Download Third Grade Lesson Plans

Third Grade Lesson Plans
Subject: Word
February 18 – February 22, 2013
Tuesday
Monday
3.L-2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
3.L-4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g.,
agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
3.L-4c Use a known root word as a clue to the meaning of an unknown word with the same room (e.g., company,
companion).
3.L-4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of
key words and phrases.
3.L-5
Demonstrate understanding of word relationships and nuances in word meanings.
*SC: 3-3.3
Interpret the meaning of idioms encountered in texts.
3.L-5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
3.RF-3 Know and apply grade level-phonics and word analysis skills in decoding words.
*SC: 3-3.1
Generate the meaning of unfamiliar and multiple-meaning words by using context clues.
*SC: 3-3.4 Read high-frequency words in texts.
RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate and expression.
3.RF-3c Decode multisyllable words.
3.L-2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending
rules, meaningful word parts) in writing words.
*SC: 3-3.6
Spell high-frequency words.
*SC: 3-3.7
Spell correctly
•
words that have blends,
•
contractions,
•
compound words,
•
orthographic patterns (for example, qu, consonant doubling, changing the ending of a word
from -y to -ies when forming the plural), and common homonyms
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.
*SC: 3-3.2
Use base words and affixes to determine the meanings of words.
*SC: 3-3.5
Use context clues to determine the relationship between two or more words (including synonyms,
antonyms, and homonyms).
L.3.1i Produce simple, compound, and complex sentences.
L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key
words and phrases.
L.3.5b Identify real-life connections between words and their use
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and
phrases, including those that signal spatial and temporal relationships.
MATERIALS
Spelling
Procedures:
1. Spelling pre-test
2. Teacher will have students put the words in ABC order.
3. Students will cheer the word wall words.
4. Word Wall Words activity—write a word that rhymes with 10 words from the word wall.
5. Cursive handwriting practice: Students will do pages 47-48. —Please remind students of
spacing, legibility and sizing. Students will work on lowercase h and k.
6. The teacher will do “Be a Mind Reader” with the students. They will be given 5 clues
that narrow down to one possible word wall word. Page 74 in the old, green Month by
Month Phonics gives sample ideas for the teacher to follow.
7. Daily Phonics: three-letter clusters scr-, spr-, str-, thr-. The teacher will use T108 for the
phonics lesson. Practice book page 85 can be used as an assessment.
Homework: Write each word 5 times each in ABC order.
Assessment: handwriting practice; group discussion, practice page
Procedures:
1. Word Wall Words activity—write the plural of 10 different words on the word wall.
2. Cursive handwriting practice: Students will do pages 49-50. —Please remind students of
spacing, legibility and sizing. Students will work on lowercase f and b.
3. The teacher will do a “Using Words You Know” lesson with students. The purpose of this
activity is to show students how using words they know will help them to read and spell
a lot of other words. (words for teacher to put on index cards and say are on
p.106…final chart is the top one on page 107)
4. Display the words for students to see, identify the spelling patterns, make a chart on
paper with the words and have them underline the patterns.
5. Students will look at one-syllable words and put them under the correct columns with the
same pattern. Pronounce the words using rhymes.
6. The teacher will say one-syllable words and have students spell them by deciding which
words they rhyme with. Students will write the words in the correct columns.
7. Daily Phonics: three-letter clusters scr-, spr-, str-, thr-. Teacher will use T113
for this lesson.
Homework: Write each word in a sentence.
Assessment: handwriting practice; group discussion, worksheet
Spelling list
Handwriting practice: pages 47-48
Month by Month phonics (green
book) page 74
Journals
T108-109
PB 85
Spelling list
Handwriting practice: pages 49-50
Journals
Dictionaries
Month by Month Phonics (new
book) page 106
T113
Wednesday
Thursday
Procedures:
1. Review Spelling homework.
2. Word Wall Words activity—write the word wall words that are contractions and then
write the two words that were joined to make the contraction.
3. Cursive handwriting practice: pages 52-53—Please remind students of spacing, legibility
and sizing. Students will write words in cursive in many different languages.
4. The teacher will lead students in a review game for tomorrow’s test. Some options
include: Sparkle, Timer game, Word Race, Around the World, etc. If you need directions
for any of these please see Mrs. Freeman.
5. Daily Phonics: three-letter clusters scr-, spr-, str-, thr-. Teacher will use T141 and T149
for this lesson
Homework: Practice test MBS; test tomorrow.
Assessment: handwriting practice; group discussion; teacher observation; making words
Friday
Procedures:
1. Review Spelling homework.
2. Word Wall Words activity—write the word wall words that are contractions and then
write the two words that were joined to make the contraction.
3. Cursive handwriting practice: pages 51—Please remind students of spacing, legibility and
sizing. Students will review lowercase letters e, l, k, h, f and b.
4. The teacher will do a “Making Words” activity with the students. The secret word is
oranges. The letters for the baggies are a, e, o, g, n, r, s. See page 105 in the new
book for words to make and for the steps in the lesson. (pages 28-29 shows a sample
lesson if unsure)
5. The teacher will give students 5 minutes to play around with the letters to see how many
words they can come up with.
6. The teacher will have the students manipulate the letters to make the words called out.
The teacher will have the students sort the words by related words and rhyming words.
7. The teacher will lead students in a review game for tomorrow’s test. Some options
include: Sparkle, Timer game, Word Race, Around the World, etc. If you need directions
for any of these please see Mrs. Freeman.
8. Daily Phonics: three-letter clusters scr-, spr-, str-, thr-. Teacher will use T133 for this
lesson.
Homework: Practice test MBS; test tomorrow.
Assessment: handwriting practice; group discussion; teacher observation; making words
Procedures:
1. Review spelling words.
2. Students will take the spelling test.
3. Students will write the dictation sentences read aloud by the teacher.
Homework: No homework will be given. Have a great weekend!
Spelling list
Handwriting practice: page 51
materials for game
Month by Month Phonics (new
book)
Letter baggies
T133
Spelling list
Handwriting practice: page 52-53
materials for game
Month by Month Phonics (new
book)
Letter baggies
T141 & 149
Spelling post-test