Download 3rd ELD Planner Quarter 4b

ELD PLANNER
Quarter 4
Week 1:
ELA Learning Targets:
RL 1: ask and answer 5 W’s & H questions to determine key details
orally and in writing with sentence frames and question stems when
necessary; -refer explicitly to the text as the evidence to support their
answers.
RL 2: recount the story and determine the central message/lesson/or
moral; -explain how the central/message is conveyed through key
details in the text
RL 3: identify the characters’ traits, motivations, and feelings by
actively participating in whole class discussions orally and in writing
W 1: Students will write an opinion piece by:
-completing graphic organizers/Thinking Maps that plan out all
sections mentioned below for their opinion piece; - introduce the book
or topic and state an opinion on it an introductory paragraph; - supply
reasons that support their opinion; - use linking words such as because,
also, furthermore, for example that connect their opinions to the
reasons in body paragraphs; - write a concluding paragraph; - use the
completed graphic organizers/Thinking Maps to write their opinion
piece in correct multi-paragraph structure
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following
turn‐taking rules, asking relevant questions, affirming others, and adding relevant information.
3. Offering opinions
Offer opinions and negotiate with others in conversations using basic learned phrases (e.g., I
think…), as well as open responses in order to gain and/or hold the floor.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea,
characters, setting) using key details based on understanding of a select set of grade‐level texts
and viewing of multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by
identifying the phrases or words in the text that provide evidence) with prompting and
substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant
background knowledge (e.g., referring to textual evidence or knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the
meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to
provide details (e.g., time, manner, place, cause, etc.) about a familiar activity or process (e.g.,
They walked to the soccer field.).
This quarter’s focus is on grammar skills. Each week will be focusing on a specific grammar topic or part of speech. One week will focus on
reviewing vocabulary that accompanies Frindle.
Tasks

3rd Grade
Quick Write – Students respond in writing to the following prompts. The Quick Writes may then be used to develop discussion topics to be used during the
Vocabulary/Discussion section. . The following list is just a guide. **The Quick Write responses for this week can be written in a journal or you may
want them to be put on sentence strips so that they can be easily posted. Teachers may want to reread a specific Patricia Polacco story, if they feel
their group needs the extra support. (The Bee Tree, Chicken Sunday.)
1.
2.
3.
4.
5.
Write a declarative/statement about Chicken Sunday or The Bee Tree. Whole group or partner share out.
Students write an interrogative/question about the story chosen for yesterday’s activity. Whole group or partner share.
Students write an exclamatory/exclamation about the story you have been using this week. ***Have students specifically write their sentences on
sentence strips today. They will be used in a follow-up activity.
Students write an imperative/command related to the classroom or their home.
Students write 4 sentences about school (or other subject) that is a declarative, interrogative, imperative, and exclamatory.
ELD PLANNER

Quarter 4
3rd Grade
Discussion/Vocabulary/ Comprehension –
The following is an example of what your week MAY include.
 Day 1 – Teacher reviews the characteristics of a declarative/statement sentence. Using the text that was used during the Quick Write, the teacher
reads sentences and fragments from the text. Students respond with thumbs up or down as to whether or not it is a complete sentence. ** If time
permits, teacher can create a classroom chart listing the statements generated during the Quick Write activity. Or students can volunteer, stand up,
and give a statement or fragment, and the class responds with thumbs up or thumbs down.
 Day 2 – Teacher reviews question words/words that are used to form a question. (who, what, when, where, why, how) Teacher models turning
some of the statements from yesterday’s lesson into questions. Have the students take their individual statements from yesterday and turn them
into questions. They could use their journal or sentence strips. Partner share. If sentence strips are used, another classroom poster could be
created that shows sample questions.
 Day 3- Teacher reviews the characteristics of an exclamatory sentence, making sure to emphasize and model the use of voice inflection and
emphasis when reading. Students then review and edit their Quick Write exclamations (if necessary), Have the class participate in a Share and
Trade activity with their exclamations, making sure to practice voice inflection. Students pair off, read their exclamation to the partner with
expression, then trade sentences, find a new partner, and repeat the activity once again. Continue until time is up or everyone has traded. ** If
time permits, for an extension activity students could read the exclamation sentences without any voice inflection to make a comparison.
 Day 4- Teacher reviews the characteristics of an imperative/command sentence. Then either as a whole group or in smaller groups, one student
reads their command while a volunteer then mimes/acts out the command. ** Before you begin, the teacher should model this procedure. For
example; Open the door- teacher pretends to open a door.
 Day 5 – Teacher passes out random index cards with a word naming one of the four types of sentences already written on the card, (declarative,
interrogative, exclamatory, imperative). Then the teacher tells a sentence such as; “The boy was walking down the street.” Students that have a
card with the name of that type of sentence stand up. (In this case, declarative). A student that is standing then tells why the sentence is a
declarative. ( It tells/makes a statement about the boy.) Repeat as time permits with all four types of sentences.
Week 1
ELD PLANNER
Quarter 4
Week 2:
ELA Learning Targets:
RL 1: ask and answer 5 W’s & H questions to determine key details
orally and in writing with sentence frames and question stems when
necessary; -refer explicitly to the text as the evidence to support their
answers.
RL 2: recount the story and determine the central message/lesson/or
moral; -explain how the central/message is conveyed through key
details in the text
RL 3: identify the characters’ traits, motivations, and feelings by
actively participating in whole class discussions orally and in writing
W 1: Students will write an opinion piece by:
-completing graphic organizers/Thinking Maps that plan out all
sections mentioned below for their opinion piece; - introduce the book
or topic and state an opinion on it an introductory paragraph; - supply
reasons that support their opinion; - use linking words such as because,
also, furthermore, for example that connect their opinions to the
reasons in body paragraphs; - write a concluding paragraph; - use the
completed graphic organizers/Thinking Maps to write their opinion
piece in correct multi-paragraph structure
3rd Grade
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following
turn‐taking rules, asking relevant questions, affirming others, and adding relevant information.
3. Offering opinions
Offer opinions and negotiate with others in conversations using basic learned phrases (e.g., I
think…), as well as open responses in order to gain and/or hold the floor.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea,
characters, setting) using key details based on understanding of a select set of grade‐level texts
and viewing of multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by
identifying the phrases or words in the text that provide evidence) with prompting and
substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant
background knowledge (e.g., referring to textual evidence or knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the
meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to
provide details (e.g., time, manner, place, cause, etc.) about a familiar activity or process (e.g.,
They walked to the soccer field.).
This quarter’s focus is on grammar skills. Each week will be focusing on a specific grammar topic or part of speech. One week will focus on
reviewing vocabulary that accompanies Frindle. Week 2 will be focusing on some of the most appropriate new vocabulary students will
encounter in the story, Frindle.
Tasks
Quick Write – Students respond in writing to the following prompts. The Quick Writes may then be used to develop discussion topics to be used during the
Vocabulary/Discussion section. The following list is just a guide.
1
2
3
4
5
Write an opinion about the story, Frindle (or character, Nick) Give a reason why you have this opinion. You may want students to use the following
sentence frame “In my opinion the story, Frindle is _____________________ because_________________________.”
Use 2 or 3 of the vocabulary words from Frindle that were reviewed yesterday in sentences of your own.
Use 2 or 3 of the vocabulary words from Frindle that were reviewed yesterday in sentences of your own.
Use 2 or 3 of the vocabulary words from Frindle that were reviewed yesterday in sentences of your own.
Use 2 or 3 of the vocabulary words from Frindle that were reviewed yesterday in sentences of your own.
ELD PLANNER
Quarter 4
3rd Grade
Discussion/Vocabulary/ Comprehension –
The following is an example of what your week MAY include; This week’s activities will review some specific vocabulary words from Frindle. Three words have
been chosen for each day. The sentences the words are found in, along with the page numbers, have been included for each day. (see below) Sentences containing the
vocabulary words should be written on the board for all students to see. The sentences are read and then the teacher solicits the meaning of each word from student
input. Focus on any context clues that are available and story context. ** Additional sentences may need to be included by the teacher if students are struggling with the
meaning. * Teacher may want the students to look up the words in the book for the complete context. After discussion and student input, clarify the meaning of
each of the three words. Teacher may want to create a word web chart for the week with each vocabulary word and related words (synonyms, antonyms, examples, etc.)
Once the words are clearly defined, teacher may choose one of the following activities (or other preferred activity) to review the words and help the students use them
appropriately. Not all activities are appropriate for each vocabulary word.




Use the words in a sentence of their own and then partner share/ write them down.
On an index card, sketch an example and nonexample of the word.
Act out/ pantomime the meaning of the word.
Teacher Googles pictures that represent words and students matchup the vocabulary word to a picture using a justification. Example; This picture shows a
commotion because there are a lot of people standing up and shouting and moving around.
 Teacher uses a cloze activity to place words correctly. “There was a big ______ at the football game when the team won.”
The following are the sentences that contain each of the days’ vocabulary words, along with the page numbers where they are found.
Day 1
1. “The day after that Nick turned the classroom thermostat up to about ninety degrees with a little screwdriver he had brought from home.” Page 2
2. .”.and he had seen fifth graders in the library last year, noses stuck in their dictionaries, frantically trying to finish their vocabulary work sheets..” Page 12
3. “Then there was a handout about class procedures.” Page 13
Day 2
1. “Without question this modern American dictionary is one of the most surprisingly complex and profound documents every to be created..” Page 20
2. “His reputation was in big danger.” Page 29
3. “They held up their right hands and read the oath Nick had written out.” Page 38
Day 3
1. “I’d like to have a word with you,” and she emphasized the word word.” Page 40
2. “Then Mrs. Granger stood up abruptly and said, “Then that is all for today, Nicholas.” Page 47
3. “ …the ruined fifth-grade picture, hundreds of kids staying after school, and a general feeling that there was rebellion at school, with no one respecting the
rules anymore.. “ page 51
Day 4
1. “There was the occasional burglary, the teenagers got rowdy once in a while…” Page 57
2. “Everyone agrees that Nick Allen masterminded this plot that cleverly raises issues about free speech and academic rules.” Page 68
3. “She could see that Nick and his parents were not going to be pushed into saying anything controversial.” Page 76
Day 5
1. “Then it became a habit, and by the middle of February, frindle was just a word like door, or tree, or hat.” Page 84
2. “He was proud that he had made up a new word, and he enjoyed thinking about all the commotion it had stirred up.” Page 93
3. “There was a flat, oblong case in the white envelope, the kind of case you get when you buy a watch. “ Page 100
Week 2
ELD PLANNER
Quarter 4
Week 3:
ELA Learning Targets:
RL 1: ask and answer 5 W’s & H questions to determine key details
orally and in writing with sentence frames and question stems when
necessary; -refer explicitly to the text as the evidence to support their
answers.
RL 2: recount the story and determine the central message/lesson/or
moral; -explain how the central/message is conveyed through key
details in the text
RL 3: identify the characters’ traits, motivations, and feelings by
actively participating in whole class discussions orally and in writing
W 1: Students will write an opinion piece by:
-completing graphic organizers/Thinking Maps that plan out all
sections mentioned below for their opinion piece; - introduce the book
or topic and state an opinion on it an introductory paragraph; - supply
reasons that support their opinion; - use linking words such as because,
also, furthermore, for example that connect their opinions to the
reasons in body paragraphs; - write a concluding paragraph; - use the
completed graphic organizers/Thinking Maps to write their opinion
piece in correct multi-paragraph structure
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following
turn‐taking rules, asking relevant questions, affirming others, and adding relevant information.
3. Offering opinions
Offer opinions and negotiate with others in conversations using basic learned phrases (e.g., I
think…), as well as open responses in order to gain and/or hold the floor.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea,
characters, setting) using key details based on understanding of a select set of grade‐level texts
and viewing of multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by
identifying the phrases or words in the text that provide evidence) with prompting and
substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant
background knowledge (e.g., referring to textual evidence or knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the
meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to
provide details (e.g., time, manner, place, cause, etc.) about a familiar activity or process (e.g.,
They walked to the soccer field.).
This quarter’s focus is on grammar skills. Each week will be focusing on a specific grammar topic or part of speech. One week will focus on
reviewing vocabulary that accompanies Frindle. This week’s emphasis will be NOUNS. You may want students to write in a journal so they have
a collection of words to use for future activities.
Tasks

3rd Grade
Quick Write – Students respond in writing to the following prompts. The Quick Writes may then be used to develop discussion topics to be used during the
Vocabulary/Discussion section. . The following list is just a guide.
On the board write the sentence, “A noun is a person, place, or thing.” Students then list as many common nouns they can think of.
Choose a common noun from yesterday’s chart or journal. Write a riddle/clue about the common noun that ends with the words, “What am I?” Example;
“I am used at school to write on paper. What am I?”
8. Students will use proper nouns to complete the following sentence frame. “ ____ (name of person) had fun at _______ (specific place) in ______ (month).
9. Teacher lists irregular singular nouns on the board. Students write the plural form. Possible words- child, man, mouse, sheep, goose, deer. Partner share
and then make sure to review the correct answers.
10. “Write a sentence explaining what a noun is and one special idea you learned about nouns.” Students may need a frame to structure their ideas.
6.
7.
ELD PLANNER

Quarter 4
3rd Grade
Discussion/Vocabulary/ Comprehension –
The following is an example of what your week MAY include. This week, students will work on common nouns, proper nouns, regular plural
nouns, and irregular plural nouns.
 Day 1 – Review with students the definition of a common noun. Make sure they understand nouns name a person, place, or thing. Create a chart
with the 3 type of nouns as headings. Teacher models 3 to 5 of the following riddles. “I am a sphere and bounce. I am used on a playground.
What am I? “ (ball) Students guess the answer and which column it belongs in. (person, place, or thing) After sufficient modeling, have students
stand up and give clues for the different types of nouns, students identify, and then they are written under the correct heading. Some students
may need support by being given the noun on an index card.
 Day 2 – Review the characteristics of a proper noun. Students spend time completing sentences frames they are given in writing. Examples;
“Recently I went to _____(exact place) with _____ (name) on ______ (day of the week).” OR “I ate at ______(specific place) on ___ (day)
With _______ (name of person) .” Once students have at least one frame completed, have them stand up and share out with the class.
 Day 3- Teacher reviews basic rules on changing singular nouns to plural (s, es, and Y changing to I) On index cards ,have previously prepared
nouns written that are both singular and regular plural nouns. (boy, dogs, house, cherries, dresses, block, etc.) Students stand up and share their
word with the class. They state if the word is singular or plural and give a justification for their answer. Example; “Block is singular because it
only names one thing. Cherries is plural because it comes from the base word cherry and names more than one.”
 Day 4- Teacher reviews the idea that some words change completely when they are made plural and also that most words that end in f or fe
become plural by the f changing to v and adding es. Students use marker boards (or other material) to write the plural or singular form of
underlined words in the sentences listed below. Teacher can read the sentences or have them written on the board. When the words are written
the teacher checks for understanding. Students might share with their table partner if the underlined word is singular or plural, for further practice.
I could eat a loaf of bread.
I could eat six loaves.
I heard a wolf howling.
I heard a pack of wolves.
The teacher could also create sentences using half, elf, wife.
I found a pretty leaf.
I found all the leaves.
I have a sharp knife.
My knives are sharper.
I caught a thief once.
I once caught three thieves.
You are part of my life.
My cat has nine lives.
 Day 5 – Divide the class into 3 or 4 teams. Teacher generates questions about nouns. Some examples are listed below. Then one by one ask each
team a question. Teams may collaborate on the answer. When they have the answer, it is stated in a complete sentence. Teams could give their
answers orally or write it on a marker board. Points are given for each correct answer.
What is a noun?
Give a proper noun for a school.
How is cat made plural?
The plural of berry is?
Give me a proper noun for a place
Name a common noun for a thing.
What is the singular form of children?
Is the word men singular or plural?
Give the plural form of half.
What is the definition of a noun?
Week 3
ELD PLANNER
Quarter 4
Week 4:
ELA Learning Targets:
RL 1: ask and answer 5 W’s & H questions to determine key details
orally and in writing with sentence frames and question stems when
necessary; -refer explicitly to the text as the evidence to support their
answers.
RL 2: recount the story and determine the central message/lesson/or
moral; -explain how the central/message is conveyed through key
details in the text
RL 3: identify the characters’ traits, motivations, and feelings by
actively participating in whole class discussions orally and in writing
W 1: Students will write an opinion piece by:
-completing graphic organizers/Thinking Maps that plan out all
sections mentioned below for their opinion piece; - introduce the book
or topic and state an opinion on it an introductory paragraph; - supply
reasons that support their opinion; - use linking words such as because,
also, furthermore, for example that connect their opinions to the
reasons in body paragraphs; - write a concluding paragraph; - use the
completed graphic organizers/Thinking Maps to write their opinion
piece in correct multi-paragraph structure
3rd Grade
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following
turn‐taking rules, asking relevant questions, affirming others, and adding relevant information.
3. Offering opinions
Offer opinions and negotiate with others in conversations using basic learned phrases (e.g., I
think…), as well as open responses in order to gain and/or hold the floor.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea,
characters, setting) using key details based on understanding of a select set of grade‐level texts
and viewing of multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by
identifying the phrases or words in the text that provide evidence) with prompting and
substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant
background knowledge (e.g., referring to textual evidence or knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the
meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to
provide details (e.g., time, manner, place, cause, etc.) about a familiar activity or process (e.g.,
They walked to the soccer field.).
Tasks
This quarter’s focus is on grammar skills. Each week will be focusing on a specific grammar topic or part of speech. One week will focus on
reviewing vocabulary that accompanies Frindle. This week’s emphasis will be PRONOUNS. You may want students to write in a journal so they
have a collection of words to use for future activities.

Quick Write – Students respond in writing to the following prompts. The Quick Writes may then be used to develop discussion topics to be used during the
Vocabulary/Discussion section. . The following list is just a guide.
11. Students write a sentence about Frindle. Partners read these sentences to each other. ** They will be used during Day 2’s Quick Write activity.
12. Rewrite the sentence from yesterday replacing any nouns (proper or common) with subject pronouns. Partner share.
13. Students come in and complete the sentence frames already written on the board. A. “Nick used a ______ (noun) at school.” B.”Nick spoke at school
with______.” (girl’s name) C. “Mrs. Granger disagreed with ______ (boy’s name) over the word for pen.” Students need to underline the noun they added
so that they can identify it later.
14. Students take the sentences that were written on Day 3 during the Quick Write and rewrite them replacing the underlined word with an object pronoun.
15. Teacher has a list of the possessive pronouns already written on the board. Students write a sentence using each of the possessive pronouns.
(her, his, mine, their, our, your, my, its)
ELD PLANNER

Quarter 4
3rd Grade
Discussion/Vocabulary/ Comprehension –
The following is an example of what your week MAY include. This week students will work on subject pronouns, object pronouns, and possessive
pronouns.
 Day 1 – Teacher reviews the rules for using subject pronouns (you, it, he, she, I, they, we) Create a chart of the subject pronouns that students
can refer to throughout the week. Students then use a white board or index with the subject pronouns written on them. The teacher reads a
sentence with a noun. Students replace the noun with a pronoun. (Either write on the white board or hold up the correct index card.) Sample
sentences might include; The boys rode bikes, Mary and I watch T.V. The bird caught the worm, Antonio wrote a poem, Yolanda ate pizza, The
bug has green wings, etc.
 Day 2 – *Teacher needs to model this procedure before having the students work independently. Students need to partner up. They take turns
reading their sentences written during yesterday’s Quick Write to each other. ** They read the sentences written without the pronouns. Then the
partner replaces the subject with the appropriate pronoun. Have partners switch places and share the other’s sentences. Partners check to see if
their pronoun written during today’s Quick Write matches with their partner’s pronoun.
 Day 3- Teacher reviews the rules for using object pronouns (you, it, her, him, me, them , us) Create a chart of the object pronouns that students
may refer to throughout the week. Students then use a white board or index with the object pronouns written on them. The teacher reads a
sentence with a noun. Students replace the noun with a pronoun. (Either write on the white board or hold up the correct index card.) Sample
sentences might include; I like Carla, I went skating with Luisa and Sheryl, My mother danced with my friend and me, I bought the comic book
for Jared, Josh loves to play cards with Serena, My brother gave the candy to my sister and me, The children read a story, etc.
 Day 4- Students can use pages 7, 24, 28 (or any other page you prefer) from Frindle and find object pronouns that were used in the story.
Students read the sentences that they found to the class. Teacher could write the sentences on the board/poster. * Extentions- discuss what noun
the object pronoun takes the place of, or students could write their own sentences containing object pronouns and then share out.
 Day 5 – Teacher reviews the use of possessive pronouns with the class. (her, his, mine, their, our, your, my, its) Post these possessive pronouns
on the chart you have been keeping all week. Give a model sentence and have students tell which possessive pronoun fits. You could have them
write the possessive pronoun on a white board, if they are available. Some sample sentences are; “Gina brought Gina’s ball to the game, The cat
licked the cat’s paw, You and I should take your coat and my coat off, I went to the show with the dad that belongs to me. Jeff and Greg forgot
Jeff and Greg’s homework, Billy took Billy’s lunch to the cafeteria, My father drove in the car with my mother and your mother to the movies,”
etc. *Extension – Students share the sentences they wrote during the Quick Write with a table partner. Have students make any corrections
necessary. Stand up and share one at a time the sentences with the class. Teacher needs to monitor this activity making sure corrections were
made and giving appropriate feedback. This can be a difficult language skill for EL learners, and they may likely need guidance, depending upon
their language acquisition level.
Week 4
ELD PLANNER
Quarter 4
Week 5:
ELA Learning Targets:
RL 1: ask and answer 5 W’s & H questions to determine key details
orally and in writing with sentence frames and question stems when
necessary; -refer explicitly to the text as the evidence to support their
answers.
RL 2: recount the story and determine the central message/lesson/or
moral; -explain how the central/message is conveyed through key
details in the text
RL 3: identify the characters’ traits, motivations, and feelings by
actively participating in whole class discussions orally and in writing
W 1: Students will write an opinion piece by:
-completing graphic organizers/Thinking Maps that plan out all
sections mentioned below for their opinion piece; - introduce the book
or topic and state an opinion on it an introductory paragraph; - supply
reasons that support their opinion; - use linking words such as because,
also, furthermore, for example that connect their opinions to the
reasons in body paragraphs; - write a concluding paragraph; - use the
completed graphic organizers/Thinking Maps to write their opinion
piece in correct multi-paragraph structure
Tasks

3rd Grade
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following
turn‐taking rules, asking relevant questions, affirming others, and adding relevant information.
3. Offering opinions
Offer opinions and negotiate with others in conversations using basic learned phrases (e.g., I
think…), as well as open responses in order to gain and/or hold the floor.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea,
characters, setting) using key details based on understanding of a select set of grade‐level texts
and viewing of multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by
identifying the phrases or words in the text that provide evidence) with prompting and
substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant
background knowledge (e.g., referring to textual evidence or knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the
meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to
provide details (e.g., time, manner, place, cause, etc.) about a familiar activity or process (e.g.,
They walked to the soccer field.).
This quarter’s focus is on grammar skills. Each week will be focusing on a specific grammar topic or part of speech.
This week’s emphasis will be VERBS. You may want students to write in a journal so they have a collection of words to use for future activities.
Quick Write – Students respond in writing to the following prompts. The Quick Writes may then be used to develop discussion topics to be used during the
Vocabulary/Discussion section. . The following list is just a guide.
16. Make a list of action word/things you do, at school, home, and play. * After the lists are created, the teacher will solicit verbs from the students and put
them on a chart under the proper heading. (school, home, play)
17. Choose an action verb from the “school” column that was created yesterday (should be posted) Use the verb in a sentence of your own.
18. Write a sentence containing a verb from the “home” column of the action verb chart. Share out.
19. Write a sentence using a verb from the “play” column of the action verb chart. Partner share.
20. Complete these sentence frames with verbs from the action verb chart or a verb of your own.
Yesterday I……………….
Today I…………………..
Tomorrow I will ……………….
ELD PLANNER

Quarter 4
3rd Grade
Discussion/Vocabulary/ Comprehension –
The following is an example of what your week MAY include. This week students will work on action verbs, verbs of being, and verb tenses.
 Day 1- Teacher presents a mini lesson on action verbs. Most likely, only half of the class will have time to actively participate in the lesson today.
The other half of the class will be active participants tomorrow. Activity; pass out index cards with action verbs written on them. Students read
the verbs, but they keep the words hidden. One at a time the students come to the front of the room and pantomime the action verb for the class.
A class volunteer then identifies the action verb on the card. Once the verbs are identified, table partners turn to each other and use the verb in a
sentence for each other. Repeat as long as you have time.
 Day 2 – Teacher repeats the activity with action verbs from Day 1. Those students who have not yet participated will have an opportunity. They
can pantomime their verbs, the class identifies the verb, and then partners share sentences using the verbs with each other.
 Day 3- Teacher presents a mini lessons on physical action verbs and mental action verbs ( jump, run, speak vs. think, believe, imagine) teacher
asks for examples from the students of both types of verbs and charts them. Then students use the book Frindle (or other book of your choice) for
students to search in for examples of the two types of verbs. When a verb is located, students could use the following sentence frame to share out,
“I found the physical action verb_________ on page _______” or “ I found the mental action verb _____ on page ______.” Sentence frames
may need to be written on the board as a help to students.
 Day 4- Teacher gives a mini lesson on the five verbs of being in both the past and present tense. ( am, are, is, was, were) Post the verbs on a
chart/board. Write some of the following subjects on the board: ( They ___ tired, I___ on the train, He ____ ten years old, She ___ on vacation,
Mary and Bill ____ late , The children____ happy, It ____ gone. etc. Students partner up and complete each sentence. As an extension, students
could identify if the verb is in the past or present tense.
 Day 5 – Teacher reviews the three verb tenses; past, present, and future. Teacher models the use of the tenses in some sentences such as “I played
at the park, I play at the park, I will play at the park. Repeat as needed. When students are prepared, give each pair or small group an action verb.
Their task is to come up with a sentence using the verb in the past, present, and future. Share out with the entire group.
Week 5
ELD PLANNER
Quarter 4
Week 6:
ELA Learning Targets:
RL 1: ask and answer 5 W’s & H questions to determine key details
orally and in writing with sentence frames and question stems when
necessary; -refer explicitly to the text as the evidence to support their
answers.
RL 2: recount the story and determine the central message/lesson/or
moral; -explain how the central/message is conveyed through key
details in the text
RL 3: identify the characters’ traits, motivations, and feelings by
actively participating in whole class discussions orally and in writing
W 1: Students will write an opinion piece by:
-completing graphic organizers/Thinking Maps that plan out all
sections mentioned below for their opinion piece; - introduce the book
or topic and state an opinion on it an introductory paragraph; - supply
reasons that support their opinion; - use linking words such as because,
also, furthermore, for example that connect their opinions to the
reasons in body paragraphs; - write a concluding paragraph; - use the
completed graphic organizers/Thinking Maps to write their opinion
piece in correct multi-paragraph structure
Tasks

3rd Grade
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following
turn‐taking rules, asking relevant questions, affirming others, and adding relevant information.
3. Offering opinions
Offer opinions and negotiate with others in conversations using basic learned phrases (e.g., I
think…), as well as open responses in order to gain and/or hold the floor.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea,
characters, setting) using key details based on understanding of a select set of grade‐level texts
and viewing of multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by
identifying the phrases or words in the text that provide evidence) with prompting and
substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant
background knowledge (e.g., referring to textual evidence or knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the
meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to
provide details (e.g., time, manner, place, cause, etc.) about a familiar activity or process (e.g.,
They walked to the soccer field.).
This quarter’s focus is on grammar skills. Each week will be focusing on a specific grammar topic or part of speech. This week’s emphasis will be
ADJECTIVES. You may want students to write in a journal so they have a collection of words to use for future activities.
Quick Write – Students respond in writing to the following prompts. The Quick Writes may then be used to develop discussion topics to be used during the
Vocabulary/Discussion section. . The following list is just a guide.
21. Students fill in the blanks of the following sentences that are written on the board/ Smart Board. Students fill in the blanks with describing words. Share.
The _______ dog ran across the __________ stream.
The _______ girl picked the ________ flower.
The _______ boy listened to the _______ music.
22. Make a list of adjectives describing your physical appearance and personality. Chart and partner share.
23. Use the chart of adjectives from Day 2. Have students choose one or two words to use in their own sentence. Share.
24. List adjectives that describe these three areas of the school: classroom, playground, cafeteria. Share and chart.
25. Create a chart to list adjectives. Label the columns “What kind” and “How Many” Have both types of adjectives randomly written on the board. Students
put the words in the appropriate category. Include adjectives like; several, many, four, twice, a lot, some, big, yellow, fast, loud, hairy, etc.
ELD PLANNER

Quarter 4
3rd Grade
Discussion/Vocabulary/ Comprehension –
The following is an example of what your week MAY include. This week students will work on action verbs, verbs of being, and verb tenses.
 Day 1- Teacher presents a mini lesson on adjectives. Students are then given an index card with a simple common noun written on it. Students
construct a sentence adding two adjectives to describe the common noun. Teacher will need to model the procedure for the class. Partner or whole
group share.
 Day 2 – The teacher should review the five senses with the class to make sure they have a grasp of the concept. Give an example of a couple of
adjectives that can be used to tell how something sounds, feels, tastes, smells, and moves. Teacher displays an action picture (example; sporting
event) for the class to look at. (The teacher may want to give a different picture to each small group) Students work in pairs or small groups to
come up with a list of adjectives that describe the picture using as many of the five sense as possible. If there is time, teacher could chart the
adjectives in the correct category and create a class chart. Student could use their adjective in complete sentences that describe the pictures.
 Day 3- Teacher uses a current story or text that is part of the regular classroom instruction. Students will be completing a scavenger hunt. You
can have them work independently or in groups. Students search for adjectives within the text. Then you can have them share out using the
following sentence frame. “ On page ___ the adjective _____ describes ________.”
 Day 4- Put students in groups of three or four. Give them either a picture of a common noun or write the word on an index card. (Pictures would
be best.) Examples of good nouns to use might be a cute animal, beach ball, clown, delicious food. Each group receives the same pictures/words.
Then each member of the group takes a picture card and writes an adjective on the back. When all are finished, the cards are passed to the next
group member so that they can add an adjective. Repeat until all group members have had the opportunity to add a new adjective. If time
permits, have the students with the same noun stand up and share the adjectives that are listed on the back with the whole class. Students could
give a thumbs up or down to demonstrate if the word is an adjective or not.
 Day 5 – Today you might play a version of “21 Questions.” A volunteer stands up and picks an item in the classroom to describe. They list 3 to 5
adjectives that describe the item in a complete sentence. Example: “My item is round. My item is colorful, My item is medium sized. My item is
bumpy. What is it? Have students guess what the item is (globe) Encourage the students to use adjectives instead of verbs that describe the use of
the item. Repeat as often as you have time.
Week 6
ELD PLANNER
Quarter 4
Week 7
ELA Learning Targets:
RL 1: ask and answer 5 W’s & H questions to determine key details
orally and in writing with sentence frames and question stems when
necessary; -refer explicitly to the text as the evidence to support their
answers.
RL 2: recount the story and determine the central message/lesson/or
moral; -explain how the central/message is conveyed through key
details in the text
RL 3: identify the characters’ traits, motivations, and feelings by
actively participating in whole class discussions orally and in writing
W 1: Students will write an opinion piece by:
-completing graphic organizers/Thinking Maps that plan out all
sections mentioned below for their opinion piece; - introduce the book
or topic and state an opinion on it an introductory paragraph; - supply
reasons that support their opinion; - use linking words such as because,
also, furthermore, for example that connect their opinions to the
reasons in body paragraphs; - write a concluding paragraph; - use the
completed graphic organizers/Thinking Maps to write their opinion
piece in correct multi-paragraph structure
Tasks
3rd Grade
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following
turn‐taking rules, asking relevant questions, affirming others, and adding relevant information.
3. Offering opinions
Offer opinions and negotiate with others in conversations using basic learned phrases (e.g., I
think…), as well as open responses in order to gain and/or hold the floor.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea,
characters, setting) using key details based on understanding of a select set of grade‐level texts
and viewing of multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by
identifying the phrases or words in the text that provide evidence) with prompting and
substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant
background knowledge (e.g., referring to textual evidence or knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the
meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to
provide details (e.g., time, manner, place, cause, etc.) about a familiar activity or process (e.g.,
They walked to the soccer field.).
This quarter’s focus is on grammar skills. Each week will be focusing on a specific grammar topic or part of speech. This week’s emphasis will be
COMBINING AND IMPROVING SENTENCES. You may want students to write in a journal so they have a collection of words to use for future
activities.
Quick Write – Students respond in writing to the following prompts. The Quick Writes may then be used to develop discussion topics to be used during the
Vocabulary/Discussion section. . The following list is just a guide.
26.
27.
28.
29.
30.
Have students correct 2 or 3 sentences you have written on the board. EX; “The boy goed to school on march” Her felled on the sidewalk at School”
Have two individual sentences written on the board. Students combine them. EX; Maria skipped over the road. Felix skipped over the road.”
Combine two sentences together with the same subject. EX; “The teacher cut the paper. The teacher put the pictures on the wall.”
Combine and correct two sentences. EX; “Them traveled to the ocean. Them went into the water.”
Combine and correct two sentences. EX: The child were playing on the playground. The dog were played on the playground.”
ELD PLANNER

Quarter 4
3rd Grade
Discussion/Vocabulary/ Comprehension –
The following is an example of what your week MAY include. This week students will work on combining and improving sentences.
 Day 1 – Teach a mini lesson on the importance of improving the quality of sentences we write. Have common linking words written on the board.
(and, or, but, so, then, because, until) Remind students that parts of sentences and entire sentences can be combined with these words. Give
examples like “Ted went fishing. Bill went fishing.” which can be combined into a better sentence “Bill and Ted went fishing. Repeat until
students demonstrate understanding. Then teacher orally gives two sentences with the same predicate to the students. In pairs, students discuss
what would be the best way the two sentences should be combined. Rotate through the groups and have them stand up and share the improved
sentence. Repeat as time allows.
 Day 2 – Repeat the same procedure as Day 1, but use sentences with the same subject. EX; “Holly finished her food. Holly ran outside to play.”
They become “Holly finished her food and ran outside.” Monitor for understanding. When appropriate, orally give two sentences with the same
subject and students work in pairs/groups to combine them into a better sentence. Share out.
 Day 3- Show the students how they can combine short sentences into longer sentences with the use of commas and linking words. EX; You
might have the following posted, “Our class has 10 boys. Our class has 11 girls, Our class has 22 chairs. Our class has 22 desks. Ask for
volunteers to suggest ways to change the paragraph into a good sentence. “Our class has 10 boys, 11 girls, 22 chairs, and 22 desks.” Post another
set of similar sentences like “My friend woke up. My friend got dressed. She ate breakfast. She got dressed for school.” Have students work in
pairs/small groups to improve the set of sentences by combining them into one or two sentences using linking words that are posted. Share out.
 Day 4- Remind students that adjectives can make our sentences much more interesting. Model for the students how adjectives improve a
sentence. You may want to start out with a simple sentence like, “The dog ran.” Have individual students add one word at a time to improve the
sentence. You might end up with a sentence like: “The small, shaggy, spotted, long eared dog ran up the rocky hill at noon.” As a large group,
small group, or partner pairs take the set of sentences that were used yesterday and add adjectives to make them even more interesting. Share out,
if time permits.
 Day 5 – Teacher writes two sentences on index cards and passes them out to each set of partners. (Different sentences for each pair) On a
sentence strip, the partners rewrite and combine the two sentences into a better sentence. Encourage students to use the linking words which
should be posted (and, or, but, so, then, because, until) and add adjectives whenever possible. When finished, students come up and read their
sentences to the others in the class.
Week 7