Download 2015-2016 AWE Third Grade 08/23/2015

2015-2016
AWE Third Grade
Monday
08/24/2015
08/23/2015 - 08/29/2015
Week View
Tuesday
08/25/2015
Wednesday
08/26/2015
Thursday
08/27/2015
Friday
08/28/2015
Fluency/Independent Reading Fluency/Independent Reading Fluency/Independent Reading Fluency/Independent Reading Fluency/Independent Reading
7:55am - 8:10am
7:55am - 8:10am
7:55am - 8:10am
7:55am - 8:10am
7:55am - 8:10am
Lesson:
Lesson:
Lesson:
Lesson:
Lesson:
TLW establish why flowers
TLW sequence pollination of a TLW use clues to decide which TLW read and comprehend
TLW assess his/her knowledge
have different colors and
flower.
flower invites which animal.
how insects carry pollen from
of pollination through an open
scents.
Vocabulary: pollen, pollinates
one flower to another.
notes quiz.
Vocabulary: adaption,
reproduce
Handwriting 8:10am - 8:20am Handwriting 8:10am - 8:20am Handwriting 8:10am - 8:20am Handwriting 8:10am - 8:20am Handwriting 8:10am - 8:20am
Lesson:
Lesson:
Lesson:
Lesson:
Lesson:
Students will write letters A
Students will practice the
TLW write the sentence, The
TLW write the sentence, The
TLW write the sentence,
through Z
sentence, The alligator plays in ship has a big shiny anchor.
bee flies over the flower.
"Tweet tweet" says the blue
the water.
bird.
Morning Meeting 8:20am Morning Meeting 8:20am Morning Meeting 8:20am Morning Meeting 8:20am Morning Meeting 8:20am 8:45am
8:45am
8:45am
8:45am
8:45am
Word Study 8:45am - 9:15am Word Study 8:45am - 9:15am Word Study 8:45am - 9:15am Word Study 8:45am - 9:15am Word Study 8:45am - 9:15am
Lesson:
Lesson:
Lesson:
Homographs
Homographs
-Have students discuss their
TLW pair up with a classmate
TLW act out their spelling
Lesson:
Lesson:
word
list
with
their
table
mates.
and
play
a
matching
game
with
words to the class. They can
Create an anchor chart as a
Think-Pair-Share to review the
-students
will
create
flash
cards
the
note
cards
they
created
on
act it out individually or with
class about homographs
homograph chart from
for
their
words
using
plain
white
Wednesday.
We
can
also
turn
their table mates.
watch the video on
yesterday.
paper
it
into
a
Battle
of
the
Sexes
homographs, homograph blues Kagan Activity-Quiz, Quiz,
-students will draw a picture on competition whole group.
by melissa, on youtube
Trade-homographs
the back of the card to help
Pair up students and have
-pass out a card to each
them remember what the word
them cut out and perform the
student.
means. They also need to write
homograph sort
-play music
the definition.
-every time the music stops,
Standards:
Standards:
students need to pair up and
3.L.3b Recognize and
ask each other their question
3.L.2f Use spelling patterns
observe differences between
-complete as many rotations as and generalizations (e.g.,
the conventions of spoken
time allows
word families, position-based
and written standard English.
spellings, syllable patterns,
Standards:
ending rules, meaningful word
3.L.3b Recognize and
parts) in writing words.
observe differences between
the conventions of spoken
and written standard English.
Page 1 of 5
2015-2016
AWE Third Grade
08/23/2015 - 08/29/2015
Week View
Reading/Literacy 9:15am 9:45am
Reading/Literacy 9:15am 9:45am
Reading/Literacy 9:15am 9:45am
Reading/Literacy 9:15am 9:45am
Reading/Literacy 9:15am 9:45am
Engage: Module 1: Unit 1:
Lesson 4
Lesson:
Objectives: "I can select a
'power book' that I want to
read."
"I can talk with a small group
about why I chose my power
book."
Vocabulary: genre, fiction,
fantasy, series, nonfiction
Materials: Class Norms for
Discussion anchor chart,
Conversation Criteria Checklist,
Form: "Power Book" That I
Want to Read
Text: Rain School
-Review Vocabulary (lesson 3)
-Books: We seek the power to
read
-Search of Classroom Library
-Building on Class Norms for
Discussion: Fishbowl protocol
-Small Group Discussion: Why
I chose this book
Standards:
3.SL.1c Ask questions to
check understanding of
information presented, stay on
topic, and link their comments
to the remarks of others.
3.SL.1b Follow agreed-upon
rules for discussions (e.g.,
gaining the floor in respectful
ways, listening to others with
care, speaking one at a time
about the topics and texts
under discussion).
Engage: Module 1: Unit 1:
Lesson 5
Lesson:
Objectives: "I can effectively
participate in a conversation
with my peers and adults."
"I can speak in complete
sentences with appropriate
detail."
"I can write an informative/
explanatory text."
Vocabulary: informative,
paragraph, topic
Materials: Paragraph PreAssessment: What is one
reason you want the power of
reading?
Text: Rain School
-Think-Pair-Share: Why did the
children work so hard for the
power of education and
reading?
-Small Group Discussion: Why
do you want the power of
reading?
-Paragraph Writing (PreAssessment)
Standards:
3.W.2 Write informative/
explanatory texts to examine
a topic and convey ideas and
information clearly.
3.SL.1 Engage effectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher led) with
diverse partners on grade 3
topics and texts, building on
Engage: Module 1: Unit 1:
Lesson 6
Lesson:
Objectives: "I can identify the
main message of Nasreen's
Secret School by reading the
text closely."
"I can describe what Nasreen
wanted and what she did."
"I can sort key details from
Nasreen's Secret School into
categories."
Vocabulary: gist, message (in a
story), lesson, detail,
characters, setting, motivation,
problem, solution
Materials: sticky notes, Close
Read Recording Form
Text: Nasreen's Secret School
-Building Fluency (Read Aloud)
-Unpacking Learning Targets
-Rereading on your own:
Capturing the Gist
-Rereading again for important
details (SIWBS)
Standards:
3.RL.2 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.
3.RL.3 Describe characters in
a story (e.g., their traits,
motivations, or feelings) and
explain how their actions
Engage: Module 1: Unit 1:
Lesson 7
Lesson:
Objectives: "I can answer
questions using details from
Nasreen's Secret School."
"I can explain why I chose
specific details I found to
answer questions."
"I can determine the meaning
of new vocabulary using clues
in the text around it."
Vocabulary: evidence, detail,
question, clue, flourish, frantic
Materials: Questions form the
text, sticky notes
Text: Nasreen's Secret School
- Unpacking Learning Targets
-Answering Text-Dependent
Questions
-Group Discussion-discussion
of evidence
Standards:
3.RL.1 Ask and answer
questions to demonstrate
understanding of a text,
referring explicitly to the text
as the basis for the answers.
3.L.4 Determine or clarify the
meaning of unknown and
multiple-meaning word and
phrases based on grade 3
reading and content, choosing
flexibly from a range of
strategies.
3.SL.1c Ask questions to
check understanding of
information presented, stay on
Engage: Module 1: Unit 1:
Lesson 8
Lesson:
Objectives: "I can write a
paragraph about what Nasreen
wants and why."
"I can support my topic with
details from Nasreen's Secret
School."
"I can write a sentence to close
my paragraph."
Vocabulary: topic, detail,
explain, conclusion
Materials: Model Paragraph,
Chart Paper: Paragraph Writing
Anchor Chart, Paragraph
Writing Graphic Organizer
Text: Nasreen's Secret School
-Engage the Writer: Making
Connections between Nasreen
and the children in Rain
School.
-Characteristics of a Paragraph
-Modeling: Studying the graphic
organizer
-Independent Writing: Drafting
a paragraph
Standards:
3.W.2 Write informative/
explanatory texts to examine
a topic and convey ideas and
information clearly.
3.W.10 Write routinely over
extended time frames (time
for research, reflection, and
revision) and shorter time
frames (a single sitting or a
day or two) for a range of
Page 2 of 5
2015-2016
AWE Third Grade
3.SL.6 Speak in complete
sentences when appropriate
to task and situation in order
to provide requested detail or
clarification.
3.RL.10 By the end of the
year, read and comprehend
literature, including stories,
dramas, and poetry, at the
high end of the grades 2-3
text complexity band
independently and
proficiently.
Guided Reading 9:45am 11:00am
Writing 11:00am - 11:30am
Lesson:
Teach the strategy writing from
a list.
-Students will compose a best
list.
-Allow students to share these
lists if they would like.
-Students will compose a worst
list.
-Allow students to share this list
if they want to share.
-This strategy can be used
again and again to generate
ideas for any topic they are
working on. They can also refer
to any list they create if they
ever have writer's block and
need to generate some ideas.
08/23/2015 - 08/29/2015
Week View
others' ideas and expressing
their own clearly.
3.SL.6 Speak in complete
sentences when appropriate
to task and situation in order
to provide requested detail or
clarification.
contribute to the sequence of
events.
3.W.8 Recall information from
experiences or gather
information from print and
digital sources; take brief
notes on sources and sort
evidence into provided
categories.
3.SL.1b Follow agreed-upon
rules for discussions (e.g.,
gaining the floor in respectful
ways, listening to others with
care, speaking one at a time
about the topics and texts
under discussion).
Guided Reading 9:45am Guided Reading 9:45am 11:00am
11:00am
Writing 11:00am - 11:30am
Writing 11:00am - 11:30am
Lesson:
Lesson:
Objective: "I can write an
Read The Relatives Came
informative/explanatory text."
Students will learn the strategy
Students will continue writing a to write off a piece of literature.
paragraph to answer the
They will be able to write about
question: What is one reason
this piece of text. TLW write
you want the power of reading? from any direction the story
takes them.
Standards:
Standards:
3.W.2 Write informative/
explanatory texts to examine
3.W.10 Write routinely over
a topic and convey ideas and
extended time frames (time
information clearly.
for research, reflection, and
revision) and shorter time
frames (a single sitting or a
day or two) for a range of
discipline-specific tasks,
purposes, and audiences.
Standards:
3.W.10 Write routinely over
extended time frames (time
for research, reflection, and
Page 3 of 5
topic, and link their comments
to the remarks of others.
Guided Reading 9:45am 11:00am
Writing 11:00am - 11:30am
Lesson:
I wonder...
Students think of questions or
situations they have always
wondered about and record
their thinking in the entry.
Standards:
3.W.10 Write routinely over
extended time frames (time
for research, reflection, and
revision) and shorter time
frames (a single sitting or a
day or two) for a range of
discipline-specific tasks,
purposes, and audiences.
discipline-specific tasks,
purposes, and audiences.
Guided Reading 9:45am 11:00am
Writing 11:00am - 11:30am
Lesson:
Objective: "I can write a
paragraph about what Nasreen
wants and why."
Students will continue planning
and drafting a paragraph, using
a sentence to close their
thoughts.
Standards:
3.W.2 Write informative/
explanatory texts to examine
a topic and convey ideas and
information clearly.
3.W.10 Write routinely over
extended time frames (time
for research, reflection, and
revision) and shorter time
frames (a single sitting or a
day or two) for a range of
discipline-specific tasks,
purposes, and audiences.
2015-2016
AWE Third Grade
revision) and shorter time
frames (a single sitting or a
day or two) for a range of
discipline-specific tasks,
purposes, and audiences.
Lunch/Physical Activity
11:30am - 12:30am
Problem of the Day 12:30pm 12:45pm
Math 12:45pm - 1:45pm
Lesson 4
Lesson:
3.OA.2 I can interpret wholenumber quotients of whole
numbers.
3.OA.6 I can understand
division as an unknown-factor
problem.
Objective: Understand the
meaning of the unknown as the
size of the group in division.
Vocab: unknown factor
Students will understand
division as an unknown factor
problem, and relate the
meaning of unknown factors to
either the number or the size of
groups.
- Concrete to abstract
- Pictorial to abstract
- Abstract to pictorial
- Problem Set
- Exit Ticket
08/23/2015 - 08/29/2015
Week View
Lunch/Physical Activity
11:30am - 12:30am
Problem of the Day 12:30pm 12:45pm
Math 12:45pm - 1:45pm
Lunch/Physical Activity
11:30am - 12:30am
Problem of the Day 12:30pm 12:45pm
Math 12:45pm - 1:45pm
Lunch/Physical Activity
11:30am - 12:30am
Problem of the Day 12:30pm 12:45pm
Math 12:45pm - 1:45pm
Lesson 5
Lesson:
3.OA.2 I can interpret wholenumber quotients of whole
numbers.
3.OA.6 I can understand
division as an unknown-factor
problem.
Objective: Understand the
meaning of the unknown as
the number of the groups in
division.
Vocab: unknown factor
Students will understand
division as an unknown factor
problem, and relate the
meaning of unknown factors to
either the number or the size
of groups.
- Division as fair share with
Lesson 6
Lesson:
3.OA.2 I can interpret wholenumber quotients of whole
numbers.
3.OA.6 I can understand
division as an unknown-factor
problem.
Objective: Interpret the
Lesson 7
Lesson 8
Lesson:
Lesson:
3.OA.1 I can interpret products 3.OA.1 I can interpret products
of whole-numbers.
of whole-numbers.
3.OA.5 I can apply properties 3.OA.5 I can apply properties
unknown in division using
the array model.
Vocab: factor, quotient
Students explore division in
the context of the array
model, interpreting arrays
by writing division
equations. They will use
arrays to write multiplication
equations and find
unknown factors, then write
the unknown as the number
division equations where
of group.
the quotient represents the
- Relate finding the number
same as the unknown
of groups to counting by the
factor.
divisor.
- Problem Set
- Problem Set
- Exit Ticket
Standards:
3.OA.A.2 Interpret wholenumber quotients of whole
- Exit Ticket
Standards:
3.OA.A.2 Interpret wholenumber quotients of whole
Page 4 of 5
Lunch/Physical Activity
11:30am - 12:30am
Problem of the Day 12:30pm 12:45pm
Math 12:45pm - 1:45pm
of operations as strategies
to multiply and divide.
of operations as strategies
to multiply and divide.
Objective: Demonstrate the
commutativity of multiplication,
and practice related facts by
skip-counting objects in array
models.
Vocab: horizontal, vertical,
commutative
Students will manipulate
Objective: Demonstrate the
commutativity of
multiplication, and practice
related facts by skip-counting
objects in array models.
Vocab: horizontal, vertical,
commutative
Students will manipulate
arrays to study the
arrays to study the
commutative property.
commutative property.
Students learn to
Students write two different
distinguish rows from
multiplication sentences to
columns as they rotate
interpret the same array.
arrays 90 degrees, noticing - Problem Set
- Exit Ticket
that the meaning of the
factors changes depending Standards:
on the orientation of the
3.OA.A.1 Interpret products of
array.
whole numbers, e.g., interpret
- Problem Set
- Exit Ticket
Standards:
5 x 7 as the total number of
objects in 5 groups of 7
objects each. For example,
2015-2016
AWE Third Grade
Math Stations/Intervention
1:45pm - 2:15am
Activity 2:15pm - 3:00am
Notes:
Jones: PE
Ragan: ET
Wildschuetz: Music
08/23/2015 - 08/29/2015
Week View
numbers, e.g., interpret 56 ÷ 8 numbers, e.g., interpret 56 ÷ 8 3.OA.A.1 Interpret products of
as the number of objects in
as the number of objects in
whole numbers, e.g., interpret
each share when 56 objects
each share when 56 objects
5 x 7 as the total number of
are partitioned equally into 8
are partitioned equally into 8
objects in 5 groups of 7
shares, or as a number of
shares, or as a number of
objects each. For example,
shares when 56 objects are
shares when 56 objects are
describe a context in which a
partitioned into equal shares
partitioned into equal shares
total number of objects can be
of 8 objects each. For
of 8 objects each. For
expressed as 5 x 7.
example, describe a context
example, describe a context
3.OA.B.5 Apply properties of
in which a number of shares
in which a number of shares
operations as strategies to
or a number of groups can be
or a number of groups can be
multiply and divide. Examples:
expressed as 56 ÷ 8.
expressed as 56 ÷ 8.
If 6 x 4 = 24 is known, then 4
3.OA.B.6 Understand division 3.OA.B.6 Understand division
x 6 = 24 is also known.
as an unknown-factor
as an unknown-factor
(Commutative property of
problem. For example, find 32 problem. For example, find 32 multiplication.) 3 x 5 x 2 can
÷ 8 by finding the number that ÷ 8 by finding the number that be found by 3 x 5 = 15, then
makes 32 when multiplied by
makes 32 when multiplied by
15 x 2 = 30, or by 5 x 2 = 10,
8.
8.
then 3 x 10 = 30. (Associative
property of multiplication.)
Knowing that 8 x 5 = 40 and 8
x 2 = 16, one can find 8 x 7 as
8 x (5 + 2) = (8 x 5) + (8 x 2) =
40 + 16 = 56. (Distributive
property.)
Math Stations/Intervention
Math Stations/Intervention
Math Stations/Intervention
1:45pm - 2:15am
1:45pm - 2:15am
1:45pm - 2:15am
Activity 2:15pm - 3:00am
Activity 2:15pm - 3:00am
Activity 2:15pm - 3:00am
Notes:
Notes:
Notes:
Jones: Library
Jones: Art
Jones: Music
Ragan: PE
Ragan: Library
Ragan: Art
Wildschuetz: ET
Wildschuetz: PE
Wildschuetz: Library
Page 5 of 5
describe a context in which a
total number of objects can be
expressed as 5 x 7.
3.OA.B.5 Apply properties of
operations as strategies to
multiply and divide. Examples:
If 6 x 4 = 24 is known, then 4
x 6 = 24 is also known.
(Commutative property of
multiplication.) 3 x 5 x 2 can
be found by 3 x 5 = 15, then
15 x 2 = 30, or by 5 x 2 = 10,
then 3 x 10 = 30. (Associative
property of multiplication.)
Knowing that 8 x 5 = 40 and 8
x 2 = 16, one can find 8 x 7 as
8 x (5 + 2) = (8 x 5) + (8 x 2) =
40 + 16 = 56. (Distributive
property.)
Math Stations/Intervention
1:45pm - 2:15am
Activity 2:15pm - 3:00am
Notes:
Jones: ET
Ragan: Music
Wildschuetz: Art