- Assessment on Mystery #2
Th- No Mrs. Jerke
F- CORE Assessments
Week #13 Date 12/3- 12/7
Standard(s): Students obtain and communicate information about different types of clouds by creating a Storm Spotter’s Guide. They engage in argument from evidence by using this information to analyze multiple scenarios and determine if a storm will occur and why.
M- Mystery #2 How can we predict when its going to storm? In this Mystery, students learn how to make predictions about the weather by observing clouds and their changes. In the activity, students create a small book to record their notes and use it to practice storm prediction. Background Knowledge questions: What’s the worst thunderstorm you have ever experienced? Have you ever noticed a thunderstorm coming toward you, before it arrives? What clues would you look for to know if a thunderstorm was coming your way?
T- 10 in a Row Incentive and Treat Day- Make ornaments for the school wide door decorating contest using a Glyph.
W- Make Grinch letters for the door.
Th- Continue with Mystery #2 by making books to identify clouds and their characteristics.
F- Activity called Will It Storm. Using your research from your Clouds guidebooks, complete the Will It Storm Activity.
Standard(s): Students obtain and communicate information about different types of clouds by creating a Storm Spotter’s Guide. They engage in argument from evidence by using this information to analyze multiple scenarios and determine if a storm will occur and why.
M- Mystery #2 How can we predict when its going to storm? In this Mystery, students learn how to make predictions about the weather by observing clouds and their changes. In the activity, students create a small book to record their notes and use it to practice storm prediction. Background Knowledge questions: What’s the worst thunderstorm you have ever experienced? Have you ever noticed a thunderstorm coming toward you, before it arrives? What clues would you look for to know if a thunderstorm was coming your way?
T- 10 in a Row Incentive and Treat Day- Make ornaments for the school wide door decorating contest using a Glyph.
W- Make Grinch letters for the door.
Th- Continue with Mystery #2 by making books to identify clouds and their characteristics.
F- Activity called Will It Storm. Using your research from your Clouds guidebooks, complete the Will It Storm Activity.
Week #12 Date 11/26- 11/30
Standard(s): 3-ESS2-1 Students consider the cause and effect relationship between heated liquid water and the evaporation of gas water that forms into clouds. Students carry out an investigation by using a model to observe evaporation. They engage in argument from evidence using observations from their investigation to explain what clouds are. .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. L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. L.3.4.A Use sentence-level context as a clue to the meaning of a word or phrase.
M- Mystery Science Week- Learners will examine clues about how clouds look and feel to discover what they’re made of and how they form. In the activity, students observe what happens when water changes from liquid to gas. Watch videos and in your 9:00 partners, discuss these questions between the series of videos. If you touched a cloud, what do you think it would feel like? Why do you think it would feel that way? What did you notice as the skydiver fell through the cloud? What do you think would happen if you took a cup of warm water, but instead of letting any of the water gas escape or go up out of the glass, you trap it?
T- Conduct Gas Trap experiment..
W- Read the Article called What's the Big Deal about Water? Use strategies that each learner needs as he/she reads. Highlight tricky words and used context clues to help understand the vocabulary words.
Th- Assessment
F- Reading Conference with 3 learners.
Standard(s): 3-ESS2-1 Students consider the cause and effect relationship between heated liquid water and the evaporation of gas water that forms into clouds. Students carry out an investigation by using a model to observe evaporation. They engage in argument from evidence using observations from their investigation to explain what clouds are. .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. L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. L.3.4.A Use sentence-level context as a clue to the meaning of a word or phrase.
M- Mystery Science Week- Learners will examine clues about how clouds look and feel to discover what they’re made of and how they form. In the activity, students observe what happens when water changes from liquid to gas. Watch videos and in your 9:00 partners, discuss these questions between the series of videos. If you touched a cloud, what do you think it would feel like? Why do you think it would feel that way? What did you notice as the skydiver fell through the cloud? What do you think would happen if you took a cup of warm water, but instead of letting any of the water gas escape or go up out of the glass, you trap it?
T- Conduct Gas Trap experiment..
W- Read the Article called What's the Big Deal about Water? Use strategies that each learner needs as he/she reads. Highlight tricky words and used context clues to help understand the vocabulary words.
Th- Assessment
F- Reading Conference with 3 learners.
Week #11 Date 11/19- 11/24
Standard: RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.4.5.A Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
M- Write the similes from Firesflies in a joint Google Doc. Conference with 3 learners.
T- Continue writing the similes in a joint Google Doc.
W- Thanksgiving similes Activity. (No 3W)
Th- No School
F- No School
Standard: RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.4.5.A Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
M- Write the similes from Firesflies in a joint Google Doc. Conference with 3 learners.
T- Continue writing the similes in a joint Google Doc.
W- Thanksgiving similes Activity. (No 3W)
Th- No School
F- No School
Week #10 Date 11/12- 11/16
Standard: .RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.4.5.A Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
M- No Mrs. Jerke
T- Learners use the Internet to research Similes. Write the definition and give an example. Get with a partner to share what they have learned.
W- New Book Orientation to Fireflies L-28. Use their own strategies that they are working on at point of difficulty.
Th- Finish reading Fireflies. Then find similes in the text. Write them down in a Google Doc.
F- No School
Standard: .RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.4.5.A Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
M- No Mrs. Jerke
T- Learners use the Internet to research Similes. Write the definition and give an example. Get with a partner to share what they have learned.
W- New Book Orientation to Fireflies L-28. Use their own strategies that they are working on at point of difficulty.
Th- Finish reading Fireflies. Then find similes in the text. Write them down in a Google Doc.
F- No School
Week #9 Date 11/5- 11/9
Standard: .RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.6 With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.
M- Continue writing conferences with learners and publishing.
T- Incentive Day- dipthong and persuasive writing Kahoot and treats.
W- Continue writing conferences with learners and publishing.
Th- Last day of learners publishing. Print the arguments and put them into a class book.
F- Read the class arguments today in student made book called Kid's Say.
Standard: .RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.6 With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.
M- Continue writing conferences with learners and publishing.
T- Incentive Day- dipthong and persuasive writing Kahoot and treats.
W- Continue writing conferences with learners and publishing.
Th- Last day of learners publishing. Print the arguments and put them into a class book.
F- Read the class arguments today in student made book called Kid's Say.
Week #8 Date 10/29- 11/2
Standard: .RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.6 With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.
M- Learners get into their 9:00 partners. Begin to read KIds Say -Level 28. After reading each section. learners work in their partners and write down the authors argument. Share out.
T- Continue work from yesterday.
W- Brainstorm Kid's argument topics. Start step 1 of writing a persuasive argument multi-paragraph essay.
Th- Introduce steps 2 and 3 and have learners write.
F- Introduce step 4. Conference with learners and they can publish using any format they want.
Standard: .RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.6 With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.
M- Learners get into their 9:00 partners. Begin to read KIds Say -Level 28. After reading each section. learners work in their partners and write down the authors argument. Share out.
T- Continue work from yesterday.
W- Brainstorm Kid's argument topics. Start step 1 of writing a persuasive argument multi-paragraph essay.
Th- Introduce steps 2 and 3 and have learners write.
F- Introduce step 4. Conference with learners and they can publish using any format they want.
Week #7 Date 10/22- 10/26
Standard: RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
M- Check in and write new dates. CORE testing on new student. Others continue work on their paragraphs
T- Finish CORE testing. Finish up typing paragraphs. Last day!
W- New book: Lessons-Student Made Look for errors and fix.
Th- New book: Kids Say Level-28 Teacher reads the Air Amphibian page and asks: What is the author's argument? What do you think about the Air Amphibian? Teacher reads the Pets at school and asks: What is the author's argument? What would pets at school look like? How could it work?
F- No Group-School Assembly
Standard: RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
M- Check in and write new dates. CORE testing on new student. Others continue work on their paragraphs
T- Finish CORE testing. Finish up typing paragraphs. Last day!
W- New book: Lessons-Student Made Look for errors and fix.
Th- New book: Kids Say Level-28 Teacher reads the Air Amphibian page and asks: What is the author's argument? What do you think about the Air Amphibian? Teacher reads the Pets at school and asks: What is the author's argument? What would pets at school look like? How could it work?
F- No Group-School Assembly
Week #6 Date 10/15- 10/19
Standard: RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
M- Check in and write new dates. In 6 o'clock partners, students come up with a lesson they learned from The Crow and the Daylight.
T- Beyond the book: Using Google Docs, write a paragraph about a time when you learned one of the lessons from the text.
W- Continue writing paragraph. Meet with learners to conference. Make sure each paragraph has a topic sentence and a closing sentence. Teach periods and CAPs.
Th- Continue writing paragraph and conferencing.
F- Continue writing paragraphs and conferencing.
Standard: RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
M- Check in and write new dates. In 6 o'clock partners, students come up with a lesson they learned from The Crow and the Daylight.
T- Beyond the book: Using Google Docs, write a paragraph about a time when you learned one of the lessons from the text.
W- Continue writing paragraph. Meet with learners to conference. Make sure each paragraph has a topic sentence and a closing sentence. Teach periods and CAPs.
Th- Continue writing paragraph and conferencing.
F- Continue writing paragraphs and conferencing.
Week #5 Date 10/8- 10/12
Standard: RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
M- No School
T- Learners get into their 9 o'clock partners. Read the short/long vowel words to a partner. Conference with 2 learners.
W- Pull a smaller group who isn't understanding the short/long vowel sort and give a mini lesson.
Th- New Book: The Crow and the Daylight L-24 New Book Orientation. Talk about lesson or the moral. Reading Strategy: Cross-checking/Popping. Take turns reading.
F- Continue Reading
Standard: RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
M- No School
T- Learners get into their 9 o'clock partners. Read the short/long vowel words to a partner. Conference with 2 learners.
W- Pull a smaller group who isn't understanding the short/long vowel sort and give a mini lesson.
Th- New Book: The Crow and the Daylight L-24 New Book Orientation. Talk about lesson or the moral. Reading Strategy: Cross-checking/Popping. Take turns reading.
F- Continue Reading
Week #4 Date 10/1- 10/5
Standard: RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
M- DRA While I'm screening, students will watch Reading Strategies videos (Tryin' Lion). Students get into partners, then read articles at their level (Lexile level 440). Students will highlight the tricky words. Students will identify variant correspondences with short and long vowels. Make a long/short vowel sort for the 5 vowels.
T- Continue variant correspondences work with vowels
W- Continue variant correspondences work with vowels. Conference with 2 learners.
Th- Continue variant correspondences work with vowels. Conference with 2 learners.
F- Incentive Day- Play Halloween Kahoot!
Standard: RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
M- DRA While I'm screening, students will watch Reading Strategies videos (Tryin' Lion). Students get into partners, then read articles at their level (Lexile level 440). Students will highlight the tricky words. Students will identify variant correspondences with short and long vowels. Make a long/short vowel sort for the 5 vowels.
T- Continue variant correspondences work with vowels
W- Continue variant correspondences work with vowels. Conference with 2 learners.
Th- Continue variant correspondences work with vowels. Conference with 2 learners.
F- Incentive Day- Play Halloween Kahoot!
Week #3 Date 9/24- 9/28
Standard: RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF 3.4c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- CORE Testing and DRA. While I'm screening, students will watch Reading Strategies videos (Tryin' Lion). Students get into partners, then read articles at their level (Lexile level 440). Students will highlight the tricky words.
T- CORE Testing and DRA
W- CORE Testing and DRA
Th- CORE Testing and DRA
F- CORE Testing and DRA- Students will identify variant correspondences with short and long vowels. Make a long/short vowel sort for the 5 vowels.
Standard: RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF 3.4c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- CORE Testing and DRA. While I'm screening, students will watch Reading Strategies videos (Tryin' Lion). Students get into partners, then read articles at their level (Lexile level 440). Students will highlight the tricky words.
T- CORE Testing and DRA
W- CORE Testing and DRA
Th- CORE Testing and DRA
F- CORE Testing and DRA- Students will identify variant correspondences with short and long vowels. Make a long/short vowel sort for the 5 vowels.
Week #2 Date 9/17- 9/22
M- CORE Testing and DRA. While I'm screening, students will watch Reading Strategies videos (Chunky Monkey and Skippy Frog). Students get into partners, then read articles at their level (Lexile level 440). Students will highlight the tricky words and write how they broke them and which words they skipped.
T- CORE Testing and DRA
W- CORE Testing and DRA
Th- CORE Testing and DRA
F- CORE Testing and DRA
M- CORE Testing and DRA. While I'm screening, students will watch Reading Strategies videos (Chunky Monkey and Skippy Frog). Students get into partners, then read articles at their level (Lexile level 440). Students will highlight the tricky words and write how they broke them and which words they skipped.
T- CORE Testing and DRA
W- CORE Testing and DRA
Th- CORE Testing and DRA
F- CORE Testing and DRA
Week #1 Date 9/10- 9/14
M- No Group
T- 1st Day- Play M&M Game
W- Go Over Classroom Expectations and start setting up Data Folders.
Th- Continue Setting Up Data Folders
F- Establish Round the Clock Partners and Crack the Emoji Code
M- No Group
T- 1st Day- Play M&M Game
W- Go Over Classroom Expectations and start setting up Data Folders.
Th- Continue Setting Up Data Folders
F- Establish Round the Clock Partners and Crack the Emoji Code