Campus: Lacy Author(s): R. Guidice



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Campus: Lacy

Author(s): R. Guidice

Date Created / Revised: 5/26/16

Six Weeks Period: 3rd

Grade Level & Course: 3rd Language Arts

Timeline:  7 days

Unit Title: Reading to Discover-Expository Text

Lesson #

2 of 5

Stated Objectives:

TEK # and SE

READING

3.1(A) decode multisyllabic words in context and independent of context by applying common spelling patterns including:

3.1(A.i) dropping the final "e" and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable);

3.1(A.ii) doubling final consonants when adding an ending (e.g., hop to hopping);

3.1(A.iii) changing the final "y" to "i" (e.g., baby to babies);

3.4(C) identify and use antonyms, synonyms, homographs, and homophones;

3.4(D) identify and apply playful uses of language (e.g., tongue twisters, palindromes, riddles); and

3.4(E) alphabetize a series of words to the third letter and use a dictionary or a glossary to determine the meanings, syllabication, and pronunciation of unknown words.

Fig19(A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension

Fig19(B) ask literal, interpretive, and evaluative questions of text

Fig19(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions)

Fig19(D) make inferences about text and use textual evidence to support understanding; Readiness Standard (Fiction, Expository)Supporting Standard (Literary Nonfiction, Poetry)

Fig19(E) summarize information in text, maintaining meaning and logical order; and Readiness Standard (Fiction, Expository)Supporting Standard (Literary Nonfiction, Poetry)

Fig19(F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence.

3.12(A) Students are expected to identify the topic and locate the author's stated purposes in writing the text.

3.13(C) identify explicit cause and effect relationships among ideas in texts; and

3.13(D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text.

3.16(B) explain how various design techniques used in media influence the message (e.g., shape, color, sound); and



WRITING

3.17(A)  plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals);

3.17(B) develop drafts by categorizing ideas and organizing them into paragraphs;

3.17(C) revise drafts for coherence, organization, use of simple and compound sentences, and audience;

3.17(D) edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; and

3.20(A) create brief compositions that:

3.20(A.i) establish a central idea in a topic sentence;

3.20(A.ii) include supporting sentences with simple facts, details, and explanations; and

3.20(A.iii) contain a concluding statement;

3.20(C) write responses to literary or expository texts that demonstrate an understanding of the text.

3.23(C.ii) commas in series and dates; and

3.23(D) use correct mechanics including paragraph indentations.

3.24(B) spell words with more advanced orthographic patterns and rules:

3.24(B.iv) double consonants in middle of words;

3.24(B.vi) abstract vowels (e.g., ou as in could, touch, through, bought);

3.24(C) spell high-frequency and compound words from a commonly used list;

3.24(D) spell words with common syllable constructions (e.g., closed, open, final stable syllable);

3.24(E) spell single syllable homophones (e.g., bear/bare; week/weak; road/rode);

3.24(F) spell complex contractions (e.g., should've, won't); and

3.25(A) generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and

3.25(B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question.

3.26(A) follow the research plan to collect information from multiple sources of information, both oral and written, including:

3.26(A.i) student-initiated surveys, on-site inspections, and interviews;

3.26(A.ii) data from experts, reference texts, and online searches; and

3.26(A.iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate;


ONGOING

3.17(E) publish written work for a specific audience.

3.24(B.ii) dropping final "e" when endings are added (e.g., -ing, -ed);

3.24(B.iii) changing y to i before adding an ending;

ELPS

http://www.teksresourcesystem.net/module/standards/Tools/Browse?StandardId=118099




See Instructional Focus Document (IFD) for TEK Specificity

Key Understandings

Authors choose structures to organize information to construct meaning. The ability to decode patterns supports the development of word reading, fluency, and comprehension, An extensive vocabulary supports the development of oral and written communication, Readers use strategies to support understanding of text. Readers create connections to make text personally relevant and useful. An extensive vocabulary supports the development of oral and written communication.

Misconceptions

None Identified

Key Vocabulary

Homograph- a word that is spelled the same as another word, but has a different meaning. (read [present tense] and read [past tense])

Suggested Day


5E Model


Instructional Procedures

(Engage, Explore, Explain, Extend/Elaborate, Evaluate)

Materials, Resources, Notes

Day 1-

Reading:

  1. Introduce Cause and Effect with Power Point and follow up with interactive Journal.

  2. Cause and Effect Teacher Selected Cut Out activity. This will be independent practice.

Writing:




  1. Review Commas in a Series. Students complete Thanksgiving commas worksheet

Reading Materials

  • PowerPoint Cause and Effect

  • Interactive Journal

  • Journaling Supplies

  • Cause and Effect journal insert

  • Cause and Effect Cut Out


Writing Materials

Day 2 -

Reading:


  1. Read the story Aero and Officer Mike page 460 in Journey’s book. Stop throughout the story and discuss various text features used throughout. Have students look for cause and effect statements.

  2. Complete PRESTO Cause and Effect Journal Insert

  3. Students will fill in the Nonfiction Book Report form. Independent Practice.

  4. Review Cause and Effect. Scoot Activity. Be sure to discuss signal words such as: as a result, therefore, consequently, reason why, because of, and may be due to.

Writing:



  1. Students will review the rule for changing irregular past tense verbs.

  2. Students will work on I scream for Ice Cream.

Reading Materials

  • Journey’s Book

  • Interactive Journal

  • Journaling Supplies

  • PRESTO C/E

  • Cause and Effect Scoot

  • Nonfiction Book Repot Form


Writing Materials



Day 3 -

Reading:

  1. Look back over the story Aero and Officer Mike. Point out that this story has a lot of pictures. Discuss why each picture is placed where it is. Point out that each picture is missing a caption.

  2. Assign a section to students and have them work in groups to write meaningful captions for each picture. Students can draw the pictures and write the captions on Manila paper. Independent Practice.

Writing:


  1. Students will review the rule for doubling the final consonant when adding –ed and -ing to a word. Students will use white boards to brainstorm and practice the concept.

  2. Lots of Loot, Independent Practice.

  3. Brainstorm expository writing topics. Students should pick a topic they consider themselves to be an expert in.

Reading Materials

  • Journey’s Book

  • Manila Paper

  • White Boards

  • Lots of Loot Sheet




Day 4 -

Reading:

  1. Review cause and effect. Mimio: Deal or No Deal. Students will be split in half and compete against each other.

Writing:



  1. Review Plural rules.

  2. Continue expository writing. Students will need books and internet access to research their topic.

Reading Materials


Writing Materials

  • Plurals Worksheet

Day 5 -

Reading:

  1. Aero and Officer Mike Comprehension Test

Writing:




  1. Students will take a spelling test.




  1. Continue expository writing. Students will need books and internet access to research their topic.
  • Aero and Officer Mike Test


Day 6 -

Reading:

  1. Thanksgiving Themed Activities: Go Granny Go, Commas in a Series Activity. Read the story, act it out whole group, and complete the matching activities.

  2. Thanksgiving Alphabetical Order WS

Writing:

  1. Thanksgiving Themed Riddles.

  2. Continue expository writing. Students will need books and internet access to research their topic.




Day 7 -

Reading:

  1. Thanksgiving Themed Reading Passage or Book.

  2. Student will summarize.

Writing:



  1. Students will write their own tongue twisters, illustrate, and share with the class.

  2. Complete expository writing. Students will need books and internet access to research their topic.

  3. Students will continue cursive handwriting.

  • Tumble Books




Accommodations for Special Populations


Accommodations for instruction will be provided as stated on each student’s (IEP) Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.




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