Tonya Chandler 2016-2017 3rd grade.

Slides:



Advertisements
Similar presentations
Spelling Changes Add -ed, -er, -est, -ing. useing.
Advertisements

Reader’s and Writer's Workshop. Reader’s and Writer's Workshop is designed to help students develop skills and strategies that will be used in their future.
4th & 5th Grade Coffee January 27, Levels are determined by benchmarking, MAP testing, anecdotal notes and MCAS. Assessment informs instruction.
Room 10 Lisa Wilson. Contact Information   (phones do not ring during the school day)  Check out my.
Task Based Learning In your classroom.
Preparing for the TAKS ESSAY. Content / Ideas This is the heart of the paper--what the writer has to say. It should be a topic that is important to.
M.G.E antonyms. Teacher: Mrs. Spurgeon Weekly Standards: Grade/Subject: 4 th ELA Lessons for this week: Reading: Skill-Story Structure, Strategy-Summarize,
Welcome to Second Grade!!!. Welcome to Second Grade!  If you have any questions during the presentation, please write them on an index card and I will.
Powerpoint TemplatesPage 1Powerpoint Templates Super Spelling Alexander, Who Used to Be Rich Last Sunday Applying the skills you know to your spelling.
GUIDED READING.  Teacher works with small groups of children who have similar reading needs.  The teacher selects and introduces new books carefully.
Being a Reader at St Leonard's
New Curriculum 2014 Year 1 Parent Guide.
Tonya Chandler 3rd May 1-5 Bellringer L3.2 a-f L3.2e, RF3.3 Spelling
Week 1- Day 4.
Tonya Chandler Field Trip Pizza Book Report Field Trip Skill: Fluency
Term 3 Informative Writing Pre -Assessment Stage 2 - Years 3 and 4
Tonya Chandler 3rd Nov. 28-Dec. 2 Bellringer L3.2 a-f L3.2f, RF3.3
Tonya Chandler 3rd October Bellringer L3.2 a-f L3.2f, RF3.
Grades 6-8 Florida Standards Assessment in English Language Arts
Masters in Teaching, Special Education
Meeting the Reading Standards in Secondary Classrooms
How can I help my child to become a better reader?
Tonya Chandler 3rd Dec Bellringer L3.2 a-f L3.2f, RF3.3
Tools  Audio  Audio Set Up Wizard The Sign of the Beaver Novel Study
Tonya Chandler Field Day Field Day 3rd May 8-12 Field Day Bellringer
Room 10 Lisa Wilson Welcome to First Grade.
Learning Target: I can analyze sample responses for the ELA State Test. Do Now: Please get ready to take notes on creating effective sample responses!
Welcome to FCAT Parent Night! Agenda
Tonya Chandler 3rd Jan Bellringer L3.2 a-f L3.2f, RF3. Spelling
Tonya Chandler rd grade.
Reading Objectives: Close Reading Analyze visuals. RI.4.7
Tonya Chandler 3rd November 7-11 Bellringer L3.2 a-f L3.2f, RF3.3
Reading Objectives: Close Reading
Parent Fall Report Festival Card Day Conf. Tonya Chandler 3rd
Author: Judith Viorst Illustrator: Ray Cruz Genre: Realistic Fiction
Tonya Chandler 3rd November 6-10 Bellringer L3.2 a-f L3.2f, RF3.3
Tonya Chandler 3rd Sept Bellringer L3.2 a-f L3.2e, RF3.3
Tonya Chandler rd grade.
Tonya Chandler 3rd Oct. 31-Nov. 4 Bellringer L3.2 a-f L3.2f, RF3.
Tonya Chandler 3rd April Bellringer L3.2 a-f Spelling RF3.3
Tonya Chandler 3rd Sept Bellringer L3.2 a-f L3.2e, RF3.3
Read Aloud, Think Aloud The teacher models the strategies for effective reading. The student follows along on the computer while the book is read. The.
Tonya Chandler 3rd Dec. 5-9 Bellringer L3.2 a-f L3.2f, RF3.3 Spelling
Writing to a Persuasive Prompt
Tonya Chandler 3rd October 3-7 Bellringer L3.2 a-f L3.2f, RF3.3
Tonya Chandler 3rd Dec Bellringer L3.2 a-f L3.2f, RF3.3
Super Spelling Alexander, Who Used to Be Rich Last Sunday
Reading & Writing Strategies
Field Trip to Lanark Tonya Chandler 3rd Nov Bellringer L3.2 a-f
Tonya Chandler 3rd Aug Bellringer Spelling Grammar Reading
Higher order questions
Higher order questions
Higher order questions
Tonya Chandler 3rd November Bellringer L3.2 a-f L3.2f, RF3.3
Higher order questions
Higher order questions
Book # 2 – You choose the book This project due on August 29.
Tonya Chandler 3rd Aug. 29-Sept. 2 Bellringer L3.2 a-f Spelling L3.2e
Higher order questions
Higher order questions
Chandler 3rd October Bellringer L3.2 a-f L3.2e, RF3.3 Spelling
Higher order questions
Field Trip Field Trip Field Trip Tonya Chandler 3rd Jan. 28- Feb. 1
Higher order questions
Higher order questions
Higher order questions
Higher order questions
Tonya Chandler April rd Bellringer L3.2 a-f Spelling Al20, 38e
Higher order questions
Higher order questions
Presentation transcript:

Tonya Chandler 2016-2017 3rd grade

Tonya Chandler 3rd Aug. 29-Sept. 2 Bellringer Spelling Grammar Reading Skill: Editing Read and edit paragraph 1 independently Review and discuss as a class by sharing corrections ?+ Skill: Editing Read and edit paragraph 2 with your table partner.+? Review as a class by sharing corrections Skill: Editing Read and edit paragraph 3 with your table partner. +?Review as a class and share corrections Skill: Editing Read and edit paragraph 4 individually. Review and share corrections as a class +? Complete any incomplete work and read silently Bellringer Skill: VC/CV Skill: VC/CV Have students identify the base word for each spelling word. Circle the ending –ed, ing, er, est Have a class discussion as to how each suffix changes the meaning ? Skill: VC/CV Practice Test Grade and share with students the words they have missed for review Skill: VC/CV Study missed words with a randomly selected partner …use wipe erase boards + Skill: VC/CV Take spelling test to correct missed words from the pre-test Spelling Have students work with their table partners *! +? To Sort the spelling words in an open sort (no defined way to sort them) Let each group share how they chose to sort their words. Skill: statements/ questions Review statements and questions Divide sentences into categories by children sorting their assigned sentence into questions and statements ?+ Skill: statements/questions Students work with a small group to add punctuation to a short passage. Give students the answers to check their work and discuss +? Skill: statements/questions Students listen carefully and hold up a . Or ? As I read questions or statements orally. Ask 1 student after each to explain how or why they made their choice. ?! Skill: statements/questions Assess students’ ability to identify questions and statements by adding the correct ending punctuation Skill: statements/questions Students will respond to a writing prompt about a time they were picked on by their peers as the characters in our text. Students will be reminded to add ending punctuation * Grammar Skill: visualize, think critically Students will visualize as they read pp. 8-18. Ask students to draw a picture of Peggy and Wanda * Answer with a partner the prompt-explain two ways that Peggy teased Wanda Cite text evidence in the answer?+ Skill: sequence, think critically Sequence events from The Hundred Dresses by using the sequence pattern first, next, then, and last in a whole group setting. Students will work with a partner to answer critical thinking questions from Common Core Questions Packet. *! Skill: visualize and sequence Students draw a wordless cartoon strip sequencing events from The Hundred Dresses. * Skill: visualize, answer questions citing text evidence Students will visualize as they read in small groups The Hundred Dresses pp. 1-7 Use the open ended questions to have students discuss the text. Choose two questions to answer in your packet. !+? Skill: sequence/ visualize Reading Assessment Reading Skill: Critical Thinking Low- Read question and answer choices and model going back to the text Average/High –Ask students to discuss DOK 2/3 questions from their packet and model eliminating answer choices Skill: Critical Thinking Low- Read question and answer choices and model eliminating answer choices Average/High –Ask students to discuss DOK 2/3 questions from their packet and model eliminating answer choices Skill: Critical Thinking Low- Read question and answer choices and model eliminating answer choices Average/High –Ask students to discuss DOK 2/3 questions from their packet and model eliminating answer choices Skill: Writing Conferences Meet with students individually to discuss their open ended responses to see if the questions are restated in the first sentence. Skill: Sequence and Visualize Reading Assessment Small Groups

RtI Daily Spelling Words Stations Focus: fluency Read decodable readers Focus: fluency Read decodable reader Focus: fluency Read decodable readers Focus: fluency Read decodable readers Focus: fluency Read decodable readers RtI 4 C Coding * Creativity !Critical Thinking + Collaboration ?Communication Vocabulary: Vocabulary: dispense dilapidated mock exquisite intruder scurry Writing: Mini-lessons-Staying on Topic, Writing in complete sentences with ending punctuation, personal narrative responding to a prompt, Sequence events in their writing using first, next, then, later, and last as transition words. Daily Stations Spelling Words Computer Lang. Arts games using getting swimming leaving freezing supplying easiest greatest strangest funniest happiest heavier angrier scarier pleased emptied worried shopped included occurred Reading Students read silently Writing Students write with a peer Seatwork Independent or partner practice Work Work Word Sorts Skills: RF.3.3c, RF.3.2f, RL.3.3, RL.3.2, RL.3.1, RL.3.7, RF.3.4, RR.3.4c, RF.3.4b, L.3.1, L.3.1a, W.3.3c Novel: The Hundred Dresses Read aloud: Wonder