Language Arts

Curriculum > Elementary > 3rd Grade
  • Curriculum Overview
  • Syllabus
  • Sample Lesson Plan
Curriculum Overview
Course Title Grade Course Length
Language Arts 3 th 2 semesters
Course Description
Third grade language arts focuses on reading for comprehension in both fiction and non-fiction modes. Students continue to learn the writing process, applying their knowledge of the six writing traits to the four modes of writing. They also practice writing letters, poems, emails, invitations, and many other every day genres. The text, Reading Street, has many ideas for differentiated instruction, all of which could be used as bases for reading and writing centers.
Students learn about the structure of stories, how to decode words, the importance of using strong words in their writing, and conventions.
Reading and writing in the third grade should connect to students’ lives as well as to the entire curriculum.

Unit 1. Dollars and Sense

Informational Knowledge Objectives
Week 1:
Students will know the requirements to pass the course including behavior, academics, and participation.
Unit 1A: Boom Town
Students will know:
1. the difference between realism and fantasy
2. how to activate prior knowledge before reading
3. how to use context clues to figure out the meaning of homonyms.
4. How to find the main idea of a story.
5. how to identify the setting in a story.
6. how to write a character sketch using descriptions from the story, such as what a character says and does
7. the short vowel sounds (VCCV).
8. how to brainstorm a writing plan, and use it to write a rough draft.
Unit 1B: What About Me?
Students will know:
1. How to identify subjects and predicates
2. The rules for spelling the plural forms of nouns.
3. How to identify sequence in a story and use it to summarize the story.
4. How to divide compound words into their parts to help determine meaning.
5. How to write a song using rhyme and repetition.
6. How to alphabetize words.
Suggestion:
 Teach how to alphabetize titles—provide students with a stack of books. After teaching them the rules for alphabetizing titles, have them put the books in alphabetical order.
Unit 1C: Alexander, Who Used to be Rich Last Sunday
Students will know:
1. How to visualize a passage while listening or reading to self, to help aid in comprehension.
2. How to add the suffixes –ing, -ed, -er, and –est to words to change their meaning.
3. How to Improve their writing with time-order (transition) words.
4. How to develop the skills “skimming and scanning” to aid in research and understanding main ideas.
5. How to use a mix of questions and statements in writing to enhance the readers’ interest.
6. How to write a friendly letter.
Unit 1D: If You Made a Million
Students will know:
1. The definitions of exclamatory and imperative sentences.
2. How to pronounce the long vowel digraphs.
3. How to use the “monitor and fix-up strategy”
4. How to use context clues to decode word meaning.
5. How to write an email, focusing on ideas.
Unit 1E: My Rows and Piles of Coins
Students will know:
1. The definition of compound sentence.
2. How to recognize and pronounce vowel diphthongs.
3. How to interpret circle graphs and pictographs.
4. The definition of simile, and how similes enhance the reader’s interest in a story.
5. How to write a simile for student’s own writing.
Procedural Knowledge Objectives
Week 1:
Students will be able to demonstrate the appropriate qualities and behaviors for the course.
Unit 1A: Boom Town
Student will be able to:
1. compare and contrast realism and fantasy.
2. activate prior knowledge before reading.
3. use context clues to figure out the meaning of homonyms.
4. discuss the main idea of a story.
5. identify the setting in a story.
6. write a character sketch using descriptions from the story, such as what a character says and does.
7. pronounce the short vowel sounds (VCCV) correctly.
8. brainstorm a writing plan, and use it to write a rough draft.
Unit 1B: What About Me?
Students will be able to:
1. identify subjects and predicates.
2. spell the plural forms of nouns.
3. identify sequence in a story and use it to summarize the story.
4. divide compound words into their parts to help determine meaning.
5. write a song using rhyme and repetition.
6. alphabetize words.
Unit 1C: Alexander, Who Used to be Rich Last Sunday
Students will be able to:
1. visualize a passage while listening or reading to self, to help aid in comprehension.
2. add the suffixes –ing, -ed, -er, and –est to words to change their meaning.
3. Improve their writing with time-order (transition) words.
4. develop and use the skills “skimming and scanning” to aid in research and to understand main ideas.
5. use a mix of questions and statements in writing to enhance the readers’ interest.
6. format and write a friendly letter.
Unit 1D: If You Made a Million
Students will be able to:
1. The definitions of exclamatory and imperative sentences.
2. How to pronounce the long vowel digraphs.
3. How to use the “monitor and fix-up strategy”
4. How to use context clues to decode word meaning.
5. How to write an email, focusing on ideas.
Unit 1E: My Rows and Piles of Coins
Students will be able to:
1. Define and recognize, and write compound sentences.
2. recognize and pronounce vowel dipthongs.
3. interpret circle graphs and pictographs.
4. Define simile, and explain how similes enhance the reader’s interest in a story.
5. write a simile for student’s own writing.

Unit 2: Smart Solutions

Informational Knowledge Objectives
Unit 2A: Penguin Chick
Students will know:
1. How to use synonyms to help decode unfamiliar words.
2. How to identify main idea and supporting details.
3. How to pronounce the syllable patterns V/CV and VC/V.
4. How to use graphic organizers to help understand main ideas and supporting details.
5. How to summarize a story’s sequence.
Unit 2B: A Day’s Work
Students will know:
1. How to visualize a character based on written description.
2. How to write a set of rules, eliminating wordiness.
3. How to paraphrase the ideas in a story.
4. How to pronounce the syllable pattern C+le
Unit 2C: Prudy’s Problem and How She Solved It
Students will know:
1. How to spell irregular plural nouns
2. How to write a problem/solution paragraph, focusing on organization and writing clearly.
3. How to draft, revise, and publish one’s writing.
4. How to recognize and use the figurative device “onomatopoeia” to enhance one’s writing.
5. How to use dictionaries to look up word meanings.
6. How to use inference to aid comprehension of a story.
Unit 2D: Tops and Bottoms
Students will know:
1. How to spell singular possessive nouns.
2. How to determine author’s purpose.
3. How to use prediction to enhance understanding of the selection.
4. How to pronounce and spell consonant blends.
5. How to recognize idioms and translate them into their figurative meanings.
6. How to write a narrative story, focusing on voice.
7. How to use an encyclopedia for research.
Unit 2E: William’s House
Students will know:
1. How to draw conclusions based on details and facts in a story.
2. How to recognize and spell the digraphs sh, th, ph, ch, and tch.
3. How to ask questions that will aid in comprehension of a passage.
4. How to improve one’s writing with the use of precise words.
5. How to write an explanatory paragraph, focusing on ideas.
Procedural Knowledge Objectives
Unit 2A: Penguin Chick
SWBAT:
1. use synonyms to help decode unfamiliar words.
2. identify main idea and supporting details.
3. pronounce the syllable patterns V/CV and VC/V.
4. use graphic organizers to help understand main ideas and supporting details.
5. summarize a story’s sequence.
Unit 2B: A Day’s Work
SWBAT:
1. visualize a character based on written description.
2. write a set of rules, eliminating wordiness.
3. paraphrase the ideas in a story.
4. pronounce the syllable pattern C+le
Unit 2C: Prudy’s Problem and How She Solved It
SWBAT:
1. spell irregular plural nouns
2. write a problem/solution paragraph, focusing on organization and writing clearly.
3. draft, revise, and publish one’s writing.
4. recognize and use the figurative device “onomatopoeia” to enhance one’s writing.
5. use dictionaries to look up word meanings.
6. use inference to aid comprehension of a story.
Unit 2D: Tops and Bottoms
SWBAT:
1. spell singular possessive nouns.
2. determine author’s purpose.
3. use prediction to enhance understanding of the selection.
4. pronounce and spell consonant blends.
5. recognize idioms and translate them into their figurative meanings.
6. write a narrative story, focusing on voice.
7. use an encyclopedia for research.
Unit 2E: William’s House
SWBAT:
1. draw conclusions based on details and facts in a story.
2. recognize and spell the digraphs sh, th, ph, ch, and tch.
3. ask questions that will aid in comprehension of a passage.
4. improve one’s writing with the use of precise words.
5. write an explanatory paragraph, focusing on ideas.

Unit 3.People and Nature

Informational Knowledge Objectives
Unit 3A: The Gardener
Students will know:
1. The meanings of contractions and how to spell them
2. How to write a cause and effect sequence to aid in reading comprehension of the story structure.
3. The difference between action and helping verbs, and how to use them properly.
4. How to use sensory details to enhance one’s writing.
5. how to write a journal entry, focusing on word choice
Unit 3B: Pushing Up the Sky
Students will know:
1. How to decode words with the prefixes un-, re-, mis-, dis-.
2. How to differentiate between main and helping verbs, and use them correctly in their writing.
3. How to choose strong verbs to improve their writing.
4. How to write a short play, focusing on conventions.
5. How to use a thesaurus to find synonyms and strong verbs.
Unit 3C: Night Letters
Students will know:
1. How to draw conclusions based on their reading.
2. How to ask questions of themselves while reading to self-check for comprehension.
3. How to write sentences with correct subject/verb agreement.
4. How to decode compound words by breaking them into their parts.
5. How to correctly pronounce and spell the consonant sounds /j/, /k/, and /s/.
6. how to write a “night letter” and/or friendly letter, focusing on organization.
Unit 3D: A Symphony of Whales
Students will know:
1. How to make generalizations about words or statements to aid in comprehension.
2. How to decode words using the suffixes –ly, -ful, -ness, and –less, and add them to words to change the words’ meanings.
3. How to conjugate verbs into the past, present, and future tenses.
4. How to locate the 5 W’s (Who, What, When, Where, Why, and How) in a news story, and use them to answer questions.
5. How to write complete sentences
6. How to write a news story, focusing on the 5 W’s.
Unit 3E: Volcanoes, Natures Incredible Fireworks
Students will know:
1. How to conjugate selected irregular verbs.
2. How to recognize, pronounce and spell, given words with the silent consonant blendswr, kn, mb, gn.
3. How to write a paragraph using compareand contrast words.
4. How to identify some of the features of poetry, such as imagery, literal interpretation, inferential interpretation through metaphor, and theme.
Procedural Knowledge Objectives
Unit 3A: The Gardener
SWBAT:
1. state the meanings of contractions as well as spell them
2. write a cause and effect sequence to aid in reading comprehension of the story structure.
3. Compare and contrast action and helping verbs, and use them properly In their writing.
4. use sensory details to enhance one’s writing.
5. write a journal entry, focusing on word choice
Unit 3B: Pushing Up the Sky
SWBAT:
1. decode words with the prefixes un-, re-, mis-, dis-.
2. differentiate between main and helping verbs, and use them correctly in their writing.
3. choose strong verbs to improve their writing.
4. write a short play, focusing on conventions.
5. use a thesaurus to find synonyms and strong verbs.
Unit 3C: Night Letters
SWBAT:
1. draw conclusions based on their reading.
2. ask questions of themselves while reading to self-check for comprehension.
3. write sentences with correct subject/verb agreement.
4. decode compound words by breaking them into their parts.
5. correctly pronounce and spell the consonant sounds /j/, /k/, and /s/.
6. write a “night letter” and/or friendly letter, focusing on organization.
Unit 3D: A Symphony of Whales
SWBAT:
1. make generalizations about words or statements to aid in comprehension.
2. decode words using the suffixes –ly, -ful, -ness, and –less, and add them to words to change the words’ meanings.
3. conjugate verbs into the past, present, and future tenses.
4. locatethe 5 W’s (Who, What, When, Where, Why, and How) in a news story, and use them to answer questions.
5. write complete sentences.
6. write a news story, focusing on the 5 W’s .
Unit 3E: Volcanoes, Natures Incredible Fireworks
SWBAT:
1. conjugate selected irregular verbs
2. recognize, pronounce and spell, given words with the silent consonant blends wr, kn, mb, gn
3. write a paragraph using compare and contrast words.
4. identifysome of the features of poetry, such as imagery, literal interpretation, inferential interpretation through metaphor, and theme.

Unit 4. One of a Kind

Informational Knowledge Objectives
Unit 4A: Wings
Students will know:
1. How to recognize and use cause and effect to aid in comprehension of a passage.
2. How to write and use singular and plural pronouns
3. The spelling rules for irregular plurals.
4. How to use the cause and effect strategy to aid in comprehension
5. How to improve their writing using vivid words.
6. How to write a poem, focusing on vivid words.
Unit 4B: Hottest, Coldest, Highest, Deepest
Students will know:
1. How to recognize and correctly use subject and object pronouns.
2. How to describe the setting of a story.
3. How to pronounce words with “r controlled” vowels.
4. How to read a bar graph within a text to clarify concepts in the passage.
5. How to write a paragraph describing setting, focusing on word choice.
Unit 4C: Rocks in His Head
Students will know:
1. How to recognize and correctly use possessive pronouns
2. How to use the prefixes pre-, mid-, over, and out- to decode words and change word meanings.
3. How to write a biography, focusing on sentence variety.
4. How to analyze a poem for imagery and humor.
Unit 4D: America’s Champion Swimmer: Gertrude Ederle
Students will know:
1. How to differentiate between fact and opinion.
2. How to spell and pronounce contractions correctly.
3. How to spell words with the suffixes –er, -or, -ess, and –ist.
4. How to decode words with the suffixes –er, -or, -ess, and –ist.
5. How to write a descriptive paragraph, focusing on supporting details.
6. How to write an interview.
7. How to use an online directory to locate information.
8. How to read a line graph within a text to help comprehend the text.
Unit 4E: Fly, Eagle, Fly!
Students will know:
-How to recognize plot and theme, and apply it to their own writing.
-How to recognize a preposition.
-How to spell words with the VCCCV syllable pattern, and correctly divide them into their syllables.
-How to write a plot summary, focusing on transitions that show order.
-How to analyze a poem for tone and inferences.
Procedural Knowledge Objectives
Unit 4A: Wings
SWBAT:
1. recognize and use cause and effect to aid in comprehension of a passage.
2. write and use singular and plural pronouns
3. spell certain irregular plurals.
4. use the cause and effect strategy to aid in comprehension
5. improve their writing using vivid words.
6. write a poem, focusing on vivid words
Unit 4B: Hottest, Coldest, Highest, Deepest
SWBAT:
1. recognize and correctly use subject and object pronouns.
2. describe the setting of a story.
3. pronounce words with “r controlled” vowels.
4. read a bar graph within a text to clarify concepts in the passage.
5. write a paragraph describing setting, focusing on word choice.
Unit 4C: Rocks in His Head
SWBAT:
1. recognize and correctly use possessive pronouns
2. use the prefixes pre-, mid-, over, and out- to decode words and change word meanings.
3. write a biography, focusing on sentence variety.
4. analyze a poem for imagery and humor.
Unit 4D: America’s Champion Swimmer: Gertrude Ederle
SWBAT:
1. differentiate between fact and opinion.
2. spell and pronounce contractions correctly.
3. spell words with the suffixes –er, -or, -ess, and –ist.
4. decode words with the suffixes –er, -or, -ess, and –ist.
5. write a descriptive paragraph, focusing on supporting details.
6. write an interview.
7. use an online directory to locate information.
8. read a line graph within a text to help comprehend the text.
Unit 4E: Fly, Eagle, Fly!
SWBAT:
-recognize plot and theme, and apply it to their own writing.
-recognize a preposition.
-spell words with the VCCCV syllable pattern, and correctly divide them into their syllables.
-Summarize a plot, focusing on transitions that show order.
-analyze a poem for tone and inferences.

Unit 5. Cultures

Informational Knowledge Objectives
Unit 5A: Suki’s Kimono
Students will know:
1. how to recognize and correctly use adjectives and articles.
2. How to recognize realistic fiction.
3. How to spell the CVVC and CVV syllable patterns correctly.
4. How to separate the CVVC and CVV syllable patterns into their individual syllables correctly.
5. How to differentiate between the V/V sound in words such as lion (two syllables) from digraphs.
6. How to improve one’s writing with strong adjectives.
7. How to compare and contrast information within a text.
8. How to write an editorial, focusing on adjectives.
9. How to write a thank you letter
Unit 5B: How My Family Lives in America
Students will know:
1. how to recognize and use adjectives that compare (superlatives).
2. how to spell and define given homophones.
3. How to use antonyms to help aid in comprehension.
4. How to differentiate between fact and opinion in compare and contrast texts.
5. How to write an opinion piece, focusing on persuasive words (superlatives) and a variety of sentence lengths.
Unit 5C: Good-Bye, 382 Shin Dang Dong
Students will know:
1. how to recognize and use adverbs
2. how to correctly pronounce and spell the vowel sound in “ball”
3. how to use the strategy of “reading on” when the sequence of a passage is not understood.
4. How to write an ad, focusing on persuasive words and strong, vivid words.
5. How to use an atlas to locate geographical information and practice using directional words.
Unit 5D: Jalapeno Bagels
Students will know:
1. how to draw conclusions that make sense based on information in the text.
2. how to identify and use adverbs that compare.
3. How to put reasons for an opinion in order in writing
4. How to write a narrative from a prompt, focusing on ideas
5. How to put information in outline from.
Unit 5E: Me and Uncle Romie
Students will know:
1. how to identify and correctly use conjunctions.
2. How to identify the suffixes –y, -ish, -hood, and –ment, and how to add them to words to change the words’ meanings.
3. How to choose the proper voice for an intended audience
4. How to determine author’s purpose through creating a graphic organizer that records clues from the passage.
5. How to write a descriptive story, focusing on audience and conventions.
Procedural Knowledge Objectives
Unit 5A: Suki’s Kimono
SWBAT:
1. recognize and correctly use adjectives and articles.
2. recognize realistic fiction.
3. spell the CVVC and CVV syllable patterns correctly.
4. separate the CVVC and CVV syllable patterns into their individual syllables correctly.
5. differentiate between the V/V sound in words such as lion (two syllables) from digraphs.
6. improve one’s writing with strong adjectives.
7. compare and contrast information within a text.
8. write an editorial, focusing on adjectives.
9. write a thank you letter
Unit 5B: How My Family Lives in America
SWBAT:
1. recognize and use adjectives that compare (superlatives).
2. spell and define given homophones.
3. use antonyms to help aid in comprehension.
4. differentiate between fact and opinion in compare and contrast texts.
5. write an opinion piece, focusing on persuasive words (superlatives) and a variety of sentence lengths.
Unit 5C: Good-Bye, 382 Shin Dang Dong
SWBAT:
1. recognize and use adverbs
2. correctly pronounce and spell the vowel sound in “ball”
3. use the strategy of “reading on” when the sequence of a passage is not understood.
4. write an ad, focusing on persuasive words and strong, vivid words.
5. use an atlas to locate geographical information and practice using directional words
Unit 5D: Jalapeno Bagels
SWBAT:
1. draw conclusions that make sense based on information in the text.
2. identify and use adverbs that compare.
3. put reasons for an opinion in order in writing
4. write a narrative from a prompt, focusing on ideas
5. put information in outline from.
Unit 5E: Me and Uncle Romie
SWBAT:
1. identify and correctly use conjunctions.
2. identify the suffixes –y, -ish, -hood, and –ment, and how to add them to words to change the words’ meanings.
3. choose the proper voice for an intended audience
4. determine author’s purpose through creating a graphic organizer that records clues from the passage.
5. write a descriptive story, focusing on audience and conventions.

Unit 6. Freedom

Informational Knowledge Objectives
Unit 6A: The Story of the Statue of Liberty
Students will know:
1. how to apply the rules for capitalizing words.
2. Correctly spell and pronounce the vowel sounds in tooth and cook.
3. How to paraphrase a passage.
4. How to take notes by finding the most important ideas and details.
5. How to read a time line to help understand sequence.
Unit 6B: Happy Birthday Mr. Kang
Students will know:
1. how to create cause and effect graphic organizers to aid in comprehension.
2. The rules for abbreviations
3. How to recognize and pronounce the schwa sound
4. How to compare and contrast main ideas and details within different stories.
5. How to write an invitation.
Unit 6C: Talking Walls: Art for the People
Students will know:
1. how to recognize the suffixes –tion, -sion, and –sure.
2. How to add the suffixes –tion, -sion, and –sure ti words to change the words’ meanings.
3. How to combine sentences using the appropriate conjunction.
4. How to write an informational paragraph, focusing on organization
5. How to analyze a poem for rhythm and cadence, and explain how punctuation guides rhythm.
Unit 6D: Two Bad Ants
Students will know:
1. how to spell, define, and pronounce words that are multisyllabic due to their prefixes and suffixes.
2. how to use commas correctly in writing.
3. The definition of “fable”.
4. How to draw a cause and effect graphic organizer to help aid comprehension.
5. How to write a descriptive paragraph using vivid words.
Unit 6E: Elena’s Serenade
Students will know:
1. Identify and correctly spell words that are in the same family.
2. How to differentiate a direct quote from an indirect quote.
3. how to write quotation marks in dialogue.
4. how to use a chart or table to help understand a text.
5. How to write well-organized paragraphs
6. how to write good conclusions.
7. how to analyze a poem for inferential meaning.
Procedural Knowledge Objectives
Unit 6A: The Story of the Statue of Liberty
SWBAT:
1. apply the rules for capitalizing words.
2. Differentiate between the vowel sounds in tooth and cook.
3. paraphrase a passage.
4. take notes by finding the most important ideas and details.
5. read a time line to help understand sequence.
Unit 6B: Happy Birthday Mr. Kang
SWBAT:
1. create cause and effect graphic organizers to aid in comprehension.
2. Apply the rules for abbreviations to their written work.
3. recognize and pronounce the schwa sound
4. compare and contrast main ideas and details within different stories.
5. write an invitation.
Unit 6C: Talking Walls: Art for the People
SWBAT:
1. recognize the suffixes –tion, -sion, and –sure.
2. add the suffixes –tion, -sion, and –sure ti words to change the words’ meanings.
3. combine sentences using the appropriate conjunction.
4. write an informational paragraph, focusing on organization
5. Analyze a poem for rhythm and cadence, and explain how punctuation guides rhythm.
Unit 6D: Two Bad Ants
SWBAT:
1. spell, define, and pronounce words that are multisyllabic due to their prefixes and suffixes.
2. use commas correctly in writing.
3. define “fable”.
4. draw a cause and effect graphic organizer to help aid comprehension.
5. write a descriptive paragraph using vivid words.
Unit 6E: Elena’s Serenade
SWBAT:
1. correctly spell words that are in the same family.
2. differentiate a direct quote from an indirect quote.
3. write quotation marks in dialogue.
4. use a chart or table to help understand a text.
5. write well-organized paragraphs
6. write good conclusions
7. analyze a poem for inferential meaning.
Course Description
3rd Grade Language Arts is a course designed to integrate comprehension skills into independent reading and writing. Students begin their first steps away from learning to read and a much larger focus is put on reading to learn. Students will begin forming complete and complex sentences and building on that foundation to develop multi-paragraph writing pieces in multiple genres. Students are expected to read an on level text and comprehend the language and themes of the stories and be able to analyze and explain the stories.
Course Learning Objectives
From the Minnesota State Standards:
- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through the key details in the text.
- Describe characters in a story and explain how their actions contribute to the sequence of events.
- Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language, including figurative language such as similes.
- Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
- Distinguish their own point of view from that of the narrator or those of the characters.
- Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.
- Compare and contrast the themes, settings, and plots of stories written by the same author about the same of similar characters.
- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- Determine the main idea of a text; recount the key details and explain how they support the main idea.
- Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
- Determine the meaning of general academic and domain-specific words and phrases in a text.
- Use text features and search tools to locate information relevant to a given topic efficiently.
- Distinguish their own point of view from that of the author of a text.
- Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
- Describe the logical connection between particular sentences and paragraphs in a text.
- Compare and contrast the most important points and key details presented in two texts on the same topic.
- Know and apply grade-level phonics and word analysis skills in decoding words.
- Read with sufficient accuracy and fluency to support comprehension.
- Write opinion pieces on topics or texts, supporting a point of view with reasons.
- Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
- With guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, and editing.
- With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.
- Conduct short research projects that build knowledge about a topic.
- Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
- Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.
- Engage effectively in a range of collaborative discussions with diverse partners, building on others’ ideas and expressing their own clearly.
- Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
- Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
- Report on a topic or text and avoid plagiarism by identifying sources, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
- Create engaging audio recording of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
- Distinguish among, understand, and use different types of print, digital, and multimodal media.
- With prompting and support, create an individual or shared multimedia work for a specific purpose.
- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- Use knowledge of language and its conventions when writing, speaking, reading, or listening.
- Determine or clarify the meaning of unknown and multiple-meaning words and phrases choosing flexibly from a range of strategies.
- Demonstrate understanding of word relationships and nuances in word meanings to develop word consciousness.
- Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
Resources
Students will use the Pearson Reading Street Textbooks for Grade Three as a curriculum guide and the Reader’s and Writer’s Notebook as an informal assessment guide for the course.
Units, Themes, and Course Organization
Unit 1: Dollars and Sense
Comprehension Skills and Strategies – Realism/Fantasy; Activate and Use Prior Knowledge; Character, Setting, Plot; Context Clues; Sequence of Events; Summarize; Author’s Purpose; Word Structure; Visualize; Draw Conclusions/Make Inferences; Reference Sources; Monitor & Fix Up Writing; Story Structure
Unit 2: Smart Solutions
Comprehension Skills and Strategies – Main Idea & Details; Graphic Organizers; Sequence; Context Clues; Character; Visualization; Realism/Fantasy; Monitor & Fix Up; Dictionary; Author’s Purpose; Predict; Draw Conclusions; Ask Questions
Unit 3: People and Nature
Comprehension Skills and Strategies – Cause and Effect; Story Structure; Draw Conclusions/Make Inferences; Word Structure; Author’s Purpose; Summarize; Glossary; Ask Questions; Generalize; Answer Questions; Context Clues; Compare/Contrast; Monitor & Fix Up; Dictionary
Unit 4: One of a Kind
Comprehension Skills and Strategies – Cause & Effect; Answer Questions; Sequence of Events; Word Structure; Compare and Contrast; Ask Questions; Generalize; Activate and Use Prior Knowledge; Context Clues; Fact & Opinion; Monitor & Fix Up; Plot & Theme; Graphic Organizers
Unit 5: Cultures
Comprehension Skills and Strategies – Compare & Contrast; Predict; Generalize; Context Clues; Fact & Opinion; Text Structure; Sequence of Events; Monitor & Fix Up; Word Structure; Draw Conclusions; Summarize; Author’s Purpose; Prior Knowledge
Unit 6: Freedom
Comprehension Skills and Strategies – Main Idea & Details; Text Structure; Cause & Effect; Word Structure; Graphic Organizers; Plot & Theme; Context Clues; Fact & Opinion; Answer Questions; Glossary; Visualize; Generalize; Predict
Learning Activities and Methods
Students will learn in many different ways to maximize exposure to the information. Students will be expected to work independently, with partners, in small groups and as a whole class. Students will complete book work, take part in discussion, complete projects, and participate in learning and study games.
Assessment

Evaluation:

evaluation example
Classwork 20%
Homework 15%
Participation 25%
Projects 15%
Tests & Exams 25%

Grading Scale:

Grading Scale
SPAS Grading System
A+ 97 - 100 4.0
A 94 - 96.99 4.0
A- 90 - 93.99 3.7
B+ 87 - 89.99 3.3
B 84 - 86.99 3.0
B- 80 - 83.99 2.7
C+ 77 - 79.99 2.3
C 74 - 76.99 2.0
C- 70 - 73.99 1.7
D+ 67 - 69.99 1.3
D 64 - 66.99 1.0
D- 60 - 63.99 0.7
F 0 - 59.99 0
Classroom Policies
Students are expected to follow all school policies related to the Elementary grade levels. Students will be expected to follow the classroom rules decided upon and signed by the class and the teacher at the beginning of the school year. Students will show respect for the teacher, their classmates, and themselves throughout the school year.
Supplies
Students are expected to arrive in class with sharpened pencils, notebooks (no smaller than 8.5X11’’), and their textbooks and homework.

Important Note:

This Syllabus is intended to be a guideline. The description, requirement, and schedule are subject to revision and refinement by the teacher.

Weekly Informational Knowledge Overview - (Students will know...)
Students will know the requirements to pass the course including behavior, academics, and participation.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to demonstrate the appropriate qualities and behaviors for the course.
Monday
Tuesday
Wednesday
Thursday
Friday
***FIRST DAY OF CLASS***
Learning Objective:
Introduce and learn about classmates and teachers. Establish procedures and basic rules.
Language Objective:
Students conversational comprehension will be gauged during this time.
Main Activity:
Students will take turns meeting and talking with their new classmates until each one has had a chance to meet all of the others.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Continuation of Monday.
Language Objective:
Continuation of Monday.
Main Activity:
Students will write about themselves. Students will be given the writing prompt: “What I want the world to know about me is…” This will be used as an introduction as well as a writing sample.
Evaluation:
Collect writing samples if finished.
Vocabulary:
Homework:
Learning Objective:
Continuation from Monday.
Language Objective:
Continuation from Monday.
Main Activity:
After discussing what it means to be a respectful audience, students will take turns presenting their writing from yesterday.
Evaluation:
Students behavior during the other students’ presentations will be evaluated and noted.
Vocabulary:
Homework:
Learning Objective:
Continuation of Monday.
Language Objective:
Continuation of Monday.
Main Activity:
Students will write about one of their new classmates and what they have learned about them this week.
Evaluation:
Writing samples will be added to the students’ files.
Vocabulary:
Homework:
Learning Objective:
Students will be able to spell the Dolch Sight Vocabulary words for the Primer through Second Grade levels.
Language Objective:
Main Activity:
Students will begin their sight word spelling tests. Words #1-60 will be covered today.
Evaluation:
The spelling test will be used as a beginning of the year spelling assessment but will not be graded.
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading Street Text books and work books, pencils, crayons, paper
State of Minnesota Standards Covered
3.8.1.1 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 others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. 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).
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
d. Explain their own ideas and understanding in light of the discussion.
e. Cooperate and compromise as appropriate for productive group discussion.
f. Follow multi-step oral directions
3.10.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the difference between realism and fantasy, how to activate prior knowledge before reading, and how to use context clues to figure out the meaning of unknown words.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use the skills to comprehend the story of the week.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the specific features of fantasy and reality. Students will use guided questions to activate prior knowledge about stories and topics.
Language Objective:
Main Activity:
Students will take their spelling pretest then self-correct using their list. Students will listen as the teacher reads aloud the short story “Prairie Town”. Students will write about the short story. Students will look up the vocabulary words in the glossary and write down the meanings.
Evaluation:
Vocabulary:
boom, business, coins, fetched, laundry, mending, pick, skillet, spell
Homework:
Learning Objective:
Students will figure out the meanings of unknown words using context clues.
Language Objective:
Main Activity:
Review spelling words. Review vocabulary words. Students will listen while the teacher reads aloud the story of the week, “Boom Town” and answer the comprehension questions throughout the story.
Evaluation:
Vocabulary:
boom, business, coins, fetched, laundry, mending, pick, skillet, spell
Homework:
Learning Objective:
Students will use acquired skills to understand the story of the week.
Language Objective:
Main Activity:
Review spelling words. Review vocabulary words. Students will take turns reading aloud pages from the story of the week, “Boom Town” and begin the review questions at the end of the story.
Evaluation:
Vocabulary:
boom, business, coins, fetched, laundry, mending, pick, skillet, spell
Homework:
Learning Objective:
Students will work on fluency and comprehension via reading and listening to the story.
Language Objective:
Main Activity:
Review spelling words. Review vocabulary words. Students will partner read the story of the week, “Boom Town” and complete the review questions at the end of the story.
Evaluation:
Vocabulary:
boom, business, coins, fetched, laundry, mending, pick, skillet, spell
Homework:
Learning Objective:
Students will comprehend and explain the story of the week.
Language Objective:
Main Activity:
Review spelling words. Spelling Test. Students will read the story of the week independently then write a summary of the story (including whether it is realistic or fantasy) as an assessment.
Evaluation:
Spelling test, reading/writing assessment.
Vocabulary:
boom, business, coins, fetched, laundry, mending, pick, skillet, spell
Homework:
Materials / Resources (including technology)
Reading Street Text books and work books, pencils, crayons, paper
State of Minnesota Standards Covered
3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.1.2.2 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.
3.1.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
3.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to identify the sequence of a story and use that to develop a summary.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to read a story and summarize it in their own words, using the proper sequence.
Monday
Tuesday
Wednesday
Thursday
Friday
***TYPHOON DAY – NO CLASSES***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will learn the basic procedure of identifying a story’s sequence.
Language Objective:
Students will use the sequence of a story to create a basic summary.
Main Activity:
Students will listen to the short story “The Story of Money” and with teacher guided questions, figure out the sequence of the story as a class. Students will use the sequence the class created to develop summaries of the story. Students will look up the vocabulary then take their spelling pretest and correct them to use as a study guide.
Evaluation:
Vocabulary
Vocabulary:
marketplace, straying, carpenter, plenty, merchant, thread, carpet maker, knowledge
Homework:
Learning Objective:
Students will learn the basic procedure of identifying a story’s sequence. Students will use the sequence of a story to create a basic summary.
Language Objective:
Students will continue to practice identifying the author’s purpose for writing a story.
Main Activity:
Students will listen while the teacher reads aloud the story of the week “What About Me?” Students will use teacher guided questions to better comprehend the story. Review vocabulary and review spelling.
Evaluation:
Spelling worksheet
Vocabulary:
marketplace, straying, carpenter, plenty, merchant, thread, carpet maker, knowledge
Homework:
Learning Objective:
Students will learn the basic procedure of identifying a story’s sequence. Students will use the sequence of a story to create a basic summary.
Language Objective:
Students will continue to practice identifying the author’s purpose for writing a story.
Main Activity:
Review Spelling. Review Vocabulary. Students will take turns reading pages from the story of the week. Students will begin the review questions at the end of the story in their notebooks.
Evaluation:
Review questions
Vocabulary:
marketplace, straying, carpenter, plenty, merchant, thread, carpet maker, knowledge
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading Street Text books and work books, pencils, crayons, paper
State of Minnesota Standards Covered
3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.2.2.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
3.2.6.6 Distinguish their own point of view from that of the author of a text.
3.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to identify the sequence of a story and use that to develop a summary.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to read a story and summarize it in their own words, using the proper sequence.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will learn how to identify a story’s sequence. Students will use the sequence of a story to create a basic summary.
Language Objective:
Students will continue to practice identifying the author’s purpose for writing a story.
Main Activity:
Review Vocabulary. Review Spelling. Students will partner read the story of the week. Students will complete the review questions at the end of the story in their notebooks.
Evaluation:
Review questions
Vocabulary:
marketplace, straying, carpenter, plenty, merchant, thread, carpet maker, knowledge
Homework:
Learning Objective:
Students will learn how to identify a story’s sequence. Students will use the sequence of a story to create a basic summary.
Language Objective:
Students will continue to practice identifying the author’s purpose for writing a story.
Main Activity:
Review Vocabulary. Review Spelling. Students will partner read the story of the week. Students will complete the review questions at the end of the story in their notebooks.
Evaluation:
Review questions
Vocabulary:
marketplace, straying, carpenter, plenty, merchant, thread, carpet maker, knowledge
Homework:
Learning Objective:
Students will learn the basic procedure of identifying a story’s sequence. Students will use the sequence of a story to create a basic summary.
Language Objective:
Students will continue to practice identifying the author’s purpose for writing a story.
Main Activity:
Review spelling. Review vocabulary. Students will partner read the story of the week. As a whole group, we will identify the sequence of the story and create a visual representation on the board. Students will work as a whole group to summarize the story.
Evaluation:
Summaries
Vocabulary:
marketplace, straying, carpenter, plenty, merchant, thread, carpet maker, knowledge
Homework:
Learning Objective:
Students will learn the basic procedure of identifying a story’s sequence. Students will use the sequence of a story to create a basic summary.
Language Objective:
Students will continue to practice identifying the author’s purpose for writing a story.
Main Activity:
Review Spelling. Review Vocabulary. Students will partner read the story. Students will create their own “map” of the story identifying the sequence and main events.
Evaluation:
Story maps
Vocabulary:
marketplace, straying, carpenter, plenty, merchant, thread, carpet maker, knowledge
Homework:
Learning Objective:
Students will learn the basic procedure of identifying a story’s sequence. Students will use the sequence of a story to create a basic summary.
Language Objective:
Students will continue to practice identifying the author’s purpose for writing a story.
Main Activity:
Review spelling. Review vocabulary. Students will independently read the story of the week. Students will use their “maps” from yesterday to write a summary of the story of the week.
Evaluation:
Teacher watches and monitors
Vocabulary:
marketplace, straying, carpenter, plenty, merchant, thread, carpet maker, knowledge
Homework:
Materials / Resources (including technology)
Reading Street Text books and work books, pencils, crayons, paper
State of Minnesota Standards Covered
3.1.6.6 Distinguish their own point of view from that of the narrator or those of the characters.
3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.2.2.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
3.2.6.6 Distinguish their own point of view from that of the author of a text.
3.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.
Weekly Informational Knowledge Overview - (Students will know...)
Students will continue to identify the sequence of stories. Students will know what it means and how to visualize a story while it is being read to them and while they are reading.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to sequence a story and visualize it. Students will be able to locate unknown words in a glossary or dictionary and figure out the meaning using the definition provided.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to identify the sequence of the story. Students will be able to visualize the story as they are being read to.
Language Objective:
Students will be able to sequence a story and visualize it.
Main Activity:
Spelling Pretest. Students will listen to the short story “Zach the Yard-Sale Whiz” and describe what they visualize while listening. Students will work with a partner to try and remember the sequence of the main events in the story. Students will look up the vocabulary words for the week in the glossary and check their understanding using the context clues around the words in the short story “Saving Money”. Students will listen while the teacher reads aloud the story of the week “Alexander, Who Used to be Rich Last Sunday” and answer the comprehension questions throughout.
Evaluation:
Vocabulary
Vocabulary:
college, rich, downtown, nickels, dimes, quarters, fined
Homework:
Learning Objective:
Students will display the knowledge to properly locate and identify unknown words in a glossary or dictionary, including understanding alphabetical order.
Language Objective:
Students will be able to locate unknown words in a glossary or dictionary and figure out the meaning using the definition provided.
Main Activity:
Review Spelling. Review Vocabulary. Students will take turns reading pages from the story of the week. Students will begin the review questions at the end of the story in their notebooks.
Evaluation:
Review questions
Vocabulary:
college, rich, downtown, nickels, dimes, quarters, fined
Homework:
Spelling Worksheet. Correct writing from last night. Reading Log.
Learning Objective:
Students will understand the sequence of the story and use that to help them visualize throughout the reading.
Language Objective:
Students will be able to sequence a story and visualize it.
Main Activity:
Review Spelling. Review Vocabulary. Students will partner read the story of the week. Students will complete the review questions at the end of the story in their notebooks. Students will draw a story map identifying the four most important events in the proper sequence using “First, Then, Next, Finally” boxes.
Evaluation:
Notebook pages
Vocabulary:
college, rich, downtown, nickels, dimes, quarters, fined
Homework:
Spelling worksheet. Reading Log.
Learning Objective:
Students will understand how to use stories they have already read to help them understand new stories.
Language Objective:
Students will be able to sequence a story and visualize it.
Main Activity:
Review Spelling. Review Vocabulary. Students will independently read the story of the week. The whole class will read the short story “Tips for Saving Money” and use details from the story of the week to help understand it.
Evaluation:
Teacher watches and monitors
Vocabulary:
college, rich, downtown, nickels, dimes, quarters, fined
Homework:
Study Spelling words. Reading Log.
Learning Objective:
Students will identify the sequence of main events from the story.
Language Objective:
Students will be able to visualize a story as it is being read.
Main Activity:
Spelling test. Language Arts Comprehension Test.
Evaluation:
Assessments will be graded.
Vocabulary:
college, rich, downtown, nickels, dimes, quarters, fined
Homework:
Reading Log
Materials / Resources (including technology)
Reading Street Text books and work books, pencils, crayons, paper
State of Minnesota Standards Covered
3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.1.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
3.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.
3.8.2.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
3.8.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Weekly Informational Knowledge Overview - (Students will know...)
• Rounding off Numbers
• Estimating Sums
• Adding 2 digit numbers without and with regrouping
• Models for adding 3-digit numbers
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Round 2 digit and 3 digit whole numbers in nearest tens and hundreds
• Solve problems by estimating sums
• Add 2 digit numbers using paper and pencil method
• Use addition to solve problems
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, Eidul Adha***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will comprehend the story from last week.
Language Objective:
Students will be able to monitor and fix up their writing.
Main Activity:
Students will take their “Alexander, Who Used to be Rich Last Sunday” Assessment. Spelling Pretest.
Evaluation:
Spelling
Vocabulary:
Homework:
Spelling Worksheet. Writing Prompt. Reading Log
Learning Objective:
Students will comprehend the meaning of the story of the week and be able to visualize what a million dollars realistically looks like.
Language Objective:
Students will be able to monitor and fix up their writing.
Main Activity:
Students will listen while the teacher reads the story of the week, “If You Made a Million” and answer comprehension questions throughout. Students will create puzzles with one thing they would buy if they made a million dollars and a riddle describing the item.
Evaluation:
Writing
Vocabulary:
Homework:
Spelling Worksheet. Correct Writing Prompt from last night. Reading Log
Learning Objective:
Students will comprehend the meaning of the story of the week and be able to visualize what a million dollars realistically looks like.
Language Objective:
Students will be able to monitor and fix up their writing.
Main Activity:
Students will partner read the story of the week then begin working on the questions at the end of the story in their notebooks.
Evaluation:
Notebook pages
Vocabulary:
Homework:
Spelling Worksheet. Writing Prompt. Reading Log
Learning Objective:
Students will comprehend the meaning of the story of the week and be able to visualize what a million dollars realistically looks like.
Language Objective:
Students will be able to monitor and fix up their writing.
Main Activity:
Students will partner read the story of the week then complete the questions at the end of the story. Students will trade riddles and puzzle pieces and try and guess the item the other student would buy if they made a million dollars.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Reading Log
Materials / Resources (including technology)
Reading Street Text books and work books, pencils, crayons, paper
State of Minnesota Standards Covered
3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.1.2.2 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.
3.2.9.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
3.2.10.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks.
3.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled words, including high frequency words.
3.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to identify characters and settings of stories using the story structure.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to show and explain evidence of main characters and the setting of a story (time and place).
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, LA NAVAL CELEBRATION***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Reading Log.
Learning Objective:
Students will understand the story from last week and comprehend the skills.
Language Objective:
Students will be able to show and explain evidence of main characters and the setting of a story (time and place).
Main Activity:
Students will take their assessment for “If You Made a Million”
Evaluation:
the assessment will be taken as a test grade.
Vocabulary:
Homework:
Workbook pages 84 & 85, Reading Log
Learning Objective:
Students will identify the characters and setting of multiple stories.
Language Objective:
Students will be able to identify the setting using clues from the story
Main Activity:
Students will listen to the short story “Village Market” and identify the setting using clues from the story. Spelling Pretest. Students will read the short stories “Saturday is Market Day” and “A Gift for Cletus” and the students will work with a partner to tell the characters and settings of the story, also identify the meanings of the vocabulary words.
Evaluation:
Teacher watches and monitors
Vocabulary:
errands, bundles, steady, wobbled, dangerously, arranged, unwrapped, excitedly
Homework:
Workbook pages 87 & 89, Reading Log
Learning Objective:
Students will use story structure to identify the characters and setting of a story, helping to comprehend the story.
Language Objective:
Students will be able to identify the setting using clues from the story
Main Activity:
Students will listen while the teacher reads aloud the story of the week “My Rows and Piles of Coins” while answering comprehension questions throughout. Students will make a graphic organizer identifying the characters and setting of the story.
Evaluation:
Graphic organizer
Vocabulary:
errands, bundles, steady, wobbled, dangerously, arranged, unwrapped, excitedly
Homework:
Workbook pages 88 & 93, Reading Log
Learning Objective:
Students will use story structure to identify the characters and setting of a story, helping to comprehend the story.
Language Objective:
Students will be able to identify the characters and setting of a story.
Main Activity:
Students will take turns reading pages from the story of the week. Students will begin working on the review questions at the end of the story in their notebooks. Students will write a letter home to their parents offering help for 1 week. This will be a project grade and the student should help their parents every day for 1 week.
Evaluation:
Letters to parents
Vocabulary:
errands, bundles, steady, wobbled, dangerously, arranged, unwrapped, excitedly
Homework:
Reading Log.
Materials / Resources (including technology)
Reading Street Text books and work books, pencils, crayons, paper
State of Minnesota Standards Covered
3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.2.2.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
3.6.3.3 Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a 3.10.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize appropriate words in titles.
b. Use commas in addresses.
c. Use commas and quotation marks in dialogue.
d. Form and use possessives.
e. Use conventional spelling for high frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
sense of closure.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the 5 W’s (Who, What, When, Where, and Why).
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to apply the 5 W’s to create complete sentences that answer at least 3 of the W’s.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
All Objectives from the previous week.
Language Objective:
All Objectives from the previous week.
Main Activity:
Students will take their Spelling Test. Students will take their comprehension assessment.
Evaluation:
The test and assessment will be used as evaluations for the story of the week.
Vocabulary:
Homework:
Learning Objective:
All objectives from the previous week.
Language Objective:
All Objectives from the previous week.
Main Activity:
Students will go over the comprehension assessment one question at a time. The teacher will explain the proper test strategies and where to find the information for the assessment. Students will receive partial credit for questions they can properly figure out.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Students will understand what a sentence is and what the 5 W’s are.
Language Objective:
Students will be able to apply the 5 W’s to create complete sentences that answer at least 3 of the W’s.
Main Activity:
Students will trace their hands and write each of the 5 W’s on the fingers. Students will cut and tape the hands to their desks. Students will practice writing complete sentences that answer at least 3 of the 5 W’s.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Students will understand that a sentence must express a complete thought.
Language Objective:
Students will be able to create complete sentences.
Main Activity:
Students will create complete sentences about given topics with mixed up words. Students will correct sentences by changing the capitalization and punctuation.
Evaluation:
Student created sentences
Vocabulary:
Homework:
***NO CLASS, FEAST OF THE HOLY SEPULCHRE***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading Street Text Books, supplemental worksheets, pencils, crayons, paper
State of Minnesota Standards Covered
3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers

3.10.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize appropriate words in titles.
b. Use commas in addresses.
c. Use commas and quotation marks in dialogue.
d. Form and use possessives.
e. Use conventional spelling for high frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
3.10.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases for effect.*
b. Recognize and observe differences between the conventions of spoken and written standard English.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to organize the topic, main idea, and supporting details of a story.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to differentiate between common and proper nouns.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to identify the main idea and details of stories when heard and read.
Language Objective:
Students will be able to differentiate between common and proper nouns
Main Activity:
Spelling pretest. Students will listen while the teacher reads aloud the story “Swamp Scramblers.” Students will try and draw a mudskipper using the details they heard in the story. Students will read the short story “The Coldest Continent” and create a graphic organizer for each paragraph (3) displaying the topic, main idea, and 3 supporting details.
Evaluation:
Graphic organizer
Vocabulary:
Homework:
Reading Log. Workbook pages 109 & 110.
Learning Objective:
Students will understand how to use synonyms to understand unknown words.
Language Objective:
Students will use synonyms properly
Main Activity:
Students will read the short story, “Penguins are Birds” and use the synonyms provided by the author to define the vocabulary words. Students will listen while the teacher reads aloud the story of the week “Penguin Chick” and answer comprehension questions throughout the story.
Evaluation:
Comprehension questions
Vocabulary:
hatch, pecks, struggles, preen, flippers, frozen, cuddles.
Homework:
Reading Log. Workbook pages 112 & 113.
Learning Objective:
Students will know the main idea and details of stories when heard and read.
Language Objective:
Students will be able to identify the main idea and details of stories when heard and read.
Main Activity:
Students will take turns reading pages of “Penguin Chick” and at the end will create a graphic organizer of one paragraph from the story detailing the topic, main idea, and three supporting details. Students will begin the review questions at the end of the story.
Evaluation:
Graphic organizer
Vocabulary:
hatch, pecks, struggles, preen, flippers, frozen, cuddles.
Homework:
Reading Log. Workbook pages 114 & 116.
Learning Objective:
Students will be able to identify the main idea and details of stories when heard and read.
Language Objective:
Main Activity:
Students will partner read, “Penguin Chick” and create a graphic organizer like yesterday using a different paragraph. Students will complete the review questions at the end of the story.
Evaluation:
Review questions
Vocabulary:
hatch, pecks, struggles, preen, flippers, frozen, cuddles.
Homework:
Reading Log. Workbook pages 118 & 119. Take Home Language Arts Test Due Monday!
***HALLOWEEN PARTY***
Learning Objective:
Language Objective:
Main Activity:
No classes. Halloween Activities.
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading Street Text Books and Workbooks, pencils, paper, crayons
State of Minnesota Standards Covered
3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3.2.2.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
3.2.10.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks.

3.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled words, including high frequency words.

3.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to use information in a story, such as what a character says and does, to create a character description.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to visualize a story using the information in the story and describe the scene they see.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will identify the characters of a story and how to describe them. Students will create a “movie” in their minds to visualize a story.
Language Objective:
Students will be able to visualize a story using the information in the story and describe the scene they see.
Main Activity:
Spelling Pretest. Students will listen to the story “The Honest-to-Goodness Truth” and through teacher prompting, describe the main character. Students will read the story “The Grasshopper and the Ant” and create a graphic organizer of what the grasshopper says and does to determine what the character is like. Students will read “A Gardening Adventure” and draw one scene as they pictured it while reading, then compare with their classmates to see similarities and differences.
Evaluation:
Student drawings
Vocabulary:
shivered, excitement, motioned, shocked, slammed, sadness, gardener
Homework:
• Reading Log.
• Writing Prompt
• Spelling 2x
Learning Objective:
Students will continue practicing character descriptions.
Language Objective:
Students will be able to visualize a story using the information in the story and describe the scene they see.
Main Activity:
Students will listen to the story of the week “A Day’s Work” and answer comprehension questions throughout. Students will be given graphic organizers about the main character, Francisco, his grandfather, and his grandfather’s boss to complete to help with character descriptions.
Evaluation:
Graphic organizer
Vocabulary:
shivered, excitement, motioned, shocked, slammed, sadness, gardener
Homework:
• Reading Log
• Spelling Sentences
***END OF GRADING PERIOD 1 ***
Learning Objective:
Students will practice visualizing a story as they read.
Language Objective:
Students will be able to visualize a story using the information in the story and describe the scene they see.
Main Activity:
students will take turns reading parts of the story of the week. Students will be instructed to draw and compare with small groups part of the story that does not have a picture that goes along with it to see how they visualize the part of the story in comparison with their classmates. Students will begin the review questions at the end of the story.
Evaluation:
Teacher watches and monitors
Vocabulary:
shivered, excitement, motioned, shocked, slammed, sadness, gardener
Homework:
• Reading Log
• Writing Prompt
• Fix the Spelling
***START OF GRADING PERIOD 2 ***
Learning Objective:
Students will continue practicing visualizing and character descriptions.
Language Objective:
Students will spell words ending in –le”
Main Activity:
Students will partner read the story of the week. Students will complete the review questions at the end of the story. Students will create flashcards and spelling games to study for their spelling test.
Evaluation:
Review questions
Vocabulary:
shivered, excitement, motioned, shocked, slammed, sadness, gardener
Homework:
• Reading Log
• Study for Spelling
Learning Objective:
Review
Language Objective:
Review
Main Activity:
Spelling Test. Language Arts Assessment.
Evaluation:
Test
Vocabulary:
shivered, excitement, motioned, shocked, slammed, sadness, gardener
Homework:
Reading Log
Materials / Resources (including technology)
Reading Street Text Books and Workbooks, pencils, paper, crayons
State of Minnesota Standards Covered
3.1.2.2 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.

3.1.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
3.1.9.9 Compare and contrast the themes, settings, and plots of stories written by the same author about t3.6.4.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

he same or similar characters (e.g., in books from a series).
3.8.2.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to take details from a story and use them to explain what a story is about (the main idea).
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to monitor and fix up their writing and reading during and after a story.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand how details from a story are put together to describe what a story is about.
Language Objective:
Students will be able to monitor and fix up their writing and reading during and after a story.
Main Activity:
Spelling Pretest. Students will listen while the teacher reads aloud the story “The Rampanion” and they will be asked to tell some of the important details they remember from the story and the main idea. Students will read “The Stamp Collector” and practice rereading parts they do not understand. Students will identify the important details and main idea of the story. Students will read “Get Organized” and use the context clues to identify the meanings of the vocabulary words.
Evaluation:
Vocabulary
Vocabulary:
collection, enormous, realize, scattered, shiny, strain, clutter, indescribable, inspiration
Homework:
Reading Log. Workbook pages 131 & 136
Learning Objective:
Students will understand how details from a story are put together to describe what a story is about.
Language Objective:
Students will be able to monitor and fix up their writing and reading during and after a story.
Main Activity:
Students will listen while the teacher reads aloud the story of the week, “Prudy’s Problem and How She Solved It” and answer comprehension questions throughout. The teacher will show how to go back and reread a part to clarify the meaning to display monitoring. Students will discuss the main idea of the story using supporting details from the story.
Evaluation:
Teacher watches and moonitors
Vocabulary:
collection, enormous, realize, scattered, shiny, strain, clutter, indescribable, inspiration
Homework:
Reading Log. Workbook pages 132 & 134
Learning Objective:
Students will understand how details from a story are put together to describe what a story is about.
Language Objective:
Students will monitor and fix up their understanding throughout a story.
Main Activity:
Students will read the story of the week in small groups. They will discuss which parts were confusing and go back to reread. Students will begin working on the review questions at the end of the story.
Evaluation:
Teacher watches and moonitors
Vocabulary:
collection, enormous, realize, scattered, shiny, strain, clutter, indescribable, inspiration
Homework:
Reading Log. Workbook pages 135 & 138
Learning Objective:
Students will understand how details from a story are put together to describe what a story is about.
Language Objective:
Students will monitor and fix up their understanding throughout a story.
Main Activity:
Students will read the story of the week in small groups. They will discuss which parts were confusing and go back to reread. Students will finish working on the review questions at the end of the story.
Evaluation:
Review questions
Vocabulary:
collection, enormous, realize, scattered, shiny, strain, clutter, indescribable, inspiration
Homework:
Reading Log. Workbook pages 140 & 141
Learning Objective:
Students will understand how details from a story are put together to describe what a story is about.
Language Objective:
Students will monitor and fix up their understanding throughout a story.
Main Activity:
Spelling Test. Reading Assessment (Character Mapping)
Evaluation:
Test
Vocabulary:
collection, enormous, realize, scattered, shiny, strain, clutter, indescribable, inspiration
Homework:
Reading Log.
Materials / Resources (including technology)
Reading Street Text Books and Workbooks, pencils, paper, crayons
State of Minnesota Standards Covered
3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the a3.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks.
3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.2.2.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
3.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled words, including high frequency words.
3.6.4.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
3.8.6.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on page 41-42 for specific expectations.)
Weekly Informational Knowledge Overview - (Students will know...)
Students will know an author’s reason for writing a story, whether it be to inform, persuade, entertain, or express an idea or feeling.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to make a reasonable prediction about a story and monitor to see if the prediction comes true.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will use information from a story to determine the author’s purpose.
Language Objective:
Students will be able to make a reasonable prediction about a story and monitor to see if the prediction comes true.
Main Activity:
Spelling pretest. Students will listen while the teacher reads aloud “Why Possum’s Tail is Bare” and identify the reason the author wrote the story. Students will read the story “Salsa Garden” and make predictions throughout, as well as identifying why the author wrote the story. Students will read the story “Farming” and use the context clues to identify the meanings of the unknown vocabulary words.
Evaluation:
Vocabulary
Vocabulary:
lazy, bottom, crops, clever, cheated, partners, wealth
Homework:
Reading Log.
Workbook pages 142 & 143
Learning Objective:
Students will use information from a story to determine the author’s purpose. Students will make and check predictions.
Language Objective:
Students will be able to make a reasonable prediction about a story and monitor to see if the prediction comes true.
Main Activity:
Students will make a prediction about the story of the week based on the title and the pictures. Students will listen while the teacher reads the story of the week “Tops and Bottoms” and discover whether or not their predictions were correct. Students will answer comprehension questions throughout the story.
Evaluation:
Comprehension questions
Vocabulary:
lazy, bottom, crops, clever, cheated, partners, wealth
Homework:
• Reading Log
• Workbook pages 144 & 145
Learning Objective:
Students will use information from a story to determine the author’s purpose.
Language Objective:
Students will be able to make a reasonable prediction about a story and monitor to see if the prediction comes true.
Main Activity:
Students will read the story of the week and try to determine the author’s purpose using the information from the story. Students will begin the review questions at the end of the story.
Evaluation:
Teacher watches and monitors
Vocabulary:
lazy, bottom, crops, clever, cheated, partners, wealth
Homework:
• Reading Log
• Workbook pages 147 & 149
Learning Objective:
Students will use information from a story to determine the author’s purpose.
Language Objective:
Students will be able to make a reasonable prediction about a story and monitor to see if the prediction comes true.
Main Activity:
Students will read the story of the week and create a graphic organizer to display the author’s purpose using the information from the story. Students will begin the review questions at the end of the story.
Evaluation:
Graphic organizer
Vocabulary:
lazy, bottom, crops, clever, cheated, partners, wealth
Homework:
• Reading Log
• Workbook page 151
Study for spelling and Social Studies tests.
Learning Objective:
Students will use information from a story to determine the author’s purpose
Language Objective:
Students will make and check predictions.
Main Activity:
Spelling Test. Reading Assessment
Evaluation:
Test
Vocabulary:
lazy, bottom, crops, clever, cheated, partners, wealth
Homework:
Reading Log.
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons
State of Minnesota Standards Covered
3.1.2.2 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.
3.1.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
3.1.4.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language, including figurative language such as similes.
3.1.7.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
3.1.9.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.2.2.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
3.2.7.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur)
3.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

3.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
3.8.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the history behind Thanksgiving traditions and current Thanksgiving practices.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify nouns and adjectives in sentences.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the history behind Thanksgiving traditions and current Thanksgiving practices.
Language Objective:
Students will be able to identify nouns and adjectives in sentences.
Main Activity:
Students will write about Thanksgiving topics that will be compiled into a Thanksgiving book. Students will complete noun and adjective identification pages.
Evaluation:
Worksheets, writing
Vocabulary:
Homework:
Learning Objective:
Students will know the history behind Thanksgiving traditions and current Thanksgiving practices.
Language Objective:
Students will be able to identify nouns and adjectives in sentences.
Main Activity:
Students will write about Thanksgiving topics that will be compiled into a Thanksgiving book. Students will complete noun and adjective identification pages.
Evaluation:
Writing about Thanksgiving
Vocabulary:
Homework:
Learning Objective:
Students will know the history behind Thanksgiving traditions and current Thanksgiving practices.
Language Objective:
Students will be able to identify nouns and adjectives in sentences.
Main Activity:
Students will write about Thanksgiving topics that will be compiled into a Thanksgiving book. Students will complete noun and adjective identification pages.
Evaluation:
Thanksgiving book
Vocabulary:
Homework:
***AMERICAN THANKSGIVING***
Learning Objective:
Students will know the history behind Thanksgiving traditions and current Thanksgiving practices.
Language Objective:
Students will be able to identify nouns and adjectives in sentences.
Main Activity:
Students will write about Thanksgiving topics that will be compiled into a Thanksgiving book. Students will complete noun and adjective identification pages.
Evaluation:
Thanksgiving book
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Thanksgiving Lunch: NO CLASS
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons
State of Minnesota Standards Covered
3.1.2.2 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.

3.2.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
3.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.
3.6.4.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
3.8.1.1 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 others’ ideas and expressing their own clearly.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to draw conclusions using information in a story and information they already know about a topic
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify the questions they ask themselves while reading to better comprehend a story.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand how to take information from a story and draw conclusions. Students will monitor their thinking during a story and identify the questions asked as they read.
Language Objective:
Students will be able to identify the questions they ask themselves while reading to better comprehend a story.
Main Activity:
Students will read “How to Build an Adobe House” and use the information from the story to draw conclusions about how and why adobe houses and why they are used in the desert. Students will read “Like the Good Old Days” and use context clues to figure out the meanings of the vocabulary words. Students will then compare their meanings to the definitions in the glossary.
Evaluation:
Vocabulary exercise
Vocabulary:
clearing, pegs, steep, cellar, barrels, spoil
Homework:
Students will understand how to take information from a story and draw conclusions. Students will monitor their thinking during a story and identify the questions asked as they read.
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will understand how to take information from a story and draw conclusions. Students will monitor their thinking during a story and identify the questions asked as they read.
Language Objective:
Students will be able to identify the questions they ask themselves while reading to better comprehend a story.
Main Activity:
Students will listen while the teacher reads “William’s House” and answer comprehension questions throughout. During the story, the teacher will model asking questions while reading and show how that helps understand the story.
Evaluation:
Teacher watches and monitors
Vocabulary:
clearing, pegs, steep, cellar, barrels, spoil
Homework:
Learning Objective:
Students will understand how to take information from a story and draw conclusions. Students will monitor their thinking during a story and identify the questions asked as they read.
Language Objective:
Students will be able to identify the questions they ask themselves while reading to better comprehend a story.
Main Activity:
Students will partner read “William’s House” and begin the review questions at the end of the story.
Evaluation:
Review questions
Vocabulary:
clearing, pegs, steep, cellar, barrels, spoil
Homework:
Learning Objective:
Students will understand how to take information from a story and draw conclusions. Students will monitor their thinking during a story and identify the questions asked as they read.
Language Objective:
Students will be able to identify the questions they ask themselves while reading to better comprehend a story.
Main Activity:
Students will continue to partner read “William’s House” and complete the review questions at the end of the story.
Evaluation:
Review questions
Vocabulary:
clearing, pegs, steep, cellar, barrels, spoil
Homework:
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons
State of Minnesota Standards Covered
3.1.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

3.1.4.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language, including figurative language such as similes.

3.1.5.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3.2.2.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
3.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled words, including high frequency words.
3.6.4.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

3.10.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to draw conclusions using information in a story and information they already know about a topic.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify the questions they ask themselves while reading to better comprehend a story.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, FOUNDATION DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***Typhoon Day – No Class***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will understand how to take information from a story and draw conclusions. Students will monitor their thinking during a story and identify the questions asked as they read.
Language Objective:
Students will be able to identify the questions they ask themselves while reading to better comprehend a story.
Main Activity:
Students will reread “William’s House” and create a visual sequence of the changes made to William’s house throughout the story.
Evaluation:
Drawings of the house from the story
Vocabulary:
clearing, pegs, steep, cellar, barrels, spoil
Homework:
Learning Objective:
Students will understand how to take information from a story and draw conclusions. Students will monitor their thinking during a story and identify the questions asked as they read.
Language Objective:
Students will be able to identify the questions they ask themselves while reading to better comprehend a story.
Main Activity:
Students will take their spelling pretest. Students will take their Comprehension assessment.
Evaluation:
Spelling, comprehension
Vocabulary:
clearing, pegs, steep, cellar, barrels, spoil
Homework:
Learning Objective:
Students will understand and identify the causes and effects in a story. Students will use story structure to better understand a story.
Language Objective:
Students will be able to identify the questions they ask themselves while reading to better comprehend a story.
Main Activity:
Students will read “Winter Blooms” and create 3 graphic organizers of causes and effects found in the story. Students will read “Bulbs to Blooms” and discuss with their groups the meanings of the vocabulary words. Students will then write down the definitions of the words from the glossary, comparing their definition to the books.
Evaluation:
Vocabulary exercise
Vocabulary:
bulbs, sprouting, blooming, recognizing, beauty, humor, showers, doze
Homework:
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons
State of Minnesota Standards Covered
3.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks.

3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3.2.2.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
3.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled words, including high frequency words.

3.6.5.5 With guidance and support from peers and adults use a writing process to develop and strengthen writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on page 41-42.)
Weekly Informational Knowledge Overview - (Students will know...)
Students will know more about cause and effect in a story and how to identify and display them.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to retell a story using the story structure as a guide.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will better understand how to use story structure to comprehend.
Language Objective:
Students will be able to retell a story using the story structure as a guide.
Main Activity:
Students will read “Winter Blooms” and finish creating their 3 graphic organizers of causes and effects found in the story. Students will read “Bulbs to Blooms” and discuss with their groups the meanings of the vocabulary words. Students will finish writing down the definitions of the words from the glossary, comparing their definition to the books. All Friday’s assignments will be reviewed and corrected as a whole group. Students will listen while the teacher reads aloud “The Gardener” and asks comprehension questions throughout.
Evaluation:
Vocabulary exercise
Vocabulary:
bulbs, sprouting, blooming, recognizing, beauty, humor, showers, doze
Homework:
Learning Objective:
Students will understand how to identify cause and effect in a story. Students will use the story structure to better understand the story.
Language Objective:
Students will be able to retell a story using the story structure as a guide.
Main Activity:
Students will partner read “The Gardener” and begin the review questions at the end of the story.
Evaluation:
Teacher watches and monitors
Vocabulary:
bulbs, sprouting, blooming, recognizing, beauty, humor, showers, doze
Homework:
Learning Objective:
Students will understand how to identify cause and effect in a story. Students will use the story structure to better understand the story.
Language Objective:
Students will be able to retell a story using the story structure as a guide.
Main Activity:
Students will partner read “The Gardener” and complete the review questions at the end. When students are finished, they will create a spelling study game with their partners.
Evaluation:
Review questions
Vocabulary:
bulbs, sprouting, blooming, recognizing, beauty, humor, showers, doze
Homework:
Learning Objective:
Students will understand how to identify cause and effect in a story. Students will use the story structure to better understand the story.
Language Objective:
Students will be able to retell a story using the story structure as a guide.
Main Activity:
Students will take their story assessments.
Evaluation:
Test
Vocabulary:
bulbs, sprouting, blooming, recognizing, beauty, humor, showers, doze
Homework:
Learning Objective:
Students will understand how contractions work and appropriately identify the two words being combined to make one word and where the apostrophe belongs.
Language Objective:
Students will be able to form contractions.
Main Activity:
Students will take their spelling tests.
Evaluation:
Test
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons
State of Minnesota Standards Covered
3.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks.

3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3.2.2.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
3.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
3.6.5.5 With guidance and support from peers and adults use a writing process to develop and strengthen writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on page 41-42.)

3.6.10.10 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. a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
3.10.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases for effect.*
b. Recognize and observe differences between the conventions of spoken and written standard English.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the steps taken to complete the writing process (brain storm, story map, rough draft, edit, final draft, illustrate). Students will know the elements of fairy tales, no matter what culture they are from.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to write a story following the writing process.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand and implement the writing process.
Language Objective:
Students will be able to write a story following the writing process.
Main Activity:
Students and teacher will review the steps of the writing process. Students will brain storm about something from their break they would like to share with the class. Students will begin story mapping ideas and details they would like to share. Teacher will review what an introduction paragraph is and why it is important to “hook” the reader. Students will write their rough draft introduction paragraph.
Evaluation:
Students will be evaluated based on their understanding of the writing process, evident in their packet.
Vocabulary:
Homework:
Learning Objective:
Students will understand and implement the writing process.
Language Objective:
Students will be able to write a story following the writing process.
Main Activity:
Teacher will review what body paragraphs are and how they should be written. Students will write their rough drafts of their body paragraphs to complete their stories (conclusion paragraphs will be visited at a later date). If students complete their rough draft they will move on to editing and final draft, some students may be able to illustrate.
Evaluation:
Students will be evaluated based on their understanding of the writing process, evident in their packet.
Vocabulary:
Homework:
Learning Objective:
Students will understand and implement the writing process.
Language Objective:
Students will be able to write a story following the writing process.
Main Activity:
Students will complete the writing process for their stories. Their final packet will include the story map, the rough draft (edited by the student and the teacher), the final draft, and the illustration.
Evaluation:
Students will be evaluated based on their understanding of the writing process, evident in their packet.
Vocabulary:
Homework:
Learning Objective:
Students will understand that some fairy tales are scary, and fairy tales are from many different cultures, but all fairy tales share some specific features (set long ago, magic). Students will understand and implement the writing process.
Language Objective:
Students will be able to write a story following the writing process.
Main Activity:
Students will read scary fairy tales from different countries and cultures. They will answer the comprehension and writing questions. Students will be put in groups and begin the writing process of writing their own scary fairy tale.
Evaluation:
Student writing- fairy tales
Vocabulary:
fairy tale, magic, culture
Homework:
Learning Objective:
Students will understand that some fairy tales are scary, and fairy tales are from many different cultures, but all fairy tales share some specific features (set long ago, magic). Students will understand and implement the writing process.
Language Objective:
Students will be able to write a story following the writing process.
Main Activity:
Students will read scary fairy tales from different countries and cultures. They will answer the comprehension and writing questions. Students will continue the writing process of writing their own scary fairy tale.
Evaluation:
Student writing- fairy tales
Vocabulary:
fairy tale, magic, culture
Homework:
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons, Education.com
State of Minnesota Standards Covered
3.1.2.2 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.
3.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.
3.6.5.5 With guidance and support from peers and adults use a writing process to develop and strengthen writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on page 41-42.)

3.10.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases for effect.*
b. Recognize and observe differences between the conventions of spoken and written standard English.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the steps taken to complete the writing process (brain storm, story map, rough draft, edit, final draft, illustrate). Students will know the elements of fairy tales, no matter what culture they are from. Students will understand an author’s purpose for writing a story (PIE – persuade, inform, entertain), and that different parts of a story may have different purposes. Students will understand how to summarize a story using the main idea of the beginning, middle, and end.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to write a story following the writing process. Students will be able to use Martin Luther King, Jr. as a model to write about change. Students will be able to take the important ideas from a story to explain the author’s purpose for writing the story and to summarize the story.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand the significance of Martin Luther King, Jr. Students will be able to identify and write about a problem in the world.
Language Objective:
Students will be able to use Martin Luther King, Jr. as a model to write about change.
Main Activity:
Students will watch a short documentary on the life of MLK. Students will complete a word search and a coloring activity. Students will write their own dream for the world, something they would like to see changed in their lifetime. This packet will be graded.
Evaluation:
The MLK packet will be used as a writing grade and a Social Studies grade.
Vocabulary:
Segregation, pastor, march, MLK, sit in, Nobel Prize, equality, Civil Rights, Rosa Park, hero, nonviolence, bus boycott, Gandhi, discrimination, assassinated
Homework:
MLK packet if it is not completed in class.
Learning Objective:
Students will understand the significance of Martin Luther King, Jr. Students will be able to identify and write about a problem in the world. Students will understand that some fairy tales are scary, and fairy tales are from many different cultures, but all fairy tales share some specific features (set long ago, magic). Students will understand and implement the writing process.
Language Objective:
Students will be able to use Martin Luther King, Jr. as a model to write about change.
Main Activity:
Students will listen to a read aloud about MLK. Students will work in groups to read and learn from his biography. Students will discuss their thoughts about MLK and the Civil Rights movement. Students will complete their scary fairy tale stories with their groups if there is time.
Evaluation:
The MLK packet will be used as a writing grade and a Social Studies grade.
Vocabulary:
Segregation, pastor, march, MLK, sit in, Nobel Prize, equality, Civil Rights, Rosa Park, hero, nonviolence, bus boycott, Gandhi, discrimination, assassinated
Homework:
Learning Objective:
Students will understand an author’s purpose for writing a story (PIE – persuade, inform, entertain), and that different parts of a story may have different purposes. Students will understand how to summarize a story using the main idea of the beginning, middle, and end.
Language Objective:
Students will be able to summarize a story using the main idea of the beginning, middle, and end.
Main Activity:
Students will take their spelling pretest for the story “Pushing Up the Sky”. Students will read the short story “An Up and Down Story” and the teacher will tell the students which parts are the beginning, middle and end. The class will work together to fill in a graphic organizer on the board about the author’s purpose throughout the story, with evidence from the story to back it up. Students will then use this graphic organizer to summarize the main idea of the beginning, middle and end of the story to create a summary. Students will be broken into 2 groups to read the short story “The Class Play”. As students approach the vocabulary words (highlighted in yellow) they will try to use context clues to figure out the meaning. If they cannot figure out the meaning, they will turn to the glossary and look it up.
Evaluation:
Vocabulary exercise
Vocabulary:
overhead, poked, imagined, narrator, antlers, languages
Homework:
Learning Objective:
Students will understand an author’s purpose for writing a story (PIE – persuade, inform, entertain), and that different parts of a story may have different purposes. Students will understand how to summarize a story using the main idea of the beginning, middle, and end.
Language Objective:
Students will understand how to summarize a story using the main idea of the beginning, middle, and end.
Main Activity:
Spelling review. Vocabulary review. Students will listen while the teacher reads aloud the story of the week, “Pushing Up the Sky”. Students will answer comprehension questions throughout the story. The students and the teacher will work together to complete graphic organizers (like the graphic organizers created yesterday) about the story of the week. Students will be prompted to figure out the Author’s Purpose for writing the story, and they will have to write a summary of the story using the main ideas from the beginning, middle, and end.
Evaluation:
Story summaries
Vocabulary:
overhead, poked, imagined, narrator, antlers, languages
Homework:
Learning Objective:
Students will know how to use the graphic organizers
Language Objective:
Students will use the graphic organizers
Main Activity:
Spelling review. Vocabulary review. Students will be assigned parts in the story (which is a play) to read aloud. Students will discuss the open for discussion question in groups, and then the groups will present their ideas to the rest of the class. Students will begin the review questions at the end of the story. Students will use the graphic organizers from yesterday to answer numbers 2 and 3. If students complete the questions, they will continue working on their scary fairy tale packets or silent read.
Evaluation:
Graphic organizers
Vocabulary:
overhead, poked, imagined, narrator, antlers, languages
Homework:
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons
State of Minnesota Standards Covered
3.1.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
3.1.4.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language, including figurative language such as similes.
3.2.6.6 Distinguish their own point of view from that of the author of a text.
3.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
3.8.1.1 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 others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. 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).
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
d. Explain their own ideas and understanding in light of the discussion.
e. Cooperate and compromise as appropriate for productive group discussion.
f. Follow multi-step oral directions
3.10.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Weekly Informational Knowledge Overview - (Students will know...)
Monday/Tuesday: Students will know that the purpose an author has for writing a story is one of three things: persuade, inform, or entertain (PIE). Students will know that a summary is the main idea and details in a story and is used to decide what the author’s purpose for writing the story is. Students will know that a glossary is located at the end of a text and gives the definitions of important words in the text. Students will know the elements of a myth.
Wednesday – Friday: Students will know that conclusions are drawn after reading the details of a story. Students will know that conclusions can be drawn about stories and about individual characters in a story. Students will know that asking questions while reading is an important skill in comprehension and drawing conclusions.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday/Tuesday: Students will be able to use the main idea and supporting details in a story to create a summary of the story. Students will be able to use the main idea and supporting details of the beginning, middle, and end of a story to create a graphic organizer displaying the author’s purpose throughout a story.

Wednesday – Friday: Students will be able to identify questions asked while reading and use these questions to make a graphic organizer displaying the facts and details in a story, and the conclusions drawn from that information. Students will know how to figure out the meaning of unknown compound words by breaking the word up into its two parts and using the meanings of the two smaller words.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to use the main idea and supporting details in a story to create a summary of the story. Students will be able to use the main idea and supporting details of the beginning, middle, and end of a story to create a graphic organizer displaying the author’s purpose throughout a story.
Language Objective:
Students will use the main idea and supporting details of the beginning, middle, and end of a story to create a graphic organizer displaying the author’s purpose throughout a story.
Main Activity:
Students will partner read then complete their questions for “Pushing Up the Sky”. Students will listen while the teacher reads a myth about multiple animals on page 322. Students will discuss the elements of myths, focusing on how animal names are capitalized and used to represent all animals of that species.
Evaluation:
Teacher watches and monitors
Vocabulary:
antlers, imagined, languages, narrator, overhead, poked
Homework:
Reading Log. Spelling Worksheet.
Learning Objective:
Students will understand the ways in which myths teach people about nature.
Language Objective:
Students will be able to use the main idea and supporting details in a story to create a summary of the story.
Main Activity:
Students will take their spelling test. Students will take their test for “Pushing Up the Sky”.
Evaluation:
Spelling test
Vocabulary:
antlers, imagined, languages, narrator, overhead, poked
Homework:
Reading Log. Spelling Worksheet. Animal Myth Story Map.
Learning Objective:
Students will know that conclusions are drawn after reading the details of a story. Students will know that conclusions can be drawn about stories and about individual characters in a story. Students will know that asking questions while reading is an important skill in comprehension and drawing conclusions.
Language Objective:
Students will figure out the meaning of unknown compound words by breaking the word up into its two parts and using the meanings of the two smaller words.
Main Activity:
Students will take their spelling pretest. Students will listen while the teacher reads aloud the story “Wildlife Watching” and draw conclusions about the main character. Students will read with small groups the short story “Life on a Windowsill” and create a graphic organizer showing facts/details from the story and the conclusions they draw from those fact/details. Students will be stopped throughout the story and prompted to think about questions they have during the story. Students will read the short story “Interested in Insects” and learn to use the two small words that make up a compound word to determine the meaning of the compound word. Students will look up the other vocabulary words in the glossary.
Evaluation:
Spelling, graphic organizer
Vocabulary:
blade, flutter, fireflies, patch, dew, budding, notepad
Homework:
Reading Log. Spelling Sentences. Animal Myth Rough Draft.
Learning Objective:
Students will know that conclusions are drawn after reading the details of a story. Students will know that conclusions can be drawn about stories and about individual characters in a story. Students will know that asking questions while reading is an important skill in comprehension and drawing conclusions.
Language Objective:
Students will figure out the meaning of unknown compound words by breaking the word up into its two parts and using the meanings of the two smaller words.
Main Activity:
Students will listen while the teacher reads aloud the story of the week, “Night Letters” and answer comprehension questions throughout the story. Students will make graphic organizers, just like yesterday, to draw conclusions about different characters in the story.
Evaluation:
Graphic organizer
Vocabulary:
blade, flutter, fireflies, patch, dew, budding, notepad
Homework:
Reading Log. Spelling Sentences. Animal Myth Final Draft.
***SEMESTER 1 EXAMS, END OF 1ST SEMESTER***
Learning Objective:
Students will know that conclusions are drawn after reading the details of a story. Students will know that conclusions can be drawn about stories and about individual characters in a story. Students will know that asking questions while reading is an important skill in comprehension and drawing conclusions.
Language Objective:
Students will to figure out the meaning of unknown compound words by breaking the word up into its two parts and using the meanings of the two smaller words.
Main Activity:
Students will take turns reading pages from the story of the week. Students will begin answering the review questions at the end of the story in their notebooks. Students will use their graphic organizers to help them answer the questions.
Evaluation:
Review questions
Vocabulary:
blade, flutter, fireflies, patch, dew, budding, notepad
Homework:
Reading Log.
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons
State of Minnesota Standards Covered
3.1.2.2 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. 3.1.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
3.1.6.6 Distinguish their own point of view from that of the narrator or those of the characters.
3.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks.

3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3.2.2.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

3.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled words, including high frequency words.
3.6.8.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

3.8.2.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
3.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Weekly Informational Knowledge Overview - (Students will know...)
Monday – Wednesday: Students will know that conclusions are drawn after reading the details of a story. Students will know that conclusions can be drawn about stories and about individual characters in a story. Students will know that asking questions while reading is an important skill in comprehension and drawing conclusions. Students will know some of the features of poetry.

Thursday – Friday: Students will know what context clues are. Students will know what a general statement is. Students will know how generalizations are based on what is read and are used to find an answer.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday – Wednesday: Students will be able to identify questions asked while reading and use these questions to make a graphic organizer displaying the facts and details in a story, and the conclusions drawn from that information. Students will know how to figure out the meaning of unknown compound words by breaking the word up into its two parts and using the meanings of the two smaller words. Students will be able to compare and contrast across different texts.

Thursday – Friday: Students will be able to identify and make generalizations. Students will be able to answer questions to identify and make generalizations. Students will be able to use context clues to determine the meaning of unfamiliar words.
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF 2nd SEMESTER***
Learning Objective:
Students will know that conclusions are drawn after reading the details of a story. Students will know that conclusions can be drawn about stories and about individual characters in a story. Students will know that asking questions while reading is an important skill in comprehension and drawing conclusions.
Language Objective:
Students will figure out the meaning of unknown compound words by breaking the word up into its two parts and using the meanings of the two smaller words.
Main Activity:
Students will partner read “Night Letters” and complete the questions at the end of the story. Students will come together at the end to discuss the answers to the questions and verify their answers.
Evaluation:
Teacher watches and monitors
Vocabulary:
blade, budding, dew, fireflies, flutter, notepad, patch, nectar, scratchy
Homework:
Learning Objective:
Students will examine the features of poetry. Students will compare and contrast across different texts.
Language Objective:
Students will create poems
Main Activity:
Students will independently read “Night Letters”. Students will listen while the teacher reads aloud “Dear Stars” on page 352. Students will discuss the words used in the poem and how it creates a visual of the stars. Students will work together to create a visual poem of stars as a class.
Evaluation:
Poems
Vocabulary:
blade, budding, dew, fireflies, flutter, notepad, patch, nectar, scratchy
Homework:
Learning Objective:
All objectives from the story.
Language Objective:
Review
Main Activity:
Students will take their spelling test. Students will independently read “Night Letters” then take their assessment.
Evaluation:
tests
Vocabulary:
blade, budding, dew, fireflies, flutter, notepad, patch, nectar, scratchy
Homework:
Learning Objective:
Students will identify and make generalizations.
Language Objective:
Students will answer questions to identify and make generalizations. Use context clues to determine the meaning of unfamiliar words.
Main Activity:
Students will take their spelling pretest. Students will listen while the teacher reads aloud the short story “Fiddler Crabs to Rhinos”. Students will discuss as a whole class the generalization made by the author about summer in Philadelphia and the causes of the death of the rhinos in Africa. Students will listen while the teacher reads aloud the short story “Songbirds of the Sea” and practice taking examples and creating generalizations from them. Students will create a graphic organizer to show their work. Students will ask and answer questions throughout the story to practice monitoring their comprehension. Students will work in small groups to read the short story “Breaking the Ice” and use context clues to figure out the meanings of the vocabulary words. If they do not know the words, they can use the glossary to find out.
Evaluation:
Pretest, graphic organizer
Vocabulary:
anxiously, bay, blizzards, channel, chipped, melody, supplies, surrounded, symphony, neighboring, waterproof, yelping
Homework:
Learning Objective:
Students will identify and make generalizations. Students will answer questions to identify and make generalizations. Use context clues to determine the meaning of unfamiliar words.
Language Objective:
Students will make generalizations based on what is read and use the generalizations to find an answer
Main Activity:
Students will listen while the teacher reads aloud the story “A Symphony of Whales”. Students will answer comprehension questions throughout the story. Students will create a graphic organizer, like the one from yesterday, to find examples and create a generalization using the examples. Students will use the generalization to help answer questions they may have had about something in the story.
Evaluation:
Teacher watches and monitors
Vocabulary:
anxiously, bay, blizzards, channel, chipped, melody, supplies, surrounded, symphony, neighboring, waterproof, yelping
Homework:
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons
State of Minnesota Standards Covered
3.1.9.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3.2.2.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
3.2.4.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

3.2.9.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
3.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled words, including high frequency words.

3.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
3.6.3.3 Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.
Weekly Informational Knowledge Overview - (Students will know...)
Monday – Wednesday: Students will know what context clues are. Students will know what a general statement is. Students will know how generalizations are based on what is read and are used to find an answer.

Thursday – Friday: Students will know how to compare and contrast information using a graphic organizer.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday – Wednesday: Students will be able to identify and make generalizations. Students will be able to answer questions to identify and make generalizations. Students will be able to use context clues to determine the meaning of unfamiliar words.

Thursday – Friday: Students will be able to take information from a movie and compare and contrast the stories. Students will be able to identify the difference between information given in a story to information given in a movie.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know that conclusions are drawn after reading the details of a story. Students will know that conclusions can be drawn about stories and about individual characters in a story. Students will know that asking questions while reading is an important skill in comprehension and drawing conclusions.
Language Objective:
Students will know how to figure out the meaning of unknown compound words by breaking the word up into its two parts and using the meanings of the two smaller words.
Main Activity:
Students will review their vocabulary words and their spelling words. Students will take turns reading pages from “A Symphony of Whales”. Students will begin working on the review questions at the end of the story.
Evaluation:
Review question
Vocabulary:
anxiously, bay, blizzards, channel, chipped, melody, supplies, surrounded, symphony, neighboring, waterproof, yelping
Homework:
Learning Objective:
Students will know that conclusions are drawn after reading the details of a story. Students will know that conclusions can be drawn about stories and about individual characters in a story. Students will know that asking questions while reading is an important skill in comprehension and drawing conclusions.
Language Objective:
Students will know how to figure out the meaning of unknown compound words by breaking the word up into its two parts and using the meanings of the two smaller words.
Main Activity:
Students will work with partners and small groups to read “A Symphony of Whales”. Students will complete the review questions at the end of the story. The class will come together after to go over the questions and make sure everyone understands.
Evaluation:
Review questions
Vocabulary:
anxiously, bay, blizzards, channel, chipped, melody, supplies, surrounded, symphony, neighboring, waterproof, yelping
Homework:
Learning Objective:
Students will know that conclusions are drawn after reading the details of a story. Students will know that conclusions can be drawn about stories and about individual characters in a story. Students will know that asking questions while reading is an important skill in comprehension and drawing conclusions.
Language Objective:
Students will know how to figure out the meaning of unknown compound words by breaking the word up into its two parts and using the meanings of the two smaller words.
Main Activity:
Spelling test. Students will independently read “A Symphony of Whales” and then take their assessment.
Evaluation:
Test
Vocabulary:
anxiously, bay, blizzards, channel, chipped, melody, supplies, surrounded, symphony, neighboring, waterproof, yelping
Homework:
Learning Objective:
Students will be able to take information from a movie and compare and contrast the stories.
Language Objective:
Students will be able to identify the difference between information given in a story to information given in a movie.
Main Activity:
Students will watch the first half of the movie “Big Miracle” and create a graphic organizer comparing and contrasting the movie from the book so far.
Evaluation:
Graphic organizer
Vocabulary:
anxiously, bay, blizzards, channel, chipped, melody, supplies, surrounded, symphony, neighboring, waterproof, yelping
Homework:
Learning Objective:
Students will be able to take information from a movie and compare and contrast the stories
Language Objective:
Students will be able to identify the difference between information given in a story to information given in a movie.
Main Activity:
Students will finish watching the movie, then create another graphic organizer comparing and contrasting the rest of the movie to the book. Students will use the vocabulary words to write a comparative piece of the two stories.
Evaluation:
Graphic organizer
Vocabulary:
anxiously, bay, blizzards, channel, chipped, melody, supplies, surrounded, symphony, neighboring, waterproof, yelping
Homework:
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons . The movie “Big Miracle”
State of Minnesota Standards Covered
3.2.4.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

3.2.5.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

3.2.10.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks.

3.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled words, including high frequency words.

3.6.5.5 With guidance and support from peers and adults use a writing process to develop and strengthen writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on page 41-42.)
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to compare and contrast information in a story. Students will know the difference between a dictionary and a glossary. Students will know that authors show comparisons in stories. Students will know what it means to monitor their understanding throughout a story.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to monitor and fix up their reading to check comprehension and use the information to compare and contrast. Students will be able to use a glossary or dictionary to look up the meanings of unfamiliar words. Students will be able to recognize and make comparisons. Students will be able to monitor their understanding throughout a story.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will monitor and fix up their reading to check comprehension and use the information to compare and contrast. Students will know how to compare and contrast information in a story. Students will know the difference between a dictionary and a glossary.
Language Objective:
Students will use a glossary or dictionary to look up the meanings of unfamiliar words.
Main Activity:
Students will take their spelling pretest. Students will listen while the teacher reads aloud the short story “Hurricane” and work together to think of some comparisons and contrasts in the story. Students will follow along as the teacher reads “From Cornfield to Volcano” and create a Venn Diagram comparing and contrasting Paricutin to other volcanoes. Students will use the graphic organizer to write a paragraph. Students will read the short story “The Active Earth” and look up the vocabulary words in the glossary.
Evaluation:
Spelling pretest, paragraph writing
Vocabulary:
beneath, earthquakes, volcanoes, fireworks, force, trembles, chimney, buried
Homework:
Learning Objective:
Students will monitor and fix up their reading to check comprehension and use the information to compare and contrast. Students will know how to compare and contrast information in a story. Students will know the difference between a dictionary and a glossary. Students will be able to recognize and make comparisons.
Language Objective:
Students will use a glossary or dictionary to look up the meanings of unfamiliar words. Students will monitor their understanding throughout a story.
Main Activity:
Students will listen while the teacher reads aloud the story of the week: “Volcanoes: Nature’s Incredible Fireworks”. Students will answer comprehension questions throughout the story. Students will create a graphic organizer comparing and contrasting two things that interested them in the story.
Evaluation:
Graphic organizer
Vocabulary:
beneath, earthquakes, volcanoes, fireworks, force, trembles, chimney, buried
Homework:
***Elementary Field Trip – No Classes***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS, CHINESE NEW YEAR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS, CHINESE NEW YEAR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons
State of Minnesota Standards Covered
3.2.9.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

3.2.10.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks.
3.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled words, including high frequency words.

3.6.4.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to compare and contrast information in a story. Students will know the difference between a dictionary and a glossary. Students will know that authors show comparisons in stories. Students will know what it means to monitor their understanding throughout a story.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to monitor and fix up their reading to check comprehension and use the information to compare and contrast. Students will be able to use a glossary or dictionary to look up the meanings of unfamiliar words. Students will be able to recognize and make comparisons. Students will be able to monitor their understanding throughout a story.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will monitor and fix up their reading to check comprehension and use the information to compare and contrast. Students will know how to compare and contrast information in a story. Students will know the difference between a dictionary and a glossary. Students will be able to recognize and make comparisons.
Language Objective:
Students will use a glossary or dictionary to look up the meanings of unfamiliar words.
Students will monitor their understanding throughout a story.
Main Activity:
Students will work in small groups to read, prepare a mini-lesson for, and teach about one part of the story. Each group will be assigned pages they are in charge of “teaching” to their class. Students will then start the review questions at the end of the story.
Evaluation:
Groups will be graded on creativity, information, and participation.
Vocabulary:
beneath, earthquakes, volcanoes, fireworks, force, trembles, chimney, buried
Homework:
Learning Objective:
Students will monitor and fix up their reading to check comprehension and use the information to compare and contrast Students will know how to compare and contrast information in a story. Students will know the difference between a dictionary and a glossary. Students will be able to recognize and make comparisons.
Language Objective:
Students will use a glossary or dictionary to look up the meanings of unfamiliar words.
Students will monitor their understanding throughout a story.
Main Activity:
Students will partner read the story of the week. Students will complete the review questions at the end of the story. Students will compare their answers to their partners to check understanding. When they agree, they will compare their answers to another group, and continue to compare until everyone in the class has compared and agrees the answers are correct.
Evaluation:
Teacher watches and monitors
Vocabulary:
beneath, earthquakes, volcanoes, fireworks, force, trembles, chimney, buried
Homework:
***NO CLASS, EDSA REVOLUTION ANNIVERSARY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
All objectives from the story
Language Objective:
All objectives from the story
Main Activity:
Students will take their spelling test. Students will independently read the story of the week, then take their assessment.
Evaluation:
Tests
Vocabulary:
beneath, earthquakes, volcanoes, fireworks, force, trembles, chimney, buried
Homework:
***Elementary Field Day – No Classes**
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons
State of Minnesota Standards Covered
3.1.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

3.1.4.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language, including figurative language such as similes.

3.6.4.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

3.8.1.1 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 others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. 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).
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
d. Explain their own ideas and understanding in light of the discussion.
e. Cooperate and compromise as appropriate for productive group discussion.
f. Follow multi-step oral directions

3.8.2.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

3.8.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to answer questions while reading to help identify cause and effect relationships.
Students will know how to use cause and effect to answer questions throughout a reading.
Students will know the features of a fairy tale.
Students will know how to spell plurals formed in irregular ways.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify cause and effect.
Students will be able to use word structure to identify the meaning of words ending in –ing.
Students will be able to compare and contrast across texts.
Students will be able to identify singular and plural pronouns and use them in writing.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how to answer questions while reading to help identify cause and effect relationships. Students will know how to use cause and effect to answer questions throughout a reading. Students will know how to spell plurals formed in irregular ways.
Language Objective:
Students will be able to use word structure to identify the meaning of words ending in –ing.
Main Activity:
Students will take their spelling pretest. Students will listen while the teacher reads aloud the short story, “A Dragon’s Tale” and create a cause and effect graphic organizer. Students will read the short story, “The Story of Daedalus and Icarus” and use their knowledge of word structure to determine the meanings of the vocabulary words.
Evaluation:
Spelling pretest
Vocabulary:
attention, complained, drifting, giggle, glaring, looping, struggled, swooping, gawk, snickered
Homework:
Learning Objective:
Students will know how to answer questions while reading to help identify cause and effect relationships. Students will know how to use cause and effect to answer questions throughout a reading. Students will know how to spell plurals formed in irregular ways.
Language Objective:
Students will be able to use word structure to identify the meaning of words ending in –ing.
Main Activity:
Students will review the vocabulary words. Students will listen while the teacher reads aloud the story of the week, “Wings” and answer comprehension questions throughout the story. Students will create graphic organizers showing different cause and effect relationships throughout the story.
Evaluation:
Graphic organizer
Vocabulary:
attention, complained, drifting, giggle, glaring, looping, struggled, swooping, gawk, snickered
Homework:
Learning Objective:
Students will know how to answer questions while reading to help identify cause and effect relationships. Students will know how to use cause and effect to answer questions throughout a reading. Students will know how to spell plurals formed in irregular ways.
Language Objective:
Students will be able to use word structure to identify the meaning of words ending in –ing.
Main Activity:
Students will take turns reading pages from the story of the week. Students and teacher will discuss each of the review questions at the end of the story. Students will begin answering the questions in their language arts notebooks.
Evaluation:
Review questions
Vocabulary:
attention, complained, drifting, giggle, glaring, looping, struggled, swooping, gawk, snickered
Homework:
Learning Objective:
Students will know how to answer questions while reading to help identify cause and effect relationships. Students will know how to use cause and effect to answer questions throughout a reading. Students will know how to spell plurals formed in irregular ways.
Language Objective:
Students will be able to use word structure to identify the meaning of words ending in –ing.
Main Activity:
Students will partner read the story of the week. Students will complete the review questions at the end of the story in their language arts notebooks. Students who finish early will write a story about being unique and what makes them special.
Evaluation:
Review questions
Vocabulary:
attention, complained, drifting, giggle, glaring, looping, struggled, swooping, gawk, snickered
Homework:
Learning Objective:
Students will know how to answer questions while reading to help identify cause and effect relationships. Students will know how to use cause and effect to answer questions throughout a reading. Students will know how to spell plurals formed in irregular ways.
Language Objective:
Students will be able to use word structure to identify the meaning of words ending in –ing. Students will be able to compare and contrast across texts. Students will know the features of a fairy tale.
Main Activity:
Students will take their spelling test. Students will take their reading assessment. When students have completed their test, they will read “Beauty and the Beast” and write about how the main characters of both stories are similar and different.
Evaluation:
Test
Vocabulary:
attention, complained, drifting, giggle, glaring, looping, struggled, swooping, gawk, snickered
Homework:
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
3.1.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
3.1.6.6 Distinguish their own point of view from that of the narrator or those of the characters.
3.1.9.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

3.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks.

3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3.2.2.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
3.6.3.3 Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.

3.6.4.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will know what it means to compare and contrast. Students will know how word structured is used to determine the meanings of unknown compound words. Students will know the difference between subject and object pronouns. Students will know the characteristics of a description.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to ask questions to understand and to make comparisons and contrasts. Students will be able to compare and contrast to aid comprehension. Students will be able to ask questions that compare and contrast information. Students will be able to use subject and object pronouns in writing. Students will be able to identify and spell different forms of the vowel sound /er/.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know what it means to compare and contrast. Students will know how word structured is used to determine the meanings of unknown compound words. Students will know the difference between subject and object pronouns.
Language Objective:
Students will ask questions to understand and to make comparisons and contrasts. Students will identify and spell different forms of the vowel sound /er/.
Main Activity:
Students will take their spelling pretest. Students will listen while the teacher reads the short story “The Two Largest U.S. Cities” and then as a class, they will compare and contrast LA and NYC. Throughout the reading, the teacher will ask questions and point out clue words to help students understand how to compare and contrast. Students will read the short story “Geography Bee” with their table group. Students will look at the vocabulary words and use their knowledge of word structure and context clues to determine the meanings of the vocabulary words. Students will look up any words they still do not understand in the glossary.
Evaluation:
Spelling pretest, vocabulary
Vocabulary:
average, depth, deserts, outrun, peak, tides, waterfalls
Homework:
Learning Objective:
Students will know what it means to compare and contrast. Students will know how word structured is used to determine the meanings of unknown compound words. Students will know the difference between subject and object pronouns.
Language Objective:
Students will ask questions to understand and to make comparisons and contrasts. Students will identify and spell different forms of the vowel sound /er/.
Main Activity:
Students will listen while the teacher reads aloud the story of the week “Hottest, Coldest, Highest Deepest” and answer comprehension questions throughout the story. Students will create Venn diagrams comparing and contrasting different features in the story. Students will work in small groups and each be assigned different features in the story and then they will take turns presenting their information.
Evaluation:
Venn diagrams
Vocabulary:
average, depth, deserts, outrun, peak, tides, waterfalls
Homework:
Learning Objective:
Students will know what it means to compare and contrast. Students will know how word structured is used to determine the meanings of unknown compound words. Students will know the difference between subject and object pronouns.
Language Objective:
Students will ask questions to understand and to make comparisons and contrasts. Students will identify and spell different forms of the vowel sound /er/.
Main Activity:
Students will read the story of the week in small groups. Students will work with their groups to being the review questions at the end of the story. Students will use their groups for any questions they have about the questions. If students in the group still don’t understand, they can ask other groups for help.
Evaluation:
Review questions
Vocabulary:
average, depth, deserts, outrun, peak, tides, waterfalls
Homework:
Learning Objective:
Students will know what it means to compare and contrast. Students will know how word structured is used to determine the meanings of unknown compound words. Students will know the difference between subject and object pronouns.
Language Objective:
Students will ask questions to understand and to make comparisons and contrasts. Students will identify and spell different forms of the vowel sound /er/.
Main Activity:
Students will independently read the story of the week and complete the questions at the end of the story. Students will compare their answers with their classmates and once all students agree on the answers, we will review as a whole class.
Evaluation:
eview questions
Vocabulary:
average, depth, deserts, outrun, peak, tides, waterfalls
Homework:
Learning Objective:
Students will know what it means to compare and contrast. Students will know how word structured is used to determine the meanings of unknown compound words. Students will know the difference between subject and object pronouns.
Language Objective:
Students will ask questions to understand and to make comparisons and contrasts. Students will identify and spell different forms of the vowel sound /er/.
Main Activity:
Students will take their spelling test. Students will take their reading assessments.
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons
State of Minnesota Standards Covered
3.2.2.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

3.2.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
3.2.4.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

3.2.5.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

3.2.6.6 Distinguish their own point of view from that of the author of a text.

3.2.7.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstr3.2.9.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

3.2.10.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks.

3.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled words, including high frequency words.

3.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

3.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to identify and make generalizations. Students will know how to use prior knowledge to make generalizations. Students will know the features of poetry. Students will know how to define and identify possessive pronouns.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use context clues to determine word meaning for multiple-meaning words. Students will be able to compare and contrast across texts. Students will be able to identify and form generalizations. Students will be able to use possessive pronouns in writing. Students will be able to use the word parts to decode words with the prefixes pre-, mid-, over-, and out-.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will identify and make generalizations. Students will use prior knowledge to make generalizations. Students will know the features of poetry. Students will define and identify possessive pronouns. Students will use context clues to determine word meaning for multiple-meaning words. Students will compare and contrast across texts.
Language Objective:
Students will identify and form generalizations. Students will use possessive pronouns in writing. Students will use the word parts to decode words with the prefixes pre-, mid-, over-, and out-.
Main Activity:
Students will take their spelling pretest. Students will listen and follow along while the teacher reads aloud the short story “Looking at Rocks”. Students will work with their tables to collect examples from the story and use them to make generalizations. Students will share their work with the class. Students will read the short story “More Than a Hobby” and work with a small group to use context clues to determine the meanings of the vocabulary words.
Evaluation:
Spelling pretest, vocabulary
Vocabulary:
stamps, spare, chores, attic, labeled, customer, board
Homework:
Learning Objective:
Students will identify and make generalizations. Students will use prior knowledge to make generalizations. Students will know the features of poetry.
Language Objective:
Students will compare and contrast across texts. Students will identify and form generalizations.
Main Activity:
Students will listen and follow along while the teacher reads aloud the story of the week, “Rocks in His Head” and answer comprehension questions throughout the story. Students will work with a partner and each group will be assigned a page. Groups will take examples from their pages and make a generalization. Students will share their work with the class.
Evaluation:
Teacher watches and monitors
Vocabulary:
stamps, spare, chores, attic, labeled, customer, board
Homework:
Learning Objective:
Students will identify and make generalizations. Students will use prior knowledge to make generalizations. Students will know the features of poetry.
Language Objective:
Students will compare and contrast across texts. Students will identify and form generalizations.
Main Activity:
Students will take turns reading pages from the story of the week. Students will begin working on the review questions at the end of the story. Students will work with their classmates if they are confused by a question. If they are still confused, they can ask the teacher for help.
Evaluation:
Review questions
Vocabulary:
stamps, spare, chores, attic, labeled, customer, board
Homework:
Learning Objective:
Students will identify and make generalizations. Students will use prior knowledge to make generalizations. Students will know the features of poetry.
Language Objective:
Students will compare and contrast across texts. Students will identify and form generalizations.
Main Activity:
Students will partner read the story of the week. Students will complete the review questions at the end of the story. Once all students have completed the questions, the class will come back together to go over the answers and make sure everyone understands.
Evaluation:
Review questions
Vocabulary:
stamps, spare, chores, attic, labeled, customer, board
Homework:
Learning Objective:
Students will identify and make generalizations. Students will use prior knowledge to make generalizations. Students will know the features of poetry. Students will define and identify possessive pronouns.
Language Objective:
Students will use context clues to determine word meaning for multiple-meaning words. Students will compare and contrast across texts. Students will identify and form generalizations. Students will use possessive pronouns in writing. Students will use the word parts to decode words with the prefixes pre-, mid-, over-, and out-.
Main Activity:
Students will take their spelling test. Students will take their reading assessment.
Evaluation:
Tests
Vocabulary:
stamps, spare, chores, attic, labeled, customer, board
Homework:
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons
State of Minnesota Standards Covered
3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3.1.4.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language, including figurative language such as similes.

3.2.9.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

3.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

3.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.

3.10.4.4 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.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. 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).
c. Use a known root word as a clue to the meaning of an unknown word with the
same root (e.g., company, companion).
d. Use glossaries or beginning dictionaries, both print and digital, to determine or
clarify the precise meaning of key words and phrases.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to monitor and fix up comprehension to differentiate between facts and opinions. Students will know how to recognize author’s viewpoint. Students will know how to use contractions in writing.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will recognize facts and opinions. Students will be able to use context clues to determine the meaning of multiple-meaning words. Students will be able to compare and contrast across texts. Students will define and identify contractions.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will monitor and fix up comprehension to differentiate between facts and opinions. Students will recognize author’s viewpoint. Students will recognize facts and opinions. Students will use context clues to determine the meaning of multiple-meaning words.
Language Objective:
Students will use contractions in writing. Students will compare and contrast across texts. Students will define and identify contractions.
Main Activity:
Students will take their spelling pretest. Students will listen while the teacher reads aloud the short story “Swim!” Students will complete a graphic organizer on the board pointing out facts and opinions from the story. Students have to identify the facts and how to prove them and the opinions with the clue words. Students will work in small groups to read the short story “Learn to Swim” and use context clues to determine the meanings of multiple-meaning words.
Evaluation:
Spelling pretest, vocabulary
Vocabulary:
drowned, strokes, medals, current, continued, stirred, celebrate
Homework:
Learning Objective:
Students will monitor and fix up comprehension to differentiate between facts and opinions. Students will recognize author’s viewpoint. Students will recognize facts and opinions.
Language Objective:
Students will use contractions in writing. Students will use context clues to determine the meaning of multiple-meaning words. Students will compare and contrast across texts. Students will define and identify contractions.
Main Activity:
Students will listen while the teacher reads the story, “America’s Champion Swimmer: Gertrude Ederle” aloud. Students will answer comprehension questions throughout the story. Students will work in small groups to identify facts and opinions from the story. Students will compete to see who can find the most facts and opinions in the story.
Evaluation:
Teacher watches and monitors
Vocabulary:
drowned, strokes, medals, current, continued, stirred, celebrate
Homework:
Learning Objective:
Students will monitor and fix up comprehension to differentiate between facts and opinions. Students will recognize author’s viewpoint. Students will recognize facts and opinions.
Language Objective:
Students will use contractions in writing. Students will use context clues to determine the meaning of multiple-meaning words. Students will compare and contrast across texts. Students will define and identify contractions.
Main Activity:
Students will take turns reading pages from the story of the week. Students will begin working on the review questions at the end of the story. Students will work with their classmates if they are confused by a question. If they are still confused, they can ask the teacher for help.
Evaluation:
Review questions
Vocabulary:
drowned, strokes, medals, current, continued, stirred, celebrate
Homework:
Learning Objective:
Students will monitor and fix up comprehension to differentiate between facts and opinions. Students will recognize author’s viewpoint. Students will recognize facts and opinions.
Language Objective:
Students will use contractions in writing. Students will use context clues to determine the meaning of multiple-meaning words. Students will compare and contrast across texts. Students will define and identify contractions.
Main Activity:
Students will partner read the story of the week. Students will complete the review questions at the end of the story. Once all students have completed the questions, the class will come back together to go over the answers and make sure everyone understands.
Evaluation:
Teacher watches and monitors
Vocabulary:
drowned, strokes, medals, current, continued, stirred, celebrate
Homework:
Learning Objective:
Students will monitor and fix up comprehension to differentiate between facts and opinions. Students will recognize author’s viewpoint. Students will recognize facts and opinions.
Language Objective:
Students will use contractions in writing. Students will use context clues to determine the meaning of multiple-meaning words. Students will compare and contrast across texts. Students will define and identify contractions.
Main Activity:
Students will take their spelling test. Students will take their reading assessments.
Evaluation:
Tests
Vocabulary:
drowned, strokes, medals, current, continued, stirred, celebrate
Homework:
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons
State of Minnesota Standards Covered
3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3.2.2.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
3.2.9.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

3.2.10.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks.
3.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled words, including high frequency words.

3.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

3.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to identify plot and theme. Students will know how to spell and identify where to divide words with the VCCCV syllable pattern.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use graphic organizers to understand plot and theme. Students will be able to use word structure to determine the meaning of unknown words with suffixes.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students identify plot and theme. Students will spell and identify where to divide words with the VCCCV syllable pattern.
Language Objective:
Students will use graphic organizers to understand plot and theme. Students will use word structure to determine the meaning of unknown words with suffixes.
Main Activity:
Students will take their spelling pretest. Students will listen while the teacher reads aloud the short story “Lulu Wants to Grow Up” and discuss the plot and theme of the story. Students will read “Eagle Watching” with a partner and use word structure and context clues to try and figure out the meaning of the unknown vocabulary words. If they cannot figure out the meanings, the students will look in the glossary.
Evaluation:
Spelling, vocabulary
Vocabulary:
scrambled, gully, echoed, valley, reeds, clutched
Homework:
Learning Objective:
Students identify plot and theme. Students will spell and identify where to divide words with the VCCCV syllable pattern.
Language Objective:
Students will use graphic organizers to understand plot and theme. Students will use word structure to determine the meaning of unknown words with suffixes.
Main Activity:
Students will listen while the teacher reads aloud the story of the week, “Fly Eagle, Fly” and answer comprehension questions throughout the story. Students will complete the Open for Discussion questions by practicing being good story tellers with a partner. Students will take turns reading the story to a partner in their best story telling voice.
Evaluation:
Comprehension questions
Vocabulary:
scrambled, gully, echoed, valley, reeds, clutched
Homework:
Learning Objective:
Students identify plot and theme. Students will spell and identify where to divide words with the VCCCV syllable pattern.
Language Objective:
Students will use graphic organizers to understand plot and theme. Students will use word structure to determine the meaning of unknown words with suffixes.
Main Activity:
Students will take turns reading pages from the story of the week. Students will begin the review questions at the end of the story in their Language Arts notebooks.
Evaluation:
Review questions
Vocabulary:
scrambled, gully, echoed, valley, reeds, clutched
Homework:
***NO CLASS, DAY OF VALOR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS, DAY OF VALOR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons
State of Minnesota Standards Covered
3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.1.6.6 Distinguish their own point of view from that of the narrator or those of the characters.

3.1.7.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting
3.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

3.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
Weekly Informational Knowledge Overview - (Students will know...)
Monday & Tuesday: Students will know how to identify plot and theme. Students will know how to spell and identify where to divide words with the VCCCV syllable pattern.

Wednesday to Friday: Students will know how to compare and contrast. Students will know how to use information gained by comparing and contrasting to predict.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday & Tuesday: Students will be able to use graphic organizers to understand plot and theme. Students will be able to use word structure to determine the meaning of unknown words with suffixes.

Wednesday to Friday: Students will be able to make predictions to aid in comprehension of comparisons and contrasts. Students will be able to use context clues to determine the meaning of words that have synonyms. Students will be able to examine the features of expository nonfiction.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students identify plot and theme. Students will spell and identify where to divide words with the VCCCV syllable pattern.
Language Objective:
Students will use graphic organizers to understand plot and theme. Students will use word structure to determine the meaning of unknown words with suffixes.
Main Activity:
Students will read “Fly Eagle, Fly” with a small group. Students will take turns reading in their groups. Students will complete the review questions at the end of the story. When all students have completed the questions, the class will go over the answers as a whole group to ensure understanding.
Evaluation:
Teacher watches and monitors
Vocabulary:
scrambled, gully, echoed, valley, reeds, clutched
Homework:
Learning Objective:
Students identify plot and theme. Students will spell and identify where to divide words with the VCCCV syllable pattern.
Language Objective:
Students will use graphic organizers to understand plot and theme. Students will use word structure to determine the meaning of unknown words with suffixes.
Main Activity:
Students will take their spelling tests. Students will take their comprehension assessments.
Evaluation:
Tests
Vocabulary:
scrambled, gully, echoed, valley, reeds, clutched
Homework:
Learning Objective:
Students will compare and contrast. Students will use information gained by comparing and contrasting to predict.
Language Objective:
Students will make predictions to aid in comprehension of comparisons and contrasts. Students will use context clues to determine the meaning of words that have synonyms.
Main Activity:
Students will take their spelling pretest. Students will listen while the teacher reads aloud the short story “The Boxed Lunch”. Students will make a Venn diagram comparing and contrasting their lunches to Ky’s lunch. Students will work with a partner to read “Pass it Down” and use context clues to try and figure out the vocabulary word meanings. If students cannot figure out the meanings, they will use the glossary.
Evaluation:
Spelling pretest, vocabulary
Vocabulary:
cotton, festival, graceful, handkerchief, paces, pale, rhythm, snug
Homework:
Learning Objective:
Students will compare and contrast. Students will use information gained by comparing and contrasting to predict.
Language Objective:
Students will make predictions to aid in comprehension of comparisons and contrasts. Students will use context clues to determine the meaning of words that have synonyms.
Main Activity:
Students will listen while the teacher reads aloud “Suki’s Kimono” and answer comprehension questions throughout. Students will answer the Open for Discussion by taking turns pretending to be Suki with a partner and acting out situations.
Evaluation:
Comprehension questions
Vocabulary:
cotton, festival, graceful, handkerchief, paces, pale, rhythm, snug
Homework:
***END OF GRADING PERIOD 3***
Learning Objective:
Students will compare and contrast. Students will use information gained by comparing and contrasting to predict.
Language Objective:
Students will make predictions to aid in comprehension of comparisons and contrasts. Students will use context clues to determine the meaning of words that have synonyms.
Main Activity:
Students will take turns reading pages from the story of the week. Students will begin working on the review questions at the end of the story.
Evaluation:
Review questions
Vocabulary:
cotton, festival, graceful, handkerchief, paces, pale, rhythm, snug
Homework:
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons
State of Minnesota Standards Covered
3.1.9.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

3.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks.
3.2.4.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

3.2.5.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

3.2.6.6 Distinguish their own point of view from that of the author of a text.

3.2.7.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur)
3.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled words, including high frequency words.

3.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.

3.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
b. Form and use regular and irregular plural nouns.
c. Use abstract nouns (e.g., childhood).
d. Form and use regular and irregular verbs.
e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
f. Ensure subject-verb and pronoun-antecedent agreement.*
g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
h. Use coordinating and subordinating conjunctions.
i. Produce simple, compound, and complex sentences.
Weekly Informational Knowledge Overview - (Students will know...)
Monday & Tuesday: Students will know how to compare and contrast. Students will know how to use information gained by comparing and contrasting to predict.

Wednesday to Thursday: Students will know the difference between fact and opinion. Students will know how to use facts and opinions to improve comprehension.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday & Tuesday: Students will be able to make predictions to aid in comprehension of comparisons and contrasts. Students will be able to use context clues to determine the meaning of words that have synonyms. Students will be able to examine the features of expository nonfiction.

Wednesday to Thursday: Students will be able to understand and apply their knowledge of text structure. Students will be able to use antonyms as context clues to determine the meaning of unknown words. Students will be able to recognize how facts and opinions are used within the text structure.
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF GRADING PERIOD 4***
Learning Objective:
Students will compare and contrast. Students will use information gained by comparing and contrasting to predict.
Language Objective:
Students will make predictions to aid in comprehension of comparisons and contrasts. Students will use context clues to determine the meaning of words that have synonyms.
Main Activity:
Students will work with partners and take turns reading “Suki’s Kimono”. Students will complete the review questions at the end of the story. When all students have completed the questions, the class will go over the answers to ensure understanding.
Evaluation:
Review questions
Vocabulary:
cotton, festival, graceful, handkerchief, paces, pale, rhythm, snug
Homework:
Learning Objective:
Students will compare and contrast. Students will use information gained by comparing and contrasting to predict.
Language Objective:
Students will make predictions to aid in comprehension of comparisons and contrasts. Students will use context clues to determine the meaning of words that have synonyms.
Main Activity:
Students will take their spelling tests. Students will take their comprehension assessments.
Evaluation:
Tests
Vocabulary:
cotton, festival, graceful, handkerchief, paces, pale, rhythm, snug
Homework:
Learning Objective:
Students will know the difference between fact and opinion. Students will understand and apply their knowledge of text structure. Students will recognize how facts and opinions are used within the text structure.
Language Objective:
Students will use facts and opinions to improve comprehension. Students will use antonyms as context clues to determine the meaning of unknown words.
Main Activity:
Students will take their spelling pretests. Students will listen while the teacher reads aloud the short story “The Best Game” and create a graphic organizer on the board with facts and opinions. Students will work with partners and read “A Rising Star” and use antonyms and context clues to figure out the meanings of the vocabulary words. If they do not understand the meanings, they will use the glossary.
Evaluation:
Vocabulary exercises
Vocabulary:
admire, custom, famous, mention, overnight, popular, public, twist
Homework:
Learning Objective:
Students will know the difference between fact and opinion. Students will understand and apply their knowledge of text structure. Students will recognize how facts and opinions are used within the text structure.
Language Objective:
Students will use facts and opinions to improve comprehension. Students will use antonyms as context clues to determine the meaning of unknown words.
Main Activity:
Students will listen while the teacher reads aloud “How My Family Lives in America” and answer comprehension questions throughout the story. Students will create a graphic organizer displaying facts and opinions from the story.
Evaluation:
Graphic organizer
Vocabulary:
admire, custom, famous, mention, overnight, popular, public, twist
Homework:
***Teacher Absent – Review Day***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons
State of Minnesota Standards Covered
3.1.9.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

3.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks.

3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3.2.2.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
3.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

3.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the difference between fact and opinion. Students will know how to use facts and opinions to improve comprehension.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to understand and apply their knowledge of text structure. Students will be able to use antonyms as context clues to determine the meaning of unknown words. Students will be able to recognize how facts and opinions are used within the text structure.
Monday
Tuesday
Wednesday
Thursday
Friday
***Teacher Absent – Review Day***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will know the difference between fact and opinion. Students will understand and apply their knowledge of text structure. Students will recognize how facts and opinions are used within the text structure.
Language Objective:
Students will use facts and opinions to improve comprehension. Students will use antonyms as context clues to determine the meaning of unknown words.
Main Activity:
Students will take turns reading pages from the story of the week. Students will work in three groups and each group will create a graphic organizer of facts and opinions for one of the three children in the story. Students will begin the review questions at the end of the story.
Evaluation:
Review questions
Vocabulary:
cotton, festival, graceful, handkerchief, paces, pale, rhythm, snug
Homework:
Learning Objective:
Students will know the difference between fact and opinion. Students will understand and apply their knowledge of text structure. Students will recognize how facts and opinions are used within the text structure.
Language Objective:
Students will use facts and opinions to improve comprehension. Students will use antonyms as context clues to determine the meaning of unknown words.
Main Activity:
Students will partner read the story of the week. Students will complete the review questions at the end of the story. When all students have completed the assignments, the answers will be reviewed as a whole group to ensure understanding.
Evaluation:
Review questions
Vocabulary:
cotton, festival, graceful, handkerchief, paces, pale, rhythm, snug
Homework:
Learning Objective:
Students will know the difference between fact and opinion. Students will understand and apply their knowledge of text structure. Students will recognize how facts and opinions are used within the text structure.
Language Objective:
Students will use facts and opinions to improve comprehension. Students will use antonyms as context clues to determine the meaning of unknown words.
Main Activity:
Students will take their spelling tests. Students will take their comprehension assessments.
Evaluation:
Tests
Vocabulary:
cotton, festival, graceful, handkerchief, paces, pale, rhythm, snug
Homework:
***NO CLASS, LABOR DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons
State of Minnesota Standards Covered
3.2.4.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

3.2.5.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

3.2.6.6 Distinguish their own point of view from that of the author of a text.

3.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

3.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the sequence in a story. Students will know how to identify sequence of events to improve comprehension.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to read and understand sequence in a story. Students will be able to use word structure to determine the meaning of compound words. Students will be able to recognize how following sequence of story events helps you monitor you comprehension and identify when to take steps to improve it.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the sequence in a story. Students will read and understand sequence in a story. Students will recognize how following sequence of story events helps you monitor you comprehension and identify when to take steps to improve it.
Language Objective:
Students will use word structure to determine the meaning of compound words. Students will identify sequence of events to improve comprehension.
Main Activity:
Students will take their spelling pretest. Students will listen while the teacher reads aloud “Moving Day”. Students will create a graphic organizer on the board showing the sequence of the story. Students will work with a partner or small group to read “How to Do a Move” and use word structure to try and figure out the meaning of the vocabulary words. Words they cannot figure out, they will look up in the glossary.
Evaluation:
Spelling pretest, vocabulary
Vocabulary:
homesick, airport, raindrops, memories, farewell, curious, described, delicious
Homework:
Learning Objective:
Students will know the sequence in a story. Students will read and understand sequence in a story. Students will recognize how following sequence of story events helps you monitor you comprehension and identify when to take steps to improve it.
Language Objective:
Students will use word structure to determine the meaning of compound words. Students will identify sequence of events to improve comprehension.
Main Activity:
Students will listen while the teacher reads aloud the story of the week “Good-Bye 382 Shin Dang Dong” and answer comprehension questions throughout. Students will create a graphic organizer with their tables groups of the sequence of the story.
Evaluation:
Graphic organizer
Vocabulary:
homesick, airport, raindrops, memories, farewell, curious, described, delicious
Homework:
Learning Objective:
Students will know the sequence in a story. Students will read and understand sequence in a story. Students will recognize how following sequence of story events helps you monitor you comprehension and identify when to take steps to improve it.
Language Objective:
Students will use word structure to determine the meaning of compound words. Students will identify sequence of events to improve comprehension.
Main Activity:
Students will take turns reading pages from the story of the week and work with a small group to complete the review questions at the end of the story. When all groups have completed the questions, the class will come back together to go over the answers and ensure understanding.
Evaluation:
Teacher watches and monitors
Vocabulary:
homesick, airport, raindrops, memories, farewell, curious, described, delicious
Homework:
***NO CLASS, JOSE ABAD SANTOS DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will know the sequence in a story. Students will read and understand sequence in a story. Students will recognize how following sequence of story events helps you monitor you comprehension and identify when to take steps to improve it.
Language Objective:
Students will use word structure to determine the meaning of compound words. Students will identify sequence of events to improve comprehension.
Main Activity:
Students will take their spelling tests. Students will take their comprehension assessments.
Evaluation:
Tests
Vocabulary:
homesick, airport, raindrops, memories, farewell, curious, described, delicious
Homework:
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons
State of Minnesota Standards Covered
3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled words, including high frequency words.

3.2.4.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

3.2.5.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

3.2.6.6 Distinguish their own point of view from that of the author of a text.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to summarize main ideas to draw conclusions. Students will know how to use information from the text to draw conclusions. Students will know how to use the conclusions they have drawn from the text to summarize it.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to draw conclusions about facts and details in a selection. Students will be able to use context clues to define unfamiliar words.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will summarize main ideas to draw conclusions. Students will draw conclusions about facts and details in a selection.
Language Objective:
Students will use context clues to define unfamiliar words.
Main Activity:
Students will take their spelling pretest. Students will read “What Does a Baker Do?” with their teacher and classmates. Students will create a graphic organizer on the board showing facts from the story and the conclusion they can draw from those facts. Students will use the graphic organizer to create a summary with their tables. Students will work in small groups to read “Biscuits for Breakfast” and use context clues to figure out the meanings of the vocabulary words. Any words students cannot figure out, they will look up in the glossary.
Evaluation:
Spelling pretest, vocabulary
Vocabulary:
bakery, ingredients, batch, mixture, dough, knead, braided, boils
Homework:
Learning Objective:
Students will summarize main ideas to draw conclusions.. Students will use information from the text to draw conclusions. Students will use the conclusions they have drawn from the text to summarize it.
Language Objective:
Students will draw conclusions about facts and details in a selection. Students will use context clues to define unfamiliar words
Main Activity:
Students will listen while the teacher reads aloud the story of the week, “Jalapeno Bagels” and answer comprehension questions throughout the story. Students will discuss the Open for Discussion question on page 238. Students will draw and describe three of the foods they imagine tasting from the bakery.
Evaluation:
Teacher watches and monitors
Vocabulary:
bakery, ingredients, batch, mixture, dough, knead, braided, boils
Homework:
Learning Objective:
Students will summarize main ideas to draw conclusions. Students will use information from the text to draw conclusions. Students will use the conclusions they have drawn from the text to summarize it.
Language Objective:
Students will draw conclusions about facts and details in a selection. Students will use context clues to define unfamiliar words.
Main Activity:
Students will take turns reading pages from the story. Students will begin the review questions at the end of the story in their language arts notebooks.
Evaluation:
Review questions
Vocabulary:
bakery, ingredients, batch, mixture, dough, knead, braided, boils
Homework:
Learning Objective:
Students will summarize main ideas to draw conclusions. Students will use information from the text to draw conclusions. Students will use the conclusions they have drawn from the text to summarize it.
Language Objective:
Students will draw conclusions about facts and details in a selection. Students will use context clues to define unfamiliar words.
Main Activity:
Students will partner read the story of the week. Students will complete the review questions at the end of the story. Once all students have completed the assignment, the class will go over the answers with the teacher to ensure understanding.
Evaluation:
Review questions
Vocabulary:
bakery, ingredients, batch, mixture, dough, knead, braided, boils
Homework:
Learning Objective:
Students will summarize main ideas to draw conclusions. Students will use information from the text to draw conclusions. Students will use the conclusions they have drawn from the text to summarize it.
Language Objective:
Students will draw conclusions about facts and details in a selection. Students will use context clues to define unfamiliar words.
Main Activity:
Students will take their spelling test. Students will take their comprehension assessments.
Evaluation:
Tests
Vocabulary:
bakery, ingredients, batch, mixture, dough, knead, braided, boils
Homework:
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons
State of Minnesota Standards Covered
3.2.5.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

3.2.6.6 Distinguish their own point of view from that of the author of a text.

3.2.7.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur)

3.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled words, including high frequency words.

3.6.3.3 Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know author’s purpose. Students will know how the author uses the reader’s prior knowledge about something to accomplish his or her purpose for writing the story.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to activate prior knowledge about a topic to understand author’s purpose. Students will be able to use context clues to determine word meaning of homonyms. Students will be able to identify the author’s purpose in writing the story.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand author’s purpose. Students will understand how the author uses the reader’s prior knowledge about something to accomplish his or her purpose for writing the story. Students will activate prior knowledge about a topic to understand author’s purpose
Language Objective:
Students will use context clues to determine word meaning of homonyms. Students will identify the author’s purpose in writing the story.
Main Activity:
Students will take their spelling pretest. Students will read “New York City” with their teacher and classmates. Students will create a graphic organizer on the board showing facts from the story and what they think the author’s purpose is. Students will work in small groups to read “A Different Treasure Hunt” and use context clues to figure out the meanings of the vocabulary words. Any words students cannot figure out, they will look up in the glossary.
Evaluation:
Spelling pretest, graphic organizer
Vocabulary:
flights, stoops, pitcher, ruined, fierce, treasure, feast, cardboard
Homework:
Learning Objective:
Students will understand author’s purpose. Students will understand how the author uses the reader’s prior knowledge about something to accomplish his or her purpose for writing the story. Students will activate prior knowledge about a topic to understand author’s purpose.
Language Objective:
Students will use context clues to determine word meaning of homonyms. Students will identify the author’s purpose in writing the story.
Main Activity:
Students will listen while the teacher reads aloud the story of the week, “Me and Uncle Romie” and answer comprehension questions throughout the story. Students will discuss the Open for Discussion question at the end of the story. Students will draw and describe three of the foods they imagine tasting from the bakery.
Evaluation:
Comprehension questions
Vocabulary:
flights, stoops, pitcher, ruined, fierce, treasure, feast, cardboard
Homework:
Learning Objective:
: Students will understand author’s purpose. Students will understand how the author uses the reader’s prior knowledge about something to accomplish his or her purpose for writing the story. Students will activate prior knowledge about a topic to understand author’s purpose
Language Objective:
Students will use context clues to determine word meaning of homonyms. Students will identify the author’s purpose in writing the story.
Main Activity:
Students will take turns reading pages from the story. Students will begin the review questions at the end of the story in their language arts notebooks.
Evaluation:
Review questions
Vocabulary:
flights, stoops, pitcher, ruined, fierce, treasure, feast, cardboard
Homework:
Learning Objective:
Students will understand author’s purpose. Students will understand how the author uses the reader’s prior knowledge about something to accomplish his or her purpose for writing the story. Students will activate prior knowledge about a topic to understand author’s purpose.
Language Objective:
Students will use context clues to determine word meaning of homonyms. Students will identify the author’s purpose in writing the story.
Main Activity:
Students will partner read the story of the week. Students will complete the review questions at the end of the story. Once all students have completed the assignment, the class will go over the answers with the teacher to ensure understanding.
Evaluation:
Teacher watches and monitors
Vocabulary:
flights, stoops, pitcher, ruined, fierce, treasure, feast, cardboard
Homework:
Learning Objective:
Students will understand author’s purpose. Students will understand how the author uses the reader’s prior knowledge about something to accomplish his or her purpose for writing the story. Students will activate prior knowledge about a topic to understand author’s purpose.
Language Objective:
Students will use context clues to determine word meaning of homonyms. Students will identify the author’s purpose in writing the story.
Main Activity:
Students will take their spelling test. Students will take their comprehension assessments.
Evaluation:
Tests
Vocabulary:
flights, stoops, pitcher, ruined, fierce, treasure, feast, cardboard
Homework:
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons
State of Minnesota Standards Covered
3.2.6.6 Distinguish their own point of view from that of the author of a text.
3.2.7.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur)

3.2.8.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

3.2.9.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

3.2.10.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks.
3.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.

3.10.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases for effect.*
b. Recognize and observe differences between the conventions of spoken and written standard English.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to identify main idea and supporting details to improve comprehension.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to determine the main idea and identifying details. Students will be able to use text structure to identify main idea. Students will be able to use word structure to determine the meaning of words with prefixes. Students will be able to use text structure to help determine main idea.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will determine the main idea and identifying details. Students will identify main idea and supporting details to improve comprehension.
Language Objective:
Students will use text structure to identify main idea. Students will use word structure to determine the meaning of words with prefixes.
Main Activity:
Students will take their spelling pretest. Students will read “Coming to America” with their teacher and classmates. Students will create a graphic organizer on the board showing the main idea and supporting details from the story. Students will use the text structure to help them with the information in the graphic organizer. Students will work in small groups to read “Emma and Liberty” and use context clues and word structure to figure out the meanings of the vocabulary words. Any words students cannot figure out, they will look up in the glossary.
Evaluation:
Spelling pretest, vocabulary
Vocabulary:
liberty, unveiled, crown, torch, tablet, models, symbol, unforgettable
Homework:
Learning Objective:
Students will determine the main idea and identifying details. Students will use text structure to help determine main idea. Students will identify main idea and supporting details to improve comprehension.
Language Objective:
Students will use text structure to identify main idea. Students will use word structure to determine the meaning of words with prefixes.
Main Activity:
Students will listen while the teacher reads aloud the story of the week, “The Story of the Statue of Liberty” and answer comprehension questions throughout the story. Students will discuss the Open for Discussion question on page 238.
Evaluation:
Teacher watches and monitors
Vocabulary:
liberty, unveiled, crown, torch, tablet, models, symbol, unforgettable
Homework:
Learning Objective:
Students will determine the main idea and identifying details. Students will use text structure to help determine main idea. Students will identify main idea and supporting details to improve comprehension.
Language Objective:
Students will use text structure to identify main idea. Students will use word structure to determine the meaning of words with prefixes.
Main Activity:
Students will take turns reading pages from the story. Students will begin the review questions at the end of the story in their language arts notebooks.
Evaluation:
Review questions
Vocabulary:
liberty, unveiled, crown, torch, tablet, models, symbol, unforgettable
Homework:
Learning Objective:
Students will determine the main idea and identifying details. Students will use text structure to help determine main idea. Students will identify main idea and supporting details to improve comprehension.
Language Objective:
Students will use text structure to identify main idea. Students will use word structure to determine the meaning of words with prefixes.
Main Activity:
Students will partner read the story of the week. Students will complete the review questions at the end of the story. Once all students have completed the assignment, the class will go over the answers with the teacher to ensure understanding.
Evaluation:
Teacher watches and monitors
Vocabulary:
liberty, unveiled, crown, torch, tablet, models, symbol, unforgettable
Homework:
Learning Objective:
Students will determine the main idea and identifying details. Students will use text structure to help determine main idea. Students will identify main idea and supporting details to improve comprehension.
Language Objective:
Students will use text structure to identify main idea. Students will use word structure to determine the meaning of words with prefixes.
Main Activity:
Students will take their spelling test. Students will take their comprehension assessments.
Evaluation:
Tests
Vocabulary:
liberty, unveiled, crown, torch, tablet, models, symbol, unforgettable
Homework:
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons
State of Minnesota Standards Covered
3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3.1.6.6 Distinguish their own point of view from that of the narrator or those of the characters

3.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled words, including high frequency words.

3.6.5.5 With guidance and support from peers and adults use a writing process to develop and strengthen writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on page 41-42.)

3.6.6.6 With guidance and support from adults use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

3.8.1.1 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 others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. 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).
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
d. Explain their own ideas and understanding in light of the discussion.
e. Cooperate and compromise as appropriate for productive group discussion.
f. Follow multi-step oral directions

3.10.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases for effect.*
b. Recognize and observe differences between the conventions of spoken and written standard English.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know cause and effect relationships. Students will know cause and effect relationships to improve comprehension.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use graphic organizers to analyze cause and effect relationships. Students will be able to use context clues and antonyms to determine word meaning. Students will be able to use graphic organizers to analyze cause and effect relationships.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will identify cause and effect relationships. Students will identify cause and effect relationships to improve comprehension. Students will use graphic organizers to analyze cause and effect relationships.
Language Objective:
Students will use graphic organizers to analyze cause and effect relationships. Students will use context clues and antonyms to determine word meaning.
Main Activity:
Students will take their spelling pretest. Students will read “A New Life” with their teacher and classmates. Students will create a graphic organizer on the board showing causes and effects from the story. Students will work in small groups to read “Mr. Wang’s Wonderful Noodle” and use context clues and antonyms to figure out the meanings of the vocabulary words. Any words students cannot figure out, they will look up in the glossary.
Evaluation:
Spelling pretest, vocabulary
Vocabulary:
narrow, foolish, perches, bows, recipe, chilly, foreign
Homework:
Learning Objective:
Students will identify cause and effect relationships. Students will identify cause and effect relationships to improve comprehension. Students will use graphic organizers to analyze cause and effect relationships.
Language Objective:
Students will use graphic organizers to analyze cause and effect relationships. Students will use context clues and antonyms to determine word meaning.
Main Activity:
Students will listen while the teacher reads aloud the story of the week, “Happy Birthday, Mr. Kang” and answer comprehension questions throughout the story. Students will discuss the Open for Discussion question at the end of the story.
Evaluation:
Teacher watches and monitors
Vocabulary:
narrow, foolish, perches, bows, recipe, chilly, foreign
Homework:
Learning Objective:
Students will identify cause and effect relationships. Students will identify cause and effect relationships to improve comprehension. Students will use graphic organizers to analyze cause and effect relationships.
Language Objective:
Students will use graphic organizers to analyze cause and effect relationships. Students will use context clues and antonyms to determine word meaning.
Main Activity:
Students will take turns reading pages from the story. Students will begin the review questions at the end of the story in their language arts notebooks.
Evaluation:
Review questions
Vocabulary:
narrow, foolish, perches, bows, recipe, chilly, foreign
Homework:
Learning Objective:
Students will identify cause and effect relationships. Students will identify cause and effect relationships to improve comprehension. Students will use graphic organizers to analyze cause and effect relationships.
Language Objective:
Students will use graphic organizers to analyze cause and effect relationships. Students will use context clues and antonyms to determine word meaning.
Main Activity:
Students will partner read the story of the week. Students will complete the review questions at the end of the story. Once all students have completed the assignment, the class will go over the answers with the teacher to ensure understanding.
Evaluation:
Review questions
Vocabulary:
narrow, foolish, perches, bows, recipe, chilly, foreign
Homework:
Learning Objective:
Students will identify cause and effect relationships. Students will identify cause and effect relationships to improve comprehension. Students will use graphic organizers to analyze cause and effect relationships.
Language Objective:
Students will use graphic organizers to analyze cause and effect relationships. Students will use context clues and antonyms to determine word meaning.
Main Activity:
Students will take their spelling test. Students will take their comprehension assessments.
Evaluation:
Tests
Vocabulary:
narrow, foolish, perches, bows, recipe, chilly, foreign
Homework:
Materials / Resources (including technology)
Reading Street Workbooks and Textbooks, paper, pencils, crayons
State of Minnesota Standards Covered
3.1.6.6 Distinguish their own point of view from that of the narrator or those of the characters.

3.1.7.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

3.1.9.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

3.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks.

3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled words, including high frequency words
3.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.

3.8.1.1 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 others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. 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).
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
d. Explain their own ideas and understanding in light of the discussion.
e. Cooperate and compromise as appropriate for productive group discussion.
f. Follow multi-step oral directions
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