3W Title Reading
Week # 34 Dates: 5/10 - 5/14
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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, editing. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
M - Data Folder Routine: Google Classroom Assignment: Birds on the Move
T - Data Folder Routine: STAR READING ASSESSMENT
W - Data Folder Routine: Google Classroom Assignment: Birds On the Move
Th - Data Folder Routine: Google Classroom Assignment: Birds On the Move
F - Data Folder Routine: Google Classroom Assignment: Birds On the Move
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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, editing. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
M - Data Folder Routine: Google Classroom Assignment: Birds on the Move
T - Data Folder Routine: STAR READING ASSESSMENT
W - Data Folder Routine: Google Classroom Assignment: Birds On the Move
Th - Data Folder Routine: Google Classroom Assignment: Birds On the Move
F - Data Folder Routine: Google Classroom Assignment: Birds On the Move
Week # 33 Dates: 5/3- 5/7
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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, editing. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
M - Data Folder Routine: Google Classroom Assignment: Birds on the Move
T - Data Folder Routine: STAR READING ASSESSMENT
W - Data Folder Routine: Google Classroom Assignment: Birds On the Move
Th - Data Folder Routine: Google Classroom Assignment: Birds On the Move
F - Data Folder Routine: Google Classroom Assignment: Birds On the Move
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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, editing. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
M - Data Folder Routine: Google Classroom Assignment: Birds on the Move
T - Data Folder Routine: STAR READING ASSESSMENT
W - Data Folder Routine: Google Classroom Assignment: Birds On the Move
Th - Data Folder Routine: Google Classroom Assignment: Birds On the Move
F - Data Folder Routine: Google Classroom Assignment: Birds On the Move
Week # 32 Dates: 4/26 - 4/30
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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, editing. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I value the feedback of others.
M - Data Folder Routine: Word Ladders
T - Data Folder Routine: CORE PHONICS ASSESSMENT / DRA Corbin / Conor + Cruz will go on Teach Your Monster to Read
W - Data Folder Routine: CORE PHONICS ASSESSMENt +DRA Conor + Cruz / Corbin will stay in his classroom
Th - Data Folder Routine: DRA on Conor / Corbin + Cruz will go on Teach Your Monster to Read
F - Data Folder Routine: NO LEARNERS mRS. wILSON CANCELLED
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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, editing. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I value the feedback of others.
M - Data Folder Routine: Word Ladders
T - Data Folder Routine: CORE PHONICS ASSESSMENT / DRA Corbin / Conor + Cruz will go on Teach Your Monster to Read
W - Data Folder Routine: CORE PHONICS ASSESSMENt +DRA Conor + Cruz / Corbin will stay in his classroom
Th - Data Folder Routine: DRA on Conor / Corbin + Cruz will go on Teach Your Monster to Read
F - Data Folder Routine: NO LEARNERS mRS. wILSON CANCELLED
Week # 31 Dates: 4/19 - 4/23
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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, editing. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I can show evidence in my learning in different ways.
M - Data Folder Routine: As a whole group, we will attempt to write sentences about the topic Camera's that we read and listened to on Pebblego to help prepare us for our won research on an invention. / CORE PHONICS ASSESSMENT
T - Data Folder Routine: continue with Monday's assignment / CORE PHONICS ASSESSMENT
W - Data Folder Routine: continue with Monday's assignment / CORE PHONICS ASSESSMENT / DRA's
Th - Data Folder Routine: continue with DRA's
F - Data Folder Routine: continue with DRA's
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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, editing. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I can show evidence in my learning in different ways.
M - Data Folder Routine: As a whole group, we will attempt to write sentences about the topic Camera's that we read and listened to on Pebblego to help prepare us for our won research on an invention. / CORE PHONICS ASSESSMENT
T - Data Folder Routine: continue with Monday's assignment / CORE PHONICS ASSESSMENT
W - Data Folder Routine: continue with Monday's assignment / CORE PHONICS ASSESSMENT / DRA's
Th - Data Folder Routine: continue with DRA's
F - Data Folder Routine: continue with DRA's
Week # 30 Dates: 4/12 - 4/16
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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, editing. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I am open to new learning.
M - Data Folder Routine: Introduce our next assignment on Google Classroom about Important Inventions.
T - Data Folder Routine: Once you have decided which invention you would like to learn more about, go back and take notes under each tab. You will be required to write 3 sentences under each one. You will be expected to write an introduction along with summarizing at the end of your report. / I introduced a Habits of Mindset game that Mrs. Huber's class made to share with us.
W - Data Folder Routine: We played another Habits of Mindset game taht Mrs. Huber's calss made to share with us. Work on Important Inventions as learners will log onto Google Classroom and follow directions to read about 6 Idifferent Inventions mentioned on PebbleGo / Give the CORE Oral Reading Maze to learners
Th - Data Folder Routine: continue to work on Important Inventions /
F - Data Folder Routine: continue to work on Important Inventions
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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, editing. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I am open to new learning.
M - Data Folder Routine: Introduce our next assignment on Google Classroom about Important Inventions.
T - Data Folder Routine: Once you have decided which invention you would like to learn more about, go back and take notes under each tab. You will be required to write 3 sentences under each one. You will be expected to write an introduction along with summarizing at the end of your report. / I introduced a Habits of Mindset game that Mrs. Huber's class made to share with us.
W - Data Folder Routine: We played another Habits of Mindset game taht Mrs. Huber's calss made to share with us. Work on Important Inventions as learners will log onto Google Classroom and follow directions to read about 6 Idifferent Inventions mentioned on PebbleGo / Give the CORE Oral Reading Maze to learners
Th - Data Folder Routine: continue to work on Important Inventions /
F - Data Folder Routine: continue to work on Important Inventions
Week # 29 Dates: 4/5 - 4/9
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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, editing. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I engage in conversations with others.
M - NO SCHOOL EASTER MONDAY
T - Data Folder Routine: Google Classroom assignment / I briefly discussed the book Mike Mulligan and His Steam Shovel by Virginia Lee Burton. Learners had the choice to read together or alone.
W - Data Folder Routine: Google Classroom assignment / finish reading the last 4 pages and introduce the comprehension and vocab assignment for this book. / AR tests
Th - Data Folder Routine: Worked on the comprehension questions and vocab from Mike Mulligan and His Steam shovel
F - Data Folder Routine: We will finish working on the comprehension questions from Mike Mulligan and His Steam shovel / Play an activity that goes along with this story.
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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, editing. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I engage in conversations with others.
M - NO SCHOOL EASTER MONDAY
T - Data Folder Routine: Google Classroom assignment / I briefly discussed the book Mike Mulligan and His Steam Shovel by Virginia Lee Burton. Learners had the choice to read together or alone.
W - Data Folder Routine: Google Classroom assignment / finish reading the last 4 pages and introduce the comprehension and vocab assignment for this book. / AR tests
Th - Data Folder Routine: Worked on the comprehension questions and vocab from Mike Mulligan and His Steam shovel
F - Data Folder Routine: We will finish working on the comprehension questions from Mike Mulligan and His Steam shovel / Play an activity that goes along with this story.
Week # 28 Dates: 3/29 - 4/2
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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, editing. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency:
M - Data Folder Routine: I conferenced with Corbin before he typed up his final draft about his Favorite Snack.
T - Data Folder Routine: Conor + Corbin worked on their Favorite Snack writing activitiy
W - Data Folder Routine: Cruz returned today so he needed to wrok on his Favorite Snack Writing as he didn't do it while he was gone. We discussed some of our favorite Easter traditions as a whole group. I introduced Make a Word using the letters found in Easter Basket.
Th - NO SCHOOL HOLY THURSDAY
F - NO SCHOOL GOOD FRIDAY
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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, editing. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency:
M - Data Folder Routine: I conferenced with Corbin before he typed up his final draft about his Favorite Snack.
T - Data Folder Routine: Conor + Corbin worked on their Favorite Snack writing activitiy
W - Data Folder Routine: Cruz returned today so he needed to wrok on his Favorite Snack Writing as he didn't do it while he was gone. We discussed some of our favorite Easter traditions as a whole group. I introduced Make a Word using the letters found in Easter Basket.
Th - NO SCHOOL HOLY THURSDAY
F - NO SCHOOL GOOD FRIDAY
Week # 27 Dates: 3/22 - 3/26
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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, editing. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I am energized by my learning and want more.
M - NO SCHOOL
T - Data Folder Routine: I will introduce the activity about Word Ladders and we will do 1 activity. I will also introduce the activity about Making Words and do the activity if time permits.
W - Data Folder Routine: continue to work on Tuesday's work / continue to work on categorizing sentences into topics.
Th- Data Folder Routine: Learners will write about their Favorite Snack that Mrs. Cassutt bought for each learner. Using their 5 senses learners will write a paragraph that should have 2 sentences per sense. Write sentences in their blue Reading Journals (Cruz joned us on line) / I conferenced with Conor.
F- Data Folder Routine: continued to work on Thursday's writing. (Cruz joined us on line)
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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, editing. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I am energized by my learning and want more.
M - NO SCHOOL
T - Data Folder Routine: I will introduce the activity about Word Ladders and we will do 1 activity. I will also introduce the activity about Making Words and do the activity if time permits.
W - Data Folder Routine: continue to work on Tuesday's work / continue to work on categorizing sentences into topics.
Th- Data Folder Routine: Learners will write about their Favorite Snack that Mrs. Cassutt bought for each learner. Using their 5 senses learners will write a paragraph that should have 2 sentences per sense. Write sentences in their blue Reading Journals (Cruz joned us on line) / I conferenced with Conor.
F- Data Folder Routine: continued to work on Thursday's writing. (Cruz joined us on line)
Week # 26 Dates: 3/15 - 3/19 SPRING BREAK
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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, editing. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I set goals to match my interests.
M -Data Folder Routine: Continue to work on last Thursday's writing assignment
T - Data Folder Routine: Continue with Monday's writing and research assignment
W - Data Folder Routine: St. Patrick's Day writing assignment
Th - SPRING BREAK
F- SPRING BREAK
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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, editing. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I set goals to match my interests.
M -Data Folder Routine: Continue to work on last Thursday's writing assignment
T - Data Folder Routine: Continue with Monday's writing and research assignment
W - Data Folder Routine: St. Patrick's Day writing assignment
Th - SPRING BREAK
F- SPRING BREAK
Week # 25 Dates: 3/8 - 3/12
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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, editing. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. W.3.1.A Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
Learner Agency: I set goals to match my interests.
M -Data Folder Routine: Introduce the folder with activities in for an e-Learning Day possibly. Continue to work on a paragraph about your topic: Conor chose fishing and Corbin chose hockey. Cruz was absent again.
T - Data Folder Routine: I will introduce the activity about Word Ladders and we will do 1 activity. I will also introduce the activity about Making Words and do the activity if time permits.
W - Data Folder Routine: I introduced the 2 activities that will be included in the E-Learning Take Home Folders: First we worked on Word Ladders with individual clues. The boys did very well with clues and brainstorming what the words can be. Next, I introduced the Make a Word activity with extended activities. This activity took a little more time and I had a difficult time keeping the boys on task.
Th- Data Folder Routine: Learners will log onto Pebblego and follow instructions that will lead them to the Sharks topic. They will listen to each of the 5 tabs and write 1 super sentence underneath each one. Spelling does count if you are using this site.
F- Data Folder Routine: Continue to work on Thursday's assignment.
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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, editing. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. W.3.1.A Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
Learner Agency: I set goals to match my interests.
M -Data Folder Routine: Introduce the folder with activities in for an e-Learning Day possibly. Continue to work on a paragraph about your topic: Conor chose fishing and Corbin chose hockey. Cruz was absent again.
T - Data Folder Routine: I will introduce the activity about Word Ladders and we will do 1 activity. I will also introduce the activity about Making Words and do the activity if time permits.
W - Data Folder Routine: I introduced the 2 activities that will be included in the E-Learning Take Home Folders: First we worked on Word Ladders with individual clues. The boys did very well with clues and brainstorming what the words can be. Next, I introduced the Make a Word activity with extended activities. This activity took a little more time and I had a difficult time keeping the boys on task.
Th- Data Folder Routine: Learners will log onto Pebblego and follow instructions that will lead them to the Sharks topic. They will listen to each of the 5 tabs and write 1 super sentence underneath each one. Spelling does count if you are using this site.
F- Data Folder Routine: Continue to work on Thursday's assignment.
Week # 24 Dates: 3/1 - 3/5
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Central MessageW.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, diting. RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I play an active role in setting my goals.
M - PERSONAL DAY
T - Data Folder Routine: Learners logged onto Google Classroom for an assignment about the book The Giant Jam Sandwich by
W - Data Folder Routine: Review what figurative language is. Google Classroom assignment. Learners were to create their own figurative sentences in their Blue Reading Notebooks. They have to have 2 of each type.
Th- Data Folder Routine: Introduced the activity Letter-Sound Correspence Phonics P.007 from the FCCR website. the learners will combine final consonant blends with other letters to form words.
F- NO LEARNERS MRS. WILSON'S REQUEST
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Central MessageW.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, diting. RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I play an active role in setting my goals.
M - PERSONAL DAY
T - Data Folder Routine: Learners logged onto Google Classroom for an assignment about the book The Giant Jam Sandwich by
W - Data Folder Routine: Review what figurative language is. Google Classroom assignment. Learners were to create their own figurative sentences in their Blue Reading Notebooks. They have to have 2 of each type.
Th- Data Folder Routine: Introduced the activity Letter-Sound Correspence Phonics P.007 from the FCCR website. the learners will combine final consonant blends with other letters to form words.
F- NO LEARNERS MRS. WILSON'S REQUEST
Week # 23 Dates: 2/22 - 2/25
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Central MessageW.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I see the input and ideas of others.
M - Data Folder Routine: We reread the book Honest Abe by Susan Neiburg Terkel. Share the paragraph that they each wrote about summarizing the story. Discussed what are my expectations and goals for the rest of the year.
T - Data Folder Routine: Discussed what is a shooting star vs. a meter, introduced the book Shooting Star by
W - Data Folder Routine: Reread the book Shooting Star together and then took an AR test. Once the learners finished the test, they logged onto Google Classroom to get their next assignment. Learners read a passage on ReadWorks about Shooting Stars and compared the 2 stories. Learners discussed 3 vocab words and wrote the definitions down.
Th- Data Folder Routine: Continued to work on vocab words and comparison activity.
F- NO LEARNERS - MRS. WILSON'S REQUEST
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Central MessageW.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I see the input and ideas of others.
M - Data Folder Routine: We reread the book Honest Abe by Susan Neiburg Terkel. Share the paragraph that they each wrote about summarizing the story. Discussed what are my expectations and goals for the rest of the year.
T - Data Folder Routine: Discussed what is a shooting star vs. a meter, introduced the book Shooting Star by
W - Data Folder Routine: Reread the book Shooting Star together and then took an AR test. Once the learners finished the test, they logged onto Google Classroom to get their next assignment. Learners read a passage on ReadWorks about Shooting Stars and compared the 2 stories. Learners discussed 3 vocab words and wrote the definitions down.
Th- Data Folder Routine: Continued to work on vocab words and comparison activity.
F- NO LEARNERS - MRS. WILSON'S REQUEST
Week # 22 Dates: 2/15 - 2/19 Figurative Language + Character Traits
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Central MessageW.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I can flexibly adapt to new situations.
M - NO SCHOOL - PRESIDENT'S DAY
T - Data Folder Routine: I discussed figurative language to the leaners. We tried to come up with locating them in books or passages. Learners were instructed to log into Google Classroom and to complete the assignment with deciding which type of figurative language each sentence was: simile, metaphor or
W - Data Folder Routine: Review what figurative language is. Google Classroom assignment. Learners were to create their own figurative sentences in their Blue Reading Notebooks. They had to have 2 of each type.
Th- Data Folder Routine: We read Honest Abe by Susan Neiburg Terkel . We discussed character traits of Abraham, setting and if they could fine any figurative langauge in this story.
F- Data Folder Routine: Reread the book Honest Abe by Susan Neiburg Terkel . Learners had to summarize the story in a paragraph in thier Blue Reading Notebooks.
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Central MessageW.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I can flexibly adapt to new situations.
M - NO SCHOOL - PRESIDENT'S DAY
T - Data Folder Routine: I discussed figurative language to the leaners. We tried to come up with locating them in books or passages. Learners were instructed to log into Google Classroom and to complete the assignment with deciding which type of figurative language each sentence was: simile, metaphor or
W - Data Folder Routine: Review what figurative language is. Google Classroom assignment. Learners were to create their own figurative sentences in their Blue Reading Notebooks. They had to have 2 of each type.
Th- Data Folder Routine: We read Honest Abe by Susan Neiburg Terkel . We discussed character traits of Abraham, setting and if they could fine any figurative langauge in this story.
F- Data Folder Routine: Reread the book Honest Abe by Susan Neiburg Terkel . Learners had to summarize the story in a paragraph in thier Blue Reading Notebooks.
Week #21 Dates: 2/8 - 2/12
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Central MessageW.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I can extend my learning to new situations.
M - Data Folder Routine: The learners will log into Epic and will read various books about Abraham Lincoln and/or George Washington. As the finish each book they will go in their Blue Reading Notebook and summarize each book. Once you finish each book come up with 1 question that you would like to know more about from the story.
T - Data Folder Routine: continue with Monday's assignment and to Think, pair and share their individual findings
W - Data Folder Routine: Introduce the passage about sharks and work on the vocabulary and comprehension questions.
Th- Data Folder Routine: continue with Wednesday's assignment
F- NO SCHOOL
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Central MessageW.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I can extend my learning to new situations.
M - Data Folder Routine: The learners will log into Epic and will read various books about Abraham Lincoln and/or George Washington. As the finish each book they will go in their Blue Reading Notebook and summarize each book. Once you finish each book come up with 1 question that you would like to know more about from the story.
T - Data Folder Routine: continue with Monday's assignment and to Think, pair and share their individual findings
W - Data Folder Routine: Introduce the passage about sharks and work on the vocabulary and comprehension questions.
Th- Data Folder Routine: continue with Wednesday's assignment
F- NO SCHOOL
Week #20 Dates: 2/1 - 2/5
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Central MessageW.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I am the owner of my own work.
M - Data Folder Routine: We finished reading the book The One in the Middle Is the Green Kangaroo by Judy Blume and worked on the packet that I created to go along with it.
T - Data Folder Routine: NO CRUZ /
W - Data Folder Routine: Worked on vocabulary from the book: What do I think that this word means to me? + What is the real definition?
Th- Data Folder Routine:
F- Data Folder Routine: NO LEARNERS - TEACHER REQUEST
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Central MessageW.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I am the owner of my own work.
M - Data Folder Routine: We finished reading the book The One in the Middle Is the Green Kangaroo by Judy Blume and worked on the packet that I created to go along with it.
T - Data Folder Routine: NO CRUZ /
W - Data Folder Routine: Worked on vocabulary from the book: What do I think that this word means to me? + What is the real definition?
Th- Data Folder Routine:
F- Data Folder Routine: NO LEARNERS - TEACHER REQUEST
Week #19 Dates: 1/25 - 1/29
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Central MessageW.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency:I reflect on my learning.
M - Data Folder Routine: Learners worked in their individual REading Notebooks creating as many words as they could with the letters One Hundred Days. We discussed each word to compare if they each had the same words.
T -Data Folder Routine: I introduced the book The One in the Middle Is the Green Kangaroo by Judy Blume and the packet that I created to go along with it. We discussed that this book is by the same author that we read last time. Learners searched for other books by this author on their computers. We began to read a few pages taking turns and using the strategy Think-Pair-Share.
W - Data Folder Routine: NO CONOR TODAY / We continued to read our book and to discuss character traits and point of view.
Th- Data Folder Routine: NO CORBIN / Conor and I read what pages he missed yesterday and Cruz worked on sentence fragments and parts of speech and then Conor joined him on the computer. continue to read The One in the Middle Is the Green Kangaroo as a whole group and discuss as we go along. Use the strategy identifying the main idea and making inferences.
F- NO LEARNERS / CLASS AR PARTY
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Central MessageW.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency:I reflect on my learning.
M - Data Folder Routine: Learners worked in their individual REading Notebooks creating as many words as they could with the letters One Hundred Days. We discussed each word to compare if they each had the same words.
T -Data Folder Routine: I introduced the book The One in the Middle Is the Green Kangaroo by Judy Blume and the packet that I created to go along with it. We discussed that this book is by the same author that we read last time. Learners searched for other books by this author on their computers. We began to read a few pages taking turns and using the strategy Think-Pair-Share.
W - Data Folder Routine: NO CONOR TODAY / We continued to read our book and to discuss character traits and point of view.
Th- Data Folder Routine: NO CORBIN / Conor and I read what pages he missed yesterday and Cruz worked on sentence fragments and parts of speech and then Conor joined him on the computer. continue to read The One in the Middle Is the Green Kangaroo as a whole group and discuss as we go along. Use the strategy identifying the main idea and making inferences.
F- NO LEARNERS / CLASS AR PARTY
Week #18 Dates: 1/18 - 1/22, 2021 Corbin is absent Thursday + Friday = family funeral
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Central MessageW.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 (using keyboarding skills) as well as to interact and collaborate with others.
Learner Agency: I take positive risks with my learning.
M - NO SCHOOL
T - NO Group as I am testing a 4th Grade student with the CORE Assessments
W - Data Folder Routine: Learners will read together Freckle Juice by Judy Blume. We will discuss what we read daily as a group.
Th- Data Folder Routine: continue to read Freckle Juice as a whole group and discuss as we go along. Take AR tests.
F- Data Folder Routine: Work on Freckle Juice activity while writing a summary including the theme of this book.
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Central MessageW.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 (using keyboarding skills) as well as to interact and collaborate with others.
Learner Agency: I take positive risks with my learning.
M - NO SCHOOL
T - NO Group as I am testing a 4th Grade student with the CORE Assessments
W - Data Folder Routine: Learners will read together Freckle Juice by Judy Blume. We will discuss what we read daily as a group.
Th- Data Folder Routine: continue to read Freckle Juice as a whole group and discuss as we go along. Take AR tests.
F- Data Folder Routine: Work on Freckle Juice activity while writing a summary including the theme of this book.
Week #17 Dates: 1/11 - 1/15, 2021
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Central MessageW.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 (using keyboarding skills) as well as to interact and collaborate with others.
Learner Agency: I take positive risks with my learning.
M - Data Folder Routine: Introduce our new chapter book Freckle Juice by Judy Blume. Together read Chapter 1 and summarize what happened.
T - Data Folder Routine: Read Chapter 2 and summarize
W - Data Folder Routine: Read Chapter 3 and summarize
Th- Data Folder Routine: Read Chapter 4 and summarize
F- NO STUDENTS - MRS. WILSON CANCELLED WHEN I CONTACTED HER WHY THEY WERE LATE
Standard(s). 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 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.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Central MessageW.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 (using keyboarding skills) as well as to interact and collaborate with others.
Learner Agency: I take positive risks with my learning.
M - Data Folder Routine: Introduce our new chapter book Freckle Juice by Judy Blume. Together read Chapter 1 and summarize what happened.
T - Data Folder Routine: Read Chapter 2 and summarize
W - Data Folder Routine: Read Chapter 3 and summarize
Th- Data Folder Routine: Read Chapter 4 and summarize
F- NO STUDENTS - MRS. WILSON CANCELLED WHEN I CONTACTED HER WHY THEY WERE LATE
Week #18 Dates: 1/4 - 1/8 Continue with DRA's Level 30
Standard(s): 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
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 (using keyboarding skills) as well as to interact and collaborate with others.
Learner Agency: I make good choices to achieve goals.
M - Data Folder Routine ; Introduce and read Dragons Love Taco's by Adam Rubin twice. Use both sides of the graphic organizer as you are reading to answer the questions.
T - Data Folder Routine ; continue with reading Dragons Love Tacos another time and answer the questions on the graphic organizer.
W - Data Folder Routine ; continue with doing DRA's on all boys / While testing the learners will log onto Google Classroom to work on a reading assignment
Th - Data Folder Routine ; Learners will brainstorm a short story in their Blue Reading Journals to finish working on their short story
F - Data Folder Routine ; continue with their short story and enter it into a google doc
Standard(s): 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
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 (using keyboarding skills) as well as to interact and collaborate with others.
Learner Agency: I make good choices to achieve goals.
M - Data Folder Routine ; Introduce and read Dragons Love Taco's by Adam Rubin twice. Use both sides of the graphic organizer as you are reading to answer the questions.
T - Data Folder Routine ; continue with reading Dragons Love Tacos another time and answer the questions on the graphic organizer.
W - Data Folder Routine ; continue with doing DRA's on all boys / While testing the learners will log onto Google Classroom to work on a reading assignment
Th - Data Folder Routine ; Learners will brainstorm a short story in their Blue Reading Journals to finish working on their short story
F - Data Folder Routine ; continue with their short story and enter it into a google doc
Week #16 Dates: 12/21 - 12/22 CHRISTMAS BREAK
Standard(s): 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
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 (using keyboarding skills) as well as to interact and collaborate with others.
Learner Agency: I am a leader and I work and communicate with others.
M -NO LEARNERS TODAY
T - NO LEARNERS TODAY
Standard(s): 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
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 (using keyboarding skills) as well as to interact and collaborate with others.
Learner Agency: I am a leader and I work and communicate with others.
M -NO LEARNERS TODAY
T - NO LEARNERS TODAY
Week #15 Dates: 12/14 - 12/18 CONTINUE WITH DRA'S
Standard(s): 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
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 (using keyboarding skills) as well as to interact and collaborate with others.
Learner Agency: I am a leader and I work and communicate with others.
M -Data Folders: Learner Agency Check Out / Continue to work on our Sloth paragraph from last week. Conference with Conor and rewrite his main idea and 4 details in his notebook. Have him type up his info on the computer.
T - Data Folders: Learner Agency Check Out /Discuss what our writing is about this week. Brainstorm different family traditions that each learner does and share mine too. Explain that we will be using the T.A.P.P. format to help us along the way. We will be writing our info in our Blue Reading Journals. Encourage and continue with Monday's writing assignment.
W - Data Folders: Learner Agency Check Out / continue with writing activity
Th - Data Folders: Learner Agency Check Out / continue with writing activity
F - Data Folders: Learner Agency Check Out /
Standard(s): 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
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 (using keyboarding skills) as well as to interact and collaborate with others.
Learner Agency: I am a leader and I work and communicate with others.
M -Data Folders: Learner Agency Check Out / Continue to work on our Sloth paragraph from last week. Conference with Conor and rewrite his main idea and 4 details in his notebook. Have him type up his info on the computer.
T - Data Folders: Learner Agency Check Out /Discuss what our writing is about this week. Brainstorm different family traditions that each learner does and share mine too. Explain that we will be using the T.A.P.P. format to help us along the way. We will be writing our info in our Blue Reading Journals. Encourage and continue with Monday's writing assignment.
W - Data Folders: Learner Agency Check Out / continue with writing activity
Th - Data Folders: Learner Agency Check Out / continue with writing activity
F - Data Folders: Learner Agency Check Out /
Week #14 Dates: 12/7 - 12/11
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 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.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Central Message
Learner Agency: I can use different ways of learning and different strategies.
M -Data Folders: Learner Agency Check Out / CORE PHONICS ASSESSMENT
T - Data Folders: Learner Agency Check Out / Introduce the assignment on Google Classroom for the boys to work on while I am assessing each one. If they finish up early, they may begin Wednesday's assignment on Google Classroom. CORE PHONICS ASSESSMENT
W - Data Folders: Learner Agency Check Out / Continue with Tuesday's assignment if not completed. CORE PHONICS ASSESSMENT
Th - Data Folders: Learner Agency Check Out / continue with Tuesday's assignment with writing supporting details in complete sentences.
F - Data Folders: Learner Agency Check Out / Google Classroom Assignment
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 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.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Central Message
Learner Agency: I can use different ways of learning and different strategies.
M -Data Folders: Learner Agency Check Out / CORE PHONICS ASSESSMENT
T - Data Folders: Learner Agency Check Out / Introduce the assignment on Google Classroom for the boys to work on while I am assessing each one. If they finish up early, they may begin Wednesday's assignment on Google Classroom. CORE PHONICS ASSESSMENT
W - Data Folders: Learner Agency Check Out / Continue with Tuesday's assignment if not completed. CORE PHONICS ASSESSMENT
Th - Data Folders: Learner Agency Check Out / continue with Tuesday's assignment with writing supporting details in complete sentences.
F - Data Folders: Learner Agency Check Out / Google Classroom Assignment
Week #13 Dates: 11/30 - 12/4
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 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. RL3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events RL.3.7 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) 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.
Learner Agency: Review Setbacks, Other's ideas, Learning Format / Style
M -Data Folders: Learner Agency Check Out / ReadWorks article on Dogs: complete the graphic organizer on main idea and details / glue this go into their Blue Reading Journals / if time permits, learners will log into Google Classroom and complete the assignment on Dogs.
T - Data Folders: Learner Agency Check Out / continue with Monday's assignment on Google Classroom if needed. Share when done. / Introduce the Phoneme Deletion activity in making new words.
W - Data Folders: Learner Agency Check Out: / Google Classroom Assignment on the Dog passage. / Oral Maze and Vocab part of the Phonics assessments given / Cruz left early
Th - Data Folders: Learner Agency Check Out: Read the article A Slow-Moving Sloth on ReadWorks: complete the graphic organizer on main idea and details / glue this into their Blue Reading Journals
F - Data Folders: Learner Agency Check Out: Phoneme Deletion activity in Blue Reading Journals
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 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. RL3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events RL.3.7 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) 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.
Learner Agency: Review Setbacks, Other's ideas, Learning Format / Style
M -Data Folders: Learner Agency Check Out / ReadWorks article on Dogs: complete the graphic organizer on main idea and details / glue this go into their Blue Reading Journals / if time permits, learners will log into Google Classroom and complete the assignment on Dogs.
T - Data Folders: Learner Agency Check Out / continue with Monday's assignment on Google Classroom if needed. Share when done. / Introduce the Phoneme Deletion activity in making new words.
W - Data Folders: Learner Agency Check Out: / Google Classroom Assignment on the Dog passage. / Oral Maze and Vocab part of the Phonics assessments given / Cruz left early
Th - Data Folders: Learner Agency Check Out: Read the article A Slow-Moving Sloth on ReadWorks: complete the graphic organizer on main idea and details / glue this into their Blue Reading Journals
F - Data Folders: Learner Agency Check Out: Phoneme Deletion activity in Blue Reading Journals
Week #12 Dates: 11/23 - 11/27 Thanksgiving Week
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 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.
Learner Agency: I understand my learning formats or style.
M -Data Folders: Learner Agency Check Out / Discuss gratitude and what it means to be thankful using Skittles. Thankfulness activity
T - Data Folders: Learner Agency Check Out / continue with Monday's Thankfulness activity
W - Data Folders: Learner Agency Check Out / continue with Monday's Thankfulness activity
Th - Thanksgiving Vacation
F - Thanksgiving Vacation
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 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.
Learner Agency: I understand my learning formats or style.
M -Data Folders: Learner Agency Check Out / Discuss gratitude and what it means to be thankful using Skittles. Thankfulness activity
T - Data Folders: Learner Agency Check Out / continue with Monday's Thankfulness activity
W - Data Folders: Learner Agency Check Out / continue with Monday's Thankfulness activity
Th - Thanksgiving Vacation
F - Thanksgiving Vacation
Week #11 Dates: 11/16 - 11/20 Main Idea and Details
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 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. .RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I listen to other's ideas when I have a problem.
M -Data Folders: Learner Agency Check Out / Introduce the objectives for this week. Introduce the book Forget It by Julie Mitchell. Encourage the learners to try their best and to read together. / summarize what we read today.
T - Data Folders: Learner Agency Check Out / continue with yesterday's book and discussion about it. In blue Reading Journals, the learners are to summarize what this story was about. Share ideas in a round robin format.
W - Data Folders; Learner Agency Check Out / Introduce the book The Cherokee Little People by MariJo Moore. Discuss Native American Tales and list some other books that we might have read.
Th - Data Folders: Learner Agency Check out / In your Blue Reading Notebook learners were to complete the graphic organizer of their choice on the book.
F - Data Folders: Learner Agency Check out / Free choice
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 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. .RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I listen to other's ideas when I have a problem.
M -Data Folders: Learner Agency Check Out / Introduce the objectives for this week. Introduce the book Forget It by Julie Mitchell. Encourage the learners to try their best and to read together. / summarize what we read today.
T - Data Folders: Learner Agency Check Out / continue with yesterday's book and discussion about it. In blue Reading Journals, the learners are to summarize what this story was about. Share ideas in a round robin format.
W - Data Folders; Learner Agency Check Out / Introduce the book The Cherokee Little People by MariJo Moore. Discuss Native American Tales and list some other books that we might have read.
Th - Data Folders: Learner Agency Check out / In your Blue Reading Notebook learners were to complete the graphic organizer of their choice on the book.
F - Data Folders: Learner Agency Check out / Free choice
Week #10 Dates: 11/9 - 11/13
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 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.
Learner Agency: I can teach myself to work through setbacks.
M -Data Folders: Learner Agency Check Out / Corbin needs to conference with me and to complete typing his paragraph up about Day of the Dead on Aunt Joyce. Conor and Cruz may silently read on Epic. I introduced our new book Roller Coaster Ride by Chris Bell. We discussed who might like to ride a roller coaster and what reactions might I get from them.
T - Data Folders: Learner Agency Check Out / Reread yesterday's book. Get ready to view some virtual roller coaster rides. Log onto Google Drive if time permits or we will continue this on Thursday.
W - NO SCHOOL VETERAN'S DAY
Th - Data Folders: Learner Agency Check out / Virtual Roller Coaster Rides continues from Tuesday
https://www.youtube.com/watch?v=jLtcPTm5dTg
F - Data Folders: Learner Agency Check out / continue with Roller Coaster topic
https://www.youtube.com/watch?v=hNAbQYUOwpg
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 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.
Learner Agency: I can teach myself to work through setbacks.
M -Data Folders: Learner Agency Check Out / Corbin needs to conference with me and to complete typing his paragraph up about Day of the Dead on Aunt Joyce. Conor and Cruz may silently read on Epic. I introduced our new book Roller Coaster Ride by Chris Bell. We discussed who might like to ride a roller coaster and what reactions might I get from them.
T - Data Folders: Learner Agency Check Out / Reread yesterday's book. Get ready to view some virtual roller coaster rides. Log onto Google Drive if time permits or we will continue this on Thursday.
W - NO SCHOOL VETERAN'S DAY
Th - Data Folders: Learner Agency Check out / Virtual Roller Coaster Rides continues from Tuesday
https://www.youtube.com/watch?v=jLtcPTm5dTg
F - Data Folders: Learner Agency Check out / continue with Roller Coaster topic
https://www.youtube.com/watch?v=hNAbQYUOwpg
Week #9 Dates: 11/2 - 11/6
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Learner Agency: Review New Things, Engaged, Solutions
M -Data Folders: Learner Agency Check Out / Read an article from Newslea about U.S Day of the Dead
https://newsela.com/read/dia-de-los-muertos-celebration-mainstream/id/47148/?search_id=e81995c3-cec2-4143-a8f0-07f28b140e7b Learners will write a paragraph about someone of something that has passed away and describe what why they miss them and what they would do if they were still with us today on Google Classroom.
T - Data Folders: Learner Agency Check Out / Review the passage from Monday and go over unknown words and questions.
W -Data Folders: Learner Agency Check out / continue on with Monday's activity
Th - Data Folders: Learner Agency Check out / Continue writing paragraphs Dia de los Muertos
F - Data Folders: Learner Agency Check out / continue on and illustrate a picture to go along with your paragraph
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Learner Agency: Review New Things, Engaged, Solutions
M -Data Folders: Learner Agency Check Out / Read an article from Newslea about U.S Day of the Dead
https://newsela.com/read/dia-de-los-muertos-celebration-mainstream/id/47148/?search_id=e81995c3-cec2-4143-a8f0-07f28b140e7b Learners will write a paragraph about someone of something that has passed away and describe what why they miss them and what they would do if they were still with us today on Google Classroom.
T - Data Folders: Learner Agency Check Out / Review the passage from Monday and go over unknown words and questions.
W -Data Folders: Learner Agency Check out / continue on with Monday's activity
Th - Data Folders: Learner Agency Check out / Continue writing paragraphs Dia de los Muertos
F - Data Folders: Learner Agency Check out / continue on and illustrate a picture to go along with your paragraph
Week #8 Dates: 10/26 - 10/30 3W: Ashtyn, Corbin, Conor and Cruz
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I can search for solutions to problems.
M - Google Classroom assignment on Creepy Crawly Treats: Learners are to read the passage 2x and write down any words that were unfamiliar to them in their blue Reading Journals. Next they are to answer my question in 2-3 complete sentences. / Record Behavior in Blue Data Folder according to this weeks Learner Agency
T - Google Classroom Assignment on Creepy Crawly Treats Quiz / Record Behavior in Blue Data Folder according to this weeks Learner Agency
W - Google Classroom assignment on From Lunch to Landfill: Learners are to read the passage 2x and then answer my questions. Record Behavior in Blue Data Folder according to this weeks Learner Agency
Th - Learners will each pick a nonfiction text out of a basket and will read it and then write down the main idea in Google Classroom. Be ready to share with the group what your text was about. / Record Behaviors in Blue Data Folder according to this weeks Learner Agency
F -Halloween article and highlight text features that I describe. / Record Behavior in Blue Data Folder according to this weeks Learner Agency
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
Learner Agency: I can search for solutions to problems.
M - Google Classroom assignment on Creepy Crawly Treats: Learners are to read the passage 2x and write down any words that were unfamiliar to them in their blue Reading Journals. Next they are to answer my question in 2-3 complete sentences. / Record Behavior in Blue Data Folder according to this weeks Learner Agency
T - Google Classroom Assignment on Creepy Crawly Treats Quiz / Record Behavior in Blue Data Folder according to this weeks Learner Agency
W - Google Classroom assignment on From Lunch to Landfill: Learners are to read the passage 2x and then answer my questions. Record Behavior in Blue Data Folder according to this weeks Learner Agency
Th - Learners will each pick a nonfiction text out of a basket and will read it and then write down the main idea in Google Classroom. Be ready to share with the group what your text was about. / Record Behaviors in Blue Data Folder according to this weeks Learner Agency
F -Halloween article and highlight text features that I describe. / Record Behavior in Blue Data Folder according to this weeks Learner Agency
Week #7 Dates: 10/19 - 10/23
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Learner Agency: I am so engaged that I lose track of time.
M -Data Folders: Learner Agency Check Out / Read silently
T - Data Folders: Learner Agency Check Out / Together we reviewed my expectations and classroom rules / Together we discussed a few common fables that we read last week. We came up with the main moral or lesson about each fables and I dictated it on the white board and the learners were expected to transfer each sentence into their Reading Journals.
W -Data Folders: Learner Agency Check out / continue to work on yesterday's Fable activity
Th - Data Folders: Learner Agency Check out / Helped Ashtyn retake an AR test for Mrs. Wilson
F - Data Folders: Learner Agency Check out / complete our work on Fables and Lessons
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Learner Agency: I am so engaged that I lose track of time.
M -Data Folders: Learner Agency Check Out / Read silently
T - Data Folders: Learner Agency Check Out / Together we reviewed my expectations and classroom rules / Together we discussed a few common fables that we read last week. We came up with the main moral or lesson about each fables and I dictated it on the white board and the learners were expected to transfer each sentence into their Reading Journals.
W -Data Folders: Learner Agency Check out / continue to work on yesterday's Fable activity
Th - Data Folders: Learner Agency Check out / Helped Ashtyn retake an AR test for Mrs. Wilson
F - Data Folders: Learner Agency Check out / complete our work on Fables and Lessons
Week #6 Dates: 10/12 - 10/16 Central Message
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 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.
Learner Agency: I like to learn new things.
M - NO SCHOOL
T- Data Folders: Learner Agency Check Out / No Ashtyn-dental appt / Read silently
W-Data Folders: Learner Agency Check Out / I discussed what a fable is and how each fable usually teaches a lesson. Learners were instructed to read from the collections that I shared with them on EPIC. Read 2-3 fables of your choice and come up with a complete sentence that describes the lesson taught.
Th - Data Folders: Learner Agency Check Out / continue with yesterday's work
F - NO LEARNERS TODAY AS THEY HAD STEM
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 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.
Learner Agency: I like to learn new things.
M - NO SCHOOL
T- Data Folders: Learner Agency Check Out / No Ashtyn-dental appt / Read silently
W-Data Folders: Learner Agency Check Out / I discussed what a fable is and how each fable usually teaches a lesson. Learners were instructed to read from the collections that I shared with them on EPIC. Read 2-3 fables of your choice and come up with a complete sentence that describes the lesson taught.
Th - Data Folders: Learner Agency Check Out / continue with yesterday's work
F - NO LEARNERS TODAY AS THEY HAD STEM
Week #5 Dates: 10/5 - 10/9
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Learner Agency: Confident,
M - Data Folders: Learner Agency Check Out / Silent Reading with their books from the library
T- Data Folders: Learner Agency Check Out / I introduce the book What Do You Do with a Kangaroo by Mercer Mayer , learners were given a choice to read the book the first time by themselves or with a buddy.
W -Data Folders: Learner Agency Check Out / Learners reread the book with questions asked as a whole group for guided reading. AR test were taken with Levi's help getting on AR. NO buddy passed we we will reread it Thursday.
Th - Data Folders: Learner Agency Check Out / Terrible Day: Kids argued for 20 minutes and refused to work. They wanted to work on their own computers playing Zearn or Prodigy. I explained that it is now Reading time. Mr. G had to step in to have a talk with them. Corbin gave himself a hickie on his arm. Learners had to list 5 animals that were in the story and write 1 sentence with a sentence starter from the board explaining what the Bengal Tiger was doing in the story. Literally got nothing done.
F - Data Folders: Learner Agency Check Out / We will review the book, share the names of the animals in the story and I will model how to write a complete sentence from Thursday. Retake the AR tests too.
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Learner Agency: Confident,
M - Data Folders: Learner Agency Check Out / Silent Reading with their books from the library
T- Data Folders: Learner Agency Check Out / I introduce the book What Do You Do with a Kangaroo by Mercer Mayer , learners were given a choice to read the book the first time by themselves or with a buddy.
W -Data Folders: Learner Agency Check Out / Learners reread the book with questions asked as a whole group for guided reading. AR test were taken with Levi's help getting on AR. NO buddy passed we we will reread it Thursday.
Th - Data Folders: Learner Agency Check Out / Terrible Day: Kids argued for 20 minutes and refused to work. They wanted to work on their own computers playing Zearn or Prodigy. I explained that it is now Reading time. Mr. G had to step in to have a talk with them. Corbin gave himself a hickie on his arm. Learners had to list 5 animals that were in the story and write 1 sentence with a sentence starter from the board explaining what the Bengal Tiger was doing in the story. Literally got nothing done.
F - Data Folders: Learner Agency Check Out / We will review the book, share the names of the animals in the story and I will model how to write a complete sentence from Thursday. Retake the AR tests too.
Week #4 Dates: 9/28 - 10/2
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Learner Agency: I am curious and ask questions about my learning.
M - Data Folders: Learner Agency Check out / Discussion was made by what kinds of animals lay eggs. The book Chickens Aren't the Only Ones by Ruth Heller is introduced to the group. Learners took a picture walk before choral reading as a group. We read the book 2x and then we discussed what animal would they like to learn more about that lays eggs.
T- Data Folders: Learner Agency Check out / Continue with yesterday's discussion about what kinds of animals lay eggs besides chickens. Learners are to bring their computers to class to research on a specific animal to learn more about it with regards to laying eggs and how many times do they lay eggs per year. / Brought computers to practice doing a Google Handout in case of E-Learning
W -Data Folders: Learner Agency Check out / worked on classroom narrative
Th - Data Folders: Learner Agency Check out / worked on classroom narrative / Ashtyn worked on typing hers up.
F - Data Folders: Learner Agency Check out /worked on classroom narrative / Ashtyn continued to type.
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Learner Agency: I am curious and ask questions about my learning.
M - Data Folders: Learner Agency Check out / Discussion was made by what kinds of animals lay eggs. The book Chickens Aren't the Only Ones by Ruth Heller is introduced to the group. Learners took a picture walk before choral reading as a group. We read the book 2x and then we discussed what animal would they like to learn more about that lays eggs.
T- Data Folders: Learner Agency Check out / Continue with yesterday's discussion about what kinds of animals lay eggs besides chickens. Learners are to bring their computers to class to research on a specific animal to learn more about it with regards to laying eggs and how many times do they lay eggs per year. / Brought computers to practice doing a Google Handout in case of E-Learning
W -Data Folders: Learner Agency Check out / worked on classroom narrative
Th - Data Folders: Learner Agency Check out / worked on classroom narrative / Ashtyn worked on typing hers up.
F - Data Folders: Learner Agency Check out /worked on classroom narrative / Ashtyn continued to type.
Week #3 Dates: 9/21 - 9/25
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Learner Agency: I can succeed with most of my learning.
M - Data Folders: Learner Agency Check out / I will continue the the Phonics Survey on 2 learners while the others work on their US Symbol report individually.
T- Data Folders: Learner Agency Check out / Learners will continue with Monday's work.
W -Data Folders: Learner Agency Check out / Learners will finish up their report so that they can create their poster.
Th - Data Folders: Learner Agency Check out / Today I finished the CORE PHONICS SURVEY on Conor. The other learners went through and read the book A Hot Surprise by Susan Akass / Discuss characters, setting, problem and solution. They may need to read this book numerous times while I complete the assessment on Conor. Discuss comprehension strategies and fluency.
F - Data Folders: Learner Agency Check out /
Standard(s): 3.RL.10b. With guidance and , self-select texts for personal enjoyment, interest, and academic tasks. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences and gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Learner Agency: I can succeed with most of my learning.
M - Data Folders: Learner Agency Check out / I will continue the the Phonics Survey on 2 learners while the others work on their US Symbol report individually.
T- Data Folders: Learner Agency Check out / Learners will continue with Monday's work.
W -Data Folders: Learner Agency Check out / Learners will finish up their report so that they can create their poster.
Th - Data Folders: Learner Agency Check out / Today I finished the CORE PHONICS SURVEY on Conor. The other learners went through and read the book A Hot Surprise by Susan Akass / Discuss characters, setting, problem and solution. They may need to read this book numerous times while I complete the assessment on Conor. Discuss comprehension strategies and fluency.
F - Data Folders: Learner Agency Check out /
Week #2 Dates: 9/13 - 9/18
Standard(s): 3.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks.
Learner Agency: I am confident as a reader.
M - Data Folders: Learner Agency Check out / Learners are to bring their computers to either read books on EPIC at their reading levels or read their library book while CORE Assessments are given all week long. Completed the 2 assessments that Conor missed on Friday.
T- Data Folders: Learner Agency Check out / Learners will pick out books of interest for EPIC library while I assess.
W -Data Folders: Learner Agency Check out / Learners will read from EPIC while I assess.
Th - Data Folders: Learner Agency Check out / Learners will read their own library book while I continue assessing.
F - Data Folders: Learner Agency Check out / Learners will read books from DRA 20 Book Box while I continue with the Phonics Survey (2 done)
Standard(s): 3.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks.
Learner Agency: I am confident as a reader.
M - Data Folders: Learner Agency Check out / Learners are to bring their computers to either read books on EPIC at their reading levels or read their library book while CORE Assessments are given all week long. Completed the 2 assessments that Conor missed on Friday.
T- Data Folders: Learner Agency Check out / Learners will pick out books of interest for EPIC library while I assess.
W -Data Folders: Learner Agency Check out / Learners will read from EPIC while I assess.
Th - Data Folders: Learner Agency Check out / Learners will read their own library book while I continue assessing.
F - Data Folders: Learner Agency Check out / Learners will read books from DRA 20 Book Box while I continue with the Phonics Survey (2 done)
Week #1 Dates: 9/7- 9/11
Standard(s): NONE
Learner Agency: NONE
M - No School Labor Day
T - Individual STAR Reading Assessment for 1 learner
W - Individual DRA's for 2 boys
Th - Individual DRA for 1 boy
F- Introduce Learner Agency and check out system. Go through Folder and set reading goals according to the recent DRA score. Take I am a Reader photo of each learner.
Standard(s): NONE
Learner Agency: NONE
M - No School Labor Day
T - Individual STAR Reading Assessment for 1 learner
W - Individual DRA's for 2 boys
Th - Individual DRA for 1 boy
F- Introduce Learner Agency and check out system. Go through Folder and set reading goals according to the recent DRA score. Take I am a Reader photo of each learner.