Date: 1/14/19- 1/18/19 3rd Grade Subject: ELA

Week 2/ Week 21 On level only

Daily Reading: I can describe the logical connection between particular sentences
Objectives: and paragraphs in a text.
Text Structures (Description/Main Idea, Problem and Solution, Compare and
Contrast, Cause and Effect, Sequence)

Writing: I can write an informational piece.

Spelling: Sorts 19-21

Grammar: I can use commas in dialogue and quotations.

Assessments: Cold Read

Georgia ELAGSE3RI8: Describe the logical connection between particular sentences and
Standards of paragraphs in a text.
Excellence ELAGSE3L1: Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
ELAGSE3L2: Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. b. Use commas in
addresses. c. Use commas and quotation marks in dialogue.
ELAGSE3W2: Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
ELAGSE3W4: With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
ELAGSE3W5: With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing.
ELAGSE3W7: Conduct short research projects that build knowledge about a topic.
ELAGSE3W8: Recall information from experience or gather information from print
and digital sources; take brief notes on sources and sort evidence into provided
categories.
 Monday Tuesday Wednesday Thursday Friday
Whole Group: Whole Group: Pull up Whole Group: Pull up Whole Group: Pull up Whole Group:
Reading: Pull up PPT on the server Week PPT on the server PPT on the server Pull up PPT on the
Mini-Lesson PPT on the server
Week 20
20
Hook: Show the Brain
Week 20.
Hook:
Week 20. Focus on
Compare and
server Week 20.

Review Pop Jr. on Cause and https://vimeo.com/12 Contrast. Hook:

description and Effect. 0390959 Hook: Show the https://vimeo.co
sequence text https://jr.brainpop.co Show Disney short and Flocabulary video on m/90902347
structures we m/readingandwriting/ talk about cause and Compare and Show Disney short
learned about comprehension/cause effect. Use graphic Contrast. and talk about
last week. andeffect/ organizers in ppt. https://www.flocabul compare and
Model how you Review Cause and ary.com/unit/compa contrast. Use
On: Students will identify cause and Effect Text Structure re-and- graphic
complete the effect with passages again. Discuss the contrast/video/ organizers in ppt.
On January Cold from ppt. signal words and On and Adv: Review Compare
Read. On: Support students questions: Fill in compare and and Contrast.
while they help you What happened and contrast foldable Have students
Adv: Students identify what the why did it happen? from last week. Add read the “Sharks”
will complete passage in ppt is. You are looking for a these questions and passage and
the ADV January Adv: Have students in cause not a solution. signal words: identify the text
Cold Read this group work Signal Words: since, What is being structure. Have
together to discuss because, as a result, compared? students
what text structure ppt causes, therefore How are they the complete the
passage is. Have the On: Have students same? Venn Diagram.
write down words that complete “Not So How are they You can take this
make them think this Healthy Living.” Have different? as a classwork
on sticky notes. students identify which Signal Words: similar, grade.
On and Adv: text structure this is. same, alike, both, in On: Have
Fill in cause and effect Adv: Have students contrast, on the students
foldable from last complete “Not So other hand, etc…” complete
week. Healthy Living.” On: Support students “Sharks” passage.
Write these signal Identify the text while they help you Have students
words and questions: structure. Have identify what the identify which
What happened and students identify signal passage is in ppt are. text structure this
why did it happen? words and text Adv: Have students is.
You are looking for a evidence that tells us in this group work Adv: Have
cause not a solution. this is the text together to discuss students
Signal Words: since, structure. what text structure complete
because, as a result, Level 2: Pull these ppt passage is. Have “Sharks” passage.
causes, therefore students in small the write down words Identify the text
Level 2: Pull these groups to go over that make them think structure. Have
students in small vocabulary. Review this on sticky notes. students identify
groups to go over description, sequence Level 2: Pull these signal words and
vocabulary. Review and cause and effect students in small text evidence
description, sequence again. Students can groups to go over that tells us this is
and cause and effect practice Cause and vocabulary. Review the text structure
again. Effect What is It sheet description, with the Venn
Level 3: Have students for simpler practice. sequence, compare Diagram.
look at passages in the Level 3: Have and contrast, and Level 2: Pull these
ppt and identify what students look at the cause and effect students in small
the text structure is. Not So Healthy Living again. groups to go over
Level 4: Have students passage. Have them Level 3: Have vocabulary
look at the passage identify what text students look at Including the text
and identify the text structure this is. passages in the ppt structures we
structure. Have them Level 4: Have and identify what the have gone over.
tell you why it is that students look at the text structure is. Level 3: Have
text structure. Have Not So Healthy Living Level 4: Have students look at
them identify what passage. Have them students look at the the Sharks
signal words tell them identify what text passage and identify passage. Have
that. structure this is. Have the text structure. them identify
them write down Have them tell you what text
signal words and why it is that text structure this is.
highlight phrases that structure. Have them Level 4: Have
help them know this is identify what signal students look at
the text structure. words tell them that. the Sharks
passage. Have
them identify
what text
structure this is.
Have them write
down signal
words and
 highlight phrases
that help them
know this is the
text structure.

Guided See guided reading plans.

Reading:
Rotations See rotation sheet.
Under the Under the Grammar Under the Grammar Under the Grammar Under the
Grammar: Grammar Folder- Folder- Q3- Week 21 Folder- Q3- Week 21 Folder- Q3- Week 21 Grammar Folder-
Mini-Lesson Q3- Week 21 ppt
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ppt
https://www.youtube.
ppt
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Review Rules for
Q3- Week 21 ppt
Review Rules for
tube.com/watch com/watch?v=V7LNk com/watch?v=uYoX_ commas and commas and
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Review Rules for Review Rules for Independent: Independent:
Discuss the rules commas and commas and Have students Students will
for how we use quotation marks. quotation marks. complete the Late create their own
commas and for Dinner sheet sentences and
quotation marks. Independent: Independent: then have the
Have students Have students student next to
Independent: complete the Say complete the Adding them add the
Have students What sheet Commas to Dialogue commas and
complete sheet quotations.
Quotations and
commas sheet
Writing: Pull up Pull up Informational Pull up Informational Pull up Informational Pull up
Mini-Lesson/ Informational Outline under Outline under Outline under Informational
Independent Outline under Writescore folder on Writescore folder on Writescore folder on Outline under
Writing Practice Writescore folder Team Drive. Review Team Drive. Review Team Drive. Review Writescore folder
on Team Drive. how we write an how we write an how we write an on Team Drive.
Review how we informational essay informational essay informational essay Review how we
write an again. Focus on the again. Focus on the again. Focus on the write an
informational body paragraphs. body paragraphs. Conclusion informational
essay. Focus on paragraph. essay again.
the introduction Explain that they are Explain that they are Review what it
paragraph. going to think about going to think about Explain that they are means to revise
both passages. They both passages. They going to think about and edit.
Read “The will write an will write an both passages. They
History of Roller informational essay informational essay will write an Have students
Skates” and “The explaining the ways in explaining the ways in informational essay revise and edit
Skates in the which roller skates like which roller skates like explaining the ways each other’s
Closet” with Amy’s grandmother’s Amy’s grandmother’s in which roller skates informational
students. skates were different skates were different like Amy’s essays. Explain
from inline skates. from inline skates. grandmother’s skates that they should
Explain that they were different from look for the
are going to Have students write Have students write inline skates. following things:
think about both one to two one to two
passages. They paragraphs for their paragraphs for their Have students write A topic sentence
will write an first and second second and third their conclusion in every
informational subtopic. Review the subtopic. Review the paragraph. paragraph.
essay explaining different options for different options for 3 subtopics in the
the ways in subtopic paragraphs. subtopic paragraphs. first paragraph.
which roller
skates like Amy’s Transitional words
grandmother’s
skates were Quotations from
different from the article. Make
inline skates. sure the student
says things like:
Have students The author says,
brainstorm ways “__________.”
in which they are
different and The student uses
then narrow information from
these to a few both articles
subtopics.
Look at spelling
Examples:
Where the Does each
wheels are sentence make
located sense?

What the wheels Is there an

were made of uppercase letter
at the beginning
The comfort of of ever
the skates sentence?

How the skates Is there

felt when they punctuation at
were being used the end of every
sentence? (. ! ?)
Once this has
been discussed, Is there a
have students conclusion
write the paragraph at the
introduction end?
paragraph.