Teacher: E. Little Date: August 15-19, 2016 Subject: Reading /Language/Spelling/Writing

Alabama COS: standards Reading: SL.3.1b-Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. L.3.4a-Use sentence-level context as a clue to the meaning of a word or phrase. L.3.4d-Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.6- Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). RL. 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answer. 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. RL. 3.3 Describe characters in a story and explain how their actions contribute to the sequence of events. RL.3.4- Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL. 3.7 Explain how different aspects of a text’s illustrations contribute to what is conveyed by the words in a story. Language: L.3.1i Produce simple, compound, and complex sentences. Spelling: L.3.2f Use spelling patterns and generalizations in writing words. Writing: W.3.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

ACTIVATING LEARNING STRATEGY: COGNITIVE TEACHING STRATEGIES:

K Word W Splas Graphic Poem, L h Anticipation Guide Lecture Organizer/VLT Rhymes, etc.

Possi Su ble rve Sente Acronyms/Wor y nce Think-Pair-Share Reading Pictograph d Fir st Conc Writing W ept Other: ord Map Vocabulary Overview Model Diagram ______

W or Fraye d r Ma Mode Daily Language Practice Mind Map/Visual p l (DLP)______Hands-on Guide

Engagement Strategies: - Collaborative Group Work - Writing to Learn - Literacy Groups TWIRL - Questioning Techniques - Scaffolding Text -Classroom Talk Other:______

Technology Integration: Smart board Document Camera IPADS Mac Books Computers Kindles Interactive Tablets Digital/ Video Camera Clickers ACCESS Computer Program:______Other:_Overhead Projector__

This Week’s Vocabulary: Reading: ached, concentrate discovery, educated, effort, improved, inspire, satified Language: complete sentence, sentence fragment, statement, question

PROCEDURAL CONTENT (application) Monday Tuesday Wednesday Thursday Friday Reading: What Reading: What can stories Reading: What can stories Reading: What can stories Reading: What can stories Essential Question can stories teach teach you? teach you? teach you? teach you? you? Language: What is the Language: What is the Language: What is the Language: What is the Language: What is difference between a sentence difference between a difference difference between a the difference and a sentence fragment? sentence and a between a sentence and a sentence between a Spelling: What sound does sentence fragment? sentence and a fragment? sentence and a short a, i make? Spelling: What sound does sentence Spelling: What sound does sentence Writing: Why is it important to short a, i make? fragment? short a, i make? fragment? focus on the topic when Writing: Why is it important to Spelling: What sound does Writing: Why is it Spelling: What writing? focus on the topic when short a, i make? important to focus on the sound does short writing? Writing: Why is it topic when writing? a, i make? important to focus on the Writing: Why is it topic when writing? important to focus on the topic when writing? Reading: SL.3.1b, Reading: L.3.6, L.3.4a, L.3.4d Reading: L.3.6, Reading: L.3.6, Reading: RL.3.3, Objective(s) SL.3.2, RL.3.2, Language: L.3.1i RL.3.4, RL.3.7, RL.3.4, RL.3.7, L.3.4a RL.3.1 Spelling: L.3.2f RL.3.1, RL.3.3, RL.3.1, RL.3.3, Language:L.3.1i Language: L.3.1i Writing:W.3.3 RL.3.2, L.3.4a RL.3.2, L.3.4a Writing: W3.3 Spelling: L.3.2f Language: L.3.1i Language:L.3.1i Writing: W.3.3 Spelling:L.3.2f Spelling:L.3.2f Writing:W.3.3 Writing:W.3.3 Introduce the Essential Question Essential Question Essential Question Essential Question Preview Concept Vocabulary(T40-41) Build Vocabulary(T40-41) Build Vocabulary(T40-41) Assess Unit 1 Week 1 (Before) Build background  Words in Context (YTPB1) Comprehension: Essential Question (Define/Example/Ask) Comprehension: Close Reading of Talk About It Vocabulary Strategy(T26) Shared Read: “Bruno’s New “Bruno’s New Home Listening (explain, model) Home”  Genre: Fantasy Comprehension Connect to Concept: Storytime  Context  Comprehension Interactive Read Aloud: “Three Clues/Synonyms  Genre: Fantasy Strategy: Pigs, a Wolf, and Visualize  Comprehension a Book” Strategy: Visualize  Comprehension Connect to Skill: Character Concept:  Comprehension Skill:  Vocabulary Storytime Character Strategy: Context  Vocabulary Strategy:  Preview Clues Genre: Context Clues  Respond to Fantasy Reading  Preview Compreh ension Strategy: Visualize  Respond to Reading

Language: (T36) Language: (T36) Language: (T36) Language: (T36) Language: (T36) Instruction  Sentence  Sentence of the Day  Sentence of the Day  Sentence of the  Sentence of the (During) of the Review complete sentences  Review complete Day Day Include small group plans Day and sentence fragments sentences and  Assess complete  Review  Independent sentence fragments sentences and complete Practice(GP1)  Independent practice sentence sentences Introduce Statements and (WS) fragments( GP5) and Questions (GP2transparency) Mechanics and Usage: sentence Capitalization and fragment Punctuation(GP3transparency) s (explain, Spelling: (T38) model/  Short a, i Posttest guided practice Writing: (T34) WBPlus3 Writing: (T34) Writing: (T34) Writing: (T34) Writing Entry transpare Writing Entry Writing Entry Writing Entry Share and Reflect ncy) Draft Revise Edit Spelling: (T38)  Short a, i (YTPB8)

Writing Trait:  Ideas/Foc us on an Event Writing Entry Writing Prompt: Write about an event you and your family enjoyed together.  Prewrite Placement and Placement and Diagnostic Placement and Diagnostic Placement and Placement and Diagnostic Assessment Assessment Diagnostic Assessment Diagnostic Assessment (After) Assessment

Extension/ Refining Language:WBP4 Reading: Practice vocabulary; Reading: Practice vocabulary; Writing: Edit Homework Spelling: Write a Context clues/synonym character worksheet sentence using worksheet Language:GP4 each spelling Spelling: Write each of your Spelling: Take practice Test word. words and write a rhyming Writing: Revise Writing: Prewrite word with the same spelling pattern. Writing: Draft

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other:___

Summarizing: 3-2-1 Ticket out the Door The Important Thing Cue Cards Teacher Questions Student Summary Other:______