Teacher: Brittany Berndt

Grade: 3 (morning)

School: Crocker

Date: 3/3/14 3/7/14

Curriculum Doc Unit: Benchmark 3 Standards: RF.3: Know and apply grade level phonics and word analysis skills in decoding words. RF.4: Read with sufficient accuracy and fluency to support comprehension. RI.4: Determine the meaning of vocabulary relevant to a given topic. Weekly Learning Plan Day 1 Objectives: (1) Understand that a word has many parts or syllables. [2) Students will understand the syllable cutting pattern vowel, consonant, consonant, vowel. (3) Students will practice reading aloud with accuracy and fluency. (4) As a group, identify the main idea and details to support that main idea. Essential Questions: How do I reading for understanding? Launch/Warm Up: Discussion about syllables. What is a syllable? How do we syllabicate a word? Why might we syllabicate a word. Bookmark activity: students will create a bookmark them will help them (reference tool) in decoding polysyllabic words. Students will write the 5 steps for syllabication on the bookmark. Then students will choose a CVVC word to bring through the process on their bookmark. Small Group: Group Read: The Science Fair From the Black Lagoon (Leveled Reader M) Chapter 1 As a group, we will determine the main idea of the chapter, and then find at least 4 details that support that main idea. Independent: The bookmark activity will be an independent activity within the warm up to see if students understand the concept of syllabication. As the week progresses, students will be working towards identifying the main idea and details of a chapter independently.

Day 2 Objectives: (1) Students will practice reading aloud with accuracy and fluency. (2) As a group, we will identify the main idea of chapter 2. (3) Students will independently locate four supporting details in chapter 2 that support our main idea. Essential Questions: How do I read for understanding? How does vocabulary support my understanding of a text? What is a main idea? What are SUPPORTING details? Launch/Warm Up: This week we are going to start our own wow word wall to help expand our vocabularies. As you read to self throughout the week, I want you to write down any words that you do not know or would like to become familiar with. Everyday when you come in to group place your wow words in the jar before you sit down. I will draw three wow words a day to have a discussion about. You will write down each word and its meaning in your new wow word notebook. Small Group: Continue Group Read: The Science Fair from the Black Lagoon (Leveled Reader M) Chapter 2 Identify the main idea of the chapter as a group Independent: Students will write down the main idea in their journals. Then, independently find four supporting details within the chapter.

Day 3 Objectives: (1) Students will actively participate in the process of establishing familiarity of the wow word: coming up with a definition, synonyms, and an illustration. (2) Students will practice reading aloud with accuracy and fluency. (3) Each student will independently determine the main idea of chapter 3 along with 4 supporting details. (4) Each student will answer the journal prompt: Would you like a clone of yourself? What would you have he or she do? Essential Questions: How do I read for understanding? How does vocabulary support my understanding of a text? What is a main idea? What are SUPPORTING details? Launch/Warm Up: As students come in they will drop wow words into the jar. Teacher will draw one word for the first day. After drawing the word, we will read it out loud. Students will give it a number rating of 1-5. 1 = I dont know this word at all. 2= Ive heard of this word before, but I dont know the meaning. 3 = I think I know what this word means. 4= I know one meaning for this word, and I can use it in a sentence. 5= I know several meanings or other things about this word. I can also use it in a sentence. We will come up with a group

definition, along with synonyms for the word. Each student will write down this definition and synonyms in their wow word notebook. Students will draw an illustration to help them remember the meaning of this word at home. Small Group: Continue Reading of: The Science Fair from the Black Lagoon (Leveled Reader M) Chapter 3. Buddy read students will break up into pairs and read to each other. Independent: Students will independently determine the main idea of Chapter 3 along with four supporting details in their journals. Once finished, students will make a text to self-connection by answering the following journal prompt: Would you like a clone of yourself? What would you have he or she do?

Day 4 Objectives: (1) Students will actively participate in the process of establishing familiarity of the wow word: coming up with a definition, synonyms, and an illustration. (2) Students will practice reading aloud with accuracy and fluency. (3) Each student will independently determine the main idea of chapter 3 along with 4 supporting details. Essential Questions: How do I read for understanding? How does vocabulary support my understanding of a text? What is a main idea? What are SUPPORTING details? Launch/Warm Up: As students come in they will drop wow words into the jar. Teacher will draw one word until students are used to the procedure (then we will draw three a day). After drawing the word, we will read it out loud. Students will give it a number rating of 1-5. We will come up with a group definition, along with synonyms for the word. Each student will write down this definition and synonyms in their wow word notebook. Students will draw an illustration to help them remember the meaning of this word at home. Small Group: Continue Reading of: The Science Fair from the Black Lagoon (Leveled Reader M) students will again break up into pairs (different partners from yesterday) and buddy read the chapter. Independent: Students will independently determine the main idea and four supporting details from the chapter. Teacher will assist students that are still experiencing difficulty with identification or of finding relevant details.

Day 5 Grade 3 group will not meet. They will be independently practicing their open response for MCAS.