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Lesson 1

Grade 3 Word Work

Crystal Carroll
St. Thomas University
Lesson Plan
Date: March 16, 2018
Topic: Literacy: Word Work
Grade: 3
Time: 30 minutes
(1 lesson)
NB English Language GCO SCO
Arts Curriculum
Outcomes General Curriculum Outcome  use a variety of self-correcting strategies
4: (e.g., rereading, reading on and trying to
think about what would make sense,
 Students will be trying to find a little word in the big
expected to select, read word)
and view with  use pictorial, typographical, and
understanding a range organizational features of written text to
of literature, determine content, locate topics, and
information, media, obtain information
and visual texts.  word solve by using analogy with known
(continued) words; knowledge of affixes, roots, or
compounds; and syllabication
 use blending as one strategy for decoding
 recognize a wide variety of sight words

 use editing strategies (e.g., checking

punctuation and language usage;
General Curriculum Outcome checking spelling by circling words that
10: don’t look right, trying them another way,
and checking with a resource such as
 Students will be dictionary; using an editing checklist)
expected to use a range  spelling. use meaning and syntax patterns
of strategies to develop as well as sound cues. use a range of
effective writing and spelling strategies. spell many words
media products to conventionally. use a variety of strategies
enhance their clarity, to edit for spelling (identifying misspelled
precision, and words, trying them another way, and
effectiveness. using another resource to check them out)

Learning Objective Students will use a variety of reading and writing skills through word work
activities to enhance word sense, vocabulary and sentence structures. They will
decode words, practice spelling, and develop better word sense through a variety
of word work activities.
Materials Location
 Chart Paper  At the front of the class
 Markers  With the chart paper
 Boggle game  On the back table or on the Smart Board
 Kaboom sticks  On the bookshelf
 St. Patrick sight word mystery picture (See  On the back table
Appendix A)  On Teacher’s desk
 Pencils
 Exit Slip (See Appendix B)
Lesson component Teacher’s Procedures Students Procedures
Engagement  Begin by explaining
(5 minutes) what will be taking  Students will listen to instruction and will
place during the lesson move to their assigned station with their
and what to do at each groups and will rotate every time they
of the stations. hear the timer.
 Put students into
groups and send them  Students will bring coins along with them
to their designated to each station
‘first’ station.
 Pass out coins and
explain their purpose
(students will gain
coins as a group if
participating well
together and/or finding
the most errors/getting
the most points at
certain stations).
Exploration & Station 1: Boggle
Explanation  Teacher will explain to  Students will attempt to find as many
(20 minutes) students that they will words as possible and work together to
need to find as many get these words. After all groups have
words as possible done each station, a coin will be awarded
given the letters that to the group with the highest amount of
appear in the game… words found.
they can work together
and try to get as many
words as possible.

Station 2: Sight Word Mystery

 Teacher will tell  Students will color the words associated
students that the words with a certain color until the picture is
listed next to a given
color need to be complete and they have uncovered the
colored in in that color photo.
in order to uncover the
mystery picture.

Station 3: Edit Lucky’s Letter

 Teacher will explain  Students will read through the letter that
that students need to Lucky left for them and attempt to find all
read Lucky’s letter and the errors he has left in his letter to the
find any errors class. (The group with the most errors
(spelling, punctuation, found will win a prize or class points).
grammar, etc.)

Station 4: KABOOM
 Teacher will explain  Students will try to get as many sticks as
that students will play possible by naming the words on them
as a team to name the without pulling the KABOOM stick.
high frequency
words… if they pull
the KABOOM stick,
they have to put all
their sticks back in the
Elaborate  Students will complete  Students will return to their seats and
(5 minutes) an exit slip with a few complete a quick exit slip before moving
quick questions to on to their next lesson.
ensure they
the lesson.
Evaluation  Look at their ability to  Students will show that they can spot
name high frequency sight words quickly, unscramble letters to
words and how easy make high frequency words and edit
they come to them common errors in a written letter.
 How well students are  Students will demonstrate their ability to
working with one work with their peers.
another?  Students will show this through their
 Are students able to participation at stations as well as through
unscramble letters to their exit slip
make familiar words?
 Keep track of student
progress with use of
assessment, as well as
from their exit slip.
Ty: fewer letter requirements for finding words (3 and 4-letter words), help them out as they go
through the stations.
For students who are high: challenge themselves if finding it easy (look for 5, 6, 7 letter words.
After the Lesson
Teacher reflection/notes for next time:
Overall Comments: Suggestions:

Anecdotal Notes: (formative assessment)

Ty Austin

Macayla Nisha

Ethan Emma

Zander Marlee
Megan Taylor

Madilyn Jorden

Zahra Chanel

Mya Devon

Isaac Robert

NB Department of Education Curriculum Development. (1998). Atlantic Canada: English
Language Arts Curriculum. Retrieved from Government of New Brunswick:
Appendix A
Appendix B

Exit Slip Name: ________________

1. What picture became uncovered in the sight word color by

number drawing?

2. Who did you work in a group with as you moved from station
to station?

3. When did Lucky leave the message?

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