WEEK:

January 18 January 22, 2016

8:20am - 9:30am

Teacher: E. Keyton

Subject: Mathematics

Time:

Unit Title: Unit 6: Telling Time and Measurement

Unit Big Idea: Measurement and Data
In this unit students will:

Mass and liquid volume are important parts of everyday life and can determined a variety of
ways.

Larger units can be subdivided into equivalent units (partition).

The same unit can be repeated to determine the measure (iteration).

There is a relationship between the size of a unit and the number of units needed
(compensatory principle).

Reason about the units of mass and liquid volume.

Understand that larger units can be subdivided into equivalent units (partition).

Understand that the same unit can be repeated to determine the measure (iteration).

Understand the relationship between the size of a unit and the number of units needed
(compensatory principle).

Graph data that is relevant to their lives. While exploring data concepts, students should Pose
a question, Collect data, Analyze data, and Interpret data (PCAI).

Solve elapsed time, including word problems, by using a number line diagram.
Standards to Address in Unit:

MGSE3.MD.1 Tell and write time to the nearest minute and measure elapsed time intervals in minutes. Solve word problems
involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram, drawing
a pictorial representation on a clock face, etc.
MGSE3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and
liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same
units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and
two-step how many more and how many less problems using information presented in scaled bar graphs. For example, draw a
bar graph in which each square in the bar graph might represent 5 pets.
MGSE3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the
data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters.
ASSESSMENTS
Diagnostic: Unit 6 Pre Test

Formative: Essential Questions,

Summative: Solving word problems,

Think-Pair-Share, Exit ticket, My Math

Workbook, Summative Assessments/
Task, and Common Assessment
Major Unit concepts and
addend, addition, area,
area model, array,
attribute, bar graph,
centimeter,
commutative property
of multiplication,
decomposing,
difference, dimensions,
distributive property of
multiplication,
divide, equation,
estimation, expression,
factor, gap, inch,
line plot, mental
computation,
multiply, non-standard
units, operations (+, -,
x, /) , plane figure,
complex shape, simple
shape, product,
quotient, rounding,
scale, side length,
square unit, subtract

Whole GroupNumber Talks-

No School MLK JR DAY

MONDAY
Strategy:
No School MLK JR
DAY

vocabulary

decompose

elapsed time

estimate

gap

gram (g)

hour

kilogram (kg)

liquid volume

liter (l)

mass

measure

metric

minute

nonstandard
units

standard units

time

time intervals

measure

units

data

analyze

interpret
TUESDAY
Focus Strategy:

How would you solve the

problem 912 - 534 =
____mentally?

units

decompose
elapsed time
estimate
gap
gram (g)
hour
kilogram (kg)
liquid volume
liter (l)
mass
measure
metric
minute
nonstandard
standard units
time
time intervals
measure
units
data
analyze
interpret

units

WEDNESDAY
Focus Strategy:
How would you solve
the problem 865 +
212= ____ mentally?

Star Math Assessment, think pair

share

decompose
elapsed time
estimate
gap
gram (g)
hour
kilogram (kg)
liquid volume
liter (l)
mass
measure
metric
minute
nonstandard
standard units
time
time intervals
measure
units
data
analyze
interpret

THURSDAY
Focus Strategy:
Solve
9 x 10
9x5
9x4
81 9

units

decompose
elapsed time
estimate
gap
gram (g)
hour
kilogram (kg)
liquid volume
liter (l)
mass
measure
metric
minute
nonstandard
standard units
time
time intervals
measure
units
data
analyze
interpret

FRIDAY
Focus Strategy:
How much elapsed
time is between 3:10
and 5:45?
Explain your
reasoning.

Group 3Guided Math RotationsRotationsGuided MathRotationsGuided

Whole
Math
GroupMini-lesson-

E.Q:
Activating Strategy:
.
Learning Focus:

Mondays will be
used for Guided
Practice in a whole
group format (30
min.).
Students work in
small groups on a
collaborative
discussion task
matching multiple
representations of
multiplication
problems.
Throughout their
work, students
justify and explain
their decisions to
their peers.
Teacher facilitates
& monitors Daily 5
Station Rotations
(30 min.).
Discuss the Daily 5
stations with
students. Explain
the activities in

E.Q: What everyday items

weigh about a gram? About
a kilogram?

E.Q: What everyday items

weigh about a gram? About a
kilogram?

Activating Strategy:

Activating Strategy:

Activating Strategy:
Students will watch a
video from Brain pop jr

Activating Strategy
Students will watch

Lesson Focus:

Standard: MGSE3.MD.1

Standard:MGSE3.MD.2

Standard:MGSE3.MD.2

Measure and estimate liquid

volumes and masses of objects
using standard units of grams
(g), kilograms (kg), and liters (l).
Add, subtract, multiply, or
divide to solve one-step word
problems involving masses or
volumes that are given in the
same units, e.g., by using
Standard:MGSE3.MD.2
Measure and estimate liquid
volumes and masses of objects
using standard units of grams
(g), kilograms (kg), and liters (l).
Add, subtract, multiply, or
divide to solve one-step word
problems involving masses or
volumes that are given in the
same units, e.g., by using
Standard:MGSE3.MD.2
Measure and estimate liquid
volumes and masses of objects
using standard units of grams
(g), kilograms (kg), and liters (l).
Add, subtract, multiply, or
divide to solve one-step word
problems involving masses or
volumes that are given in the
same units, e.g., by using
drawings (such as a beaker with

Measure and estimate

liquid volumes and masses
of objects using standard
units of grams (g),
kilograms (kg), and liters
(l).
Add,
subtract,
multiply, or divide to solve
one-step word problems
involving
masses
or
Standard:MGSE3.MD.2
Measure and estimate
liquid volumes and masses
of objects using standard
units of grams (g),
kilograms (kg), and liters
(l).
Add,
subtract,
multiply, or divide to solve
one-step word problems
involving
masses
or
Standard:MGSE3.MD.2
Measure and estimate
liquid volumes and masses
of objects using standard
units of grams (g),
kilograms (kg), and liters
(l).
Add,
subtract,
multiply, or divide to solve
one-step word problems
involving
masses
or
volumes that are given in

How can we
determine the amount of
time that passes between
two events?
E.Q:

MGSE3.MD.1 Tell and

write time to the nearest
minute and measure elapsed
time intervals in minutes.
Solve word problems
involving addition and
subtraction of time intervals
in minutes, e.g., by
representing
the problem on
Standard:
MGSE3.MD.1
MGSE3.MD.1 Tell and
write time to the nearest
minute and measure elapsed
time intervals in minutes.
Solve word problems
involving addition and
subtraction of time intervals
in minutes, e.g., by
representing
the problem on
Standard:
MGSE3.MD.1
MGSE3.MD.1 Tell and
write time to the nearest
minute and measure elapsed
time intervals in minutes.
Solve word problems
involving addition and
subtraction of time intervals
in minutes, e.g., by
representing the problem on

E.Q:

Standard: MGSE3.MD.4
Generate measurement
data by measuring
lengths using rulers
marked with halves and
fourths of an inch. Show
the data by making a
line plot, where the
horizontal scale is
marked off in
appropriate units
Standard: MGSE3.MD.4
Generate measurement
data by measuring
lengths using rulers
marked with halves and
fourths of an inch. Show
the data by making a
line plot, where the
horizontal scale is
marked off in
appropriate units
Standard: MGSE3.MD.4
Generate measurement
data by measuring
lengths using rulers
marked with halves and
fourths of an inch. Show
the data by making a
line plot, where the
horizontal scale is
marked off in
appropriate units
whole numbers, halves,

Daily 5 Math Stations

Group 4RotationsGuided Math

each center and

start rotations.
Math by Myself
Math with a
Partner
Math Reading
Math Technology
Math Writing
Guided Math
Math by Myself:
MID YEAR DATA
COLLECTION
SUB PLANS

Standard: MGSE3.MD.1

MGSE3.MD.1 Tell and

write time to the nearest
minute and measure elapsed
time intervals in minutes.
Solve word problems
involving addition and
subtraction of time intervals
in minutes, e.g., by
representing the problem on
Math by Myself:
Students will identify and sort
objects that are measured in
mL, L, g, and kg. Students
will complete metric
measurement flipbooks on
mass and capacity.
Students will practice
measuring the length of
objects to the nearest inch,
inch, and inch using
manipulatives and a variety
of strategies.

Math with a Partner:

Standard: MGSE3.MD.4
Generate measurement
data by measuring
lengths using rulers
marked with halves and
fourths of an inch. Show
the data by making a
line plot, where the
horizontal scale is
marked off in
appropriate units

Standard:MGSE3.MD.2

Standard:MGSE3.MD.2

Measure and estimate liquid

volumes and masses of objects
using standard units of grams
(g), kilograms (kg), and liters (l).
Add, subtract, multiply, or
divide to solve one-step word
problems involving masses or
volumes that are given in the
same units, e.g., by using
drawings (such as a beaker with

Measure and estimate

liquid volumes and masses
of objects using standard
units of grams (g),
kilograms (kg), and liters
(l).
Add,
subtract,
multiply, or divide to solve
one-step word problems
involving
masses
or
volumes that are given in

Math by Myself:
Students will identify and sort
objects that are measured in
mL, L, g, and kg. Students will
complete metric measurement
flipbooks on mass and capacity.

Math by Myself:
Students will identify and
sort objects that are
measured in mL, L, g, and
kg. Students will
complete metric
measurement flipbooks
on mass and capacity.

Math by Myself:
Students will identify and
sort objects that are
measured in mL, L, g, and
kg. Students will complete
metric measurement
flipbooks on mass and
capacity.

Students will practice

measuring the length of
objects to the nearest
inch, inch, and inch
using manipulatives and a
variety of strategies.
Math with a Partner:

Students will practice

measuring the length of
objects to the nearest inch,
inch, and inch using
manipulatives and a
variety of strategies.
Math with a Partner:

Students will complete a

classroom scavenger hunt
by locating objects and
practice measuring the
length of these objects to
the nearest inch, inch,
and inch using
manipulatives and a
variety of strategies.

Students will complete a

classroom scavenger hunt
by locating objects and
practice measuring the
length of these objects to
the nearest inch, inch,
and inch using
manipulatives and a
variety of strategies.

Students will practice

measuring the length of objects
to the nearest inch, inch, and
inch using manipulatives and
a variety of strategies.

Math with a Partner:

Math with a Partner:

Students will complete a

classroom scavenger hunt by
locating objects and practice
measuring the length of these
objects to the nearest inch,
inch, and inch using
manipulatives and a variety
of strategies.

Students will complete a

classroom scavenger hunt by
locating objects and practice
measuring the length of these
objects to the nearest inch,
inch, and inch using
manipulatives and a variety of
strategies.

(conducted while Guided Math occurs)

Math Technology:

Math Technology:
Telling Time, Capacity, and
Length
https://www.tenmarks.com/login

Math Technology:
Telling Time, Capacity, and
Length
https://www.tenmarks.com/login

Math Technology:
Telling Time, Capacity,
and Length
https://www.tenmarks.com/lo
gin

Math Technology:
Telling Time, Capacity, and
Length
https://www.tenmarks.com/logi
n

http://www.sheppardsoftware.co
m/

http://www.sheppardsoftware.com/
http://mrnussbaum.com

http://www.sheppardsoftware
.com/

http://www.sheppardsoftware.c
om/

https://www.ixl.com/math/grade-3

http://mrnussbaum.com

http://mrnussbaum.com

https://fcs.redbirdschools.com/

https://www.ixl.com/math/gra
de-3

https://www.ixl.com/math/grad
e-3

https://fcs.redbirdschools.
com/

https://fcs.redbirdschools.c
om/

http://mrnussbaum.com
https://www.ixl.com/math/grade-3

https://fcs.redbirdschools.com
/
Math

Activity
Telling Time
Elapsed Time
Measuring Capacity,
mass, length

Math

Activity
Telling Time
Elapsed Time
Measuring Capacity, mass,
length

Math

Activity
Telling Time
Elapsed Time
Measuring Capacity,
mass, length

Math

Activity
Telling Time
Elapsed Time
Measuring Capacity,
mass, length

Math Reading:

Math Reading:

Math Reading:

Math Reading:

Math Reading:

SW annotate a
passage of text
related to a math
topic using the
following steps:
1.
Read each
question and
underline key words.
2.
Write P1, P2, P3,
etc. at the start or at
the indention of each
paragraph
3.
Underline the
answer to each
question as you read
writing Q1, Q2, Q3,
etc above the answer
4.
Circle key words
and underline the
main idea (write MI
above main idea)
5.
Write a ? above
words you do not
know.

SW annotate a passage of
text related to a math topic
using the following steps:

SW annotate a passage
of text related to a
math topic using the
following steps:

SW annotate a passage
of text related to a math
topic using the following
steps:

Gr2_Wk24_Have_You_
Got_the_Time.pdf

Gr3_Wk25_Estimation.
pdf

1. Read each question and

underline key words.
2. Write P1, P2, P3, etc. at
the start or at the
indention of each
paragraph

1.Read each question

and underline key
words.
2.Write P1, P2, P3, etc. at
the start or at the
indention of each
paragraph

3. Underline the answer to

each question as you read
writing Q1, Q2, Q3, etc
3.Underline the answer
above the answer
to each question as
you read writing Q1,
4. Circle key words and
Q2, Q3, etc above the
underline the main idea
answer
(write MI above main
idea)
4.Circle key words and
underline the main
5. Write a ? above words you
idea (write MI above
do not know.
main idea)
5.Write a ? above words
you do not know.

Gr2_Wk24_Have_You_
Got_the_Time.pdf

Gr3_Wk25_Estimation.
pdf

Gr2_Wk24_Have_You_
Got_the_Time.pdf

Gr3_Wk25_Estimation.
pdf

1.

Read each
question and
underline key
words.

2. Write P1, P2, P3, etc.

at the start or at the
indention of each
paragraph
3. Underline the answer
to each question as
you read writing Q1,
Q2, Q3, etc above
the answer
4. Circle key words and
underline the main
idea (write MI above
main idea)
5. Write a ? above
words you do not
know.

Gr2_Wk24_Have_You_
Got_the_Time.pdf

Gr3_Wk25_Estimation.
pdf

SummarizingClosing &

Math Writing:

Think Pair share

Math Writing:

Students will respond in

writing and create visual
representations to
complete/ solve word
problem prompts
Exit Ticketsrecord
in math journals

Math Writing:

Math Writing:

Math Writing:

Students will respond in writing and

create visual representations to
complete/ solve word problem
prompts

Students will respond in

writing and create visual
representations to complete/
solve word problem prompts

Students will respond in

writing and create visual
representations to complete/
solve word problem prompts

Thumbs Up/ Thumbs

Down

Exit Tickets
record in math
journals
When someone asks
me what I learned in
math today, I can

WEEK:

January 18th-22nd

Teacher:

E. Keyton

Think Pair share

What strategies can
you use to help
solve time word
problems?

Subject: Reading/ ELA

Unit Title:
Unit Big Idea: Understand Nonfiction Text Structure

Point of View
ELAGSE3RL6: Distinguish their own point of view from that of the narrator or
those of the characters.
ELAGSE3L1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in
particular sentences.
b. Form and use regular and irregular plural nouns.
c. Use abstract nouns (e.g., childhood).
Phonics: ELAGSE3RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
Fluency (Stamina Reading): ELAGSE3RF4: Read with sufficient accuracy and fluency to support
comprehension.
ELAGSE3RI4: Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 3 topic or subject area. Context Clues
ELAGSE3RL4: Determine the meaning of words and phrases as they are used in
a text, distinguishing literal from non-literal language. Context Clues

ELAGSE3W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c.
Use temporal words and phrases to signal event order.
d. Provide a sense of closure.
EQ: How can I understand what I read?

I can read with fluency to support comprehension.

E.Q. How do I write complete sentences using correct punctuation and capitalization?
I can write complete simple and compound sentences.
E,Q What is a narrative writing?
E.Q. What is an adverb?
I can explain the function of an adverb.
I can come up with a topic to write about using real or imagined experiences.
E.Q. How can I use context clues to determine word meaning in a sentence or paragraph?

I can use context clues to determine word meaning.

ASSESSMENTS
Diagnostic: Diagnostic: DIBELS,
Fluency Drill, Students will be
administered DIBLES this week.

Formative: ELA Biweekly Common

Assessment, DIBELS Fluency drills

Summative: ELA Common

Assessment

Major Unit concepts and vocabulary

Vocabulary: ancestors, camouflaged, climate, current, deforestation, ecosystem, feast, layers, renewable, substances,
survive, vanish (level 30) absorbed, adapted, caecilian, hibernation, moist, newts, prevent, prey (level 34).

Group 1

Guided
Shared or Modeled Phonics(10-15 min.)
Group
Reading
Whole
Reading

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

Standard
ELACC3RF3- Know
and apply gradelevel
phonics
and
Teacher
will do

Standard ELACC3RF3Know and apply gradelevel phonics and word

analysis
skills
Teacher will
doinmodeled

Standard ELACC3RF3Know and apply gradelevel phonics and word

analysis
skills
in
Teacher and
students

Standard ELACC3RF3Know and apply gradelevel phonics and word

analysis
skills
in
Teacher and
students

Standard
ELACC3RF3- Know
and apply gradelevel
phonics
and
Teacher
will do

MLK
HOLIDAY

ELAGSE3RI3: Describe the

relationship between a series of
historical events, scientific ideas or
concepts, or steps in technical
procedures in a text, using language
that pertains to time, sequence, and
cause/effect.
ELAGSE3RF3: Know and apply gradelevel phonics and word analysis skills

ELAGSE3RI3: Describe the

relationship between a series of
historical events, scientific ideas or
concepts, or steps in technical
procedures in a text, using language
that pertains to time, sequence, and
cause/effect.
ELAGSE3RF3: Know and apply
grade-level phonics and word analysis

ELAGSE3RI3: Describe the

relationship between a series of
historical events, scientific ideas or
concepts, or steps in technical
procedures in a text, using language
that pertains to time, sequence, and
cause/effect.
ELAGSE3RF3: Know and apply
grade-level phonics and word

ELAGSE3RI3: Describe the

relationship between a series of
historical events, scientific ideas
or concepts, or steps in technical
procedures in a text, using
language that pertains to time,
sequence, and cause/effect.
ELAGSE3RF3: Know and apply
grade-level phonics and word

modeled reading
using teacher
selected materials.

reading using teacher

selected materials.

will do shared reading

using teacher selected
materials.

will do shared reading

using teacher selected
materials.

FRIDAY

modeled reading
using teacher
selected materials.

Guides
Reading
Group 2

MLK
HOLIDAY

ELAGSE3RL3: Describe characters in a

story (e.g., their traits, motivations, or
feelings) and explain how their actions
contribute to the sequence of events.
ELAGSE3RL6: Distinguish their own
point of view from that of the narrator
or those of the characters.

Before Reading:

ELAGSE3RL3: Describe characters in

a story (e.g., their traits, motivations,
or feelings) and explain how their
actions contribute to the sequence of
events.
ELAGSE3RL6: Distinguish their own
point of view from that of the narrator
or those of the characters.

ELAGSE3RL3: Describe characters

in a story (e.g., their traits,
motivations, or feelings) and explain
how their actions contribute to the
sequence of events.
ELAGSE3RL6: Distinguish their own
point of view from that of the
narrator or those of the characters.

ELAGSE3RL3: Describe
characters in a story (e.g., their
traits, motivations, or feelings)
and explain how their actions
contribute to the sequence of
events.
ELAGSE3RL6: Distinguish their
own point of view from that of the
narrator or those of the

(18-22 min.)Guided Reading Groups 3&4

MLK
HOLIDAY

Standard ELAGSE3RL1: Ask and

answer questions to demonstrate
understanding of a text, referring
explicitly to the text as the basis for the
answers
ELAGSE3RL2: 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.

Before Reading:
(T) will have (S) review vocabulary
words. (T) will review
problem/solution. (T) will have
(S) recall what has happened in the
story You Be the Detective, so
far. (T) and (S) will discuss
strategies used to identify the
problem and solution.
During Reading:
(S) will read next chapter and
complete chapter review sheet.
After Reading:
(T) and (S) will discuss (S) chapter
review sheets. (T) will guide (S) to
make text-to-text and text-to-self
connections. (T) will have (S)
complete quiz on chapters 1-5.

Standard ELAGSE3RL1: Ask and

answer questions to demonstrate
understanding of a text, referring
explicitly to the text as the basis for
the answers
ELAGSE3RL2: 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.

After Reading:
(T) and (S) will discuss (S)
chapter review sheets. (T) will
guide (S) to make text-to-text and
text-to-self connections. (T) will
have (S) complete quiz on
chapters 1-5.

Standard ELAGSE3RL1: Ask and

answer questions to demonstrate
understanding of a text, referring
explicitly to the text as the basis for
the answers
ELAGSE3RL2: 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.

Before Reading:
(T) will have (S) review
vocabulary words. (T) will
review problem/solution. (T)
will have (S) recall what has
happened in the story You Be
the Detective, so far. (T) and
(S) will discuss strategies used to
identify the problem and
solution.
During Reading:
(S) will read next chapter and
complete chapter review sheet.
After Reading:
(T) and (S) will discuss (S)
chapter review sheets. (T) will
guide (S) to make text-to-text
and text-to-self connections. (T)
will discuss compound words
with (S). (S) will locate and
write the meaning of compound
words.

Standard ELAGSE3RL1: Ask and

answer questions to demonstrate
understanding of a text, referring
explicitly to the text as the basis
for the answers
ELAGSE3RL2: 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.

Before Reading:
(T) will have (S) review
vocabulary words. (T) will
review problem/solution. (T)
will have (S) recall what has
happened in the story You Be
the Detective, so far. (T) and
(S) will discuss strategies used
to identify the problem and
solution.
During Reading:
(S) will read next chapter and
complete chapter review
sheet.
After Reading:
(T) and (S) will discuss (S)
chapter review sheets. (T)
will guide (S) to make text-totext and text-to-self
connections. (T) will discuss
compound words with (S).
(S) will locate and write the
meaning of compound words.

(conducted while Guided Reading occurs)DAILY 5 STATIONS

Read to Self:
Students should:
Read the whole time.
Stay in one place.
Read quietly.
Work on stamina.
Get started right away.
Self-selected texts with a goal
to build reading stamina.
Students will record their
progress on a stamina chart.

Students will pull their folder

from the box with their stamina
chart in it. Using the IPICK
strategy they will select a book
to read. They will go to the
station and read the selected
book. They may choose from
the teachers selection of books
or they may read their own
library book. Rules are posted
for students to understand
what they should be doing in
the station.

Students will pull their folder

from the box with their stamina
chart in it. Using the IPICK
strategy they will select a book
to read. They will go to the
station and read the selected
book. They may choose from
the teachers selection of books
or they may read their own
library book. Rules are posted
for students to understand what
they should be doing in the
station.

Students will pull their folder

from the box with their stamina
chart in it. Using the IPICK
strategy they will select a book
to read. They will go to the
station and read the selected
book. They may choose from
the teachers selection of books
or they may read their own
library book. Rules are posted
for students to understand
what they should be doing in
the station.

Students will pull their folder

from the box with their stamina
chart in it. Using the IPICK
strategy they will select a book
to read. They will go to the
station and read the selected
book. They may choose from
the teachers selection of books
or they may read their own
library book. Rules are posted
for students to understand what
they should be doing in the
station.

Read with a Buddy:

Elbow to Elbow-Knee to Knee
I Read, You Read-One student
reads a page as the other
listens. The student listening
can summarize what they just
heard.
Choral Read-Partners read the
same section of the book at the
same time. (helps struggling
readers)
Reading One Book-One book
is shared between partners with
both students holding a corner
of the book.

Student will use the I Read, You

Read method in this station.
Each student will read one page
at a time to each other. After
reading the story they both will
be able to ask and answer
questions: (who, where ,why
did, explain why, how did, what
are, give an example of,
describe how, what are several
ways that, what was the main
idea of, what was the purpose
of, in your own words, tell, why
do you think the author.)

Student will use the I Read, You

Read method in this station.
Each student will read one page
at a time to each other. After
reading the story they both will
be able to ask and answer
questions: (who, where ,why
did, explain why, how did, what
are, give an example of,
describe how, what are several
ways that, what was the main
idea of, what was the purpose
of, in your own words, tell, why
do you think the author.)

Student will use the I Read, You

Read method in this station.
Each student will read one page
at a time to each other. After
reading the story they both will
be able to ask and answer
questions: (who, where ,why
did, explain why, how did, what
are, give an example of,
describe how, what are several
ways that, what was the main
idea of, what was the purpose
of, in your own words, tell, why
do you think the author.)

Student will use the I Read, You

Read method in this station.
Each student will read one page
at a time to each other. After
reading the story they both will
be able to ask and answer
questions: (who, where ,why
did, explain why, how did, what
are, give an example of,
describe how, what are several
ways that, what was the main
idea of, what was the purpose
of, in your own words, tell, why
do you think the author.)

Work on Writing:
Students should:
Write the whole time
Stay in one spot
Work quietly
Choice of what to write
Get started quickly
Underline words they are
not sure how to spell and
move on..

Students will write a narrative

about something they have
experienced in their life which
would be considered a special
moment.. They must write a
two paragraph summary.
Choose their own title and use
details to support the main idea
of your writing. Each paragraph
must have at least 5 sentences.
Students have differentiated
activities on TASK CARDS.

Students will write a narrative

about something they have
experienced in their life which
would be considered a special
moment.. They must write a
two paragraph summary.
Choose their own title and use
details to support the main idea
of your writing. Each paragraph
must have at least 5 sentences.
Students have differentiated
activities on TASK CARDS.

Students will write a narrative

about something they have
experienced in their life which
would be considered a special
moment.. They must write a
two paragraph summary.
Choose their own title and use
details to support the main idea
of your writing. Each paragraph
must have at least 5 sentences.
Students have differentiated
activities on TASK CARDS.

Students will write a narrative

about something they have
experienced in their life which
would be considered a special
moment.. They must write a
two paragraph summary.
Choose their own title and use
details to support the main idea
of your writing. Each paragraph
must have at least 5 sentences.
Students have differentiated
activities on TASK CARDS.

Teacher will check out different

resources from the media
center and leveled book room
for students to listen to books
on tapes. Students will log the
stories and genre they listen to
daily at the end of the story.
Log will be kept at the listening
station. They have a choice of
completing TASK CARDS.

Teacher will check out different

resources from the media
center and leveled book room
for students to listen to books
on tapes. Students will log the
stories and genre they listen to
daily at the end of the story.
Log will be kept at the listening
station. They have a choice of
completing TASK CARDS.

Teacher will check out different

resources from the media
center and leveled book room
for students to listen to books
on tapes. Students will log the
stories and genre they listen to
daily at the end of the story.
Log will be kept at the listening
station. They have a choice of
completing TASK CARDS.

Teacher will check out different

resources from the media
center and leveled book room
for students to listen to books
on tapes. Students will log the
stories and genre they listen to
daily at the end of the story.
Log will be kept at the listening
station. They have a choice of
completing TASK CARDS.

Students will use the TASK

CARDS to read and complete.
They will be able to use the
dictionary/glossary to help
them determine the meaning of
a word if they dont know what
it means. They will have to
write the word the meaning and
draw a picture of the word.

Students will use vocabulary

terms from the story they read
during partner reading to
complete a foldable. They will
be able to use the
dictionary/glossary to help
them determine the meaning of
a word if they dont know what
it means. They will have to
write the word the meaning and
draw a picture of the word.

Students will use TASK CARDS..

They will be able to use the
dictionary/glossary to help
them determine the meaning of
a word if they dont know what
it means. They will have to
write the word the meaning and
draw a picture of the word.

Students will use vocabulary

terms from the story they read
during partner reading to
complete a foldable. They will
be able to use the dictionary to
help them determine the
meaning of a word if they dont
know what it means. They will
have to write the word the
meaning and draw a picture of
the word.

Ex. Students will work on a

narrative writing.
Genres will change as the
lessons modeled and shared
change during direct writing
instruction. Students can use
prompts or free choice. Anchor
charts should be posted to
assist students with
incorporating skills/strategies
from previously taught
standards.
Listen to Reading:
Students should:
Get out materials
Listen to the whole story
Follow along with pictures
and/or words
Stay in one spot
Listen quietly
Get started quickly
Put materials away neatly
(listening station or at the
computer)
Suggestions:
Tumble Books, Pebble Go, iPads,
stories online)
Work on Words:
Students will:
Experiment with words for
learning and practice spelling
patterns
Memorize high frequency
words
Generalize spelling patterns
Add to the knowledge and
curiosity of unique and
interesting words.
(*see note at the bottom)

CLOSING and
Guided & Modeled or Shared
Writing (7-10 min.)
SHARING
Independent
Writing
(5 min.)

Teacher will use Lucy

Calkins to begin the mini
lesson with students.
Complete lesson 7 Follow
script in unit 1 Narrative
book.

Review the what Third

Grade Writers Chart They
will be asked to please
bring the notebook pages
you have been studying and
a pen to the meeting area.
Allow them to share the
information on the lists.

Teacher should complete

the Mid-Workshop Teaching.

Students will be writing

their first entry in their
notebooks. Students should
have chosen their own
topics to write about.

We will have a final class

writing for the first week.

Teacher will channel

students to continue the
work in groups, studying an
exemplar notebook and
charting observations.
Teacher will put a few pages
of some third grade writings
in notebook at each group
along with a big piece of
chart paper
some
Students
willand
write
one

Students will add to their

paragraph each day for the
next 3 days in order to have
a completed writing.
Teacher will work with
student at the guided
writing table to assist with
writings.

Students will add to their

paragraph each day for the
next 3 days in order to have
a completed writing.
Teacher will work with
student at the guided
writing table to assist with
writings.

Students will add to their

paragraph each day for the
next 3 days in order to have
a completed writing.
Teacher will work with
student at the guided
writing table to assist with
writings.

Students will be ready to

publish their writings.

Students will write one thing

they learned about writing
narratives today. They will
also tell how comparing
stories helps you to
understand the characters
in the story.

Students will write one thing

they learned about writing
narratives today. They will
also tell how comparing
stories helps you to
understand the characters in
the story.

Students will write one

thing they learned about
writing narratives today.
They will also tell how
comparing stories helps
you to understand the
characters in the story.

Students will write one

thing they learned about
writing narratives today.
They will also tell how
comparing stories helps you
to understand the
characters in the story.

thing they learned about

writing narratives today.
They will also tell how
comparing stories helps
you to understand the
characters in the story.

Kindergarten Developmental Phonics Components: ID Lower and Upper Case Letters,

Letter Sounds, Short and Long Vowel Sounds, CVC Sound Blending (dad, cat), Consonant
Digraphs (ch, sh, th), VCCV Syllabication (sunset, velvet), first 50 Dolch Sight Word Goal
First Grade Developmental Phonics Components: Initial Blends (bl, dr), Final Blends (nd, st,
nt), Magic-e/CVC-e (kite, note), Open/Closed Syllables (open, bingo, pilot), 110 Dolch Sight Word Goal
Second Grade Developmental Phonics Components: Dipthongs (ou, ow, igh), Consonant
Endings (le, ble, gle, tle, dle, gle , kle, ple, zle), 180 Dolch Sight Word Goal
Third Grade Developmental Phonics Components: Vowel Digraphs and Dipthongs (ea, oo,
ee, ai, ia, ay, ow, oi, oy, au, aw, oe,ow, ew, eu, eight, ei, ie, ue, sion, iton), 3 Syllable Words
(fantastic, adjustment, microphone), 220 Dolch Sight Word Goal
Fourth Grade & Fifth Grade- Words Their Way

Unit Title: American Heroes

Geographic Understanding

This unit will focus on Mary McLeod Bethune and her contributions to expanding civil rights and equality in education, gender, religion, and race relations. (until
1-15-16)

Standards to Address in Unit:

SS3H2 The student will discuss the lives of Americans who expanded peoples rights and freedoms in a democracy.
a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (womens rights), Mary McLeod Bethune (education), Franklin D.
Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great
Society and voting rights), and Csar Chvez (workers rights).
b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.
SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a.
a. Identify on a political map specific locations significant to the life and times of these historical figures.
b. Describe how place (physical and human characteristics) had an impact on the lives of these historical figures.
c. Describe how each of these historical figures adapted to and was influenced by his/her environment.
d. Trace examples of travel and movement of these historical figures and their ideas across time.
e. Describe how the regions in which these historical figures lived affected their lives and had an impact on their cultural identification.
SS3CG2 The student will discuss the character of different historical figures in SS3H2a.
a. Describe how the different historical figures in SS3H2a display positive character traits of cooperation, diligence, courage, and leadership.
b. Explain how the historical figures in SS3H2a used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of conscience
and expression.
c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.
E.Q.

How did Mary McLeod Bethune expand the civil rights and freedoms of people in our country?
How did Mary McLeod Bethune show positive character traits such as diligence, justice, and respect for
authority?
How did geography influence the actions and accomplishments by Mary McLeod Bethune?
How did Mary McLeod Bethune use productive resources that in her occupation and her lifes activities?
How did the actions of the local, state, and federal governments impact Mary McLeod Bethune?
How were Mary McLeod Bethunes actions related to the actions of others?
Characters Traits:

diligence, justice, and respect for authority

ASSESSMENTS
Diagnostic:
Pre-assessment
Major Unit concepts and vocabulary

Formative:

Summative:
Post Assessment

3.

WEEK: January 4, 2016 Teacher: E. Keyton

MONDAY

Subject: Social Studies

TUESDAY

Debate team
Missionary
Diligence
Volunteer
Segregation
Authority
Depression
Justice

Debate team
Missionary
Diligence
Volunteer
Segregation
Authority
Depression
Justice

Time: 9:30-10:30
WEDNESDAY

THURSDAY

Resources &
Materials

Pencil
Susan B Anthony Post
Assessment

Closing &
Summarizing

Instructional
Strategies

4.

Unit Title (Science): Fossils (Chapter 3) 12/7/2015 - 1/26/2016

FRIDAY
Chart paper
Pencil

Standard: SS3H2, SS3G2,

SS3CG2
E.Q.: How did Mary

Mary McLeod Bethune

book (American Hero
Standard: SS3H2, SS3G2,
SS3CG2
E.Q.: How did Mary

McLeod Bethune
expand the civil rights
and freedoms of people
in
country? How did
Exitour
Ticket

McLeod Bethune
expand the civil
rights and freedoms
of
people
Journal
Entry in our

Unit Big Idea (Science): Fossils help scientist learn about plants and animals that lived long ago.
Standards to Address in Unit (Science):

S3E2. Students will investigate fossils as evidence of organisms that lived long ago. a. Investigate fossils by observing
authentic fossils or models of fossils or view information resources about fossils as evidence of organisms that lived long
ago. b. Describe how a fossil is formed.
Essential Questions:
What are fossils? What can we learn from fossils?
ASSESSMENTS (Science)
Diagnostic:
Pre Assessment

Formative:
Common Assessment

Major Unit concepts and vocabulary (Science)

1. Fossil
2. Extinct

1. Fossil
2. Extinct

3.

Summative:
Post Assessment

4.

5.

Unit Title (Health): Personal Health and Wellness (Until March 16, 2016)
Unit Big Idea (Health): Diseases keeps the body from working normally.
Standards to Address in Unit (Health):
HE3.5: Students will demonstrate the ability to use decision-making skills to enhance health.
b. Discuss situations when support is needed when making a health-related decision.
Examples:
Discuss how adults can help an individual avoid tobacco.
Examine when it is appropriate to tell a teacher about a problem with another student.

E.Q.
What are the two kinds of medicines? How are medicines harmful if taken incorrectly? How can medicines be used safely? How can medicines be helpful? How can household products be
dangerous? How do labels help people use OTC medicines correctly? What should you do if you dont feel well and think you need an OTC medicine?
ASSESSMENTS (Health)
Diagnostic:
Formative:
Summative:
Pre Assessment
Post Assessment
Major Unit concepts and vocabulary (Health)
1.

2.

3.
Symptom
Disease
Infectious Disease
Pathogens
Bacteria
Virus

4.

5.

Fever
Immune
Vaccine
Medicine
Noninfectious Disease
Allergy
Asthma
Diabetes
Abstinence
WEEK: January 4, 2016
MONDAY

Teacher: Mrs. Small

TUESDAY

Subject: Science/Health
WEDNESDAY

Time: 9:30-10:30
THURSDAY-Health

FRIDAY-Health

E.Q.: What can we learn

from fossils?

E.Q.: What can we learn from

fossils?

Activating Strategy:

Activating Strategy:

Differentiated Teaching
Strategies:

Differentiated Teaching
Strategies:

No School/Teacher Workday
No School/Teacher Workday

E.Q.: What is a disease?

Activating Strategy:
https://jr.brainpop.com/hea
lth/bewell/goingtothedocto
r/
Brainpop Jr Video- Going to
the doctor
Teaching Strategies:
TW introduce new vocabulary to
the students (symptom and
disease)
T/SW read and discuss chapter 5
lesson 1.
SW work with a partner to
complete the Lesson Checkup.
T/SW will discuss the answers to
the Lesson Checkup.
(page 122)- SW describe how
they felt the last time they had a
cold or the flu. SW will describe
their symptoms and tell how long
they felt ill. Students may also
include information about if they
went to the doctor and what kind
of medicine the doctor prescribed.