1. Parent Fall Report Festival Card Day Conf. Tonya Chandler 3rd
October 24-28
Coding: Technology CIP Goals Writing Standards C1 communicate, C2 Collaborate, C3 Critical Thinking C4 Create
Parent
Report
Card
Conf.
Skill: Editing
Read and edit paragraph 1 independently
Review and discuss as a class by sharing corrections C1, C3
Smartboard
Skill: Editing
Read and edit paragraph 2 with your table partner.C1, C3 Review as a class by sharing corrections
Smartboard
Skill: Editing
Read and edit paragraph 3 and 4 individually. Review and share corrections as a class C1, C3
Smartboard
Fall
Festival
Day
Bellringer
L3.2 a-f
L3.2f, RF3.
Spelling
Skill: sh, th, ch
Introduce the pattern for the week. Assist students in filling in the blank with the missing pattern.
C1,C2
Skill: sh, th, ch
Assign students to a partner. Have partner A give partner B a spelling test on the first 10 words. Swap for the second 10. Partners grade them together.
C1, C2
Skill: Spelling Test
Skill: plural possessive nouns
Remind students what plural, possessive, and noun mean. Display a t chart with regular plural and irregular plural. Model how to make each type possessive. Have students mark their own copy.
wC1
Skill: plural possessive nouns
Partner Practice
Have students complete ten sentences with an appropriate plural possessive noun.
C1, C2, C3
Skill: plural possessive nouns
Independent Practice
Have students complete a Scoot activity that requires them to change each plural noun to possessive
C1, C3
Grammar
L2.d
Skill: Main Idea and Details
See attached
C1,C2, C3
Reading
RL3.1,3.2
Skill: Main Idea and Details
See attached
C1, C2, C3
Skill: Main Idea and Details
Using the main idea and details semantic map technique guide students into writing a Halloween story with 3 paragraphs.
C1, C2, C3
Small Groups
RL3.1,3.2,3.3, 3.7, 3.9
Skill: Critical Thinking
Charlotte’s Web
Chunk 1 p. 34
Stop and share
Chunk 2 pp
Written answer
Groups 2 and 3
(Continued from last week)
C1,C2,C3 CIP Goal
Skill: Critical Thinking
Read Chapter 2 with your Charlotte’s Web
Chunk 1 pp
Written Answer
Chunk 2 pp
Stop and Share
(Continued from last week)
C1,C2, C3 CIP Goal
Reading Assessment

2. RtI Daily Spelling Words Stations Assess fluency with timed read
Focus:
Phonics- review covered patterns with flash cards
Fluency-
repeated readings with fluency passage
Focus:
Phonics- review covered patterns with flash cards
Fluency-
repeated readings with fluency passage
Focus:
Phonics- review covered patterns with flash cards
Fluency-
repeated readings with fluency passage
Focus:
Phonics- review covered patterns with flash cards
Fluency-
repeated readings with fluency passage
Assess fluency with timed read
RtI
Vocabulary:
material
hunters
bill
twigs
tons
platform
goo
Vocabulary:
Cursive handwriting
Write short words connecting lowercase letters
Master Teacher: Work on the flow of the lesson so it is like stages in a video game. When the flow is right, students will remain engaged.
Daily
Stations
Spelling Words
Computer
Lexia
father
chapter
other
alphabet
watch
English
weather
catch
fashion
shrink
pitcher
flash
athlete
trophy
nephew
northern
establish
hyphen
emphasis
challenge
Reading
Students read silently
Teacher
Charlotte’s Web
Seatwork
Independent or partner practice
Close Reading Passages : Charlotte’s Web; Amazing Birds
Read aloud: Wonder

3. Before Strategy/Engage Think/Pair/ShairQuick Write
Activate Prior Knowledge; Build Background Knowledge; Generate Essential Questions; Make Predictions; Discuss Essential Vocabulary; Establish Purpose for Lesson;
Other ___________________
Students will watch video about birds and nesting to jot down important details.
Think Pair Share. What can you say about all the bird nests you saw in the video?-----Share out
Teacher will chart and provide corrective feedback.
Read, Write, Talk, Listen, and Investigate (100%)
Teacher will circulate to monitor post-it notes and conversations.
Teacher will provide corrective feedback.
During Strategy/Explore, Explain:
Close Read with a question chart
Interact with Content; Verify and Formulate Predictions; Self-Monitor Comprehension; Construct Graphic Organizers; Summarize Content; Use Mental Imagery; Integrate New Information with Prior Knowledge;
Other __________________
Close Read:
First Read: Students will listen to the selection.
Second Read: Students will partner read chunks 1-4 to complete answers to questions in chunking graphic.
TTYP---Share out
Teacher will project chunking graphic and will record answers during the share out.
Teacher will circulate to monitor conversations and graphic organizer.
After Strategy/Explain, Extend:
Exit Slip Summary
Reflect on Content of Lesson; Evaluate Predictions; Examine Essential Questions; Justify, Deliberate, and Evaluate Conclusions of Self and Others; Retell or Summarize; Demonstrate Proper Use and Understanding of Vocabulary; Other ___________________
Students will individually read Chunks 1-4
Students will complete the paragraph frame with main idea and details from the text. The students will then use the information in the frame to write a complete paragraph on notebook paper.
**May need to carry over into rotations and be part of their independent work.
Teacher will collect summaries to address again during language and provide feedback.

4. Read, Write, Talk, Listen, and Investigate (100%)
Lesson Phases
Student Engagement
Formative Assessment
Before Strategy/Engage
__Semantic map___________
Activate Prior Knowledge; Build Background Knowledge; Generate Essential Questions; Make Predictions; Discuss Essential Vocabulary; Establish Purpose for Lesson;
Other ___________________
Review main idea and details with a Power Point
Show a semantic map demonstrating how the center circle is the main idea and details stem off. Model choosing the main idea for a given list of details. Guide students to identify the main idea given a group of details on semantic maps.
Read, Write, Talk, Listen, and Investigate (100%)
The teacher will rotate throughout the room to check for understanding as students give the main idea.
During Strategy/Explore, Explain
__Carousel/ Semantic map____
Interact with Content; Verify and Formulate Predictions; Self-Monitor Comprehension; Construct Graphic Organizers; Summarize Content; Use Mental Imagery; Integrate New Information with Prior Knowledge;
Other __________________
Model identifying details when given the main idea and a nonfiction text. Have groups rotate to charts of short nonfiction text from Amazing Birds. Have students chart details on a semantic map for each. Discuss their choices.
The teacher will rotate around the room to check for accuracy in selecting the main idea and supporting details.
After Strategy/Explain, Extend
____Semantic Map__________
Reflect on Content of Lesson; Evaluate Predictions; Examine Essential Questions; Justify, Deliberate, and Evaluate Conclusions of Self and Others; Retell or Summarize; Demonstrate Proper Use and Understanding of Vocabulary; Other ___________________
Give students a topic they know a lot about. Example: How to Be a Successful Third Grader
Give students ten minutes to create their own semantic map to list at least 5 supporting details for the main idea. Put the details in sentence form.
Collect semantic maps and check for ability to stay on topic with well- chosen details. This will lead to a written piece later in the week.