Using Strategies to Understand Characters and Plot Lesson ...€¦ · Using Strategies to Understand Characters and Plot ... use of simple and compound sentences, and audience

Third Grade

©2011, TESCCC 08/27/12 Page 1 of 4

Lesson Organizer

Using Strategies to Understand Characters and Plot

English Language Arts and Reading Unit: 01 Lesson: 01

Suggested Duration: Days 1-15

Students develop strategies for reading and writing by having a purpose for reading. Students monitor their comprehension by making and confirming predictions. Students describe the interactions of characters and the changes they undergo. They sequence and summarize the plot of stories, looking at how events are connected, and predict future events. In writing, students apply what they learn about fiction to write a story (real or imagined) that includes the elements of plot and interesting characters. Students continue to add to their Word Study Notebook and learn to use a print dictionary purposefully.

Lesson Synopsis

Performance Indicators

• Using the writing process and the conventions of written language, generate an idea and write a real or imagined story with interesting

and believable characters, a detailed setting, and a plot that builds to a climax. (3.17A, 3.17B, 3.17C, 3.17D, 3.17E; 3.18A; 3.19A) 5C, 5D, 5Ei, 5Eii, 5Eiii, 5F, 5G

• Create a book with illustrations and text that sequences and summarizes the plot’s main events. Include descriptions of characters, their relationships, and the changes they undergo in the story. In a paragraph or with a partner, explain how the main events influence future

events. (3.Fig19E; 3.8A, 3.8B; 3.20C) 1C, 1E; 4D, 4F, 4G, 4I, 4J

• Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts and media. Provide

evidence from the text to support ideas. (3.Fig19A, 3.Fig19B, 3.Fig19C, 3.Fig19D, 3.Fig19E; 3.1E; 3.3A; 3.11A; 3.30A) 1E, 1G, 1H, 1I

• Record multiple entries in a Word Study Notebook to demonstrate knowledge of new words, their meanings, and relationships. (3.4A,

3.4B, 3.4C, 3.4E) 1A, 1E, 1G; 4A, 4C, 4F; 5B

• Authors use writer’s craft to engage and sustain the reader’s interest and enhance understanding.

• Authors use conventions of written language to communicate clearly and effectively.

• Understanding literary elements facilitates the reader’s ability to make meaning of the text.

• Readers use strategies to support understanding of text.

• An extensive vocabulary supports the development of oral and written communication.

Key Understandings

TEKS

3.1

Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:

3.1B

Use common syllabication patterns to decode words including:

3.1Bi

closed syllables (CVC) (e.g., mag-net, splen-did)

3.1Bii

open syllable (CV) (e.g., ve-to)

3.1Biii

final stable syllable (e.g., puz-zle, con-trac-tion)

3.1Biv

r controlled vowels (e.g., fer-ment, car-pool)

3.1Bv

vowel diagraphs and diphthongs (e.g., ei-ther)

3.2

Reading/Beginning Reading /Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:

3.2A

Use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions.

3.2B

Ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text. Supporting

Third Grade English Language Arts and Reading

Unit: 01 Lesson: 01

©2011, TESCCC 08/27/12 Page 2 of 4

Standard

3.2C

Establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

3.4

Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

3.4B

Use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs. Readiness Standard

3.4C

Identify and use antonyms, synonyms, homographs, and homophones. Supporting Standard

3.4 E

Alphabetize a series of words to the third letter and use a dictionary or a glossary to determine the meanings, syllabication, and pronunciation of unknown words.

3.Fig19

Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. Students are expected to:

3.Fig19A

Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension.

3.Fig19B

Ask literal, interpretive, and evaluative questions of text.

3.Fig19C

Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions).

3.Fig19D

Make inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry)

3.Fig19E

Summarize information in text, maintaining meaning and logical order. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry)

3.8

Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

3.8A

Sequence and summarize the plot’s main events and explain their influence on future events. Readiness Standard

3.8B

Describe the interaction of characters including their relationships and the changes they undergo. Readiness Standard

3.8C

Identify whether the narrator or speaker of a story is first or third person.

3.11

Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to:

3.11A

Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).

3.17

Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

3.17A

Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals).

3.17B

Develop drafts by categorizing ideas and organizing them into paragraphs.

3.17C

Revise drafts for coherence, organization, use of simple and compound sentences, and audience.

3.18

Writing/Literary Texts. Students write literary text to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:

3.18A

Write imaginative stories that build the plot to a climax and contain details about the characters and settings.

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Unit: 01 Lesson: 01

3.19

Writing/Personal. Students write about their own experiences. Students are expected to:

3.19A

Write about important personal experiences.

3.20

Writing/Expository and Procedural Text. Students write expository and procedural or work related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

3.20C

Write responses to literary or expository texts that demonstrate an understanding of the text.

3.22

Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:

3.22A

Use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

3.22Ai

verbs (past, present, and future)

3.22Aii

nouns (singular/plural, common/proper)

3.22Av

prepositions and prepositional phrases

3.22B

Use the complete subject and predicate in a sentence.

3.23

Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:

3.23D

Use correct mechanics including paragraph indentations.

3.24

Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

3.24A

Use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell.

3.24B

Spell words with more advanced orthographic patterns and rules:

3.24Bv

complex consonants (e.g., scr- -dge, -tch).

3.24C

Spell high-frequency and compound words from a commonly used list.

3.24D

Spell words with common syllable constructions (e.g., closed, open, final stable syllable).

3.24G

Use print and electronic resources to find and check correct spellings.

Not applicable to this unit Ongoing TEKS

Materials

• Word Study Notebook (1 per student)

• Reader’s Notebook(1 per student)

• Writer’s Notebook (1 per student)

• Teacher Writer’s Notebook (1)

• Large alphabet for display (1)

• Highlighter (1 per student)

• Cardstock- 2 colors (1 for every 2 students of each color)

• Large paper clip or rubber band (1 for every 2 students)

• Two-color counter or penny (1 per student)

• Dictionary (1 per 2-3 students)

• Note card (2 per student)

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Unit: 01 Lesson: 01

• Paper, white (several sheets per student)

• Sticky notes (16 per student plus 10-15)

• Craft stick (10 per student)

• Scissors (1 per student)

• Chart paper

• Variety of forms of text such as dictionaries, phone books, magazines, recipes, informational books, newspapers, etc (5 texts per 3 students)

• Grade-appropriate text with 2-3 unfamiliar words (1)

• 4-6 grade-appropriate fictional stories for modeling (1 copy of each)

• Grade-appropriate fictional texts written in first person for modeling (1)

• Grade-appropriate fictional texts written in third person for modeling (1)

• Grade-appropriate fictional short story or excerpt from a novel for modeling (1)

• Teacher-selected grade-appropriate fictional text (1 copy per student)

• Collection of grade-appropriate fictional stories for student selection

• Collection of texts and environmental print for word hunting

Attachments

• Handout: Synonym Matching Game (1 for every 2 students)

• Handout: Antonym Matching Game (1 for every 2 students)

• Handout: R-Controlled Vowel Word Sort (1 per student)

Resources and References

Possible/Optional Literature Selections

Grade-appropriate text to teach context clues

• Baloney (Henry P.), by Jon Scieszka

• District-adopted resources Grade-appropriate fictional stories

• Recess Queen, by Alexis O’Neil

• The Kissing Hand, by Audrey Penn

• Tree of Cranes, by Allen Say

• Silver Pony, by Lynd Ward

• Pink and Say, by Patricia Polacco

• Miss Rumphius, by Barbara Cooney

• Henry Hikes to Fitchburg, by P.D. Johnson

• Fly Away Home, by Eve Bunting

• Castle in the Attic, by Elizabeth Winthrop

• The Birchbark House, by Louise Edrich

• Amber Brown in Not a Crayon, by Paula Danziger

• District-adopted resources


Unit: 01 Lesson: 01

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Lesson Preparation


Day 1 of 21

Daily Lesson 1

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS

3.24C 3.2C 3.Fig19A

3.2C 3.Fig19A 3.11A

3.17A 3.22Ai,ii

Key Understandings

and Guiding Questions

An extensive vocabulary supports the development of oral and written communication.

How does studying words help readers and writers?

Readers use strategies to support understanding of text.

What strategies do readers use to understand text?



Authors establish a purpose and plan for the development of a story.

Vocabulary of Instruction

Word Study Notebook

Purpose

Purpose

Independent Reading

Reader’s Notebook

Purpose

Materials

Word Study Notebook (1 per student)

Highlighter (1 per student)

Chart paper (if applicable)

See p. 12 Empowering Writers:

The Comprehensive Narrative

Writing Guide

See p. 12 Empowering Writers:

The Comprehensive Narrative

Writing Guide

Variety of forms of text such as dictionaries, phone books, magazines, recipes, informational books, newspapers, etc. (5 texts per 3 students)


Attachments and Resources

You may also use F & P Word Study Lessons WS 1-4 to teach routines for spelling. Pg.433-448 or activities for HF pg. 223-246

Advance Preparation

1. Prepare to display visuals as appropriate.

2. Locate a list of high-frequency

words. If the district or school system does not already have a common list of high- frequency words for third grade, determine which 50- 100 essential words third graders need to spell correctly and type them in a list. Duplicate the list for each

1. Prepare to display visuals as

appropriate. 2. Collect a variety of different

texts that would be read for different purposes. Some examples would include: dictionaries, newspapers, telephone books, informational books, novels, fictional short stories, poetry, recipes, maps, grocery lists, etc.


2. Decide upon the expectations

for Independent Reading. Create a T-Chart with one side titles “Looks Like” and the other side “Sounds Like.”

3. Prepare a Reader’s Notebook

for each student.

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Unit: 01 Lesson: 01

Daily Lesson 1

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

student. (See Teacher Notes) 3. Prepare a Word Study

Notebook for each student.

Background Information

Word Study includes phonics, vocabulary, and spelling TEKS. Students acquire a large vocabulary through repeated exposure to new words during independent and shared reading. It is also important for students to study common patterns and parts of words to help them with decoding and spelling.

There are many purposes for reading: to learn something, for enjoyment, to follow directions, etc. Readers should be aware of their purpose for reading before, during, and after reading. Authors also have a purpose for writing a text. As readers are reading, they need to ask themselves, “Does my purpose for reading match the author’s purpose? Am I getting what I need from this text?”

Independent Reading provides students the opportunity to read for an uninterrupted period of time. Students need this time to practice the reading skills learned in the classroom and explore different genre and texts in order to develop into mature, proficient readers.

The goal for Independent Reading is to provide at least 15- 20 minute blocks, several times a week. You may follow the Independent Reading with time for a response entry. In the beginning, you will need to provide guidance for student questions, but the goal is for students to learn to reflect independently on their reading.

READ pgs. 9-11 Empowering Writers: The Comprehensive Narrative Writing Guide

Teacher Notes

If the district or school system does not have commonly used high-frequency word lists, there are many websites that have lists of suggested words. Search using the keywords “Third grade high-frequency words.” This TEKS is under the spelling section, so choose words that you expect students to be able to SPELL, not just read.

The specificity in the IFD recommends a list of 500 words. Avoid overwhelming students by giving them all 500 words at once. Every 3-6 weeks, words

The Reader’s Notebook is a single location in which students may reflect upon and respond to their independent reading. The teacher may use the Notebook to assess student comprehension and critical thinking skills. Consider what the Reader’s Notebook is going to look like. Headings on pages of the Reader’s Notebook could include: date, title, author, pages read, and responses.

GRAMMAR lessons cited may be extended or placed throughout this unit as needed.


Unit: 01 Lesson: 01

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Daily Lesson 1

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

can be added to the lists. Consider creating sections in the Word Study Notebook, one section for vocabulary work and one for spelling work. The notebooks will be used throughout the Language Arts block, not just in the Word Study lessons.


Unit: 01 Lesson: 01

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Instructional Routines

Daily Lesson 1

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

Duration and Objective

Suggested Duration: 15 min. Content Objective: Students read and spell high frequency words.

Suggested Duration: 15-20 min. Content Objective: Students determine author’s purpose and their own purpose before, during, and after reading to help with comprehension and focus.

Suggested Duration: 40 min. Content Objective: Students learn the purpose and expectations for Independent Reading and determine author’s purpose for writing the text and their own purpose for reading the text.

Suggested Duration: 25-30 min.

Content Objective: Students recognize and identify character problem solution narratives, personal experience narratives, and expository texts.

1. Distribute Word Study Notebooks. Explain to students the purpose of the notebook and the expectations for their use.

2. Explain that there are certain

words that should not be spelled by breaking them into parts. There are some words that you need to know automatically because it makes writing easier and faster.

3. Distribute the list of high-

frequency words.

1. Display one of the texts that were collected in Advanced Prep. Ask: Why would I want to read this (book, magazine, dictionary, etc.)? Discuss responses.

2. Explain that good readers

think about their purpose and the author’s purpose before, during, and after reading.

1. Review the purpose and expectations for Independent Reading.

2. Set expectations for

Independent Reading by having students discuss what independent reading “Looks Like” and “Sounds Like.” Put responses on the T-Chart.

3. Ask: Why do we have

independent reading? Discuss responses.

4. Tell students that they will be

keeping a Reader’s Notebook.

See p. 12 Empowering Writers: The Comprehensive Narrative Writing Guide STEPS 1

GRAMMAR: Texas Write

Source: Using Nouns TE 421-424

Mini Lesson


Unit: 01 Lesson: 01

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Daily Lesson 1

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

Learning Applications

1. Students read the list and ask for help if there are any words that they do not know.

2. Students go through the list

again with a highlighter and highlight the “tricky” parts of words, like the “au” in because. If they already feel confident that they know how to spell the word, then they highlight nothing.

3. Monitor and assist students as

needed.

1. Distribute the variety of texts to small groups of students.

2. Students, in their groups,

discuss why they might read the text and why the author may have written the text.

1. Students choose their books for Independent Reading.

2. Students read the title and

look at the pictures on the cover.

3. Ask: What is your

reason/purpose for reading this text? Discuss responses.

4. Students record the date and

title of the book and their purpose for reading the text in their Reader’s Notebook.

5. Students read silently and

independently. Students consider their own purpose before, during, and after reading to help with comprehension and focus.

6. Monitor and listen to students

read in order to get to know the students as readers.

Engage in Guided Reading and Guided Writing Instruction as appropriate.

Closure 1. Students attach the list to their Word Study Notebook by either gluing or stapling.

2. Tell students that they will use

the list during writing. 3. Explain that students will be

using what they learn in Word Study to help them in reading and writing.

1. Each group shares what type of text they have and why they would read it.

2. On a chart, record the various

texts and their purposes.

1. As a class, reflect on the Independent Reading experience. Refer to the T- Chart.

2. Ask: After reading, is your

purpose for reading still the same or has it changed? Discuss responses.

.


Unit: 01 Lesson: 01

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Lesson Preparation


Day 2 of 21

Daily Lesson 2 WORD STUDY WHOLE GROUP READING INDEPENDENT READING WRITING


3.4E 3.2A 3.Fig19A,D

3.2A 3.Fig19D 3.11A

3.17A 3.22Ai 3.22Aii

Key Understandings and Guiding Questions

Vocabulary of

Instruction


Why is being able to alphabetize important?

Alphabetical





Inference

Prior knowledge

Prediction

Inference

Prior knowledge

Prediction

Advance Preparation

Materials

You may also use F & P Word Study Lessons WSA 12 pg. 477-480

Word Study Notebook(1per student)

Chart paper if applicable

1.Prepare to display visuals as appropriate.

2.Write student names (either first or last) on notecards.


See p. 12 Empowering Writers: The Comprehensive Narrative Writing Guide)


Unit: 01 Lesson: 01

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Daily Lesson 2 WORD STUDY WHOLE GROUPREADING INDEPENDENT READING WRITING


3.Group the craft sticks into a Set of ten.Choose a category. Write a word that fits the category on each stick. Be

sure to make a group of sticks for each student. Rubberband or bag each set of sticks together.

This Instructional Routine partially assesses Performance Indicator: “Record multiple entries in a Word Study Notebook to demonstrate knowledge of new words, their meanings, and relationships.”

Third graders are required to alphabetize to the third letter.

places to stop and make/confirm predictions. Half of the book will be read in this Daily Lesson and the other half in Daily Lesson 3 Shared Reading.

Inference - a logical guess made by connecting bits of information. Readers make inferences by drawing conclusions, making generalizations, and making predictions.

Drawing conclusions - a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information.

Teacher Notes If students struggle with

alphabetizing, they may need

the alphabet in front of them. UNDERDEVELOPED CONCEPT:

Many students think that making predictions only happens at the beginning of reading a story. It is important for students to make and confirm predictions

throughout a stor

y. Even when a


Unit: 01 Lesson: 01

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Daily Lesson 2

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

story is over, a good reader “wonders” what the characters would do next. Making and confirming predictions helps readers monitor their comprehension of a selection. When predictions are way off base, it is a signal that the reader doesn’t understand what the author is trying to say.

This lesson continues into Daily Lesson 3.


Unit: 01 Lesson: 01

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Daily Lesson 2

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


Suggested Duration:20min. Content Objective: Students alphabetize words to the third letter in order to be able to use a dictionary efficiently.

Suggested Duration: 25 min. Content Objective: Students make and confirm predictions before, during, and after reading.

Suggested Duration: 20-25 min. Content Objective: Students make and confirm predictions before, during, and after reading.


Content Objective: Students recognize and identify character problem solution narratives, personal experience narratives, and expository texts.

1.Distribute note cards with students’ names to the student it belongs to.

2.Students stand under the

letter that their name begins with.

3.If there is more than one

student under a letter (hopefully there are),discuss with students to then look at the second letter to help determine who goes first. If there are students with the same second letter, then explain to look at the third letter to determine order.

4.Once all the students are in order, record the order of the names on a chart.

1. Ask: What does it mean to make predictions? Discuss responses. Follow up with some of the following questions: When do people make predictions besides reading? Possible answers: weather, sporting events, what’s in a wrapped gift, when driving, in a science experiment What happens in your brain when you make a prediction? Possible answer: you get information, think about what you know or what your experiences have been, then take a guess In reading, why do readers make predictions? Possible answers: make it more exciting, to check yourself, my teacher tells me In reading, when do you make predictions? Listen for misconceptions about only making predictions at the beginning In reading, what does a reader do with their predictions? Possible answers: write them down, check to see if you’re right,

1. Remind students of what was learned in Shared Reading about making predictions.

2. Tell students they will record

their predictions in their Reader’s Notebook. Instruct students to record the page # and the prediction, then record a “c” if it is confirmed… or record another changed prediction if they are off track.

3. If necessary, model what the

entry should look like.

See p. 12 Empowering Writers: The Comprehensive Narrative Writing Guide STEPS 5-6

Mini Lesson


Unit: 01 Lesson: 01

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Daily Lesson 2

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

change them as you read

2. Display the selected book for

modeling and read the title. Tell students that good readers always begin by making predictions about the book based on the title and cover illustrations. The author gives clues in the title and illustrations. Readers think about what they know and their past experience and make connections to the clues in order to make a prediction.


1.Distribute a set of craft sticks to each student. Tell them they are going to organize the sticks in alphabetical order.

2.Students organize their sticks

in alphabetical order and write the words in order in their Word Study Notebook.

3.When students have recorded

the list in their Word Study Notebook, they try to guess the category of the words and add it to their list of words.

4.If students finish early, students repeat the process with another set of sticks.

1. Students record their predictions on a sticky note. Collect and add to a chart. Ask the students why they chose their prediction.

2. Read until the first stopping

point. Go back to the predictions and have kids give thumbs up if their predictions are coming true. Tell students this is called “confirming” predictions. Put a “c” on predictions that were confirmed.

3. Ask students if anyone would

like to change or add to their predictions based on new clues. Let them write their new predictions on a sticky note and add it to the chart.

4. Read until the next stopping

point (about halfway through the book). Ask students to check their predictions. Give

1. Students choose their independent books and make/confirm predictions in their Reader’s Notebook.

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Unit: 01 Lesson: 01

Daily Lesson 2

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

them the opportunity to add new predictions or modify their old one. Add to chart.


Closure 1.Collect Word Study Notebooks

to students’ entries.

2.Ask:Why do we need to learn to alphabetize? When might we need to use the skill? Discuss responses.

1. Review what was learned about predicting and confirming. Tell students they will continue to practice this strategy in Independent Reading.

1. Students discuss how making predictions helps them as a reader.


Unit: 01 Lesson: 01

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Lesson Preparation


Day 3 of 21

Daily Lesson 3

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


3.4E 3.2A 3.Fig19D

3.2A 3.Fig19D 3.11A

3.17A 3.19A



Why is being able to alphabetize important?







Alphabetical

Alphabetize

Inference

Prior knowledge

Prediction

Inference

Prior knowledge

Prediction

Materials

Grade-appropriate fictional short story from Daily Lesson 2 for modeling

Sticky note (2 per student)



Chart paper if applicable

Reader’s Notebook (1 per student)

Collection of grade- appropriate fictional stories for student selection




Advance Preparation

1. Prepare to display visuals if necessary

2. Check students’ Word Study Notebooks (alphabetizing lists) from Daily Lesson 2 to see if any students are struggling. Meet with the students in small groups.

3. Prepare to use the craft sticks from Lesson 2.




Unit: 01 Lesson: 01

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Daily Lesson 3

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


This Instructional Routine partially assesses Performance Indicator: “Record multiple entries in a Word Study Notebook to demonstrate knowledge of new words, their meanings, and relationships.”

Refer to Daily Lesson 2 Shared Reading


Teacher Notes




Unit: 01 Lesson: 01

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Daily Lesson 3

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


Suggested Duration:20min. Content Objective: Students alphabetize words to the third letter in order to be able to use a dictionary efficiently.

Suggested Duration: 20 min. Content Objective: Students make and confirm predictions before, during, and after reading.

Suggested Duration: 20-25 min. Content Objective: Students make and confirm predictions before, during, and after reading.

Suggested Duration: 20-25 min. Content Objective: Students

recognize and identify character problem solution narratives, personal experience narratives, and expository texts.

1.Review what was learned about alphabetizing from Daily Lesson 2 Word Study.

2.Tell students they are going to continue to practice alphabetizing today.

1. Review what was learned about making predictions from Daily Lesson 2 Shared Reading.

1. Review what was learned in Shared Reading about making predictions.

2. Tell students they will record

their predictions in their Reader’s Notebook. Instruct students to record the page # and the prediction. Write a “c” if it is confirmed, or record another changed prediction if they are off track.

See p. 12 Empowering Writers: The Comprehensive Narrative Writing Guide STEP 7

Mini Lesson


1.Distribute a set of craft sticks to each student. Tell them they are going to organize the sticks in alphabetical order.

2.Students organize their sticks in

alphabetical order and write the words in order in their Word Study Notebook.

3.When students have recorded the list in their Word Study Notebook, they try to guess the category of the words and

1. Read the rest of the book, stopping at specific points for students to make and confirm predictions on sticky notes.

1. Students choose their independent books and make/confirm predictions in their Reader’s Notebook.


Unit: 01 Lesson: 01

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Daily Lesson 3

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

add it to their list of words. 4.If students finish early,

students repeat the process with another set of sticks.


Closure . 1.Tell students that in the next lesson they will have the Opportunity to use this skill in a dictionary.

2.Collect Word Study

Notebooks to assess students’ entries.

1. Remind students that good readers are always predicting and confirming. They will continue to practice this all year.

1. Students share their book and predictions with a partner.


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 1 of 5

Lesson Preparation


Day 4 of 21

Daily Lesson 4

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


3.4E 3.24G

3.Fig19D 3.8B

3.Fig19D 3.8B 3.11A 3.20C

3.17A 3.19A



Why do readers and writers use a dictionary?

Understanding literary elements facilitates the reader’s ability to make meaning of the text.

How do readers use literary elements to gain an understanding of fiction text?

Readers use strategies to

support understanding of text.









Dictionary Guideword

Materials Word Study Notebook(1per

student)

Dictionary(1per2-3students)

Notecard(minimum of 1per student)

Chart paper(if applicable)

Grade-appropriate fictional story for modeling (1)





See p. 12 Empowering

Writers: The Comprehensive

Narrative Writing Guide



©2011, TESCCC 06/11/12 Page 2 of 5


Unit: 01 Lesson: 02

Daily Lesson 4

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

Advance Preparation


2.Write a variety of grade appropriate words on notecards for students to look up in the dictionary.

3. Prepare to display a dictionary with guide words.


2. Choose a fiction book with strong characters to read aloud. Preview the book and find places to stop and discuss the relationships between characters.

1. Prepare to display

visuals as appropriate.

2. Gather a collection of

fiction stories with strong

characters from which

students may choose.



Teacher Notes

Students repeat this activity in Daily Lesson 5 for extra practice.

In second grade, students described characters according to the traits, motivations, and feelings. In third grade, students will be looking at characters and their interactions, as well as their relationships with other characters and the changes they undergo throughout the story.

This lesson will continue into Daily Lesson 5. If the story is long, split it into two days or use two shorter stories.


©2011, TESCCC 06/11/12 Page 3 of 5


Unit: 01 Lesson: 02


Daily Lesson 4

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


Suggested Duration:20min. Content Objective: Students use guide words to find words in a dictionary.

Suggested Duration: 20 min. Content Objective: Students make inferences about the main character including their relationships with other characters and provide text evidence to support their inference.

Suggested Duration: 25-30 min. Content Objective: Students make inferences about the main character and their relationships with other characters and provide text evidence to support their inference.

Mini Lesson

1.Hold up a dictionary. Ask: Why do readers and writers use a dictionary? Discuss responses.

2.Explain the organization of a

dictionary to students. 3.Display a page of the

dictionary. Draw students’ attention to the guide words.

4.Show students how to use the guide words to find a word.

1. Review what was learned about inferring in Daily Lesson 3. Tell students that they will be making inferences about characters today.

2. Ask: What does it mean to

have a relationship with someone? Discuss responses. Possible follow up questions: Do relationships have to be positive? Can a relationship change? What happens to change a relationship? Describe a relationship you have with someone.


making inferences about characters and their relationships. They will prove their idea (inferences) with text evidence.

4. Read the story until there is a

good place to stop and discuss the relationship between two of the characters.

5. Model the following process:

1. Review what was learned in Shared Reading about making inferences about characters’ relationships.

2. Students select a fiction story

with strong characters.

©2011, TESCCC 06/11/12 Page 4 of 5


Unit: 01 Lesson: 02

Daily Lesson 4

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

Choose the main character and another character. Write key words that describe their relationship on a chart along with their names. Then go back into the story and read a sentence that will provide evidence of the description of the relationship. Write a model paragraph that describes the relationship between the characters and include the text evidence.

Suggested Duration: 20-25 min. Content Objective: Students recognize and identify character problem solution narratives, personal experience narratives, and expository texts.


1.Distribute the words that have been written on note cards.

2.Students work either in pairs or

triads(depending upon number of dictionaries) to find the words on their note cards.

3.Monitor and assist students

having difficulty.

4.Students record the word and the page number where they found the word in their Word Study Notebook. Tell them not to write on note cards because they will be used again in Daily Lesson 5.

1. Students make an inference using the same main character, but with a different secondary character. Read more of the story if necessary. Use the following prompt to begin the discussion: Describe the relationship between and .

2. Students turn to a partner to

discuss and provide text evidence to support their responses.

1. Students read their story independently.

2. In their Reader’s Notebook,

students record the name of two characters from the story. They write a paragraph describing their relationship and provide text evidence from the story.

See p. 12 Empowering Writers: The Comprehensive Narrative Writing Guide STEP 8

Create a Genre Anchor Chart with your students of the 4 annotated pieces side by side in terms of the story characteristics, author’s purpose and organization

Genre Characteristics

Purpose

Organization


Closure 1.Remind students of why readers and writers use a dictionary.

2.Collect students’ notecards

1. Ask students to share their inference and evidence.

2. Ask: Why do readers want to

think about characters relationships? Discuss

1. Students share their paragraph with a partner.

2. Collect student paragraphs

and evaluate which students need more support with this

©2011, TESCCC 06/11/12 Page 5 of 5


Unit: 01 Lesson: 01

Daily Lesson 4

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

responses. concept.


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 1 of 4

Lesson Preparation


Day 5 of 21

Daily Lesson 5

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


3.4E 3.24G

3.4B 3.Fig19D 3.8B

3.4B 3.Fig19D 3.8B 3.11A 3.20C

3.17A,B 3.19A



Why do readers and writers use a dictionary?













Dictionary Guideword

Materials


Dictionary(1per2-3students)

Notecard(minimum of 1per student)


Grade-appropriate fictional story for modeling (1)



Word Study Notebook (1 per student)



See p. 12-13 Empowering





Advance Preparation



2. Choose to finish the fictional

story from Daily Lesson 4


2. Gather a collection of fiction

stories with strong characters


©2011, TESCCC 06/11/12 Page 2 of 4


Unit: 01 Lesson: 01

Daily Lesson 5

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

2.Prepare to display a page from a dictionary.

3.Prepare to use the note cards

with grade-appropriate words from Daily Lesson 4 Word Study

Shared Reading or select a new text. If choosing a new fictional story for this lesson, preview for places to stop and discuss character relationships.

for students to choose from. 3. Review students’ paragraphs

from Independent Reading in Daily Lesson 4. Plan to meet with students who are struggling.


Teacher Notes This Instructional Routine partially assesses Performance Indicator: “Record multiple entries in a Word Study Notebook to demonstrate knowledge of new words, their meanings, and relationships.”

This lesson is a continuation of Daily Lesson 4 Whole Group Reading.

©2011, TESCCC 06/11/12 Page 3 of 4


Unit: 01 Lesson: 01


Daily Lesson 5

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


. Suggested Duration:20min. Content Objective :Students use guide words to find words in a dictionary.

Suggested Duration: 20 min. Content Objective: Students make inferences about the main character and their relationships with other characters and provide text evidence to support their inference.

Suggested Duration: 25-30 min. Content Objective: Students make inferences about the main character and their relationships with other characters and provide text evidence to support their inference.

Suggested Duration: 20-25 min. Content Objective: Students generate ideas for writing and begin to develop drafts with complete sentences.

1.Review what was learned about dictionaries in Daily Lesson 4 Word Study.

2.Ask students to explain the

organization of a dictionary.

3.Display the dictionary page.

Draw students’ attention to the guide words.

4.Show students how to use

the guide words to find a word in the dictionary.

1. Review what was learned in Daily Lesson 4 about making inferences about characters’ relationships and providing text evidence.

2. Continue reading the story

from Daily Lesson 4 or begin a new fictional story. Stop periodically to discuss character relationships. Think about whether character relationships change over the course of the story.

3. If there are any difficult or

unfamiliar words, use context clues to figure out what it means. Connect to what was learned in Word Study.

4. After reading, write a model

paragraph that describes the relationship between the characters and include the text evidence.

1. Review what was learned in Shared Reading about making inferences about characters’ relationships.

2. Students select a new fiction

story with strong characters or finish the story they started in Daily Lesson 4, focusing on a different character relationship.

3. Remind students to record any

unfamiliar word they come across in Independent Reading. Put them in the chart made in Word Study.

See p. 13 Empowering Writers: The Comprehensive Narrative Writing Guide

p. 25 Narrative or Expository-MODEL/GUIDE STUDENTS IN LABELING NARRATIVE-

PERSONAL EXPERIENCE, NARRATIVE-CHARACTER/PROBLEM/SOLUTION, OR EXPOSITORY

p. 26 Name the Genre-1 COMPLETE IN COOPERATIVE

GROUPS OR PAIRS

Mini Lesson


1.Distribute words that have been written on note cards. Be sure that students have a different word/card than they had in Daily Lesson4

1. Students make an inference using the same main character, but with a different secondary character. Read more of the story if necessary. Use the following prompt to

1. Students read their story independently.

2. In their Reader’s Notebook,

students record the name of two characters from the story.

©2011, TESCCC 06/11/12 Page 4 of 4


Unit: 01 Lesson: 01

Daily Lesson 5

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

2.Students work either in pairs or triads(depending upon number of dictionaries) to find the words on their notecards.

3.Monitor and assist students having difficulty.

4.Students record the word and page number where they found the word in their Word

Study Notebook. Tell them not to write on notecards because they will be used in future lessons.

begin the discussion: Describe the relationship between and .

2. Students turn to a partner to

discuss and provide text evidence to support their responses.

Then they write a paragraph describing their relationship and providing text evidence from the story.

3. Students may also record

unfamiliar words in the chart in their Word Study Notebook.

4. (Optional) Meet with students

who are struggling to give more support. Consider using a familiar story.


Closure 1.Remind students of why readers and writers use a dictionary.

2.Collect students’ notecards and their Word Study Notebooks to assess their entries. .

1. Ask students to share their inference and evidence.

2. Ask: Why do readers want to

think about characters’ relationships? Discuss

responses.

1. Students share their paragraph with a partner.


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 1 of 4

Lesson Preparation


Day 6 of 21

Daily Lesson 6

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


3.24A,Bv 3.2B 3.Fig19B,C 3.20C

3.2B 3.Fig19B,C 3.11A 3.20C

3.17A,B 3.19A

Key Understandings



Why is spelling important?





Authors establish a purpose and plan for the development

of a story.


Complex consonant

Materials



Sticky note or Reader’s Notebook (1 per student)

Sticky note (10-15)

Grade-appropriate fictional short story or excerpt from a novel for modeling (1)


Reader’s Notebook (1 per student) or sticky note (5 per student)





You may also use F & P Word Study Lessons LS 1 and LS 2 pg. 75-82

Advance Preparation


2.Create an Anchor Chart: Three Letter Consonant Clusters. Make several columns on the chart. Add several examples of three letter

consonant clusters that


2. Preview the selected story for

modeling. While reading, think about places where a reader may have questions. Some of the questions should be literal (the answer will come from the




Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 2 of 4

GRAMMAR lessons cited may be extended or placed

throughout this unit as

needed.



occur both at the beginning and at end of words. Possible examples include: str, spr, spl, scr, thr, chr, tch, dge, nch

text) and some should be interpretive (trying to figure out what something means).

Asking questions is an important metacognitive skill that proficient readers do naturally in their head. Questioning the author gives them focus and anticipation for reading.

Teacher Notes

The TEKS specify that readers ask three types of questions: literal, interpretive, and evaluative. See the IFD for more specificity about these types of questions.

For now, students don’t need to know what type of questions they are asking. They just need to be asking questions, especially when things aren’t making sense.

Be aware that students may get

confused with r-controlled vowels

connected with 2-letter blends. Be

prepared to discuss the

difference. For example, scraped

vs. scared. R-controlled vowels will be discussed later in this unit.


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 3 of 4


Daily Lesson 6

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


Suggested Duration:20min. Content Objective: Students spell words with triple blends at the beginning of words.

Suggested Duration: 15-20 min. Content Objective: Students ask questions before, during, and after reading in order to maintain good comprehension.

Suggested Duration: 25-30 min. Content Objective: Students ask questions before, during, and after reading in order to maintain good comprehension.

Suggested Duration: 20-25 min. Content Objective: Students generate ideas for writing and begin to develop drafts with complete sentences.

1.Read the following words aloud and ask students to listen for what the words have in common: spring, spray, sprite, sprig, sprung, spruce, spree.

2.Ask:What did the words

have in common? Discuss responses.

3.Read the following words aloud

and ask students to listen for what the words have in common: lunch, bench, pinch, munch, stench, punch, ranch.

4.Ask:What did the words

have in common? Discuss responses.

5.Inform students that they are

going to brainstorm words that begin and end with three consonants to help with spelling.

6.Display the Anchor Chart:

Three Letter Consonant Clusters. Write thr- in the first column. Ask students to brainstorm words that begin with thr-. Hint: Ask students to

1. Explain that good readers also ask questions before, during, and after reading. Ask: Why do you think readers should ask questions as they read? Discuss responses.

2. Using a Think Aloud, read a

portion of the selected fiction story. Model asking questions while reading. Record your questions on sticky notes in the book.

1. Remind or ask students about the Shared Reading lesson and what they learned.

2. Inform students that they will

be asking questions before, during, and after reading. They will record their questions on sticky notes or in their Reader’s Notebook.

3. Students choose a book from

the collection of fiction books to read independently.


p. 27 Name the Genre-2 COMPLETE IN COOPERATIVE

GROUPS OR PAIRS p. 28 Name the Genre-2 COMPLETE INDEPENDENTLY

GRAMMAR: Texas Write Source: Choosing Verbs TE 429-431

Mini Lesson


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 4 of 4

Daily Lesson 6

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

say different vowel sounds after the blend to trigger words in the brain. So instead of saying /thr/, say /thrĕ/.

Then try to add different consonants to make words: thread, threat. Record other three letter consonant clusters in the other columns on the Anchor Chart.


1.Students make the same columns in their Word Study Notebook and add the following as titles to each of the columns.

2.Students work individually or with partners to brainstorm words under each of the columns.

1. Provide each student their own sticky note or ask them to open their Reader’s Notebook.

2. Read another portion of the

fiction story. 3. Students record questions

about what was read on the sticky note or in their Reader’s Notebooks.

1. Students read independently and record questions before, during, and after reading on sticky notes or in their Reader’s Notebook.


Closure 1. Students share the words they

brainstormed in each of the

columns. Write the words with

Correct spelling on the Anchor

Chart. If students have the words misspelled in their Word Study Notebook, have them correct them.

2.Remind students that they now have more words to help them when they are writing and editing.

1. Students share some of their questions.


practicing asking questions before, during, and after reading today during Independent Reading.

1. Ask: How does asking questions help you as a reader? Discuss responses.

2. Remind students that they will

always ask questions while reading.


Unit: 01 Lesson: 01

©2011, TESCCC 01/24/13 Page 1 of 5

Lesson Preparation


Day 7 of 21

Daily Lesson 7

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


3.4B 3.Fig19E 3.8A

3.Fig19E 3.8A 3.11A 3.20C

3.17A,B 3.19A



How do readers figure out the meaning of unknown words?













Context clue

Plot

Problem

Solution

Event

Climax

Plot

Problem

Solution

Event

Climax

Materials



Grade-appropriate fictional story that has been read in previous lessons or a familiar story like Jack and the Beanstalk or Little Red Riding Hood (1)



Grade-appropriate fictional story that students have read previously in Independent Reading (1 per student)


READ p. 29-32 Empowering Writers: The Comprehensive Narrative Writing Guide


Advance Preparation





Unit: 01 Lesson: 01

©2011, TESCCC 01/24/13 Page 2 of 5

Daily Lesson 7

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

2. Prepare a chart with the sentence: “Joe got a b .“

2. Select a sequential graphic organizer to model labeling the problem of the selected story, the main events that affect the problem, and the solution.



Context- the words, sentences, or passages that precede or follow a specific word, sentence, or passage

Plot – the basic sequence of events in a story. In conventional stories, plot has three main parts: rising action, climax, and falling action. The plot includes the problem and solution.

Refer to Shared Reading This Instructional Routine partially assesses Performance Indicator: “Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts and media. Provide evidence from the text to support ideas.”

Teacher Notes

This lesson does not focus on unknown words, but on the clues that students should be paying attention to. Students will be able to see how adding clues can change the meaning of a sentence.

The reading TEKS dealing with plot (3.8A) does not require students to know and understand the climax of a story, but students are required to write imaginative stories that build a plot to a climax (3.18A). So, these Daily Lessons on plot will include teaching students to recognize the climax of a story in order to support them in Writing.

Be sure to have students use a previously read book/story so that they are already familiar with what happens. This will save a lot of time.



Unit: 01 Lesson: 01

©2011, TESCCC 01/24/13 Page 3 of 5


Daily Lesson 7

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


SuggestedDuration:20min. Content Objective: Students identify the clues that authors give to help the reader determine the meaning of an unknown word.

Suggested Duration: 20-25 min. Content Objective: Students summarize and sequence the plot’s main events in order to improve comprehension.



Content Objective: Students use simple frameworks to summarize, verbally and in writing, the following types of writing: character/problem/solution narratives, personal experience narratives, and expository texts.

Mini Lesson

1.Display the chart with the sentence: “Joe got a b .” Ask: What possible words would make sense here? Record responses on the chart.

2.Add the words: “at the library”

to the end of the sentence. Ask: Now what do you think belongs in the sentence? Answer: book

3.Ask:Why do you think book belongs in the sentence? Discuss responses.

4.Explain that authors give

readers clues to what words mean. Without the clues, there were lots of possibilities, but when the clue was added, it was easy to know what word fit in the blank.

5.Using another brainstormed word, change the clues in the sentence. For example, if the students listed “bike”, the sentence could read, “For his.

1. Display the selected sequential graphic organizer. Explain that most stories have a plot that includes a problem, important events that relate to the problem, and a solution.

2. Use a familiar story, one that

has been read in a previous lesson or one that everyone would be familiar with (like Jack and the Beanstalk).

3. Read the story aloud until the

problem is revealed. Write the problem on the graphic organizer. Explain that many times the problem is something that the main character wants or needs.

4. Continue to read the story

aloud until the next main event happens. Discuss how the event affects the problem. Ask: Does this event make the problem worse? Or is this event part of the solution? Discuss responses and add the event to the graphic organizer.

5. Continue to read the story

aloud, stopping to discuss and

1. Remind or ask students about what they learned in Shared Reading.


choosing a fictional story that they have read in previous lessons. Explain that they will be creating a sequential graphic organizer in their Reader’s Notebook or on a separate piece of paper. Instruct students to record the story’s plot on the graphic organizer, including the problem, the main events, and the solution. Tell them to put a star by the event that is the climax of the story.

SEE p. 32 Empowering Writers: The Comprehensive Narrative Writing Guide

SUMMARIZING p 33-36 The Treasure Hunt


Unit: 01 Lesson: 01

©2011, TESCCC 01/24/13 Page 4 of 5

Daily Lesson 7

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

birthday, Joe got a b with trick pegs on the back tire.” Underline the clues.

record each main event.

6. When the story is finished, ask: How was the problem solved? Did the character get what he wanted or did he/she change his/her mind? Discuss

responses and record the solution on the graphic organizer.

7. Explain that stories usually have an event that is very important to the problem being solved. That event is called the climax. Usually, it is a very intense moment in the story when things get turned around. Ask: Which event on the graphic organizer would be the climax of the story? Discuss responses and

label that event with a star or put a box around it.

Learning

1.Students write the following sentence in their Word Study Notebook “Ann was s .“

2.With the students, brainstorm words that would make sense in the sentence. Some possible answers: Ann was s and she apologized f or breaking the vase. Ann was

s when she found out her dog

died. Ann was s

when the thunder crashed.

3.Students choose one of their words

and rewrite the sentence with clues

to help the reader guess what word belongs in the blank.

1. With a partner, students discuss a story they have read recently or a familiar story (like Little Red Riding Hood). Students discuss the problem, the main events, the climax, and the solution.

1. Students independently reread a familiar story and create a graphic organizer in their Reader’s Notebook, or on a separate piece of paper, that includes the story’s problem, the main events, and the solution. Students put a star next to the climax of the story.

Applications


Closure 2.Remindstudentsto useclues topredictwhatis happeninginthesentence

1.With a partner, students share their

sentences. The partner needstoguesstheword.

2.Remindstudentsto useclues topredictwhatis happeninginthesentence

1. Students share what was discussed with their partner.

1. Ask: How does knowing the plot help you as a reader?

©2011, TESCCC 01/24/13 Page 5 of 5


Unit: 01 Lesson: 01

Daily Lesson 7

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

needs to guess the word.

2.Remind students to use clues to predict what is happening in the sentence.

2. Tell students that they will be using a graphic organizer in Independent Reading to identify the problem, the main events, and the solution.

Discuss responses. 2. Collect Reader’s Notebooks to

evaluate how students are doing and who may need more support in sequencing and summarizing the plot of a story.


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 1 of 4

Lesson Preparation


Day 8 of 21

Daily Lesson 8

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


3.4B 3.Fig19E 3.8A

3.Fig19E

3.8A

3.11A

3.20C

3.17A,B

3.19A

Key Understandings



How do readers figure out the meaning of unknown words?













Context clue

Plot

Problem

Solution

Event

Climax

Plot

Problem

Solution

Event

Climax


Materials Word Study Notebook(1per student)

Grade-appropriate text with 2- 3 possible unfamiliar words


Grade-appropriate short fictional story for modeling (1)



Collection of grade- appropriate short fictional stories for student selection



Advance Preparation



2. Select a sequential graphic



Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 2 of 4

Daily Lesson 8

WORD STUDY

SHARED READING

INDEPENDENT READING

WRITING

2.Preview the book to determine the words the students may not know, which have some context that allows the reader to know what the word means.

3.Create an Anchor Chart: Using

Context Clues. Make 3 columns. Title the three columns: Unknown Word, Context Clues, What I Think It Means

organizer to model labeling the problem of the selected story, the main events that affect the problem, and the solution.

3. Preview the short fiction story

and think about the problem, main events, climax, and solution.


Refer to Daily Lesson 7 Word Study




Teacher Notes

These plot lessons will continue through Daily Lesson 10. If necessary, finish the selected story in Daily Lesson 9 or start a new story in Daily Lesson 9. Try to get through at least 2 stories by the end of Daily Lesson 10.

This is not a time for students to be reading novels. Plot lines of novels are much more complicated for third graders to put into a graphic representation.


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 3 of 4


Daily Lesson 8

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


Suggested Duration:15-20min. Content Objective: Students use context clues to determine the meaning of unfamiliar words.

Suggested Duration: 20-25 min. Content Objective: Students summarize and sequence the plot’s main events and determine how the events connect to one another and how the plot could affect future events.




1.Review what was learned about context clues in Daily Lesson 7 Word Study.

2.Display the chart and describe

each column. 3.Display the selected book for

modeling. Tell students that they may be words that are unfamiliar to them. 4.Read the book or part of the book and record the unknown words, clues, and meaning on the chart.

1. Students discuss the elements of plot: problem, main events, and solution.

2. Read the short fictional story

aloud and write the events as they happen on the selected graphic organizer. Place a star next to the climax.

1. Tell students that they will be choosing a book or short story that they have not read. They will be creating their own sequential graphic organizer in their Reader’s Notebook or on a separate piece of paper. Tell them to put a star by the event that is the climax of the story.


SUMMARIZING p 37-38 Treasure Hunting

Mini Lesson


1.Students make a similar chart in their Word Study Notebook.

2.Let students know that when they are reading and they come across a word they do

1. Using two events on the graphic organizer created in the Mini Lesson, ask: How are these two events connected? How could these two events affect the future events? Discuss responses.

2. Students turn to a partner and

discuss the events and how

1. Students begin reading and recording the events on a sequential graphic organizer in their Reader’s Notebooks or on a separate piece of paper. Students put a star next to the climax of the story.


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 4 of 4

Daily Lesson 8

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

not know, they can record the word in their Word Study Notebook.

they connect to each other and how they could affect future events.


Closure 1. Ask: How do readers figure out the meaning of unknown

words? Discuss responses.

1. Students share their thoughts on the events of the story.

2. Ask: How does knowing the

plot of a story help a reader? Discuss responses.

1. Students share their graphic organizers with a partner.


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 1 of 5

Lesson Preparation


Day 9 of 21

Daily Lesson 9

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


3.4C 3.Fig19E 3.8A

3.Fig19E 3.8A 3.11A 3.20C

3.17A,B 3.18A 3.19A



How can studying words help readers and writers?











Synonym

Plot

Problem

Solution

Event

Climax

Plot

Problem

Solution

Event

Climax

Grade-appropriate short fictional story (the story from Daily Lesson 8 or a new one if it was finished) for modeling (1)




Cardstock (1 for every2

students)

Large paper clip or rubber band(1

per 2 students) Chart paper (if applicable)





Handout :Synonym Matching Game(1per2 students)

F & P Word Study WM/V 6 pg.269-272

Advance Preparation


2. If using a new story (not the

one from Daily Lesson 8), prepare to display a new


2. Review students’ plot lines

from Daily Lesson 8 to determine students who may



2.Duplicate the Handout: Synonym Matching Game


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 2 of 5

Daily Lesson 9

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

on cardstock. Cut out the pieces of each game and keep the pieces together with a paperclip or rubber band.

sequential graphic organizer. need support in this lesson.


This Instructional Routine partially assesses Performance Indicator: “Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts and media. Provide evidence from the text to support ideas.”

Refer to Daily Lesson 7



Synonym- a word with a similar meaning as another word (e.g., happy/glad, mad/angry)


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 3 of 5

Daily Lesson 9

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

Teacher Notes Allow students to finish stories from Daily Lesson 8 if necessary.

If students are finished, they can start a new story and new plot line.

©2011, TESCCC 06/11/12 Page 4 of 5


Unit: 01 Lesson: 01

Instructional Routines Daily Lesson 9

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


SuggestedDuration:20min. Content Objective: Students identify synonyms in order to expand vocabulary.


Suggested Duration: 25 min. Content Objective: Students summarize and sequence the plot’s main events in order to improve comprehension.



1. Ask: What is a synonym? Discuss responses. Ask students to give examples or, if they are unable, give them some examples.

2.Explain that synonyms are words with similar meaning.

1. Review learning from Daily Lesson 8. Ask students discuss the elements of plot.



1. Review and discuss learning from Shared Reading.

2. Tell students that they will

choose a different book or short story that they have not read, or they may finish the story they started in Daily Lesson 8. They will be creating their own sequential graphic organizer in their Reader’s Notebook or on a separate piece of paper. Tell them to put a star by the event that is the climax of the story.


SUMMARIZING p 39-42 Mr. Waverly’s Masterpiece

Mini Lesson


1.Divide students into pairs. 2.Distribute the Handout:

Synonym Matching Game (which should be already cut apart).

3.Students play the matching game. Students turn all the cards face down. They take



©2011, TESCCC 06/11/12 Page 5 of 5


Unit: 01 Lesson: 01

Daily Lesson 9

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

turns flipping 2 cards up- trying to find 2 words that are synonyms. If they find a match, they can keep the words. If they do not get a match, they flip the cards back over and let the other students take their turn. They play until all matches have been found.

4.Students choose 3 words to record in their

Word Study Notebook. Students write the given synonym for the words. Students try to

list more synonyms for the 3 words.

2. Students turn to a partner and discuss the events and how they connect to each other and how they could affect future events.


Closure 1.Explain to students that readers and writers are always thinking of synonyms. In reading, it helps us understand what we are reading. As writers, it helps us write with more interesting words.

1. Students share their thoughts on the events of the story and how it helps them understand the story better.

1. Students share their plot line with a partner.

2. Collect students’ plot lines to

assess how students are doing. Be sure students are focusing on only the main events in order and summarizing, not giving every detail.


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 1 of 4


Day 10 of 21

Lesson Preparation

Daily Lesson 10

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


3.4C 3.Fig19E 3.8A

3.Fig19E 3.8A 3.11A 3.20C

3.17A,B 3.18A 3.19A

Key Understandings



How can studying words help readers and writers?













Antonym

Plot

Problem

Solution

Event

Climax

Plot

Problem

Solution

Event

Climax

Materials


Cardstock–different color from Daily Lesson 9 (1per2 students)


Grade-appropriate short fictional story (the story from Daily Lesson 8 or a new one if it was finished) for modeling(1)


READ pgs. 43-46 Empowering Writers: The Comprehensive Narrative Writing Guide

Student Copy p 39-40 Mr. Waverly’s Masterpiece (one per student)

Student Copy p 45-46 Narrative Writing Diamond(one per student)

Reader’s Notebook or (1 per student)




Handout: Antonym Matching Game (1per2students)

F & P Word Study WM/V 7 pg.273-276


Advance Preparation



2. If using a new story (not the



Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 2 of 4

Daily Lesson 10

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

2. Duplicate the Handout: Antonym Matching Game on cardstock(different color from the synonym game). Cut out the pieces of each game and keep the pieces together with

a paperclip or rubber band.

one from Daily Lesson 8), prepare to display a new sequential graphic organizer.


Antonym- a word that means the opposite or nearly the opposite of another word (e.g.,son/daughter, top/bottom)



Teacher Notes This Instructional Routine partially assesses Performance Indicator: “Record multiple entries in a Word Study Notebook to demonstrate knowledge of new words, their meanings, and relationships.”


Allow students to finish stories from Daily Lesson 9 if necessary. If students are finished, they can start a new story and new plot line.


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 3 of 4


WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


Suggested Duration:20min. Content Objective: Students identify antonyms in order to expand vocabulary.



Suggested Duration: 20 min. Content Objective: Students edit their drafts for spelling and use resources to check spelling.

Mini Lesson

1. Ask: What is an antonym? Discuss responses. Ask students to give examples or, if they are unable, give them some examples.

2.If it hasn’t been done in the discussion, explain that antonyms are words with opposite meaning.

1. Review what was learned in Daily Lesson 9 Shared Reading. Ask students discuss the elements of plot.



1. Review and discuss learning from Shared Reading.


choose a different book or short story that they have not read, or they may finish the story they started in Daily Lesson 9. They will be creating their own sequential graphic organizer in their Reader’s Notebook or on a separate piece of paper. Tell them to put a star by the event that is the climax of the story.


Use Annotated Teacher Page 41-42: Mr. Waverly’s Masterpiece with the student copy of Mr. Waverly’s Masterpiece to guide them through identifying the parts of the narrative writing diamond.

Have student put a copy of the Narrative Writing Diamond in their writing folder /writer’s notebook

GRAMMAR: Texas Write

Source: Writing Complete Sentences TE 443


1.Divide the students in pairs.

2.Distribute the Handout: Antonym

Matching Game(which should be already cut apart).

3.With a partner, students play the matching game. Students turn all the cards face down. They take turns flipping 2 cards up, trying to find 2 words that are antonyms. If they find a match, they can keep the words. If they don’t get a match, they flip the cards back over and let the other student take their turn. They play until all matches have been found.


2. Students turn to a partner and

discuss the events, how they connect to each other, and how they could affect future events.



Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 4 of 4

Daily Lesson 10

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

4.Students choose 3 words to put in their Word Study Notebook. Students write the antonym for the words and try to list more antonyms for the 3 words.


Closure 1.Explain that W ord Study, including the

study of antonyms, helps to expand

vocabulary in order to become better

readers and writers.

2.Collect the Word Study Notebooks to

assess for student knowledge of

synonyms and antonyms.

1. Students share their thoughts on the events of the story and how it helps them understand the story better.

1. Students share their graphic organizer with a partner.


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 1 of 4


Day 11 of 21

Lesson Preparation

Daily Lesson 11

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


3.1Bi 3.24A,D

3.Fig19D 3.8B

3.Fig19D 3.8B 3.11A 3.20C

3.17A,B 3.18A 3.19A 3.23D

Key Understandings



How do readers and writers use syllables to help them read and write?













Closed syllable



Grade-appropriate fictional story read previously in lessons that has a completed sequential graphic organizer (1)


Materials Reader’s Notebook (1 per student)

Grade-appropriate fictional stories that have already been read by students and that have completed sequential graphic organizers (1 per student)




F & P Word Study LS 12 pg. 119-122


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 2 of 4

Daily Lesson 11

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

Advance Preparation

1. Prepare to display visuals as appropriate. 2. Create a chart with a list of 2 syllable words that include closed syllables. (CVC) For example mag-net, cam-pus, con-test. These will be used for model & practice of decoding syllables.

3.On another sheet create a 2nd

list to be used to model and practice spelling syllables.



2. Collect stories and graphic organizers that were completed in previous lessons by students.



Closed syllable–a syllable with a short vowel ending in a consonant

To be used to model and practice spelling syllables.

This should be a review for third grade students. Second grade TEKS also address open and closed syllables in decoding, but not in spelling.

By using a book that has already been read with a plot focus, the teacher will be able to save time and make connections between the plot and character analysis.

In previous lessons, students made inferences to determine the relationships between characters. This Daily Lesson will focus on characters and how they change throughout the story.

This lesson will be repeated in Daily Lesson 12.

Teacher Notes


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 3 of 4


WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


Suggested Duration:15min. Content Objective: Students use syllables to help them decode and spell words.

Suggested Duration: 20 min. Content Objective: Students make inferences about the main character and the changes they undergo and provide text evidence to support their inference.

Suggested Duration: 25-30 min. Content Objective: Students make inferences about the main character and the changes they undergo and provide text evidence to support their inference.

Suggested Duration: 20-25 min. Content Objective: Students recognize and identify story critical characters, settings, and objects and understand that authors stop the story action in order to describe these elements.

Mini Lesson

1. Ask: What is a syllable?

Practice saying students’ names and counting syllables.

2. Display the chart and

model decoding a couple of words using syllables. Explain that these syllables are “closed” syllables. They have a short vowel surrounded by consonants.

3. Using the second list, model

spelling a couple of words by breaking them into syllables.

1. Review what was previously learned about making inferences about characters and their relationships. Tell students that they will still be inferring today, but the focus will be on character changes.

2. Re-introduce the selected

story and its sequential graphic organizer. Make connections between plot and characters- characters move the plot along with their decisions.

3. Discuss how characters can

change emotionally and physically.

4. Model the process for

determining character change:

Choose an event from the graphic organizer.

Describe how the character changed because of that particular event (physically and/ or emotionally).

Record changes on the chart and provide evidence from the text that confirms

1. Instruct students to choose a story that they have already read and for which they have already completed a sequential graphic organizer.

2. Tell students to choose a

place in the story where a character underwent a change (even a small one). Instruct students to record their inferences with text evidence in their Reader’s Notebook.

READ p. 79-80 Empowering

Writers: The Comprehensive Narrative Writing Guide

Story Critical Characters, Settings, Objects p. 81


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 4 of 4

Daily Lesson 11

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

the inference.


. 1. With a partner, students practice decoding with syllables using the remaining words on the chart.

2.Read the words on the

prepared list aloud. 3.In their Word Study

Notebooks, students practice spelling with syllables.

4.Monitor and assist students as

needed.

1. Choose another event on the graphic organizer to analyze for changes or ask students analyze how the character changed from the beginning of the story to the end of the story.

2. Students share their

inferences about changes with a partner. Be sure they discuss evidence from the text.

1. Students reread their stories and record inferences about character changes and provide text evidence in their Reader’s Notebook.


Closure 1. Ask: How do readers and writers use syllables to help them read and write? Discuss responses.

1. Students share their thinking about character changes with the class.

1. Students share their inferences about character changes with a partner.


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 1 of 4


Day 12 of 21

Lesson Preparation

Daily Lesson 12

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


3.1Bii 3.24A,D

3.Fig19D 3.8B

3.Fig19D 3.8B 3.11A 3.20C

3.17A,B 3.18A 3.19A 3.23D



How do readers and writers use syllables to help them read and write?













Open syllable



Grade-appropriate fictional story read previously in lessons that has a completed sequential graphic organizer (1)


Reader’s Notebook 1 per student)

Grade-appropriate fictional stories that have already been read by students and that have completed sequential graphic organizers (1 per student)


READ p. 79, 82 Empowering




F & P Word Study LS 13 pg. 123-126




Advance Preparation


2. Create a chart with a list of


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 2 of 4

Daily Lesson 12

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

2 syllable words that include open syllables (CV). For example: ve-to, ba-by, pa-per. These words will be used to model decoding syllables. On a separate sheet of paper create another list of 2 syllable words with open

syllable words. These words will be used to model and practice spelling using syllables.

2. Collect books and sequential graphic organizers that were completed in previous lessons by students.


Open syllable - a syllable that ends with one vowel that is usually long

READ p. 79, 82 Empowering Writers: The Comprehensive Narrative Writing Guide

It is suggested that the story and sequential graphic organizer used in this daily lesson be different than the one used in Daily Lesson 11, but if it is necessary to use the same story, focus the discussion on changes that have not been previously discussed.

Teacher Notes


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 3 of 4


WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


Suggested Duration:15min. Content Objective: Students use syllables to help them decode and spell words.



Suggested Duration: 25-30 min. Content Objective: Students understand that descriptive words applied indiscriminately do not enhance or enrich the writing.

Mini Lesson

1.Display the chart and model decoding a couple of words using syllables. Explain that these syllables are open syllables. They have along vowel and are not “closed” in by consonants.

2.Using the second list, model spelling a couple of words by breaking them into syllables.

1. Review what was previously learned about making inferences about character changes.

2. Re-introduce the book and

sequential graphic organizer that will be used in this lesson. Make connections between plot and characters- characters move the plot along with their decisions.

3. Model the process for

determining character change:

Choose an event from the sequential graphic organizer.

Describe to the students how the character changed because of that particular event.

Record changes on the chart and provide evidence from the text that confirms the inference.

1. Instruct students to choose a story that they have already read and for which they have already completed a sequential graphic organizer.

2. Tell students to choose a

place in the story where a character underwent a change (even a small one). Instruct students to record their inferences with text evidence in their Reader’s Notebook.

READ p. 79,82 Empowering Writers: The Comprehensive Narrative Writing Guide STEPS 1 & 2

Irrelevant Details p. 83


1.With a partner, students practice decoding with syllables using the remaining words on the chart.

2. Read the words on the prepared list aloud.

1. Choose another event on the graphic organizer to analyze for changes or have students analyze how the character changed from the beginning of the story to the end of the

1. Students reread their stories and record inferences about character changes and provide text evidence in their Reader’s Notebook.


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 4 of 4

Daily Lesson 12

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

3.In their Word Study Notebooks, students practice spelling with syllables. 4. Monitor and assist students as needed.

story. 2. Students share their

inferences about changes with a partner. Be sure they discuss evidence from the text.

Engage in Guided Reading and Guided Writing instruction as appropriate.

Closure 1.Remind students that they will be using syllables to help them read and write.

1. Students share their thinking about character changes.

1. Students share their inferences about character changes with a partner.


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 1 of 6


Day 13 of 21

Lesson Preparation

Daily Lesson 13

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


3.1Biii 3.Fig19E 3.8A

3.Fig19E 3.8A 3.11A 3.20C

3.17A,B 3.18A 3.19A 3.23D

Key Understandings



How do readers decode multi- syllable words?













Final stable syllable

Summary

Summary



Materials Grade-appropriate fictional story read in a previous lesson that has a completed sequential graphic organizer (1)



Grade-appropriate fictional stories that have already been read by students and that have a completed sequential graphic organizer (1 per student)





Advance Preparation




Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 2 of 6

Daily Lesson 13

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

2.Create an Anchor Chart: Final Stable

Syllable. Record the definition for

final stable syllable(refer to

Background Information).Create

three columns on the chart. Add the

following words to the first column:

dimple, candle, fumble, handle,

apple, sniffle, kettle, little, middle,

turtle. Add the following words to the

second column: able, rifle, stable,

title, beetle, ladle, staple, steeple.

Add the following words to the third

column: fiction, action, contraction,

instruction, nation, lotion, and

fraction.

2. Create an Anchor Chart: Writing a Summary. List the criteria for a good summary. (See Background Knowledge)

3. (Optional) Practice writing

summaries based on what has been read so far in this unit on fiction text.

.

Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source.

An effective summary needs to include brief sentences (usually 3-5 sentences) that are in logical order. The sentences should include something from the beginning, middle, and end. Usually the beginning sentence includes the main character and their problem/conflict. The middle sentences sum up the events leading to the resolution. The last sentence includes the resolution and any changes the character undergoes.

Refer to Shared Reading This Instructional Routine partially assesses Performance Indicator: “Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts and media. Provide evidence from the text to support ideas.”


Final stable syllable- a syllable with a non-phonetic, but reliable pronunciation

The final stable syllable –le is usually combined with the final consonant in the other part of the word. If the word has two consonants in the middle of the word, the first syllable will be closed with a short vowel. If the word has only the one consonant in the middle, the consonant is paired with –le, leaving the first syllable open with a long vowel.

The final stable syllable –tion is an unaccented final syllable that is stable, always pronounced /shun/ (e.g.,contraction, fiction, transition, etc.)

In third grade, students are learning about final stable

This is the first time students will be introduced to writing

See Daily Lesson 13 Shared Reading

Teacher Notes


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 3 of 6

Daily Lesson 13

WORD STUDY

SHARED READING

INDEPENDENT READING

WRITING

Syllables in order to help them with decoding multi-syllable words, but they may be able to use this information in spelling as well if they are ready.

summaries. In second grade, they were required to retell or act out important events in logical order. Now students are going to have to learn to summarize the events. This TEKS is taught all throughout the year, so don’t expect mastery at this point.

©2011, TESCCC 06/11/12 Page 4 of 6


Unit: 01 Lesson: 01


Daily Lesson 13

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


Suggested Duration:15-20min. Content Objective: Students decode multi-syllable words using final stable syllables.

Suggested Duration: 20 min. Content Objective: Students summarize a story that maintains meaning and logical order in order to show good comprehension.

Suggested Duration: 25 min. Content Objective: Students summarize a story that maintains meaning and logical order in order to show good comprehension.

Suggested Duration: 25-30 min. Content Objective: Students recognize and identify story critical characters, settings, and objects that should be enhanced through the use of an elaborative segment.

Mini Lesson

1.Display the Anchor Chart: Final Stable Syllable. Discuss the definition for final stable syllable.

2.Read the first word (dimple)

from the first column of the chart aloud to the students. Ask them to clap the syllables. Ask: What is the first syllable? What is the second syllable? Either rewrite the word putting a dash between the syllables (dim-ple) or put a line through the word separating the syllables.

3.Explain that –le is a syllable

that gets connected with the LAST consonant of the word (before the–le). In dimple.The last consonant before –le is “p”, so the “p” goes with the –le. Then say /ple/ for the Second syllable. The letters that are left area CVC syllable, which is a closed syllable (refer back to Daily Lesson 12’s lesson) which means the vowel is short, /dĭm/. Put it together /dĭm- ple/.

1. Display a sequential graphic organizer for a story that has already been read in a previous Shared Reading lesson.

2. Tell students that they are

going to learn to write good summaries, and that the sequential graphic organizer will help. Ask: What is a summary? Where do you see summaries? What makes a good summary? Discuss responses.

3. Display the Anchor Chart:

Writing a Summary. 4. Using the sequential graphic

organizer, model writing a summary using the criteria on the chart.

1. Review the Anchor Chart: Writing a Summary with the criteria for writing a good summary.

2. Students choose a previously

read story with a completed sequential graphic organizer.

READ p. 79, 82 Empowering Writers: The Comprehensive Narrative Writing Guide STEPS 3 & OPTIONAL

Irrelevant Details p. 83

©2011, TESCCC 06/11/12 Page 5 of 6


Unit: 01 Lesson: 01

Daily Lesson 13

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

4.Continue reading the words in the first column, breaking the words into syllables and decoding each syllable.

5.Read the first word (able) from

the second column of the Anchor Chart: Final Stable Syllable. Instruct students to break the word into syllables. Point out that this word has only one consonant (b) before the –le. Again tell them that the “b” goes with the –le, leaving the “a” alone. That means the first syllable is open, which makes the vowel

long, /ā-ble/.

6.Continue reading the words in

the second column, breaking them into syllables and decoding each syllable.

7.Read the first word (fiction)

from the third column of the Anchor Chart:Final Stable Syllable. Instruct students to break the word into syllables. Discuss the sound of the final stable syllable /shun/. Discuss whether the first syllable is open or closed.


1.With a partner, students practice reading through the

1. With a partner, students discuss the qualities of a good

1. Students reread the story.

©2011, TESCCC 06/11/12 Page 6 of 6


Unit: 01 Lesson: 01

Daily Lesson 13

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

words on each list. 2.In their Word Study Notebook,

students record each of the words and the rule.

summary. 2. Using their sequential graphic organizer, students write a summary in their Reader’s Notebook using the criteria set in Shared Reading.


Closure 1.Remind students that when they see a word in reading

with –le or tion at the end, they can use these rules to help them decode the word.

1. Tell students they will be writing a summary of story that they have already read in Independent Reading.

1. Students share their summaries with a partner.

2. Collect the summaries to be

sure students are on the right track.


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 1 of 8


Lesson Preparation


Day 14 of 21


3.4A 3.Fig19E 3.8A

3.Fig19E 3.8A,B 3.11A 3.20C

3.17B,C 3.18A 3.19A 3.22B




How can studying word parts help readers and writers?

Prefix











Plot

Problem

Solution

Event

Climax

Materials

Word Study Notebook

Notecard(1)


Grade-appropriate fiction story read in a previous lesson that has a completed sequential graphic organizer (1)


Paper, white (several sheets per student)

Teacher-selected grade- appropriate fictional text (1 copy per student)



Advance Preparation

F & P Word Study WS 22 pg. 427-430



Authors use writer’s craft to engage and sustain the reader’s interest.





Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 2 of 8


Prepare to display the Anchor Chart: Writing a Summary from Daily Lesson 13 Shared Reading.

2. (Optional) Practice writing

summaries based on what has been read so far in this unit on fiction text.

2. Choose a fictional short story for students to use for the Performance Indicator. Duplicate if necessary.

1.Prepareto display visuals

as appropriate. 2.Brainstorm a list of base

words and write them on a chart. The base words could include : read, school, play, zip, search, load, friend, easy, love, home, do, heat, write, happy, plenty, thank, etc. Choose words that can have prefixes and suffixes added to them.

3.Write the prefix re- on a note card.

©2011, TESCCC 06/11/12 Page 3 of 8


Unit: 01 Lesson: 01




This Instructional Routine partially assesses Performance Indicator: “Create a book with illustrations and text that sequences and summarizes the plot’s main events. Include descriptions of characters, their relationships, and the changes they undergo in the story. In a paragraph or with a partner, explain how the main events influence future events.”

©2011, TESCCC 06/11/12 Page 4 of 8


Unit: 01 Lesson: 01

Daily Lesson 14

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

Teacher Notes Keep the chart of base words to use in future Word Study Daily Lessons.


In this Daily Lesson, students will be assigned a story for reading. Using this method, the teacher does not have to read 22 different stories in order to assess the Performance Indicator. Keep in mind the reading level of the students. Teachers may want to choose 3 stories at different levels in order to differentiate for those who are not performing at grade level and for those performing above grade level.

©2011, TESCCC 06/11/12 Page 5 of 8


Unit: 01 Lesson: 01


Daily Lesson 14

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


Suggested Duration:15min. Content Objective: Students identify common prefixes and determine how they change the meaning of words.

Suggested Duration: 15-20 min. Content Objective: Students summarize a story that maintains meaning and logical order in order to show good comprehension.

Suggested Duration: 25-30 min. Content Objective: Students sequence and summarize a plot’s main events and describe the character relationship and the changes they undergo.

Suggested Duration: 25-30 min. Content Objective: Students see the difference between showing and telling and understand the power of specific vs. general detail. They also recognize overly general adjectives such as “good, nice, beautiful, interesting,” etc.

Mini Lesson

1.Display the chart of base words and ask students to read through all the words.

2.Explain that sometimes you can

add a word part to the beginning of a word to change its meaning.

3.Choose one word that will work

with the prefix re-.Talk about the meaning of the word without there-. Then using the notecard, add the prefix re-. Use the new word in a sentence or ask a student to put the new word in a sentence. Discuss the new meaning. Explain that re- is a prefix and that prefixes go before a base word and change the meaning of the word.

1. Review the Anchor Chart: Writing a Summary. Review the criteria for writing a good summary.

2. Re-introduce the story/book

and the sequential graphic organizer that goes with it.

3. Using the sequential graphic

organizer, model writing a summary using the criteria on the chart.

1. Assign a short story for students to read in order to complete the Performance Indicator.

2. Explain that they will read the

story. Then they will create a sequential graphic organizer. They will use that sequential graphic organizer to create a book that sequences and summarizes all of the points on the sequential graphic organizer. Each page needs to contain words and pictures describing the event in the plot.

3. Inform students that they also

need to include in their book the relationships that the character has with other characters and the changes


Use the following link with the lesson:

www.catsofinstagram.com General or Specific, p 85

http://www.catsofinstagram.com/

©2011, TESCCC 06/11/12 Page 6 of 8


Unit: 01 Lesson: 01

4.Complete the words on the chart to see if adding re- to the beginning makes a new word (some will not make sense). Discuss new meanings.

that the characters undergo. Remind them not to tell the whole story with every detail, but to summarize the important events relating to the plot. They will have two days to complete the assignment.

©2011, TESCCC 06/11/12 Page 7 of 8


Unit: 01 Lesson: 01


©2011, TESCCC 06/11/12 Page 8 of 8


Unit: 01 Lesson: 01

Daily Lesson 14

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

.


1.Students choose a word from the chart that can use the prefix re-. Students write both the base word and the new word in their Word Study Notebook.

2.Students write a sentence for each of the words to show their different meanings.

1. With a partner, students discuss and review the qualities of a good summary.

1. Students read the story and begin completing the Performance Indicator.


©2011, TESCCC 06/11/12 Page 9 of 8


Unit: 01 Lesson: 01

Daily Lesson 14

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

Closure 1. Ask: How does adding re- to a word change its meaning?

Discuss responses.

1. Students share what they discussed about qualities of a good summary.

1. Collect student work (incomplete or complete).

2. Remind students they will

have time to complete the work in Daily Lesson 15.


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 1 of 4


Day 15 of 21

Lesson Preparation

Daily Lesson 15

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


3.4A 3.8C 3.Fig19E 3.8A,B 3.20C

3.17A,B,C 3.18A 3.19A 3.22Av


An extensive vocabulary supports the development of Oral and written communication.














How does an author develop an engaging story?

Vocabulary of

Prefix

First person

Plot

Instruction Third person Problem

Narrator Solution

Point of view Event

Climax

Materials


Notecard(1)


Grade-appropriate fictional texts written in first person for modeling (1)

Grade-appropriate fictional texts written in third person for modeling (1)

Grade-appropriate fictional texts read previously in other Daily Lessons


Paper, white (several pieces per student)

Teacher-selected grade- appropriate fictional text (1 per student)


READ p. 79, 88-89 Empowering Writers: The Comprehensive Narrative Writing Guide

p. 89 Chart: Menu of Detail Generating Questions and Sentence Starters (one per student)





F & P Word Study WS 21 pg. 423-426


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 2 of 4

Daily Lesson 15

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

Advance Preparation


2. Write the prefix un- on a note card.

3. Keep the chart of base words to use in future Word Study Daily Lessons.


5. Choose two fictional texts,

one written in first person, and one written in third person.

6. Gather all the stories/books

that have been read so far in Shared Reading.


2. Review the work done by

students in Daily Lesson 14. Determine if there are any students who are off track and will need guidance in this Daily Lesson.


Point of view - the perspective from which the events in the story are told- the vantage point or stance.

First-person - narrated by a character or characters inside the story using the pronoun “I”

Third-person - narrated by someone who is not directly involved in the story and is usually not identified by name and refers to the characters by their name or personal pronouns (e.g., he, she, they)

This Instructional Routine assesses Performance Indicator: “Create a book with illustrations and text that sequences and summarizes the plot’s main events. Include descriptions of characters, their relationships, and the changes they undergo in the story. In a paragraph or with a partner, explain how the main events influence future events.”

Teacher Notes

This TEKS is brand new to third grade students, so they will come with very limited background knowledge.



Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 3 of 4


WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING WRITING


Suggested Duration:15 min. Content Objective: Students identify common prefixes and determine how they change the meaning of words.

Suggested Duration: 20 min. Content Objective: Students identify whether the narrator or speaker of the story is first or third person.

Suggested Duration: 30 min. Content Objective: Students sequence and summarize a plot’s main events and describe the character relationship and the changes they undergo.

Suggested Duration: 25-30 min. Content Objective: Students apply

detail generating questions to create a segment of elaborative detail describing a story critical setting. They use a variety of specific sensory details within the context of strong sentence variety.

Mini Lesson

1.Reread the base words on the chart from Daily Lesson14 Word Study. Ask students What they learned about prefixes in Daily Lesson14 Word Study.

2.Choose one word that will work

with the prefix un-.Talk about the meaning of the word without the un-. Then using the notecard, add the prefix un-. Use the new word in a sentence or ask a student to put the new word in a sentence. Discuss the new meaning. Explain that un- is a prefix and that prefixes go before a base word and change the meaning of the word.

3.Complete the rest of the words on the chart to see if adding un-to the beginning makes a new word(some will not make sense). Discuss new meanings.

1. Read an excerpt from one of the fictional texts. Ask: Who is telling the story? How do you know? Discuss responses.

2. Explain the difference

between first and third person (see Background Information). Write the information on a chart.

3. Ask: Was the story in first or

third person? Discuss responses.

4. Read an excerpt from the

second fictional text that has the opposite point-of-view. Ask: Was the story in first or third person? How do you know? Discuss responses.

5. Review Point of View: the

perspective from which the events in the story are told- the vantage point or stance.

1. Review the expectations for the Performance Indicator provided in Daily Lesson 14.


A Sense of Autumn p 93 GRAMMAR: Texas Write

Source: Using Prepositions TE 439


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 4 of 4

Daily Lesson 15

WORD STUDY

WHOLE GROUP READING



1.Students choose a word from the chart that can use the prefix un-. Students write both the base word and the new word in their Writer’s Notebook.

2.Students write a sentence for each of the words to show their different meanings.

1. Distribute previously read stories to small groups of students.

2. Each group determines if the

stories are written in first or third person.

1. Students continue working on the Performance Indicator from Daily Lesson 14.


Closure Ask: How does adding un- to a word change its meaning?

Discuss responses.

1. Each group shares the title and point of view and provides text evidence to support their responses.

1. Collect students completed books to assess the Performance Indicator.

©2011, TESCCC 06/08/12 page 1 of 1

Synonym Matching Game


Unit: 01 Lesson: 01

dirty

polite

dog

brave

gross

canine

huge

grumpy

large

heroic

street

well- mannered

wealthy

unclean

disgusting

draw

illustrate

grouchy

road

rich

©2011, TESCCC 06/08/12 page 1 of 1

Antonym Matching Game


Unit: 01 Lesson: 01

bumpy

awake

autumn

filthy

full

decrease

sooner

smooth

loud

spring

clean

find

tired

best

quiet

later

lose

worst

empty

increase

Third Grade

©2011, TESCCC 08/27/12 Page 1 of 5


Unit: 01 Lesson: 01

R-Controlled Vowel Word

Sort

car

her

girl

for

turn

forty

target

direct

fender

popcorn

order

burger

normal

partner

newborn

serving

cartoon

morning

perform

forgive

passport

person

circle

pepper

market

further

forest

landmark


Unit: 01 Lesson: 02

©2011, TESCCC 08/27/12 Page 2 of 5

Lesson Organizer

Literary Elements in Fiction: Setting and Theme

English Language Arts and Reading Unit: 01 Lesson: 02

Suggested Duration: Days 16-21

Using traditional literature, students compare and contrast settings in multiple texts. Students paraphrase the themes and messages in stories and media and use supporting details to prove their thinking. In writing, students continue the writing process by editing their stories for spelling, capitalization, and punctuation. They also publish their stories and share them with an audience. In Word Study, students learn how prefixes and suffixes change the meaning of words. Finally, students choose a favorite book, present a book talk, and read the book aloud with accuracy and appropriate fluency.

Lesson Synopsis

Performance Indicators

• Using the writing process and the conventions of written language, generate an idea and write a real or imagined story with interesting and believable characters, a detailed setting, and a plot that builds to a climax. (3.17A, 3.17B, 3.17C, 3.17D, 3.17E; 3.18A; 3.19A) 5B, 5C, 5D, 5E, 5F, 5G

• Choose a story that has been read independently. Organize and present to a small group a book talk on the selected text. Using appropriate fluency and oral conventions, read the text aloud to the class or small group. Listen and participate as other students present a book talk. (3.Fig19A, 3.Fig19B, 3.Fig19C, 3.Fig19D, 3.Fig19E; 3.1E; 3.3A; 3.11A; 3.30A) 1G; 2C, 2D, 2E, 2G, 2H; 3C, 3D, 3E, 3F, 3G, 3H, 3I; 4E, 4G, 4I, 4J; 5G

• Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts and media. Provide evidence from the text to support ideas. (3.Fig19A, 3.Fig19B, 3.Fig19C, 3.Fig19D, 3.Fig19E; 3.1E; 3.3A; 3.11A; 3.30A) 1E; 4D, 4F, 4G, 4I, 4J, 4K; 5F, 5G

• Record multiple entries in a Word Study Notebook to demonstrate knowledge of new words, their meanings, and relationships. (3.4A, 3.4B, 3.4C, 3.4E) 1A, 1C, 1E, 1F, 1H; 5B, 5F, 5G

Key Understandings

• Authors use writer’s craft to engage and sustain the reader’s interest and enhance understanding.

• Authors use conventions of written language to communicate clearly and effectively.

• Authors write for a purpose, and readers choose text to reflect purpose and interest.

• Effective oral conventions enhance interpretation of the message.

• The ability to decode patterns supports the development of word reading, fluency, and comprehension.

• Readers use strategies to support understanding of text.

• An extensive vocabulary supports the development of oral and written communication.

TEKS

3.1

Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:

3.1E

Monitor accuracy in decoding.

3.3

Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to:

3.3A

Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

3.4

Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

3.4A

Identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots. Readiness Standard

Third Grade

©2011, TESCCC 08/27/12 Page 3 of 5

3.Fig19

Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they


Unit: 01 Lesson: 02

©2011, TESCCC 08/27/12 Page 4 of 5

become self-directed, critical readers. The student is expected to:

3.Fig19A

Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension.

3.Fig19B

Ask literal, interpretive, and evaluative questions of text.

3.Fig19C

Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions).

3.Fig19D

Make inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry)

3.Fig19E

Summarize information in text, maintaining meaning and logical order. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry)

3.5

Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

3.5A

Paraphrase the themes and supporting details of fables, legends, myths, or stories. Supporting Standard

3.5B

Compare and contrast the settings in myths and traditional folktales.

3.8

Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

3.8A

Sequence and summarize the plot's main events and explain their influence on future events. Readiness Standard

3.10

Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to:

3.10A

Identify language that creates a graphic visual experience and appeals to the senses. Supporting Standard

3.11

Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to:

3.11A

Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).

3.16

Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: Supporting Standard

3.16B

Explain how various design techniques used in media influence the message (e.g., shape, color, sound).

3.17

Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

3.17B

Develop drafts by categorizing ideas and organizing them into paragraphs.

3.17C

Revise drafts for coherence, organization, use of simple and compound sentences, and audience.

3.17D

Edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric.

3.17E

Publish written work for a specific audience.

3.18

Writing/Literary Texts. Students write literary text to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:

3.18A

Write imaginative stories that build the plot to a climax and contain details about the characters and setting.

©2011, TESCCC 08/27/12 Page 5 of 5


Unit: 01 Lesson: 02

3.19 Writing. Students write about their own experiences. Students are expected to:

3.19A

Write about important personal experiences.

3.20

Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

3.20C

Write responses to literary or expository texts that demonstrate an understanding of the text.

3.23

Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:

3.23B

Use capitalization for:

3.23Biii

official titles of people

3.23C

Recognize and use punctuation marks including:

3.23Cii

commas in series and dates

3.24

Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

3.24A

Use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell.

3.24B

Spell words with more advanced orthographic patterns and rules:

3.24Bv

complex consonants (e.g., scr-, -dge, -tch)

3.24C

Spell high-frequency and compound words from a commonly used list.

3.24D

Spell words with common syllable constructions (e.g., closed, open, final stable syllable).

3.24G

Use print and electronic resources to find and check correct spellings.

3.29

Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:

3.29A

Listen attentively to speakers, ask relevant questions, and make pertinent comments.

3.29B

Follow, restate, and give oral instructions that involve a series of related sequences of action.

3.30

Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to:

3.30A

Speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.

3.31

Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to:

3.31A

Participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.

Ongoing TEKS

Not applicable to this unit

Materials

• Word Study Notebook (1 per student)

• Reader’s Notebook(1 per student)

• Writer’s Notebook (1 per student)

©2011, TESCCC 08/27/12 Page 6 of 5


Unit: 01 Lesson: 02

• Teacher Writer’s Notebook (1)

• Dictionary (1 per 2 students)

• Colored pen or pencil (1 per student)

• Note card (6)

• Publishing paper (several sheets per student)

• Chart paper

• Grade-appropriate favorite fiction book (1)

• 2 grade-appropriate traditional folktales for modeling (1 copy of each)

• 2 grade-appropriate myth for modeling (1 copy of each)

• Grade-appropriate fable, legend or myth for modeling (1)

• Grade-appropriate fictional piece of media for modeling (1)

• Collection of grade-appropriate traditional folktales for student selection

• Collection of grade-appropriate traditional folktales and myths for student selection

• Collection of grade-appropriate fables, legends, or myths for student selection

Attachments

• www.aesopfables.org Resources and References

Possible/Optional Literature Selections

Grade-appropriate fiction books

• Owl Moon, by Jane Yolen

• Stellaluna, by Janell Cannon

• Skippyjon Jones, by Judy Schachner

• District-adopted resources Grade-appropriate traditional folktales

• Martina the Beautiful Cockroach: A Cuban Folktale, by Carmen Agra Deedy

• The Ghost Catcher: A Bengali Folktale, by Martha Hamilton

• The Magic Fish, by Freya Littledale

• District-adopted resources Grade-appropriate myths and legends books

• Why the Sky is Far Away, by Mary-Joan Gerson

• Hercules: The Man, the Myth, the Hero, by Kathryn Lasky

• The Legend of the Bluebonnet: An Old Tale of Texas, by Tomie De Paola

• District-adopted resources Grade-appropriate fables

• The Lion and the Mouse, by Jerry Pinkney

• Rabbit’s Gift: A Fable from China, by George Shannon

• The Boy Who Cried Wol,f by Eric Blair

http://www.aesopfables.org/

©2011, TESCCC 08/27/12 Page 7 of 5


Unit: 01 Lesson: 02

• Once a Mouse--: A Fable Cut in Wood, by Marcia Brown

• District-adopted resources


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 1 of 6

Lesson Preparation


Day 16 of 21

Daily Lesson 16

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


3.4A 3.5B 3.10A

3.5B 3.10A 3.11A 3.20C

3.17B,C,D 3.18A 3.19A 3.24A,Bv,C,D,G

Key Understandings


An extensive vocabulary supports the development of Oral and written communication.










Prefix

Setting

Sensory language

Visualize

Setting

Sensory language

Visualize


Notecard(1)


2 grade-appropriate traditional folktales for modeling (1 copy of each)



Collection of grade- appropriate traditional folktales for student selection




Fountas & Pinnell Word Study Lesson 21 pg. 423-426 or Lesson 22 pg. 427-430


Advance Preparation






Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 2 of 6


2. Preview the traditional folktales and determine the elements of setting. Decide on places to stop and discuss setting. Consider time, place, weather conditions, cultural background, historical background, and psychological background.

3. Create an Anchor Chart:

Setting that lists the elements of setting.

Title of

story Time

Place

Weather

Other Background

2. Collect grade-appropriate traditional folktales for student selection.

.


The elements of setting include time, place, weather conditions, cultural background, historical background, and psychological background. A traditional folktale is a story passed on by word of mouth rather than by writing. Folktales include legends, fables, tall tales, and fairy tales. Sensory language – words an author uses to help the reader experience the sense elements

Refer to Shared Reading

2. Write the word pre- on a notecard.


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 3 of 6

Daily Lesson 16

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

of the story. Sensory language is language that appeals to one or more of the five senses: sight, sound, touch, smell, and taste.



Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 4 of 6

Instructional Routine Daily Lesson 16

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


Suggested Duration:15min. Content Objective:Students identify common prefixes and determine how they change the meaning of words.

Suggested Duration: 30 min. Content Objective: Students identify the elements of setting in order to compare and contrast the settings in traditional folktales.

Suggested Duration: 25-30 min. Content Objective: Students identify the elements of setting in order to compare and contrast the settings in traditional folktales.


Content Objective: Students apply detail generating questions to create segments of elaborative detail describing a story critical character, setting, or object. Students will apply and internalize specific detail generating questions, and use a variety of specific sensory details within the context of strong sentence variety.

1.Reread the base words on the

chart from Daily Lesson15. Ask students what they have learned about prefixes.

2.Choose one word that will work with the prefix pre-. Talk about the meaning of the word without pre-Then, using the notecard, add the prefix pre-. Use the new word in a sentence or ask a student to put the new word in a sentence. Discuss the new meaning. Explain that pre- is a prefix and that prefixes go before a base word and change the meaning of the word 3.Complete the rest of the words on the chart to see if adding pre-to the beginning makes a new word (some will not make sense). Discuss new meanings.

1. Ask: What is the setting of a story? Discuss responses.


Setting. Discuss any elements that were not mentioned in the previous discussion.

3. Ask the students to close their

eyes. Read the beginning of the traditional folktale aloud.

4. Ask: What images did you

make in your head as I was reading? What words in the story helped you visualize what has happening? Discuss responses and record or highlight the sensory language.

5. Finish reading the folktale and

identify the elements of setting and add it to the Anchor Chart: Setting.

1. Review what was learned in Shared Reading. Students draw the Anchor Chart: Setting in their Reader’s Notebook.

2. Students choose a story from

a collection of traditional folktales.

READ p. 94-96 Empowering Writers: The Comprehensive Narrative Writing Guide Creating Elaborative Segments to Describe Story Critical Characters, Settings, Objects pgs. 94-96 STEPS 1-5

Mini Lesson


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 5 of 6

Daily Lesson 16

WORD STUDY

WHOLE GROUPREADING

INDEPENDENT READING

WRITING


1.Students choose a word from the chart that can use the prefix pre-. Students write both the base word and the new word in their Word Study Notebook.

2.Students write a sentence for each of the words to show their different meanings

1. Begin reading the second folktale. Stop at the first discussion point.

2. Ask students to turn to a

partner and discuss the elements of setting so far in the story.

3. With students, complete the

Anchor Chart: Setting for the second story.

4. Ask: How do these elements

compare with the first story? Discuss responses.

1. Students read a traditional folktale independently or with a partner.

2. Students add the setting

elements to the chart in their Reader’s Notebook.

3. In their Reader’s Notebooks,

students record 3-5 words or phrases that help them create images in their head.


Closure 1. Ask: How does adding pre- to a word change its meaning?

Discuss responses.

.

1. Finish reading the traditional folktale and add any new setting elements to the Anchor Chart: Setting.

2. Ask: How does knowing and thinking about the setting help us as readers? Discuss responses.

1. With a partner, students compare and contrast the settings from their stories.

2. Students discuss the

language that helped them visualize the story.


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 1 of 4

Lesson Preparation


Day 17 of 21

Daily Lesson 17

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


3.1Biv 3.5B 3.10A

3.5B 3.10A 3.11A 3.20C

3.17D 3.23Cii

Key Understandings



How word patterns can help readers writers?









R-controlled vowel

Setting

Sensory language

Visualize

Setting

Sensory language

Visualize

Materials

2 grade-appropriate myths for modeling (1 copy of each)



Collection of grade- appropriate traditional folktales and myths for student selection



Forest p 166-168

Word StudyNotebook (1per student)

Scissors(1 per student)



Handout: R-Controlled Vowel Word Sort (1 per student) F & P Word Study Lesson LS 14 pg.127-130


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 2 of 4

Advance Preparation


2. Duplicate Handout:R Controlled Vowel Word Sort- 1 per student in color


2. Preview the myths and

determine the elements of setting. Decide on places to stop and discuss setting. Consider time, place, weather conditions, cultural background, historical background, and psychological background.



Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 3 of 4

Daily Lesson 17

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

3. Prepare to display the Anchor

Chart: Setting from Daily Lesson 16.

.


Students studied R controlled vowels in 2nd grade this should be a review. Pay attention to struggling students, they may need extra help in sm. group setting


Myth – a body of traditional or sacred stories to explain a belief or a natural happening


Teacher Notes


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 4 of 4


Daily Lesson 17

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


Suggested Duration: 20 min. Content Objective: Students decode multi-syllable words with r-controlled vowels.

Suggested Duration: 30 min. Content Objective: Students identify the elements of setting in order to compare and contrast the settings in traditional folktales.

Suggested Duration: 25-30 min. Content Objective: Students identify the elements of setting in order to compare and contrast the settings in traditional folktales.



Mini Lesson

1.Distribute Handout: R- Controlled Vowel Word Sort to each student.

2. Draw students’ attention to the

words that have red letters. Read the words to the students (or have a student read them), and ask students isolate the sound of the red letters. 3 .Explain that these letter combinations are called r- controlled vowels. Tell them that it is hard to hear the vowel because the r is controlling the sound. Point out that–er, –ir, and –ur sound the same.

1. Review what was learned in Daily Lesson 16 Shared Reading about setting and visualizing.


Setting. Discuss any elements that were not mentioned in the previous discussion.

3. Read the first myth. Identify

the elements of setting and add them to the Anchor Chart: Setting. Discuss the language the author used that helped them to visualize what was happening in the story.

1. Review what was learned in Shared Reading. Remind students that they will be using the chart of the setting elements they drew in Daily Lesson 16 Shared/Independent Reading.

2. Students choose a different

story from a collection of traditional folktales and myths.


Creating Elaborative Segments to Describe Story Critical Characters, Settings, Objects p. 96 STEP 6

Forest pgs. 166-167


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 5 of 4

Daily Lesson 17

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


1. Students cut out the words in the Handout: R-Controlled Vowel Word Sort.

2. Students sort the words under each of the anchor words.

3. Students decode each word thinking about where the word breaks into syllables. (If students struggle with this, model for them how to break the words into syllables.) Students can do this independently or with a partner.

1. Begin reading the second myth. Stop at the first discussion point.

2. Ask students to turn to a

partner and discuss the elements of setting so far in the myth.

3. With students, complete the

Anchor Chart: Setting for the second story.

4. Ask: How do these elements

compare with the first story? Discuss responses.

1. Students read a traditional folktale independently or with a partner.

2. Students add the setting

elements to the chart in their Reader’s Notebook.

3. In their Reader’s Notebooks,

students record 3-5 words or phrases that help them create images in their head.


Closure 1.Students record all five r- controlled vowels in their Word Study Notebook along with a couple of examples of words containing each of them.

1. Finish reading the myth and add any new setting elements to the Anchor Chart: Setting.

2. Ask: How does the knowing

and thinking about the setting help us as readers? Discuss responses.

1. With a partner, students compare and contrast the setting in their story.

2. Students discuss the language

that helped them visualize the story.


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 1 of 5

Lesson Preparation


Day 18 of 21

Daily Lesson 18

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


3.4A 3.Fig19C 3.5A 3.8A

3.Fig19C 3.5A 3.8A 3.11A 3.20C

3.17D 3.23Biii












Suffix

Theme

Theme

Grade-appropriate fable, legend, or myth for modeling (1)

Grade-appropriate story and sequential graphic organizer from a previous lesson (1)



Old Woman p 169-171


Notecard(1)



Collection of grade- appropriate fables, legends, or myths for student selection



F & P Word Study Lesson WS pg. 423-430


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 2 of 5

Advance Preparation


2. Write the suffix-less on a

note card.


2. Preview the fable, legend, or

myth. Complete a sequential graphic organizer on a chart. Include the events that will be revealed to students as the story is being read.




Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 3 of 5

Daily Lesson 18

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


The suffix-less changes words into adjectives.

Home= noun Homeless= adjective

Theme – the central or universal idea of a piece of fiction or the main idea of a nonfiction essay. Themes are ideas or concepts that relate to morals and values and speak to the human experience.

Possible examples of theme:

Good friends are important

Believe in yourself

Working hard leads to rewards

A good way for students to find the theme is to ask themselves, “What did the character learn in this story that I could apply to my life?”

Paraphrase: restate the meaning of something in different words. Paraphrasing does not include opinion or interpretation.


This Daily Lesson will be repeated with a different story in Daily Lesson 19 Shared Reading



Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 4 of 5

Daily Lesson 18

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

for additional practice.

©2011, TESCCC 06/11/12 Page 5 of 5


Unit: 01 Lesson: 02


WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


Suggested Duration:15min. Content Objective: Students identify common suffixes and determine how they change the meaning of words.

Suggested Duration: 25-30 min. Content Objective: Students paraphrase the theme or message of story and give supporting text details.

Suggested Duration: 25-30 min. Content Objective: Students determine the theme or message of story.



1. Reread the base words on the chart from Daily Lesson 14. Ask students what they have learned about prefixes.

2. Choose one word that will

work with the suffix -less. Talk about the meaning of the word without the -less. Then, using the note card, add the suffix - less. Use the new word in a sentence or ask a student to put the new word in a sentence. Discuss the new meaning. Explain that -less is a suffix and that suffixes go after a base word and change the meaning of the word and/or changes the part of speech.

Complete the rest of the words on the chart to see if adding-less to the ending makes a new word (some will not make sense). Discuss new meanings

1. Read the selected fable, legend, or myth. Reveal the sequence of events on the sequential graphic organizer as they happen. Discuss character interactions and changes.

2. Explain that plot is the

sequence of events in a story and readers can analyze and think about the plot to help them determine the theme or message of the story.

3. Ask: What did the character

learn in this story that I could apply to my life? Why is the message/theme in a story important to the reader? Discuss and record responses.

1. Review learning from Daily Lesson 18 Shared Reading.


be choosing a fable, legend, or myth for Independent Reading.


Creating Elaborative Segments to Describe Story Critical Characters, Settings, Objects p. 96 STEP 6

Old Woman pgs. 169-171

Mini Lesson


1.Students choose a word from the chart that can use the suffix-less. Students write both the base word and the

1. Display the sequential graphic organizer and story from a previous lesson.

1. Students read the fable, legend, or myth independently or with a partner.

©2011, TESCCC 06/11/12 Page 6 of 5


Unit: 01 Lesson: 02

Daily Lesson 18

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

new word in their Word Study Notebook.

2. Students write a sentence for

each of the words to show their different meanings.

2. Students discuss with a partner what they think is the theme/message of the story.

2. Students ask themselves: What did the character(s) learn in this story that I could apply to my own life? Discuss responses.

3. Students record the

message/theme in their Reader’s Notebook.


Closure 1. Ask: How does adding -less to a word change its meaning and/or change its part of speech? Discuss responses.

1. Students share what they think the message/theme is of the story and give details from the story to support their thoughts.

1. Students share the themes from their stories.


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 1 of 4

Lesson Preparation


Day 19 of 21

Daily Lesson 19

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


3.4A 3.Fig19C 3.5A 3.16B

3.Fig19C 3.5A 3.8A 3.11A 3.20C

3.17E












Suffix

Theme

Media

Theme

Grade-appropriate fictional piece of media for modeling (1)



Creating Elaborative Segments to

Describe Story Critical Characters,

Settings, Objects p. 96 STEP 6

Unusual Cottage pgs. 173-175


Note card(1)



Collection of grade- appropriate fables, legends, or myths for student selection



Suffix

Theme

Media

Theme

Advance Preparation


2. Select a fictional piece of

media that contains a theme/message. Possible types of media could include a comic strip, a fictional TV show, an audio book, a story on a website, a short movie, etc.



2. Write the suffix-ful on a

note card.


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 2 of 4


The suffix-ful changes words into adjectives.




Unit: 01 Lesson: 02

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Daily Lesson 19

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

hope= verb or noun hopeful= adjective

Teacher Notes

This Daily Lesson continues practicing paraphrasing the theme/message, but students will be analyzing it in media.

Keep the chart of base words to use in future Word Study Daily Lessons..


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 4 of 4


WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING



Suggested Duration: 20-25 min. Content Objective: Students paraphrase the theme or message of a piece of media and explain how the design techniques influence the message.

Suggested Duration: 25-30 min. Content Objective: Students determine the theme or message of a story.


Content Objective: Students apply detail generating questions to create segments of elaborative detail describing a story critical character, setting, or object. Students will apply and internalize specific detail generating questions, and use a variety of specific sensory details within the context of strong sentence variety

Mini Lesson

1. Reread the base words on the chart from Daily Lesson 14. Ask students what they have learned about prefixes and suffixes.

2. Choose one word that will work with the suffix-ful. Talk about the meaning of the word without -ful. Then using the note card, add the suffix -ful. Use the new word in a sentence or ask a student to put the new word in a sentence. Discuss the new meaning. Explain that –ful is a suffix and that suffixes go after a base word and change the meaning of the word and/or change the part of speech.

3. Complete the rest of the words on the chart to see if adding –ful to the ending makes a new word (some will not make sense). Discuss new meaning.

1. Read or view the selected piece of media.

2. Explain that different forms of

media can also have a theme or message.

3. Ask: What is the theme or

message of this piece of media? Discuss responses.

1. Review how to determine the theme or message of a story.


choosing a fable, legend, or myth for Independent Reading. It needs to be different from the one they chose in Daily Lesson 18.


Creating Elaborative Segments to Describe Story Critical Characters, Settings, Objects p. 96 STEP 6 Unusual Cottage pgs. 173-174


1. Students choose a word from the chart that can use the suffix -ful. Students write both the base word and the

1. Students turn to a partner, discuss what they think the theme or message is, and give details to support their

1. Students read the fable, legend, or myth independently or with a partner.


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 5 of 4

Daily Lesson 19

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

New word in their Word Study Notebook.



answers. 2. Students ask themselves: What did the character(s) learn in this story that I could apply to my own life? Discuss responses.

3. Students record the

message/theme in their Reader’s Notebook.


Closure 1 .Ask: How does adding -ful to a word change its meaning and/or change its part of speech? Discuss responses.

1. Ask: What design techniques (shape, color, sound) influence the theme or message? Discuss responses.

1. Students share the themes from their books.


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 1 of 4

Lesson Preparation


Day 20 of 21

Daily Lesson 20

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


3.4A 3.Fig19A,B,C,D,E 3.1E 3.3A 3.29A,B 3.30A 3.31A

3.Fig19A,B,C,D,E 3.1E 3.3A 3.11A 3.29A,B 3.30A 3.31A

3.17E

Key Understandings




Authors write for a purpose, and readers choose text to

reflect purpose and interest.

Why should readers establish a purpose for reading?




Effective oral conventions

enhance interpretation of the message.

How can speakers communicate ideas and opinions clearly?

The ability to decode patterns

supports the development of word reading, fluency, and comprehension.

Why is it important for readers to recognize patterns in words?

















Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 2 of 4


Suffix


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 3 of 4

Daily Lesson 20

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

Materials


Notecard(1)

Chart paper( if needed)

Grade-appropriate favorite fiction book (1)




READ p. 94-96 Empowering Writers: The

Comprehensive Narrative Writing Guide

Creating Elaborative Segments to

Describe Story Critical Characters,

Settings, Objects p. 96 STEP 6

Beach pgs. 148-150


F & P Word Study Lesson WS pg. 423-430

Advance Preparation


2. Write the suffix –ly on a note card. This partially assesses a Performance Indicator.


2. Prepare two Book Talks to

model for students. See the Mini Lesson, step #4, for what needs to be included in the Book Talk.

3. Create an Anchor Chart:

Effective Book Talks that lists the criteria for a successful Book Talk. (See step #4 in the Mini Lesson.)



The suffix-ly changes words into adjectives and adverbs. friend= noun friendly= adjective happy=adjective happily=adverb

Teacher Notes



Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 4 of 4


Daily Lesson 20

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING



Suggested Duration: 20-25 min. Content Objective: Students read with fluency and speak and listen effectively.

Suggested Duration: 25-30 min. Content Objective: Students read with fluency and speak and listen effectively.




Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 5 of 4

Mini Lesson 1. Reread the base words on the chart from Daily Lesson 14. Ask students what they have learned about prefixes and suffixes.

2. Choose one word that will

work with the suffix-ly. Talk about the meaning of the word without the -ly. Then using the notecard, add the suffix -ly. Use the new word in a sentence or ask a student to put the new word in a sentence. Discuss the new meaning. Explain that -ly is a suffix and that suffixes go after a base word and change the meaning of the word and/or change the part of speech.

3. Complete the rest of the

words on the chart to see if adding-ly to the ending makes a new word(some will not make sense).Discuss new words and meanings.

1. Tell students that you are going be giving a Book Talk. Inform them that you have selected a book that you love. Tell them to listen carefully and think of questions and comments.

2. Begin by modeling a “poor”

Book Talk. Be sure to mumble, not make eye contact, speak too fast/slow, and read a part of the book out loud, making mistakes and using poor fluency.

3. Discuss student comments

and questions. Tell students you would like to try again. Ask them pay attention to the difference in the two Book Talks.

4. Model a complete Book Talk

with the following components:

State the title and author.

List two reasons why you like the book.

Read your story (or part of your story) out loud, monitoring accuracy and reading with good oral fluency.

Close the Book Talk with

1. Review the criteria for an effective Book Talk.

2. Inform students that they are

going to look over their Reader’s Notebooks to see all the books they have read so far this school year. Tell them to choose one for a Book Talk and one that they would recommend to other students.


Creating Elaborative Segments to Describe Story Critical Characters, Settings, Objects p. 96 STEP 6 Use Beach pgs. 148-149 as a performance indicator. If you need to build background you may use the following picture and video/sound links: http://www.google.com/search?q=images+for+beaches&ie=UTF-8&oe=UTF-8&hl=en&client=safari#biv=i%7C7%3Bd%7CvX7JWPjUtMg5OM%3A http://www.youtube.com/watch?v=7Ktkgeib618&feature=youtube_gdata_player GRAMMAR: Texas Write

Source: Editing for Mechanics-Periods TE 507-509

http://www.google.com/search?q=images+for+beaches&ie=UTF-8&oe=UTF-8&hl=en&client=safari#biv=i%7C7%3Bd%7CvX7JWPjUtMg5OM%3A






http://www.youtube.com/watch?v=7Ktkgeib618&feature=youtube_gdata_player




Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 6 of 4

Daily Lesson 20

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

a persuasive statement or question.

Speak clearly, at an appropriate pace.

Make eye contact with the audience.


1. Students choose a word from the chart that can use the suffix-ly. Students write both the base word and the new word in their Word Study Notebook.



1. Ask: What was better about the second Book Talk? Discuss responses.

1. Students record in their Reader’s Notebook two reasons why they like their book and why they would recommend it to others.

2. Independently, students

practice going through their Book Talk from the beginning, including all the criteria listed on the chart. Students use their Reader’s Notebook for notes. This includes practicing reading the book aloud with accuracy in decoding and with appropriate fluency.


Closure 1. Ask: How does adding –ly to a word change its meaning and/or change its part of speech? Discuss responses.

2. Collect Word Study

Notebooks to assess students’ entries.

.

1. Display the chart with the criteria for Book Talks. Ask

the students if they have any questions about the criteria.

2. Ask: How can speakers

communicate ideas clearly? Discuss responses.

1. After practicing on their own, students will practice their Book Talk with a partner.


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 1 of 4

Lesson Preparation


Day 21 of 21

Daily Lesson 21

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


3.1Bv 3.Fig19A,B,C,D,E 3.1E 3.3A 3.29A, B 3.30A 3.31A

3.Fig19A,B,C,D,E 3.1E 3.3A 3.11A 3.29A, B 3.30A 3.31A

3.17E

Key Understandings


Authors write for a purpose,

and readers choose text to




























Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 2 of 4


Vowel digraph

Vowel dipthong


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 3 of 4

Daily Lesson 21

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

Materials






F & P Word Study Lesson LS 8 pg.103-106

Advance Preparation




Digraph-two successive letters (vowels) that represent a single speech sound Diphthong-a combination of two vowel sounds in one syllable to form a new phoneme

**Be careful when using the saying,

“When two vowels go walking, the

first one does the talking. ”

There are many exceptions to the

rule.

Students have studied vowel digraphs and diphthongs in second grade, so this lesson should be a review

This Instructional Routine assesses Performance Indicator: “Choose a story that has been read independently. Organize and present to a small group a book-talk on the selected text. Using appropriate fluency and oral conventions, read the text aloud to the class or small group. Listen and participate as other students present a book talk.”

This Instructional Routine assesses Performance Indicator: “Choose a story that has been read independently. Organize and present to a small group a book-talk on the selected text. Using appropriate fluency and oral conventions, read the text aloud to the class or small group. Listen and participate as other students present a book talk.”

Administer the narrative prompt: Write about a time when you discovered that you were good at something.

You will score this paper with the rubric provided. This paper will serve as a baseline and used to drive instruction. You should save this paper in a portfolio.

Teacher Notes Both Shared Reading and Independent Reading will be used for students to conduct their Book Talks. In order to get through all students’ Book Talks, limit them to a 2-3 minute time span or have them present in small groups



Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 4 of 4


Daily Lesson 21

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


Suggested Duration:15min. Content Objective: Students decode words with vowel digraphs.

Suggested Duration: 25-30 min. Content Objective: Students use good listening and speaking techniques and participate with relevant questions and comments.

Suggested Duration: 25-30 min. Content Objective: Students use good listening and speaking techniques and participate with relevant questions and comments.

Suggested Duration: 20-25 min. Content Objective: Students will write a narrative composition

1. Display the Anchor Chart: Vowel Digraphs. Ask students if they know how to pronounce the most common sound for the vowel digraphs.

2. Discuss the anchor word for each

digraph.

3. Display the rest of the words. Ask students to turn to a partner and read (decode) the words to each other. Remind them to use the anchor word to help them if they are stuck.

4. Discuss words that do not follow the same sound as the anchor words.

5. Display the Anchor Chart: Vowel Diphthongs. Ask students if they know how to pronounce the most common sound for the vowel diphthongs.

6. Discuss the anchor word for each diphthong.

7. Display the rest of the words. Ask students to turn to a partner and read (decode) the words to each other. Remind them to use their anchor word if they are stuck. 8.Discuss words that do not follow the same sound as anchor words.

1. Ask: How and why do readers recommend books to others? How can speakers communicate ideas and opinions clearly? What does it mean to listen effectively? Discuss responses.

2. Discuss with the students what

it means to be a good listener and how to participate in a discussion with relevant questions and comments.

3. Students may use their

Reader’s Notebooks as a resource for speaking about their book.

1. Students may use their Reader’s Notebooks as a resource for speaking about their book.

Administer the following prompt: Write about a time when you discovered that you were good at something. Students should write their narrative composition on notebook paper. Collect the narrative papers and score them with the rubric provided. This paper should be kept in a portfolio and used as a baseline.

Mini Lesson


1. Students record the vowel digraphs and diphthongs along with the anchor words in their Word Study Notebook.

1. Students tell two reasons why they like the book they chose. Then they read aloud with accuracy and fluency.

1. Students tell two reasons why they like the book they chose. Then they read aloud with accuracy and fluency.


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 5 of 4

Daily Lesson 21

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

2. Students use texts and environmental print to search for more examples that can be added to the chart and their Word Study Notebooks.


Closure 1. Review the sounds of all the vowel digraphs and diphthongs.

1. After each Book Talk, allow a couple of comments and questions.

1. After each Book Talk, allow for a couple of comments and questions.


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 6 of 4

Daily Lesson 22

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING







Materials

READ p. 14-16Empowering Writers: The Comprehensive Expository Writing Guide

The Expository Pillar p 16 (one

copy per student)

Birthdays p 21 & 23 (one copy

per student)


FLEX DAYS


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 7 of 4

Daily Lesson 22

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

Advance Preparation


Teacher Notes

FLEX DAYS


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 8 of 4

Daily Lesson 22

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


Suggested Duration: 20-25 min. Content Objective: Students recognize the organizational framework and key characteristics of expository writing.

Mini Lesson


Writers: The Comprehensive Expository Writing Guide

Analyzing and Diagraming

Expository Writing p 17 Students need to place a copy of The Expository Pillar p 16 in their writing folder/ writer’s notebook Use Birthdays p 21-23 with Analyzing and Diagraming

Expository Writing p 17


FLEX DAYS


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 9 of 4

Daily Lesson 22

WORD STUDY

WHOLE GROUP READING



Closure

FLEX DAYS


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 10 of 4

Daily Lesson 23

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


4.17A






Materials

READ p. 17, 24-26 Empowering Writers: The Comprehensive Expository Writing Guide

Baseball p 24 & 26 (one copy per

student)


FLEX DAYS


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 11 of 4

Daily Lesson 23

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

Advance Preparation


Teacher Notes

FLEX DAYS


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 12 of 4

Daily Lesson 23

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING



Mini Lesson

READ p. 17 Empowering Writers:

The Comprehensive Expository Writing Guide


Expository Writing p 17 Use Baseball p 24-26 with Analyzing and Diagraming

Expository Writing p 17 You may want to have students

complete this with a partner or in cooperative groups.


FLEX DAYS


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 13 of 4

Daily Lesson 23

WORD STUDY

WHOLE GROUP READING



Closure

FLEX DAYS


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 14 of 4

Daily Lesson 24

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


4.17A






Materials

READ p. 17, 30-32 Empowering Writers: The Comprehensive Expository Writing Guide

Birds p 18 & 20 (one copy per

student)


FLEX DAYS


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 15 of 4

Daily Lesson 24

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

Advance Preparation


Teacher Notes

FLEX DAYS


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 16 of 4

Daily Lesson 24

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING



Mini Lesson

READ p. 17 Empowering Writers:

The Comprehensive Expository Writing Guide


Expository Writing p 17 Use Birds p 18-20 with Analyzing and Diagraming

Expository Writing p 17 Students will complete this

independently.


FLEX DAYS


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 17 of 4

Daily Lesson 24

WORD STUDY

WHOLE GROUP READING



Closure

FLEX DAYS


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 18 of 4

Daily Lesson 25

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


4.17A






Materials

READ p. 96-97 Empowering Writers: The Comprehensive Expository Writing Guide

Cut and Paste Activities

READ The Blue Whale p 98

The Blue Whale p 105-107 (one

per partner/cooperative groups)


FLEX DAYS


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 19 of 4

Daily Lesson 25

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

Advance Preparation


Teacher Notes

This lesson will take 2 days. Use day 26 to complete this lesson. GRAMMAR lessons cited may be extended or placed throughout this unit as needed.

FLEX DAYS


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 20 of 4

Daily Lesson 25

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


Suggested Duration: 20-25 min. Content Objective: Students, as a class, and then individually, will organize information in a logical fashion, based on the Expository Pillar Framework.

Mini Lesson






This lesson will take 2 days. Use day 26 to complete this lesson. GRAMMAR: Texas Write Source: Editing for Mechanics-Periods TE 507-509


FLEX DAYS


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 21 of 4

Daily Lesson 25

WORD STUDY

WHOLE GROUP READING



Closure

FLEX DAYS


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 22 of 4

Daily Lesson 26

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


4.17A






Materials







FLEX DAYS


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 23 of 4

Daily Lesson 26

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

Advance Preparation


Teacher Notes This lesson is continued

from day 25.

FLEX DAYS


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 24 of 4

Daily Lesson 26

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


Suggested Duration: 20-25 min. Content Objective: Students, as a class, and then individually, will organize information in a logical fashion, based on the Expository Pillar Framework.

Mini Lesson






This lesson is continued from day 25.


FLEX DAYS


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 25 of 4

Daily Lesson 26

WORD STUDY

WHOLE GROUP READING



Closure

FLEX DAYS


Unit: 01 Lesson: 02

©2011, TESCCC 06/11/12 Page 26 of 4

©2011, TESCCC 06/08/12 Page 1 of 1

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Using Strategies to Understand Characters and Plot Lesson ...€¦ · Using Strategies to Understand Characters and Plot ... use of simple and compound sentences, and audience