Web viewStorytelling is a way for people to share their history, dreams, and ideas. People can share stories through speaking, writing, drawing, and acting

Grade 3 Unit 2 Resources

Unit Theme: StorytellersUnit Statement: Storytelling is a way for people to share their history, dreams, and ideas. People can share stories through speaking, writing, drawing, and acting. Hearing other people’s stories helps us understand our world. In this unit, students will discover the different ways that people share stories. Students will find out about stories from different times and from different parts of the world. They will also uncover the importance of passing down stories to generations. What stories have you read that come from long ago or from a different part of the world?

Overarching Question: What can we discover about cultures by listening to their stories?

Main Selections: Play: The Strongest One Folktale: Stone Soup Fiction: The Printer

Culminating Project Task: Students will produce narrative writing piece as the culminating project for Unit 2 based on the overarching question. Students will rely heavily on notes from the Reader’s / Writer’s Journal, text based claims, ideas from conversations, and information contained in the

charts made with classmates to create the culminating project.

Page 1 of 184

Table of Contents Grade 3 Unit 2 Roadmap Page 3

Culminating Project Page 4

Lessons At-A-Glance Pages 5-33

Comprehension Graphic OrganizersPage 34-35

Vocabulary Graphic OrganizersPages 36-40

Word Study LessonsPages 41-140

Fluency ResourcesPages 141-150

Writing ResourcesPages 151-158

Vocabulary Pre-teach LessonsPages 159-172

Comprehension Pre-teach LessonsPages 173-178

R-5 Independent Reading ResourcesPages 179-181

Page 2 of 184

GRADE 3 ROAD MAPUnit 2: Storytellers

U N I T F R A M E W O R K M O D U L E Q U E S T I O N S F O C U S S T R A T E G Y / F O C U S S K I L L

Unit ThemeStorytellers

Unit Statement: Storytelling is a way for people to share their history, dreams, and ideas. People can share stories through speaking, writing, drawing, and acting. Hearing other people’s stories helps us understand our world. In this unit, students will discover the different ways that people share stories. Students will find out about stories from different times and from different parts of the world. They will also uncover the importance of passing down stories to generations. What stories have you read that come from long ago or from a different part of the world?

Overarching Question: What can we discover about cultures by listening to their stories?

Main Selections: Play: The Strongest One Folktale: Stone Soup Fiction: The Printer

Culminating Project Task: Students will produce narrative writing

piece as the culminating project for Unit 2 based on the overarching question.

Students will rely heavily on notes from the Reader’s / Writer’s Journal, text based claims, ideas from conversations, and information contained in the charts made with classmates to create the culminating project.

Culminating Project CCSS Genre Alignment: Narrative

Guiding Questions

Module 1: What lessons can we learn by reading

fables, folk tales and plays?Module 2: What can we discover about cultures

by learning what they eat?Module 3: What challenges might a hero

encounter?

Essential QuestionsModule 1: How do we think while reading in order

to understand and respond?

Module 2: How does productive oral

communication rely on speaking and listening?

Module 3: How do we develop into effective

writers?

Classroom Artifacts:Module Student Work Products: Summaries Analytic Writing Response to Literature Entries in Reader’s / Writer’s Journal

Culminating Project Work Products: Graphic Organizer Draft with Peer & Teacher Feedback Entries in Reader’s/Writer’s Journal Published Narrative Writing Presentation Artistic Interpretation

Instructional Focus

Comprehension Strategy: Module 1: Generating Questions Module 2: Visualize Module 3: Make Inferences

Comprehension Skill: Module 1: Summarize Module 2: Make Inferences Module 3: Make and Confirm Predictions

Theme Vocabulary: Module 1: persistent, quest, discover Module 2: curiosity, weary, collaborate Module 3: discrimination, courageous,

humility

Word Work: Phonics Module 1: Long e Module 1: Digraphs Module 2: 3-Letter Blends Module 2: Plurals Module 3: Contractions Module 3: Homophones

Grammar: Module 1: Common and Proper Nouns Module 1: Singular and Plural Nouns Module 2: Irregular Plural Nouns Module 2: Possessive Nouns Module 3: Sentence Combining with Nouns Module 3: Action Verbs

Number of Lessons:

Module 1: 10 LessonsModule 2: 10 LessonsModule 3: 10 LessonsUnit 2: 30 Total Lessons

Grade 3Unit 2 Module 1 Lesson 1

Unit Theme: STORYTELLERSIcon Key: Access For All, Small Group, Teacher Choice Red Flag

Students, R Teacher Resource Packet

Page 3 of 184

Agenda: Resources: Access for All materials are sectioned by Theme and available in the Teacher’s Resource packet.

Oral Language and Introduction

Module Questions: - What lessons can we learn by reading fables, folktales, and plays?

Digital Source: Macmillanmh.comLink:http://activities.macmillanmh.com/OralLanguageActivities/main1.php?selectionID=101

Phonics and Word Study

Focus: Long eSpelling Pre-testDI: Open Word Sort

Vocabulary

Whole Group Vocabulary Routine: Introduction Persistent, quest, discover

Access for All: Pre-teach Vocabulary Lesson R decorated, symbol, darkened, gnaws, securing, weakest

Comprehension

Vocabulary and Comprehension MMH Treasures pp. 154-155Reading Independently: pp. 155

Small Group Time

Collecting Evidence from Text: Provide Students with Leveled Texts: Triumphs/Leveled Readers

Lessons aligned to DIBELS data

Writing

Text Type: Narrative WritingCold Write

Grammar

Introduce the Concept: NounsIntroduce the Concept: Introduce Nouns using page 177I- 177J




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http://activities.macmillanmh.com/OralLanguageActivities/main1.php?selectionID=101

Agenda: Resources: Access for All: materials are sectioned by Theme and available in the Teacher’s Resource packet.


Focus: Long eExplain / Model R

Building Fluency

Fluency Routine: Passage RMacmillan Teacher’s Edition, p.171AMacmillan Fluency Transparency, p.6Reading Practice Book page, 41Focus: Model Fluent Reading

Vocabulary

Example / Non-Example: persistent, quest

Comprehension

Access for All: Pre-Teach Comprehension RFocus: SummarizingRigorous Text DiscussionText: The Strongest One

R-5 Independent Reading

Comprehension Strategy Instruction: Metacognition Students will read independently using Metacognitive Strategies.

Writing

Text Type: Narrative WritingMacmillan Teacher’s Edition, Unit 1 p.151A “A Bear in the Family”

Grammar

Nouns: MMH Treasures Teacher’s Edition, p. 177I




Agenda: Resources: Page 5 of 184

Access for All: materials are sectioned by Theme and available in the Teacher’s Resource packet.


Focus: Long eRead Multisyllabic Words RBuild WordsApply Decoding StrategiesDI: Closed Word Sort

Building Fluency

Fluency Routine: Passage RMacmillan Teacher’s Edition, p.171AMacmillan Fluency Transparency, p.6Reading Practice Book page, 41Focus: Choral and Partner Reading

Vocabulary

Whole Group Vocabulary Routine: Lists persistent, discover

Comprehension

Rigorous Text Discussion: Focus: SummarizeClose Reading: Text StructureMain Selection: The Strongest One


Comprehension Strategy Instruction: Metacognition Students will read independently using metacognitive strategies

Writing

Text Type: Narrative WritingNarrative Writing Mentor Text: Tar Beach by Faith Ringgold

Grammar

Nouns: MMH Treasures Teacher’s Edition, p. 177J

Page 6 of 184






Focus: Long eConnect to Six Syllable Types Apply Decoding StrategyPhonics Speed DrillDI: Phonics Speed Drill

Building Fluency


Vocabulary

Single ContextStudents will apply word knowledge to a given context R

Comprehension

Inquiry-based Discussion & Analytic Writing:Main Selection: The Strongest One



Writing

Text Type: Narrative WritingAdditional Narrative Text Selected by Teacher: Leveled Readers, Scholastic Classroom Libraries, Macmillan Selections

Grammar

Nouns: MMH Treasures Teacher’s Edition, p. 177JReview and Proofread: Review Nouns. p. 177J

Page 7 of 184






Focus: Long e

Review & Assess R

Building Fluency

Fluency Routine: Passage RMacmillan Teacher’s Edition, p.171AMacmillan Fluency Transparency, p.6Reading Practice Book page, 41Focus: Read Unmarked Text

Vocabulary

Return to Story Text: R Students will be able to connect exciting words to the ideas from the main selection. Students will deepen word knowledge of tier 2 words.

Comprehension

Inquiry-based Discussion & Analytic Writing:Main Selection: The Strongest OneRevision Strategy: Transitions

Grammar

Nouns: MMH Treasures pp. 177I & 177J

Assess: Grammar practice book page 37.

Page 8 of 184






Focus: Digraphs RSpelling Pre-testDI: Open Word Sort

Building Fluency

Poetry:“By Myself” by Eloise Greenfield RFocus: Model Fluent Reading

Vocabulary

Word Power Persistent, quest, discover

Comprehension

Reading Informational Text:Macmillan Teacher’s Edition, p.172-175

Small Group Time

Vocabulary: AntonymsMacmillan Teacher’s Edition, Unit 1 p.154


Writing

Text Type: Narrative WritingMacmillan Unit Writing Transparency 6Write Tools Level 1 Personal Narrative Planner

Grammar

Singular and Plural Nouns: MMH Treasures pp. 211IDaily Language Activities: page 211I-211J

Handwriting

Focus: All letters and numbersBenson Handwriting Teacher’s Edition, p. 52-53Student Practice Book, p. 21-22

Read Aloud

Teacher Selected Read Aloud

Page 9 of 184






Focus: DigraphsExplain / Model RPractice / ApplyDI: Closed Word Sort

Building Fluency

Poetry:“By Myself” by Eloise Greenfield RFocus: Choral and Partner Reading

Vocabulary


Comprehension

Writing Across Text: Macmillan Read Aloud Anthology: “The Name of the Tree” p.103-107Macmillan Student Edition, p. 156-169

Grammar

Singular and Plural Nouns: MMH Treasures Teacher’s Edition, p. 211I-211J

Handwriting

Focus: All letters and numbersBenson Handwriting Teacher’s Edition p. 54-55Student Practice Book p. 22-23

Read Aloud


Page 10 of 184






Focus: Digraphs Read Multisyllabic Words RBuild WordsApply Decoding Strategies

Building Fluency

Poetry:“By Myself” by Eloise Greenfield R

Focus: Read Unmarked Text

Vocabulary


Vocabulary Review: Antonyms Macmillan Teacher’s Edition, p. 177D Vocabulary Strategy Transparency, p.12

Comprehension

Response to LiteratureComprehension Review:

Macmillan Teacher’s Edition, Unit 2 p.T1

Assess: Module Assessment for Vocabulary and Comprehension.

Writing

Response to LiteratureText Type: Narrative Writing

Grammar

Singular and Plural Nouns: MMH Treasures Teacher’s Edition, p. 211J

Handwriting

Present: All letters and numbers Benson Handwriting Teacher’s Edition p. 56 Student Practice Book, p. 24-25

Page 11 of 184






Focus: Digraphs Word Study Review RApply Decoding StrategiesDI: Speed Drill

Building Fluency

Poetry:“By Myself” by Eloise Greenfield R


Vocabulary


Differentiated Instruction

Teacher-facilitated Groups: - Macmillan Teacher’s Edition, p.177M-177N- Macmillan Teacher’s Edition, p.177U-177V

Independent or Small Group Activities: FCRR Comprehension Activities Independent Reading: Level-Up Time for Kids Magazines On-line Opportunities: Compass Learning Robust Vocabulary Prompts FCRR Vocabulary Activities

Grammar

Singular and Plural Nouns: MMH Treasures Teacher’s Edition, p. 211J

Page 12 of 184






Focus: Digraphs

Review & Assess R




Writing


Grammar

Simple and Compound Sentences: MMH Treasures Teacher’s Edition, p. 211I & 211J


Page 13 of 184






Module Questions: What was the most interesting food from another culture that you have ever eaten?Digital Source: Macmillanmh.comLink:http://treasures.macmillanmh.com/pennsylvania/students/grade3/book1/unit3/stone-soup


Focus: Three Letter BlendsSpelling Pre-testDI: Open Word Sort

Vocabulary

Whole Group Vocabulary Routine: Introduction Curiosity, weary, collaborate

Access for All: Pre-teach Vocabulary Lesson R guess, banquet, agreeable, curiosity, untrusting, gaze

Comprehension

Vocabulary and Comprehension MMH Treasures pp. 284-285Reading Independently: pp.285

Small Group Time



Writing

Text Type: Narrative WritingReview the personal narrative writing prompt:

- Write about a time you learned an important lesson.

Grammar

Introduce the Concept: Plural NounsIntroduce the Concept: Introduce Plural Nouns using page 223I- 223J

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Focus: Three Letter BlendsExplain / Model R

Building Fluency

Fluency Routine: Passage RMacmillan Teacher’s Edition, p.307AMacmillan Fluency Transparency, p.11Reading Practice Book page, 78Focus: Model Fluent Reading

Vocabulary

Example / Non-Example: Curiosity, weary, collaborate

Comprehension

Access for All: Pre-Teach Comprehension RFocus: Making InferencesRigorous Text DiscussionText: Stone Soup



Writing

Text Type: Narrative WritingPersonal Narrative Power Point PresentationPersonal Narrative Rubric Foldable

Grammar

Plural Nouns: MMH Treasures Teacher’s Edition, p. 223I

Grade 3 Page 15 of 184

Unit 2 Module 2 Lesson 3Unit Theme: STORYTELLERS

Icon Key: Access For All, Small Group, Teacher Choice Red Flag Students, R Teacher Resource Packet



Focus: Three Letter BlendsRead Multisyllabic Words RBuild WordsApply Decoding StrategiesDI: Closed Word Sort

Building Fluency


Vocabulary

Whole Group Vocabulary Routine: Idea Completions Weary, curiosity, collaborate

Comprehension

Rigorous Text Discussion: Focus: Making InferencesClose Reading: Stated ThemeMain Selection: Stone Soup



Writing

Text Type: Narrative WritingUnit Writing Transparency 1, Unit 1

Grammar

Plural Nouns: MMH Treasures Teacher’s Edition, p. 223J






Focus: Three Letter BlendsConnect to Six Syllable Types Apply Decoding StrategyPhonics Speed DrillDI: Phonics Speed Drill

Building Fluency


Vocabulary


Comprehension

Inquiry-based Discussion & Analytic Writing:Main Selection: Stone Soup



Grammar

Plural Nouns: MMH Treasures Teacher’s Edition, p. 223JReview and Proofread: Review Plural Nouns. p. 223J






Focus: Three Letter Blends

Review & Assess R

Building Fluency

Fluency Routine: Passage RMacmillan Teacher’s Edition, p.307AMacmillan Fluency Transparency, p.11Reading Practice Book page, 78Focus: Read Unmarked Text

Vocabulary


Comprehension

Inquiry-based Discussion & Analytic Writing:Main Selection: Stone SoupRevision Strategy: Transitions

Grammar

Plural Nouns: MMH Treasures pp. 223I & 223J

Assess: Grammar practice book page 49






Focus: Plurals RSpelling Pre-testDI: Open Word Sort

Building Fluency

Poetry:“Eat at Moe’s” RFocus: Model Fluent Reading

Vocabulary

Word Power Curiosity, weary, collaborate

Comprehension

Reading Informational Text:Macmillan Teacher’s Edition, p.308-311

Small Group Time

Vocabulary: AntonymsMacmillan Teacher’s Edition, Unit 3 p.284


Grammar

Singular Possessive Nouns: MMH Treasures pp. 211IDaily Language Activities: page 211I-211J

Handwriting

Focus: Curve OverBenson Handwriting Teacher’s Edition, p. 57Student Practice Book, p. 26

Read Aloud


Grade 3

Page 19 of 184





Focus: PluralsExplain / Model RPractice / ApplyDI: Closed Word Sort

Building Fluency

Poetry:““Eat at Moe’s” RFocus: Choral and Partner Reading

Vocabulary


Comprehension

Writing Across Text: Stone Soup and “What’s for Lunch?”

Grammar

Singular Possessive Nouns: MMH Treasures Teacher’s Edition, p. 255I-255J

Handwriting

Focus: Curve DownBenson Handwriting Teacher’s Edition p. 58Student Practice Book p. 27

Read Aloud


Page 20 of 184






Focus: Plurals Read Multisyllabic Words RBuild WordsApply Decoding Strategies

Building Fluency

Poetry:““Eat at Moe’s” R


Vocabulary


Vocabulary Review: Synonyms Macmillan Teacher’s Edition, p. 313D Vocabulary Strategy Transparency, p.22

Comprehension

Response to LiteratureComprehension Review:

Macmillan Teacher’s Edition, Unit 3 p.T1


Grammar

Singular Possessive Nouns: MMH Treasures Teacher’s Edition, p. 255J

Handwriting

Present: All letters and numbers Benson Handwriting Teacher’s Edition p. 56 Student Practice Book, p. 24-25

Grade 3

Page 21 of 184





Focus: Plurals Word Study Review RApply Decoding StrategiesDI: Speed Drill

Building Fluency

Poetry:“Eat at Moe’s” R


Vocabulary





Grammar

Singular Possessive Nouns: MMH Treasures Teacher’s Edition, p. 255J

Grade 3

Page 22 of 184





Focus: Plurals

Review & Assess R




Writing


Grammar








Module Questions: A hero is any person who helps others. What qualities do all heroes have?Digital Source: Macmillanmh.comLink:http://activities.macmillanmh.com/OralLanguageActivities/main1.php?selectionID=206


Focus: ContractionsSpelling Pre-testDI: Open Word Sort

Vocabulary

Whole Group Vocabulary Routine: Introduction Discrimination, courageous, humility

Access for All: Pre-teach Vocabulary Lesson R sc reamed, numb, escape, fled, shuddered, image, newspaper

Comprehension

Vocabulary and Comprehension MMH Treasures pp. 232-233Reading Independently: pp.233

Small Group Time



Writing

Text Type: Narrative WritingUnit Writing Transparency 1

Grammar

Introduce the Concept: Combining SentencesIntroduce the Concept: Introduce Combining Sentences using page 277I- 277J

Grade 3

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Focus: Contractions Explain / Model R

Building Fluency

Fluency Routine: Passage RMacmillan Teacher’s Edition, p. 253AMacmillan Fluency Transparency, p. 24Reading Practice Book p. 173Focus: Model Fluent Reading

Vocabulary

Example / Non-Example: Courageous, discrimination, humility

Comprehension

Access for All: Pre-Teach Comprehension RFocus: Make and Confirm PredictionsRigorous Text DiscussionText: The Printer



Writing

Text Type: Narrative WritingUnit Writing Transparency 6Developing the Body Paragraphs

Grammar

Combining Sentences: MMH Treasures Teacher’s Edition, p. 277I


Page 25 of 184





Focus: Contractions Read Multisyllabic Words RBuild WordsApply Decoding StrategiesDI: Closed Word Sort

Building Fluency

Fluency Routine: Passage RMacmillan Teacher’s Edition, p. 253AMacmillan Fluency Transparency, p. 24Reading Practice Book p. 173Focus: Choral and Partner Reading

Vocabulary

Whole Group Vocabulary Routine: Idea Completions Courageous, discrimination, humility

Comprehension

Rigorous Text Discussion: Focus: Make and Confirm PredictionsClose Reading: Sensory ImagesMain Selection: The Printer



Writing

Text Type: Narrative WritingStudents will continue to write the body of their personal narrative

Grammar

Combining Sentences: MMH Treasures Teacher’s Edition, p. 277J


Page 26 of 184





Focus: ContractionsConnect to Six Syllable Types Apply Decoding StrategyPhonics Speed DrillDI: Phonics Speed Drill

Building Fluency

Fluency Routine: Passage RMacmillan Teacher’s Edition, p. 253AMacmillan Fluency Transparency, p. 24Reading Practice Book p. 173Focus: Choral and Partner Reading

Vocabulary


Comprehension

Inquiry-based Discussion & Analytic Writing:Main Selection: The Printer



Writing

Text Type: Narrative WritingStudents will develop a closing and reflection for their personal narrative.

Grammar

Combining Sentences: MMH Treasures Teacher’s Edition, p. 277JReview and Proofread: Review Combining Sentences. p. 223J






Focus: Contractions

Review & Assess R

Building Fluency

Fluency Routine: Passage RMacmillan Teacher’s Edition, p. 253AMacmillan Fluency Transparency, p. 24Reading Practice Book p. 173Focus: Read Unmarked Text

Vocabulary


Comprehension

Comprehension: Skill and Strategy Review with Leveled Readers Teacher Model: “To the Rescue” on page 232-233.

Small Group Time

Teacher Facilitated and Small group Suggestions for Comprehension and Vocabulary

Writing

Text Type: Narrative WritingStudents will add dialogue to their personal narratives.

Grammar

Combining Sentences: MMH Treasures pp. 277I & 277J

Assess: Grammar practice book page 61


Page 28 of 184





Focus: Homophones RSpelling Pre-testDI: Open Word Sort

Building Fluency

Poetry:“Glad to Be Me!” RFocus: Model Fluent Reading

Vocabulary

Word Power Discrimination, courageous, humility

Comprehension

Reading Informational Text:Macmillan Teacher’s Edition, pp. 254-257

Small Group Time

Vocabulary: Context Clues and Figurative LanguageMacmillan Teacher’s Edition, Unit 5, pp. 234-251


Writing

Text Type: Narrative WritingStudents will edit their personal narratives and write their published pieces.

Grammar

Action Verbs: MMH Treasures pp. 313IDaily Language Activities: page 313I-313J

Handwriting

Focus: Curve OverBenson Handwriting Teacher’s Edition, p. 60Student Practice Book, p. 29

Read Aloud



Unit Theme: STORYTELLERS Page 29 of 184




Focus: HomophonesExplain / Model RPractice / ApplyDI: Closed Word Sort

Building Fluency

Poetry:“Glad to Be Me!” RFocus: Choral and Partner Reading

Vocabulary


Comprehension

Writing Across Text: The Printer and “Smokejumpers”

Writing

Text Type: Narrative WritingStudents will begin to develop their interpretation for the culminating project.

Grammar

Action Verbs: MMH Treasures Teacher’s Edition, p. 313I-313J

Handwriting

Focus: Curve UnderBenson Handwriting Teacher’s Edition p. 67Student Practice Book p. 32






Focus: Homophones Read Multisyllabic Words RBuild WordsApply Decoding Strategies

Building Fluency

Poetry:“Glad to Be Me!” R


Vocabulary


Vocabulary Review: Synonyms Macmillan Teacher’s Edition p. 259D Vocabulary Strategy Transparency, p. 48

Comprehension

Response to LiteratureComprehension Review: Macmillan Teacher’s Edition, Unit 5 p. T4


Writing

Text Type: Narrative WritingStudents will begin to develop their interpretation and presentation for the culminating project.

Grammar

Action Verbs: MMH Treasures Teacher’s Edition, p. 313J

Handwriting

Present: Recognizing Cursive Benson Handwriting Teacher’s Edition p. 68 Student Practice Book, p. 33






Focus: Homophones Word Study Review RApply Decoding StrategiesDI: Speed Drill

Building Fluency

Poetry:“Glad to Be Me!” R


Vocabulary



Teacher-facilitated Groups: - Macmillan Teacher’s Edition, p. 259M-259N- Macmillan Teacher’s Edition, p. 259U-259V


Grammar

Action Verbs: MMH Treasures Teacher’s Edition, p. 313J


Unit Theme: STORYTELLERS

Page 32 of 184




Focus: Homophones

Review & Assess R


Teacher-facilitated Groups: - Macmillan Teacher’s Edition, p. 259M-259N- Macmillan Teacher’s Edition, p. 259U-259V


Writing


Grammar



Name ____________________________________________________________________________

Text ___________________________________________

Page 33 of 184

Big Idea Note Taker for Comprehension

Directions: Use the space provided below to record the big ideas of the text while reading independently. During the text discussion, monitor your comprehension by revising and reflecting on your understanding of the text.

Big Ideas Questions or Wonderings

Directions: Write a summary of the selection based on the big ideas from the selection.

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

Own the Word

Page 34 of 184My Definition:

Page 35 of 184

A Picture to remind me of this word:

Page 36 of 184

V O C A B U L A R Y W O R D M A PDefinition in Your Own Words Synonyms

Use It Meaningfully in a Sentence Draw a Picture of It

Page 37 of 184

VOCABULARY WORD

Name:

Date:

Word Chart: Context and ConnectionWhat is it?

Examples

Page 38 of 184

Definition:

I will remember this word by connecting it with:

I will find this word:

Word

Verbal and Visual Word Association (VVWA)

Word Visual Representation

Definition Personal Association or Characteristic

Grade 3 Unit 2 Module 1 Vocabulary, Lesson 8 Page 39 of 184

Concept Map

40

Word

SynonymsThings that are

like thisAntonyms

Grade 3 Unit 2 Modules 1-3

Word Study Lessons

Grade 3 Unit 2 Module 1 Word Study Lessons 1-1041

Lesson 1Long eSPELLING PRETEST

Say the underlined word, read the sentence, and repeat the word.

1. I hurt the heel of my foot.

2. The seal likes to swim.

3. The ants felt small and weak.

4. The play is one week from Friday.

5. We ate bean soup for lunch.

6. She finds a fish in a small creek.

7. Answer when he speaks to you.

8. The team works together on the play.

9. Tickets to the play are free.

10. I will color the grass green.

11. Use a rag to clean up the floor.

12. We put milk and cream on the table.

13. Look both ways when you cross the street.

14. Water will freeze on a cold day.

15. We saw deer in the field.

Review Words

16. The sun was really bright today!

17. My dad wears colorful ties.

18. The weather has been mild lately.

Challenge Words

19. I counted sixteen students.

20. The monkey wants to eat a peanut.

Lesson 1 Differentiated Instruction42

Approaching: Teacher Facilitated Open Sort

1. Prepare for the spelling word open sort by cutting apart the cards prior to the lesson.2. Teacher should have a set of cards to show the students and have the group echo or

chorally read. 3. Prompt students to sort the words any way they would like during the open sort.4. While students manipulate the word cards, observe how students sort.5. Ask the following questions:

a. Why did you sort the words this way?b. What do you notice about the words?c. What vowels sounds do you hear?d. How are the spellings similar or different?

6. Save the word cards for Lesson 3.

Spelling Word Sort

heel seal field weak week

bean creek speaks team free

green clean cream street freeze

bright ties mild sixteen peanut

43

Lesson 2Long eEXPLAIN/MODELDisplay the Tree Sound-Spelling Card for the long e sound. Tell students that the long e sound /ē/ can be spelled several different ways. Point to each spelling on the card and provide a sample word. For example, long e can be spelled:

ea as in sea ee as in tree e_e as in Steve ie as in brief e as in me ey as in monkey y as in funny

Write the sample words on the board, underline the long e spelling, and model blending each one.

PRACTICE/APPLYRead Word List: Display Phonics Word List. Have students underline the long e spelling in each word. Then have them chorally read the words.

Phonics Word List

Sort Words: Ask students to sort the words by spelling pattern. Then have them write the word sort in their notebooks.

ea ee e_e ie e ey y

44

Think Aloud: Look at the first word I wrote: s-e-a. I see the long e spelling ea. Listen and watch as I write out the word: /sē/, sea. (Run your finger under the word as you sound it out.)

fields leave honey eve

knees chilly healing she

sunny chief money clean

grief thief breeze three

speech green sweep shield

treat creek belief least

Lesson 2Phonics Word List

ea ee e_e ie e ey y

45

fields leave honey eve

knees chilly healing she

sunny chief money clean

grief thief breeze three

speech green sweep shield

treat creek belief least

Lesson 3Long eRead Multisyllabic WordsTRANSITION TO LONGER WORDS: Display Phonics Word List. Help students transition from reading one-syllable to multisyllabic long e words. Have them read a word in the first column, then model how to read a longer word in the second column. Point out the added syllable(s), such as a prefix or suffix, to help students gain awareness of these common word parts.

Phonics Word List

BUILD WORDS: Use Word-Building Cards re, ceive, lease, mis, lead, speak, treat, ing. Display the cards. Have students use the word parts to build as many multisyllabic long e words as possible. These and other words can be formed: receive, release, mislead, misspeak, mistreat, misleading, mistreating.

CONNECT TO 6 SYLLABLE TYPES: To further help students break apart longer words to decode them, explain the following:

Vowel Team Syllables: When a common vowel team, such as ea or ie, appears in a long word, the vowel team must remain in the same syllable. (re/lief)

Final e Syllables: When a word or syllable ends in e, the vowel before it and the e must remain in the same syllable. They form a team. (re/cede)

APPLY DECODING STRATEGY: Guide students to use the Decoding Strategy to decode the following words: agreed, outreach, peanut, sleepless. Write each word on the board. Remind students to look for vowel team spellings in Step 3 of the Decoding Strategy procedure.

DECODING STRATEGYSTEP 1: Look for word parts (prefixes) at the beginning of the word.STEP 2: Look for word parts (suffixes) at the end of the word.STEP 3: In the base word, look for familiar spelling patterns. Think about the six syllable spelling patterns you have learned.STEP 4: Sound out and blend together the word parts.STEP 5: Say the word parts fast. Adjust your pronunciation as needed. Ask yourself: “Is this a word I have heard before?” Then read the word in the sentence and ask: “Does it make sense in this sentence?”

46

real unreal tea teacup

yield yielding dream trying

brief briefcase shield shielded

teach teacher beam sunbeam

greet greeting read reading

lead mislead week weekday


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Word Building Cards

re ceivelease mislead speaktreat ing

Lesson 3 Differentiated Instruction

Approaching: Teacher Facilitated Closed Sort

Opening:1. Write the bold words from the Spelling Word Sort cards (Lesson 1) on the board as column

headings. 2. Point out that each of these words has the target syllable or spelling pattern.3. Underline the target syllable or spelling pattern as you pronounce the words.

Guided Practice:1. Using the headings on the O and B Closed Sort student page, make a chart on the board for as

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a model.2. Provide students with note cards or sticky notes.3. On each card or sticky note, instruct students to create the headings.4. Teacher should have a set of cards to show the students and have the group echo or chorally

read.5. Provide students with their word cards from Lesson 1.6. Instruct students to sort their word cards according to the headings. Students should place

word cards that are causing difficulty to the side.7. While students are sorting, provide corrective feedback and support as needed especially for

words that are causing difficulty.

Closing:Once students have completed the word sort, ask students what they noticed during the sort.

On-Level and Beyond: Partner and Small Group Closed Sort

Purpose:During the closed sort, students are provided the categories and specific attributes of each word and then try to match words to the correct categories.

Procedure: 1. Inform students of the purpose for the closed sort.2. Distribute copies of the closed sort. 3. Explain to the on-level and beyond students that each week they will sort their spelling words

into categories. 4. While working with the approaching students, the on-level and beyond students will work with

partners or in small groups to complete this activity.5. Collect copies of the closed sort from on-level and beyond students to monitor their progress

with word study.6. When students are finished with the closed sort, encourage them to find additional words for

each category.

Lesson 3Closed Sort

Name: _____________________________________ Date: ____________________

Read the spelling words below. Then sort them in the chart below.

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heel seal week weak bean

creek speaks team free green

clean cream street freeze field

bright ties mild sixteen peanut

ee ea ie Oddball

Challenge:

Add other multi-syllabic words to the chart.

Lesson 4Word Study Review


Vowel Team Syllables: When a common vowel team, such as ea or ie, appears in a long word, the vowel team must remain in the same syllable. (re/lief)

Final e Syllables: When a word or syllable ends in e, the vowel before it and the e must remain in the same syllable. They form a team. (re/cede)

APPLY DECODING STRATEGY: Guide students to use the Decoding Strategy to decode the following words: achievement, seaweed, disappeared, freedom. Write each word on the board. Remind students to look for vowel team spellings in Step 3 of the Decoding Strategy procedure.

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Phonics Speed Drill:1. Distribute copies of the speed drill to students. Allow two minutes to underline the target

syllable or spelling pattern. 2. When finished, have students read the words. Help students pronounce the common syllables

or spelling patterns. 3. Students should practice with the speed drills and be tested until they can read the words with

ease. Record the number of words they read correctly in one minute on their sheet.4. During differentiated instruction, students may record their speed drill scores on a separate

chart. Have them record the score for each testing of the speed drill. Work with approaching students to set individual speed drill goals.

5. Students should practice reading their words throughout the week and for homework.6. Listen to a few students read the words on their speed-drill sheet mid-week and/or end-of-week.

Lesson 4Speed Drill

Name: ___________________________________ Date: ____________________Underline the long e in each word. Then practice reading the words until you are ready to be timed.

three she heel seal weakweek bean speaks team freestreet clean cream field freezeknead families sixteen peanut chief

she seal freeze heel three

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bean team chief speaks weekclean field weak cream street

families peanut free sixteen kneadheel street seal she weak

speaks knead team bean freecream three field clean freezesixteen week peanut families chief

seal heel weak three cleanteam speaks free week familiesfield cream freeze street she

peanut sixteen chief knead beanheel she three weak seal

speaks bean week free teamcream clean street freeze fieldsixteen families knead chief peanut

Record Your Scores:First Read: Words Read _______ Time _______Second Read: Words Read _______ Time _______

High-Frequency Syllable Fluency

Purpose:The purpose of the high-frequency syllable fluency routine is to help students read longer words with accuracy and automaticity to build text comprehension.

1. Distribute copies of the High-Frequency Syllables activity (page 1). 2. Inform students of the purpose for the high-frequency syllable fluency routine.3. Explain that each week they will be learning 10 of the 322 most common syllables.4. Have students underline the target syllable in each word.5. Students should practice reading the words with the entire group and a partner.

Note: Approaching students will only do steps 1 and 2 listed for Read It on page 1. On-Level and Beyond students will later do steps 3 and 4 along with page 2 of the activity in differentiated instruction.

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Differentiated InstructionOn-Level and Beyond: Partner and Small Group Leveled High-Frequency Syllable Fluency

Procedure:

1. Students will already have page 1 of the High-Frequency Syllables activity. Distribute copies of page 2.

2. Review the three parts of the High-Frequency Syllable Fluency Routine with students (Read It, Find It, and Define It.

3. On-level and beyond students will work with partners or in small groups to complete this activity.4. Collect page 2 from on-level and beyond students to monitor progress with word study.

Lesson 4High-Frequency Syllables (O & B)

Name: ______________________________________________ Date: ____________________High-Frequency Syllables 51-60

Read It1. Underline the target syllable in each word.2. Practice reading the words.3. Cut apart the word cards.4. See how fast you can sort the words by common syllable.

po police potent reposition

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http://www.google.com/url?sa=i&source=images&cd=&cad=rja&docid=q_df9zVvkMRQqM&tbnid=WLgDqhA6VTQfHM:&ved=0CAgQjRwwAA&url=http://www.clipartpal.com/clipart_pd/education/textbooks1.html&ei=LM_1UcWIIdLD4AON-YGICw&psig=AFQjCNGWJduHd-5PuAJ4lgIixDVePOVUzg&ust=1375150252583662

sion vision passion permission

vi vitamin visor viral

el elephant elegant elementary

est boldest brightest happiest

la label ladled laborer

lar larva collar larceny

pa patriot patron paperback

ture pasture nature lecture

for formal formula fortress

Name: ___________________________________ Date: ____________________

High-Frequency Syllables 51-60

Find It1. Look in books and stories for words with this week’s syllables.2. Write the words you find below and underline the target syllables.

Define It54

__________________ ___________________ _________________ _________________

__________________ ___________________ _________________ _________________

__________________ ___________________ _________________ _________________

http://www.google.com/url?sa=i&source=images&cd=&cad=rja&docid=hRp2Gib2aF28qM&tbnid=ADDd2miv7xNbVM:&ved=&url=http://www.picturesof.net/search_term_pages/piece_of_paper.html&ei=3NL1UcGAIPD64APxz4CICw&psig=AFQjCNFM572WF3ZpMW3_5haQHLblznTucA&ust=1375151196596591

1. Look at this week’s word cards. Choose five words that you don’t know the meaning of or that you would like to know more about.

2. Fill in the table with each word, its definition, a synonym, and a sample sentence.

Lesson 5Review & Assess

REVIEWWord Ladders: Each week students will participate in a word ladder activity. Word ladders involve each learner analyzing the structure and meaning of words. To play, students begin with one word and then make a series of other words by changing or rearranging the letters in the previous word. With regular use, word ladders can go a long way toward developing students’ decoding and vocabulary skills.

For example, the directions might instruct students to change one letter in walk to make a word that means “to speak.” The word students will make, of course, is talk. The next clue will then instruct students to make a change in talk to form another word—perhaps chalk, or tall. At the top of the ladder, students will form a final word.

Distribute copies of the word ladder handout. As a group, complete the activity by following the directions.

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Word Meaning Synonym Sentence

Example:order to ask for command, request On Sundays, I order scrambled eggs

for breakfast at the dinner.

.

.

Answers: bean, beak, weak, week, weep, deep, creep, creek, cream,

ASSESSPosttest: The goal of the Spelling posttest is to determine if students can apply the weekly phonics skills to words. Some of the words on the assessment will be from the pretest while other words reflect the target syllable and spelling pattern. Review words will be included on each posttest to ensure students are maintaining what they have learned.

Lesson 5

Long eSPELLING POSTTEST


1. I hurt the heel of my foot.

2. The seal likes to swim.

3. The ants felt small and weak.

4. We ate bean soup for lunch.

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5. She finds a fish in a small creek.

6. Answer when he speaks to you.

7. The team works together on the play.

8. Use a rag to clean up the floor.

9. We put milk and cream on the table.

10.Look both ways when you cross the street.

11.Water will freeze on a cold day.

12.We saw deer in the field.

13.The sun was really bright today!

14.My dad wears colorful ties.

15.The weather has been mild lately.

16.* Please be brief with your answer.

17.* The gleam of the metal hurts my eyes.

18.* Did the cat just sneeze?

19.* A fleet of trucks goes by each day.

20.* The faucet will leak if you don’t turn it off properly.

*These reflect the target syllable or spelling pattern.

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Name __________________________________ Date ___________________

58

Nose of a bird

Change one letter.

Yell loudly

Add one letter.

A small stream

Change one letter.

Opposite of shallow

Change one letter.

Seven days

Change one letter.

Added with sugar to one’s coffee

Change two letters.

To crawl or walk forward slowly

Take away one letter and add two letters.

Cry

Change one letter.

Not strong

Change one letter.

Long e Word Ladder

_ _ _ _ _ _

_ _ _ _ _

_ _ _ _ _

_ _ _ _ _

_ _ _ __ _ _ _

_ _ _ __ _ _ _

_ _ _ _

bean

Lesson 6DigraphsSPELLING PRETEST


1. She always tells the truth.

2. Whales are very large animals.

3. The bad news was a shock to us.

4. What is your name?

5. Sam is washing the car.

6. The wheel rolled down the hill.

7. This pathway leads to the park.

8. Next month our class will take a trip.

9. Please put the dirty plates in the dishpan.

10. The weather today is warm and sunny.

11. Mary made a cheese sandwich.

12. How much is that dress?

13. Pitch the baseball to home plate.

14. The baby chicks will hatch today.

15. What is for lunch?

Review Words

16. He speaks the truth.

17. The street was closed for paving.

18. This week will seem long to me.

Challenge Words

19. I can see my shadow on the wall.

20. You can thicken the soup by adding potatoes.

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Spelling Word Sort

truth whales shock cheese pitch

what washing wheel pathway month

dishpan weather much hatch lunch

speaks street week shadow thicken

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Lesson 7DigraphsEXPLAIN/MODELDisplay the Thumb, Shell, Cheese, Whale, Fire, and Sing Sound-Spelling Cards for the consonant digraphs. Tell students that sometimes two consonants combined stand for one sound. These spellings are called digraphs. Point to each digraph spelling on the card and provide a sample word. Remind students that the digraph th stands for two sounds, the sound at the beginning of thumb and then.

th as in thumb, then ch, tch as in cheese, pitch sh as in shell wh as in whale ng as in sing ph as in phone

Write the sample words on the board, underline the digraphs, and model blending each one.

PRACTICE/APPLYRead Word List: Display Phonics Word List. Have students underline the digraph spelling in each word. Then have them chorally read the words.

Phonics Word List

Sort Words: Ask students to sort the words by spelling pattern. Then have them write the word sort in their notebooks.

ch th ph wh sh tch ng61

kitchen she with checks

thank touch stretched while

photo show then chop

white wing think cheese

phone shark wheel scratch

Think Aloud: Look at this word: s-h-e-l-l. I see the letters s and h together. These letters stand for the /sh/ sound. Listen and watch as I sound out the word: /shel/, shell. (Run your finger under the word as you sound it out.)


ch th ph wh sh tch ng

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Lesson 8DigraphsRead Multisyllabic Words

TRANSITION TO LONGER WORDS: Display Phonics Word List. Help students transition from reading one-syllable to multisyllabic words containing digraphs. Have students read a word in the first column, then model how to read the longer word in the second column. Point out the added syllable(s), such as a prefix or suffix, to help students gain awareness of these common word parts.

Phonics Word List

BUILD WORDS: Use Word-Building Cards thick, catch, show, thought, shame, bath, thank, ful, er, ing, en. Display the cards. Have students use the word parts to build as many multisyllabic words with digraphs as possible. These and other words can be formed: thicker, thicken, thickening, catching, catcher, shower, showing, thoughtful, shameful, bathing, thankful, thanking.

APPLY DECODING STRATEGY: Guide students to use the Decoding Strategy to decode the following words: chipmunk, cheeseburger, stagecoach, washboard, thunderbolt. Write each word on the board. Remind students to look for common spelling patterns in Step 3 of the Decoding Strategy procedure.


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touch retouch chomp chomping

chop chopping graph autograph

with within what whatever

white whitest thick thicket

shoe shoelace child children

catch catcher shop shopping


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Lesson 8Word Building Cards

thick catch

show thoughtshame baththank ful

er ingen




headings.

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2. Point out that each of these words has the target syllable or spelling pattern.3. Underline the target syllable or spelling pattern as you pronounce the words.




word cards that are causing difficulty to the side.10.While students are sorting, provide corrective feedback and support as needed especially for






into categories. 10.While working with the approaching students, the on-level and beyond students will work with

partners or in small groups to complete this activity.11.Collect copies of the closed sort from on-level and beyond students to monitor their progress

with word study.12.When students are finished with the closed sort, encourage them to find additional words for

each category.

Lesson 8Closed Sort

Name: ______________________________________________ Date: ____________________


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th wh sh ch tch Oddball

Challenge:



APPLY DECODING STRATEGY: Guide students to use the Decoding Strategy to decode the following words: throughout, wheelbarrow, parchment, shipment, shipshape. Write each word on the board. Remind students to look for common spelling patterns in Step 3 of the Decoding

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truth whales shock what washing

wheel pathway month dishpan weather

cheese much pitch hatch lunch

speaks street week shadow thicken

Strategy procedure.








Lesson 9Speed Drill

Name: ______________________________________________ Date: ____________________Underline the digraph in each word. Then practice reading the words until you are ready to be timed.

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them chick what much pitcherteacher lunchbox hatching cheese stretchthicker truth whale phone photo

challenge sandwich weather shadow seashellschick much photo what them

lunchbox cheese seashells hatching teachertruth phone pitcher whale thicker

sandwich shadow stretch weather challengewhat thicker much chick pitcher

hatching challenge cheese lunchbox stretchwhale them phone truth photo

weather teacher shadow sandwich seashellsmuch what pitcher them truth

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cheese hatching stretch teacher sandwichphone whale photo thicker chick

shadow weather seashells challenge lunchboxwhat chick them pitcher much

hatching lunchbox teacher stretch cheesewhale truth thicker photo phone

weather sandwich challenge seashells shadow







Procedure:




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is isn’t Israel issue

mer summer mercy mermaid

per super percentage pertain

ra raving radius radiance

so sober sodium solicit

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ta potato tabletop tapir

as asset ascend asphalt

col collie college recollect

fi fiber finally finite

ful stressful beautiful plentiful

Name: ______________________________________________ Date: ____________________



Define It1. Look at this week’s word cards. Choose five words that you don’t know the meaning of or

that you would like to know more about.

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__________________ ___________________ _________________ _________________

__________________ ___________________ _________________ _________________

__________________ ___________________ _________________ _________________







73




.

.

Answers: brunch, lunch, munch, much, mush, mash, wash, crash, trash, truth

ASSESS Posttest: The goal of the Spelling posttest is to determine if students can apply the weekly phonics skills to words. Some of the words on the assessment will be from the pretest while other words reflect the target syllable and spelling pattern. Review words will be included on each posttest to ensure students are maintaining what they have learned.

DigraphsSPELLING POSTTEST


1. She always tells the truth.

2. Whales are very large animals.

3. The bad news was a shock to us.

4. What is your name?

5. Sam is washing the car.

6. The wheel rolled down the hill.

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7. This pathway leads to the park.

8. Next month our class will take a trip.

9. Please put the dirty plates in the dishpan.

10.The weather today is warm and sunny.

11.Pitch the baseball to home plate.

12.The baby chicks will hatch today.

13.He speaks the truth.

14.The street was closed for paving.

15.This week will seem long to me.

16.* That is incredible!

17.* The ghost tales were scary!

18.* We’ll be cashing in on that IOU today.

19.* Please put some stock in the soup.

20.* The witch rode her broom over the house.


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Name ______________________________ _ Date _____________

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To clean

Change one letter.

Meal eaten midday

Take away two letters and add one letter.

Not a lie

Change two letters.

To run into someone or something else

Take away one letter and add two.

What you do to potatoes to make them smooth

Change one letter.

A lot or many

Take away one letter.

Garbage

Change one letter.

To take small bites and chew

Change one letter.

Digraphs Word Ladder

_ _ _ _ _

_ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ __ _ _ _ _ _ _ _

_ _ _ _ __ _ _ _ _

brunch

A thick mixture of boiled meal and milk

Change one letter.

Name: ______________________________________________ Date: ____________________

Spelling Pre-Test

Column A Column B

1. _______________________ 1. _______________________

2. _______________________ 2. _______________________

3. _______________________ 3. _______________________

4. _______________________ 4. _______________________

5. _______________________ 5. _______________________

6. _______________________ 6. _______________________

7. _______________________ 7. _______________________

8. _______________________ 8. _______________________

9. _______________________ 9. _______________________

10. _______________________ 10. _______________________

11. _______________________ 11. _______________________

12. _______________________ 12. _______________________

13. _______________________ 13. _______________________

14. _______________________ 14. _______________________

15. _______________________ 15. _______________________

16. _______________________ 16. _______________________

17. _______________________ 17. _______________________

18. _______________________ 18. _______________________

19. _______________________ 19. _______________________

20. _______________________ 20. _______________________

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Name: ______________________________________________ Date: ____________________

Spelling Test

Column A: Print Column B: Cursive

1. _______________________ 1. _______________________

2. _______________________ 2. _______________________

3. _______________________ 3. _______________________

4. _______________________ 4. _______________________

5. _______________________ 5. _______________________

6. _______________________ 6. _______________________

7. _______________________ 7. _______________________

8. _______________________ 8. _______________________

9. _______________________ 9. _______________________

10. _______________________ 10. _______________________

11. _______________________ 11. _______________________

12. _______________________ 12. _______________________

13. _______________________ 13. _______________________

14. _______________________ 14. _______________________

15. _______________________ 15. _______________________

16. _______________________ 16. _______________________

17. _______________________ 17. _______________________

18. _______________________ 18. _______________________

19. _______________________ 19. _______________________

20. _______________________ 20. _______________________

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Grade 3 Unit 2 Module 2 Word Study Lessons Lesson 1

Three Letter BlendsSPELLING PRETEST


1. Buy a needle and some thread.

2. Nan scrubs her hands with soap.

3. They went on a shopping spree.

4. The baby cries and screams.

5. Fish swim in that stream.

6. The cat likes to scratch the chair.

7. Jim spread butter on the bread.

8. The king sat on his throne.

9. The boy has three toys.

10. There are screens on the windows.

11. We will spray the plants with water.

12. I will throw the ball to the dog.

13. Can the strong girl lift the rock?

14. I scraped the mud off my shoes.

15. Her strength opens the door.

Review Words

16. What will the weather be today?

17. The pathway was littered.

18. I love cheese crackers!

Challenge Words

19. We taped a streamer to the ceiling.

20. I scribble notes in my notebook.

79



Prepare for the spelling word open sort by cutting apart the cards prior to the lesson.1. Teacher should have a set of cards to show the students and have the group echo or




Spelling Word Sort

thread scrubs spree stream screams

scratch spread throne three screens

spray throw strong scraped strength

weather pathway cheese streame

r

scribble

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Lesson 2Three Letter BlendsEXPLAIN/MODELWrite the blends scr, str, spr, spl, and thr on the board. Tell students that when three consonants with different sounds come together in a word, they form a blend. You blend the individual sounds together to say the words. Point to each spelling on the board, and provide a sample word. For example:

scr as in scrape str as in stream spr as in spring spl as in splash thr as in three

Write each sample word on the board, underline the three-letter consonant blend, and model blending the word, slowly at first and then quickly. Point out that thr is made up of the digraph th and the letter r.

PRACTICE/APPLYRead Word List: Display Phonics Word List. Have students underline the spelling of the three-letter consonant blend in each word. Then have them chorally read the words.

Phonics Word ListSort Words Ask students to sort the words by spelling pattern. Then have them write the word

81

streets splint scribe scrub

scrape scrap spring string

split stray throat throw

stripe screen sprint stretch

sprung strung stress scratch

sprout strike

Think Aloud: Look at the first word I wrote: s-c-r-a-p-e. I see the three-letter consonant blend scr. Listen and watch as I sound out the word: /skrāp/, scrape. (Run your finger under the word as you sound it out.)

sort in their notebooks.

str spr scr spl thr


str spr scr spl thr

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streets splint scribe scrub

scrape scrap spring string

split stray throat throw

stripe screen sprint stretch

sprung strung stress scratch

sprout strike

Lesson 3Three Letter BlendsRead Multisyllabic WordsTRANSITION TO LONGER WORDS: Display Phonics Word List. Help students transition from reading one-syllable to multisyllabic words with three-letter consonant blends. Have students read the word in the first column, then model how to read the longer word in the second column. Point out the added syllable(s), such as words or inflectional endings, to help students gain awareness of these common word parts.

Phonics Word List

BUILD WORDS: Use Word-Building Cards scr, spl, spr, str, thr, ay, ash, eet, eam, een, and ow. Display the cards. Have students use the word parts to build as many words with three-letter consonant blends as possible. The following words and others can be formed: scream, screen, splash, spleen, spray, stray, street, stream, thrash, throw.

APPLY DECODING STRATEGY: Guide students to use the Decoding Strategy to decode the following words: spraying, straddle, sprouted, striker, scribbler. Write each word on the board. Remind students to look for three letter consonant blends in Step 3 of the Decoding Strategy procedure.

DECODING STRATEGYSTEP 1: Look for word parts (prefixes) at the beginning of the word.STEP 2: Look for word parts (suffixes) at the end of the word.STEP 3: In the base word, look for familiar spelling patterns. Think about the six syllable spelling patterns you have learned.STEP 4: Sound out and blend together the word parts.STEP 5: Say the word parts fast. Adjust your pronunciation as needed. Ask yourself: “Is this a word

83

street streetcar scrape scraping

screen screenplay sprout sprouted

straw strawberry scrap scrapbook

sprint sprinted strange stranger

scrub scrubber spread spreader

strong strongest thrill thrilling

I have heard before?” Then read the word in the sentence and ask: “Does it make sense in this sentence?”


84

street streetcar scrape scraping

screen screenplay sprout sprouted

straw strawberry scrap scrapbook

sprint sprinted strange stranger

scrub scrubber spread spreader

strong strongest thrill thrilling

Lesson 3Word Building Cards

scr splspr strthr ayash eet

eam eenow


85
















each category.

Lesson 3Closed Sort

86

Name: ______________________________________________ Date: ____________________


thr scr spr str Oddball

Challenge:


Lesson 4

87

thread scrubs spree screams stream

scratch spread throne three screens

spray throw strong scraped strength

weather pathway cheese streamer scribble

Word Study Review

APPLY DECODING STRATEGY: Guide students to use the Decoding Strategy to decode the following words: straightaway, unscrambled, streamline, strangling, threaten. Write each word on the board. Remind students to look for three letter consonant blends in Step 3 of the Decoding Strategy procedure.








Lesson 4Speed Drill

88

Name: ______________________________________________ Date: ____________________Underline the three letter blend in each word. Then practice reading the words until you are ready to be timed.

thread scrubs spree sprint screamsstreet scratch spread throne threespray throw stronger strength threaten

sprinkle scribble through streamer strawsscrubs sprint threaten spree threadscratch throne straws spread streetthrow strength screams stronger spray

scribble streamer three through sprinklespree spray sprint scrubs screams

spread sprinkle throne scratch threestronger thread strength throw threatenthrough street streamer scribble strawssprint spree screams thread throwthrone spread three street scribble

strength stronger threaten spray scrubsstreamer through straws sprinkle scratch

spree scrubs thread screams sprintspread scratch street three throne

stronger throw spray threaten strengththrough scribble sprinkle straws streamer



Purpose:89

The purpose of the high-frequency syllable fluency routine is to help students read longer words with accuracy and automaticity to build text comprehension.




Procedure: 1. Students will already have page 1 of the High-Frequency Syllables activity. Distribute copies of

page 2. 2. Review the three parts of the High-Frequency Syllable Fluency Routine with students (Read It,

Find It, and Define It. 3. On-level and beyond students will work with partners or in small groups to complete this activity.4. Collect page 2 from on-level and beyond students to monitor progress with word study.


Name: ______________________________________________ Date: ____________________

90

High-Frequency Syllables 71-80Read It1. Underline the target syllable in each word.2. Practice reading the words.3. Cut apart the word cards.4. See how fast you can sort the words by common syllable.

ger German stranger gingerbread

low shallow yellow lowering

ni nitrate maniac panini

par pardon parlor participation

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son lesson bison mason

tle battle kettle mantle

day daytime Thursday Saturday

ny bunny phony harmony

pen happen penguin pension

pre preview pretend prediction

Name: ______________________________________________ Date: ____________________





92

__________________ ___________________ _________________ _________________

__________________ ___________________ _________________ _________________

__________________ ___________________ _________________ _________________







Answers: scream, stream, strike, strong, spring, string, thread, three, sprees, cheese

93




.

.

ASSESS Posttest: The goal of the Spelling posttest is to determine if students can apply the weekly phonics skills to words. Some of the words on the assessment will be from the pretest while other words reflect the target syllable and spelling pattern. Review words will be included on each posttest to ensure students are maintaining what they have learned.

Three Letter BlendsSPELLING POSTTEST


1. Buy a needle and some thread.

2. The baby cries and screams.

3. Fish swim in that stream.

4. The cat likes to scratch the chair.

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5. Jim spread butter on the bread.

6. The king sat on his throne.

7. There are screens on the windows.

8. We will spray the plants with water.

9. I will throw the ball to the dog.

10.Can the strong girl lift the rock?

11. I scraped the mud off my shoes.

12.Her strength opens the door.

13.What will the weather be today?

14.The pathway was littered.

15. I love cheese crackers!

16.* She found a strand of thread on the floor.

17.* Don’t sprain your ankle?

18.* Tell the cat to scram!

19.* There was a threat of rain today.

20.* Who threw the ball?


Name __________________________________ Date _____________

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Three Letter Blends Word Ladder

Lesson 6Plurals

96

A number

Keep four letters and add one letter.

Something thinner than yarn used for tying

Change one letter.

Antonym of weak

Keep the first three letters.

Doing a lot in short periods of time

Change two letters and add one letter.

A metal coil OR a season

Change two letters.

To hit with force

Keep the first three letters.

Something thinner than the previous answer that is used in sewing

Keep only two letters and mix in four letters.

Larger than a creek but smaller than a river

Change one letter.

Rhymes with the previous answer and is a dairy product often used on sandwiches

Keep three letters and add three letters. _ _ _ _ _ _

_ _ _ _ _ __ _ _ _ _

_ _ _ _ _ __ _ _ _ _ __ _ _ _ _ __ _ _ _ _ _

_ _ _ _ _ __ _ _ _ _ _

scream

SPELLING PRETEST


1. They are five years old.

2. My brothers are twins.

3. I put fruit on the trays.

4. We have lived in two states.

5. The fire burned to ashes.

6. Baby foxes live in a den.

7. My sister grew two inches.

8. Flies are insects.

9. Do you like big cities?

10. There are ponies at the farm.

11. I picked three bunches of flowers.

12. Alleys are small streets.

13. Jim and I brought our lunches to school.

14. We had cherries for a snack.

15. Daisies grow in the garden.

Review Words

16. Don’t spread your papers all over!

17. That cat may scratch you.

18. That took great strength to do.

Challenge Words

19. My parents are my heroes.

20. I like reading books in libraries.


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chorally read. 8. Prompt students to sort the words any way they would like during the open sort.9. While students manipulate the word cards, observe how students sort.10.Ask the following questions:


11.Save the word cards for Lesson 8.

Spelling Word Sort

years ashes flies twins trays

states foxes inches cities ponies

bunches alleys lunches cherries daisies

strength scratch spread heroes libraries

98

Lesson 7PluralsEXPLAIN/MODELTell students that a root, or base, word is a word that has no word parts added, such as pear. Knowing how to pronounce a root word can help students pronounce root words to which a plural ending has been added. Point out that plural endings mean “more than one.”

Introduce the following endings that are used to make plural nouns.

The plural of many nouns is formed by adding –s to the root word, as in pears. Nouns ending in s, ss, x, ch, or sh form the plural by adding –es to the root word, as in

buses, kisses, foxes, churches, or wishes. Nouns that end with a vowel and y are made plural by adding –s, as in boys. Nouns ending with a consonant and y form the plural by changing the y to i and adding –es,

as in puppies.

Write: We ate the berries for breakfast.

PRACTICE/APPLYRead Word List Display Phonics Word List. Have students identify the singular form and explain how the plural was formed. Then have them chorally read the words.

Phonics Word List

Sort Words Ask students to sort the words by spelling pattern. Then have them write the word sort in their notebooks.

-s -es -ies

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bugs flies songs plans

watches boxes buddies sacks

wishes mixes bells buses

Think Aloud I see that the noun berries ends in –ies. I think that the base word is berry because y changes to i when the plural –es is added. Berries fits that pattern, so I know that this word is the plural form of the word berry.


-s -es -ies

100

bugs flies songs plans

watches boxes buddies sacks

wishes mixes bells buses

Lesson 8PluralsTRANSITION TO LONGER WORDS Write the suffixes –s and –es on the board. Have students chorally read the singular noun in the first column. Then ask them to underline the suffix in the longer word in the second column. Model how to read the word. Discuss any spelling changes. When finished, have students chorally read the words. Point to each one in random order at varying speeds.

Phonics Word List

APPLY DECODING STRATEGY Guide students to use the Decoding Strategy to decode the following plural words: sketches, vacations, bubbles, candles. Write each word on the board. Remind students to look for common word parts, such as suffixes, in step 2 of the Decoding Strategy procedure. Conclude by discussing the meaning of each word.


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class classes farmer farmers

lunch lunches pony ponies

brush brushes alley alleys

patch patches daisy daisies

fox foxes princess princesses

ranch ranches city cities


102

class classes farmer farmers

lunch lunches pony ponies

brush brushes alley alleys

patch patches daisy daisies

fox foxes princess princesses

ranch ranches city cities

















each category.

103

Lesson 8Closed Sort

Name: ______________________________________________ Date: ____________________


-s -es -ies Oddball

Challenge:


104

years twins trays states ashes

foxes inches flies cities ponies

bunches alleys lunches cherries daisies

strength scratch spread heroes libraries

Lesson 9

Word Study Review

APPLY DECODING STRATEGY Guide students to use the Decoding Strategy to decode the following plural words: motorcycles, bibliographies, toothbrushes, horseflies. Write each word on the board. Remind students to look for common word parts, such as suffixes, in step 2 of the Decoding Strategy procedure. Conclude by discussing the meaning of each word.





ease. Record the number of words they read correctly in one minute on their sheet.10.During differentiated instruction, students may record their speed drill scores on a separate


11.Students should practice reading their words throughout the week and for homework.12.Listen to a few students read the words on their speed-drill sheet mid-week and/or end-of-week.

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Lesson 9Speed Drill

Name: ______________________________________________ Date: ____________________Underline the plurals in each word. Then practice reading the words until you are ready to be timed.

years twins trays states ashesfoxes inches flies cities ponies

bunches alleys lunches cherries daisiesheroes libraries journeys scratches dictionariestwins states daisies trays years

inches cities dictionaries flies foxesalleys cherries ashes lunches bunches

libraries scratches ponies journeys heroestrays bunches states twins ashesflies heroes cities inches ponies

lunches years cherries alleys daisiesjourneys foxes scratches libraries dictionaries

states trays ashes years alleyscities flies ponies foxes libraries

cherries lunches daisies bunches twinsscratches journeys dictionaries heroes inches

trays twins years ashes statesflies inches foxes ponies cities

lunches alleys bunches daisies cherriesjourneys libraries heroes dictionaries scratches


High-Frequency Syllable Fluency106





Procedure:




Lesson 9

107

High-Frequency Syllables (O & B)



tive motive creative subjective

car carbon carload carcass

ci cider incisor society

mo motor moment emotion

on onset onward onlooker

ous serious curious glamorous

pi happiness piano champion

se secretive senile sequential

108


ten tenant tendon tension

tor torpedo torment factor

Name: ______________________________________________ Date: ____________________





109

__________________ ___________________ _________________ _________________

__________________ ___________________ _________________ _________________

__________________ ___________________ _________________ _________________







110




.

.

Answers: bins, twins, ties, flies, foxes, boxes, berries, cherries, cities, states

ASSESSPosttest: The goal of the Spelling posttest is to determine if students can apply the weekly phonics skills to words. Some of the words on the assessment will be from the pretest while other words reflect the target syllable and spelling pattern. Review words will be included on each posttest to ensure students are maintaining what they have learned.

PluralsSPELLING POSTTEST


1. We have lived in two states.

2. The fire burned to ashes.

3. Baby foxes live in a den.


111

5. There are ponies at the farm.

6. I picked three bunches of flowers.

7. Alleys are small streets.


9. We had cherries for a snack.

10. Daisies grow in the garden.

11. Don’t spread your papers all over!

12. That cat may scratch you.

13. That took great strength to do.

14. My parents are my heroes.

15. I like reading books in libraries.

16.* Please don’t shed tears about this.

17.* Put your supplies in the bins.

18.* We haven’t seen any good plays lately.

19.* Do you like blueberries?

20.* How many lunches do we need to order?


Name: ______________________________________________ Date: ____________________

Spelling Pre-Test

Column A Column B

1. _______________________ 1. _______________________

2. _______________________ 2. _______________________

3. _______________________ 3. _______________________

4. _______________________ 4. _______________________

5. _______________________ 5. _______________________

6. _______________________ 6. _______________________

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7. _______________________ 7. _______________________

8. _______________________ 8. _______________________

9. _______________________ 9. _______________________

10. _______________________ 10. _______________________

11. _______________________ 11. _______________________

12. _______________________ 12. _______________________

13. _______________________ 13. _______________________

14. _______________________ 14. _______________________

15. _______________________ 15. _______________________

16. _______________________ 16. _______________________

17. _______________________ 17. _______________________

18. _______________________ 18. _______________________

19. _______________________ 19. _______________________

20. _______________________ 20. _______________________

Name: ______________________________________________ Date: ____________________

Spelling Test


1. _______________________ 1. _______________________

2. _______________________ 2. _______________________

3. _______________________ 3. _______________________

4. _______________________ 4. _______________________

5. _______________________ 5. _______________________

6. _______________________ 6. _______________________

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7. _______________________ 7. _______________________

8. _______________________ 8. _______________________

9. _______________________ 9. _______________________

10. _______________________ 10. _______________________

11. _______________________ 11. _______________________

12. _______________________ 12. _______________________

13. _______________________ 13. _______________________

14. _______________________ 14. _______________________

15. _______________________ 15. _______________________

16. _______________________ 16. _______________________

17. _______________________ 17. _______________________

18. _______________________ 18. _______________________

19. _______________________ 19. _______________________

20. _______________________ 20. _______________________

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Name __________________________________ Date _____________

115

Two siblings born at the same time


After writing the previous answer in addresses, you write these

Keep three letters and mix in three.

Rhymes with the previous answer and is a dark red fruit

Take away one letter and add two.

Made of cardboard and used to store things

Change one letter.

Takes a plane


Large towns

Take away four letters and replace with two.

Small, red, furry animals

Change two letters.

Makes a knot

Keep three letters and mix in one letter.

Plurals Word Ladder

_ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _

_ _ _ _ __ _ _ _ _ _ _ _ _ _

_ _ _ _

_ _ _ _ _bins

Straw, blue, and rasp

Take away two letters and replace with four letters.

Grade 3 Unit 2 Module 3 Word Study LessonsLesson 1

ContractionsSpelling Pretest Say the underlined word. Read the sentence. Repeat the word. Instruct students to record the word. Check the spelling for each word.

1. He’d turn in his homework after lunch.

2. She’d like to run track next year.

3. That’s the last pencil in the box.

4. What’s for lunch today?

5. They won’t share their snacks.

6. There’s two pieces of pizza left in the box.

7. You’re a shining star.

8. The library book wasn’t available.

9. We’ll come to the party with our friends.

10.He isn’t running in the marathon.

11.We’re working together in our group.

12.The toddlers couldn’t write their names.

13. I’ve waited all day for the party to start.

14.We didn’t turn in our homework.

15.They’re already on the bus.

Review Words16.Baby foxes live in a den.

17.Do you like big cities?


Challenge Words19. He shouldn’t eat too much candy.

20. My mother wouldn’t let me go to the park.

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chorally read.3. Prompt students to sort the words any way they would like during the open sort.4. While students manipulate the word cards, observe how students sort.5. Ask the following questions:



Spelling Word Sort

he’d she’d that’s what’sthere’s you’re wasn’t we’llwe’re couldn’t I’ve didn’tfoxes cities years shouldn’twon’t isn’t they’re wouldn’t

117

Lesson 2ContractionsExplain/ Model: Explain to students that a contraction is a shortened form of two words. In a contraction, an apostrophe takes the place of the missing letter or letters. Some contractions are…

- I’m (I am)- Can’t (Cannot)- How’s (How is)

Practice / Apply: Display Word List. Help students identify the two words represented in the contraction. Generate sentences for each contraction.

Phonics Word List

Sort Words: Ask students to sort the words by the contraction. Then have them write the word sort in their notebooks. An example is provided.

118

I’ll you’ll we’ll they’ll

I’d you’d we’d they’d

I’ve you’ve you’d

Think Aloud:

Don’t is a contraction that is short for “do not”. The apostrophe in “don’t” takes the place of

the missing “o”.

will would have

I’ll I’d I’ve

Lesson 2Word Sort

Phonics Word List

I’ll you’ll we’ll they’llI’d you’d we’d they’d

I’ve you’ve you’d

119

will would have

Lesson 3Contractions

Read Multisyllabic Words

Transition to Longer Words: Help students transition from reading one-syllable to multisyllabic words. Have students read the word in the first column, then model how to read the longer word in the

second column.

120

was wasn’t have haven’t

would wouldn’t does doesn’t

could couldn’t should shouldn’t

would would’ve might might’ve

could could’ve

was wasn’thave haven’twould wouldn’tdoes doesn’tcould couldn’t

should shouldn’twould would’vemight might’vewould would’vecould could’ve

121




headings.2. Point out that each of these words has the target syllable or spelling pattern.3. Underline the target syllable or spelling pattern as you pronounce the words.









Procedure:1. Inform students of the purpose for the closed sort.2. Distribute copies of the closed sort.3. Explain to the on-level and beyond students that each week they will sort their spelling words

into categories.4. While working with the approaching students, the on-level and beyond students will work with



each category.

122

Lesson 3Closed Sort

Name: _____________________________________________ Date: ____________________


Challenge:

Add other contractions to the chart.

123

he’d she’d that’s what’sthere’s you’re wasn’t we’llwe’re couldn’t I’ve didn’tfoxes cities years shouldn’twon’t isn’t they’re wouldn’tWill Would have Oddball



syllable or spelling pattern.

2. When finished, have students read the words. Help students pronounce the common syllables or spelling patterns.

3. Students should practice with the speed drills and be tested until they can read the words with ease. Record the number of words they read correctly in one minute on their sheet.

4. During differentiated instruction, students may record their speed drill scores on a separate chart. Have them record the score for each testing of the speed drill. Work with approaching students to set individual speed drill goals.

5. Students should practice reading their words throughout the week and for homework.

6. Listen to a few students read the words on their speed-drill sheet mid-week and/or end-of-week.

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Lesson 4Speed Drill

Name: ___________________________________________ Date: ___________Underline the contraction in each word. Then practice reading the words until you are ready to be timed.

they’re isn’t that’s she’d he’dwhat’s he’d foxes what’s here’shere’s we’ll that’s there’s we’rehe’d there’s won’t you’re couldn’twe’re I’ve couldn’t he’d they’re

couldn’t cities they’re shouldn’t wasn’twouldn’t what’s foxes what’s won’t

she’d won’t didn’t we’re he’dcities I’ve you’re that’s wouldn’tyou’re shouldn’t shouldn’t years there’she’d that’s wasn’t didn’t foxesI’ve didn’t we’ll isn’t wasn’t

here’s foxes you’re shouldn’t what’swasn’t they’re he’d we’re didn’tthey’re she’d cities shouldn’t couldn’tcities won’t here’s there’s wouldn’twe’ll isn’t couldn’t he’d that’s

what’s I’ve years I’ve foxesthere’s we’ll we’re wasn’t she’d

he’d she’d couldn’t that’s didn’tRecord your scores:First read: Words Read __________ Time __________Second read: Words Read __________ Time __________

125






Procedure:




126


Name: _____________________________________ Date: ____________________High-Frequency Syllables 91-100


ver over verbal vermin

ber September lumber cucumber

can canteen candid toucan

dy rowdy hardy dynamite

et bucket cricket etcetera

it edit debit prohibit

mu museum mutual musician

no notice nowhere nomad

ple dimple triple people

cu cubic accurate cumulative

127


Name: ____________________________________ Date: ____________________High-Frequency Syllables 91-100

Find It7. Look in books and stories for words with this week’s syllables.

8. Write the words you find below and underline the target syllables.



Lesson 5

128




.

.

__________________ ___________________ _________________ _________________

__________________ ___________________ _________________ _________________

__________________ ___________________ _________________ _________________


Review & Assess: ContractionsReview Students will no longer participate in the word ladders review. Develop a review for contractions before administering the post assessment.

Assessment: Post-test Dictation Post-test Dictation: Say the underlined word, read the sentence, and repeat the word. Have students write the words on spelling post-test Handout.

1. He’d turn in his homework after lunch.

2. She’d like to run track next year.

3. That’s the last pencil in the box.

4. What’s for lunch today?

5. They won’t share their snacks.

6. There’s two pieces of pizza left in the box.

7. You’re a shining star.

8. The library book wasn’t available.

9. We’ll come to the party with our friends.

10.He isn’t running in the marathon.

11.We’re working together in our group.

12.The toddlers couldn’t write their names.

13. I’ve waited all day for the party to start.

14.We didn’t turn in our homework.

15.They’re already on the bus.

Review Words16. Baby foxes live in a den.



Challenge Words19. He shouldn’t eat too much candy.

20. My mother wouldn’t let me go to the park.

Lesson 6Homophones

129

SPELLING PRETEST


1. We had a bake sale in school.

2. The boat has a sail.

3. Beet soup is red.

4. Nora beat Kate in the race.

5. Sue rode on a donkey.

6. We drove on the dirt road.

7. Have you ever rowed a boat?

8. The dog wagged its tail.

9. It’s time to go home.

10. The zoo needs your dollar.

11.You’re on time for the show.

12. The bears are over there.

13. They’re helping animals.

14. The baby needs peace and quiet.

15. I ate a piece of an apple.

Review Words16.We’ll come to the party with our friends. 17.He isn’t running in the marathon.18.We’re working together in our group.

Challenge Words19. Have you seen Tom?

20. I liked the first scene of the play.


130






Spelling Word Sort

sale road you’re sail rowed

there beet its they’re beat

it’s peace rode your piece

seen scene

Lesson 7131

Homophones

EXPLAIN/MODELExplain to students that homophones are words that sound alike but are spelled differently and have different meanings, as in stair and stare. The way a homophone is used in a sentence can help readers figure out its meaning. Introduce the following homophones. Write each homophone pair on the board. Read and define each word. Then use the sentences to model how to determine the meaning of each word.

bear, bare The bear roamed through the forest. Do not expose your bare skin to a lot of sun.

see, sea I can see you hiding behind the tree. The boat floated on the sea.

PRACTICE/APPLYRead Words Display Phonics Word List. Help students generate sentences for each word and define it.

Phonics Word List

Homophone Match: Write six pairs of homophones on index cards. Place the cards facedown. Have students then take turns trying to match two cards that are homophones. If a student fails, he or she turns cards facedown and another student takes a turn.

Lesson 8TRANSITION TO LONGER WORDS: Help students transition from reading one-syllable to

132

right write blue blew

road rode ate eight

pole poll be bee

Think Aloud The words bear and bare are pronounced the same way, /bâr/, but they have different spellings. I can look at the words around them to figure out what they mean. I see the words roamed and forest in the first sentence. So, bear spelled b-e-a-r probably refers to the animal. I see the words expose and skin in the second sentence, so bare spelled b-a-r-e means “uncovered.”

multisyllabic short vowel words. Have students read a word in the first column, then model how to read the longer word in the second column. Point out the added syllable(s), such as a prefix or suffix, to help students gain awareness of these common word parts.

Phonics Word List

BUILD WORDS: Use Word-Building Cards con, test, text, tent, tact, pub, lic, lish, ed, ing. Display the cards. Have students use the word parts to build as many short-vowel multisyllabic words as possible. These and other words can be formed: contest, context, content, contact, public, publish, contested, contacting, published, publishing.


Closed Syllables: When a syllable ends in a consonant, it is called a closed syllable. The vowel is “closed in” by the consonants. Most closed syllables have short vowel sounds. (nap/kin)

APPLY DECODING STRATEGY: Guide students to use the Decoding Strategy to decode the following words: handbag, bedrock, cactus, contest. Write each word on the board. Remind students to look for closed syllables in Step 3 of the Decoding Strategy procedure.


133

dump dumped bad badlysand sandbox pitch pitcherpot potting man manicurewick wicked dwell dwellingset setting trick trickyclog clogged snug snuggle

ed ingLesson 8 Differentiated Instruction

134

con testtext tenttact publick lish
















each category.


135


Closed Syllables: When a syllable ends in a consonant, it is called a closed syllable. The vowel is “closed in” by the consonants. Most closed syllables have short vowel sounds. (nap/kin)

APPLY DECODING STRATEGY: Guide students to use the Decoding Strategy to decode the following words: muffin, victim, dentist, planning. Write each word on the board. Remind students to look for closed syllables in Step 3 of the Decoding Strategy procedure.








Lesson 9 Speed DrillName _________________________________________ Homophones

136

Practice reading the words until you are ready to be timed.sale sail beet beat rode

its it’s your you’re road

there they’re peace piece rowed

seen scene stationary stationery weight

flea flee their sea wait

sail beat weight beet sale

it’s you’re wait your its

they’re piece rode peace there

scene stationery road stationary seen

flee sea rowed their flea

beet seen beat sail rode

your flea you’re it’s road

peace sale piece they’re rowed

stationary its stationery scene weight

their there sea flee wait

beat beet sale rode sail

you’re your its road it’s

piece peace there rowed they’re

stationery stationary seen weight scene

sea their flea wait flee



137





Procedure:





138



fac faculty faction manufacture

fer offer suffer conference

gen generate generous gentleman

ic graphic Pacific academic

land landfill landlord Greenland

light lightly lighthouse highlighter

ob observe obtain obnoxious

of offer offend officer

pos possess posterior impossible

tain retain maintain container

Name: ______________________________________________ Date: ____________________

139





that you would like to know more about.9. Fill in the table with each word, its definition, a synonym, and a sample sentence.

Lesson 10

Review & Assess SPELLING POSTTEST

Say the underlined word, read the sentence, and repeat the word. Have students write the words 140

__________________ ___________________ _________________ _________________

__________________ ___________________ _________________ _________________

__________________ ___________________ _________________ _________________




.

.


on spelling post-test Handout.

1. We had a bake sale in school.

2. The boat has a sail.

3. Beet soup is red.

4. Nora beat Kate in the race.

5. Sue rode on a donkey.

6. We drove on the dirt road.

7. Have you ever rowed a boat?

8. The dog wagged its tail.

9. It’s time to go home.

10. The zoo needs your dollar.

11.You’re on time for the show.

12. The bears are over there.

13. They’re helping animals.

14. The baby needs peace and quiet.

15. I ate a piece of an apple.

Review Words16.We’ll come to the party with our friends. 17.He isn’t running in the marathon.18.We’re working together in our group.

Challenge Words19. Have you seen Tom?

20. I liked the first scene of the play.

Name: ______________________________________________ Date: ____________________

Spelling Pre-Test


1. _______________________ 1. _______________________

141

2. _______________________ 2. _______________________

3. _______________________ 3. _______________________

4. _______________________ 4. _______________________

5. _______________________ 5. _______________________

6. _______________________ 6. _______________________

7. _______________________ 7. _______________________

8. _______________________ 8. _______________________

9. _______________________ 9. _______________________

10. _______________________ 10. _______________________

11. _______________________ 11. _______________________

12. _______________________ 12. _______________________

13. _______________________ 13. _______________________

14. _______________________ 14. _______________________

15. _______________________ 15. _______________________

16. _______________________ 16. _______________________

17. _______________________ 17. _______________________

18. _______________________ 18. _______________________

19. _______________________ 19. _______________________

20. _______________________ 20. _______________________

Name: ______________________________________________ Date: ____________________

Spelling Test


1. _______________________ 1. _______________________

142

2. _______________________ 2. _______________________

3. _______________________ 3. _______________________

4. _______________________ 4. _______________________

5. _______________________ 5. _______________________

6. _______________________ 6. _______________________

7. _______________________ 7. _______________________

8. _______________________ 8. _______________________

9. _______________________ 9. _______________________

10. _______________________ 10. _______________________

11. _______________________ 11. _______________________

12. _______________________ 12. _______________________

13. _______________________ 13. _______________________

14. _______________________ 14. _______________________

15. _______________________ 15. _______________________

16. _______________________ 16. _______________________

17. _______________________ 17. _______________________

18. _______________________ 18. _______________________

19. _______________________ 19. _______________________

20. _______________________ 20. _______________________

Grade 3 Unit 2Modules 1-3

143

Fluency Resources

Grade 3 Unit 2 Module 1Passage

144

Little Red Ant: Wind must be the strongest. I will ask. Wind, are

you the strongest of all?

Wind: No, I am not the strongest.

Little Red Ant: Who is stronger than you?

Wind: House is stronger. When I come to House, I cannot move

it. I must go elsewhere. Here it comes! (As House walks onstage,

Wind hurries offstage.)

Little Red Ant: House must be the strongest. I will ask. House,

are you the strongest of all?

House: No, I am not the strongest.

Little Red Ant: Who is stronger than you?

House: Mouse is stronger. Mouse comes and gnaws holes in me.

Here it comes!

Grade 3Unit 2 Module 1Poem

By Myself145

When I’m by myselfAnd I close my eyesI’m a twinI’m a dimple in a chinI’m a room full of toysI’m a squeaky noiseI’m a gospel songI’m a gongI’m a leaf turning redI’m a loaf of brown breadI’m a whatever I want to beAn anything I care to beAnd when I open my eyesWhat I care to beIs me.

- Eloise Greenfield

Grade 3 Unit 2 Module 1 Additional Fluency Practice

146

Snakes of Many ColorsYou might think snakes do not need protections, but they do. Certain kinds of

mammals, such as pigs and mongoose, prey on snakes. Large birds, such as the

serpent eagle, think they make fine meals. Even other snakes, such as the King

Cobra, will hunt certain snakes.

Snakes often use colors to protect themselves from predators. The bright

colors of some snakes, like the Mangrove snake, warn enemies that the snake is

poisonous. Other snakes only pretend to be poisonous. The bright red, black, and

white scales of the Pueblan milk snake, which are arranged in bands, make animals

think the snake is poisonous even though it is not.

Snakes also use their colors to hide themselves from predators. For example,

the bright green cat snake lives high in a tree in the rainforest. The snake stays

coiled around a branch during the day. It looks just like a vine, fooling animals that

might want to make it their dinner.

These snakes need their colorful scales to stay safe. After all, it is a dangerous

world, even for a snake.

Grade 3 Unit 2 Module 2Passage

147

Something magical began to happen among the villagers. As

each person opened their hearts to give the next person gave even

more. And as this happened, the soup grew richer and smelled

more delicious.

“I imagine the Emperor would suggest we add dumplings!”

said one villager.

“And bean curd!” said another.

“What about cloud ear and mung beans and yams?” cried

some others.

“And taro root and winter melon and baby corn!” cried other

villagers.


Eat at Moe’s148

Crispy, crunchy, golden brown,Moe’s meals are the best in town.Oil is sizzling; the grill is hot.Red beans simmers in a pot. Bacon’s frying for BLT’s.Burgers beg for melted cheese. Lake trout wears a cornmeal coat.French fries sail in paper boats.Steak subs cry for onion rings.Hot sauce fires up chicken wings.White bread hugs a fried pork chop.Crushed ice chills a soda pop.Moe grills hot dogs, hums a tuneas folk chow down at the greasy spoon.

Grade 3 Unit 2 Module 2Additional Fluency Practice

The Kitchen

149

Mama never wanted to be in the kitchen. She said she had spent so much time

helping her mama in the kitchen that she never wanted to see a pot or pan or cutting

board again. Still she managed to prepare good meals for our family.

I didn’t share my mother’s feelings about cooking. I especially loved baking.

I loved the look of Grandma’s old mixing bowls and the smell and feel of finely

sifted flour, creamy butter, and cold eggs fresh from the refrigerator.

On the day before Mama’s birthday, she decided to treat herself to a new

haircut. After she left, I went into the kitchen and found Grandma’s recipe book.

In a jiffy, I had flour, eggs, sugar, butter, and spices in a bowl. I mixed them

together, put the batter into a pan, and put the pan into the oven. When Mama got

home, I made her close her eyes.

“Happy birthday,” I said, holding the biggest, best birthday cake ever.

“My little baker,” Mama said proudly.

Grade 3Unit 2 Module 3Passage

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My father knew he had to tell everyone. He couldn’t

speak to shout a warning. Even if he could, no one would

hear him over the loud roar of the presses.

But he could speak with his hands.

He did not hesitate. He jumped onto an ink drum and

waved his arms excitedly until, clear across the room, he

caught the attention of a fellow printer who also couldn’t

hear a sound.

My father’s hands shouted through the terrible noise of

the printing presses,

FIRE! FIRE!

TELL EVERYONE TO GET OUT!

TELL THE HEARING ONES!


Glad to Be Me!151

Sometimes I wish I was someone else, but mostly I’m glad I’m ME!We all have our likes and differences as everyone can see.Some of us like to hurry, some like to take our time.Some spend all their money, some save each dime.Some are good at English; some are good at math.Some of us like showers some prefer the bath.Some of us are quiet; some of us are loud.Some of us like to be alone; some of us like a crowd.Some of us are tall; some of us are short.Some like to play an instrument, some like to play a sport.Some of us are black or brown, and some of us are white.Some of us leave the light on when we go to bed at night.All of us are special as everyone can see, You like you, and I like you, but also I like ME!

Grade 3 Unit 2 Module 3 Additional Fluency Practice

A Good Friend

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Misha stumbled into her room and sank down miserably onto her bed. She

wished she could take back her angry and thoughtless words. She had told her

best friend that she did not like her. She hadn’t really meant it, but the angry

words had just poured out.

Misha knew that she was jealous of Anna’s talent for drawing. Anna could

draw so beautifully, and Misha so wanted to be an artist. Misha felt her tears

dripping onto her pillow, and then she felt something chilly and damp touch her

arm. She looked down and saw her playful cat, Oliver.

Oliver meowed and rubbed against Misha’s shoulder. The tearful girl began

to stroke the affectionate cat. She petted him tenderly until her tears stopped.

Oliver purred and rolled playfully onto his back. He patted Misha’s hand, and

Misha chuckled loudly.

Oliver knew how to make her forget her troubles. He was a good friend.

Misha wanted to be a good friend, too. She decided to draw Anna a portrait of

Oliver.

Grade 3 Unit 2 Writing Resources

153

Grade 3 – Unit 2Genre Writing: Personal Narrative

Classroom Profile SheetDomain Focus Content Organization Style Conventions Code

Grade Level:Homeroom:

Name:

Story is fully developed

Has a

Included rich details and descriptions

Reader can

Logically structured

Transition words are used effectively

Language and word choice is appropriate for task

Sentence

Few errors in… - spelling

- grammar - capitalization

- Grows+ GlowsUse a Fraction to show the

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consistent point of view

visualize events

Has a Beg, Middle, & End

structures are varied

student’s overall profile in the 5 domains

Ex: Josh H. - + + - - 2/5

Formative Data Collection

155

Name ________________________Grade Level ____________

Personal Narrative - Check ListGrade 3

Content Expectations: I wrote about a personal experience. There is a problem and solution in my writing. The main character is developed through actions and

dialogue. I used sensory details to convey thoughts and feelings. I use a logical sequence of events (beginning, middle, end) I use descriptive language.

Grammar & Presentation Expectations: I begin each sentence with a capital letter. I end each sentence with an end mark. I used correct spelling and grammar. I wrote complete sentences. I wrote neatly.

Student Reflection: Using your rubric and the checklist above, reflect on your writing.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Teacher Reflection:Using the rubric and the checklist above, reflect on the student’s writing.________________________________________________________________________________________________________________________________________________________________________________________

Name _______________________ Grade Level ____________

Personal Narrative - Check ListGrade 3

Content Expectations: I wrote about a personal experience. There is a problem and solution in my writing. The main character is developed through actions and

dialogue. I used sensory details to convey thoughts and feelings. I use a logical sequence of events (beginning, middle,

end) I use descriptive language.

Grammar & Presentation Expectations: I begin each sentence with a capital letter. I end each sentence with an end mark. I used correct spelling and grammar. I wrote complete sentences. I wrote neatly.

Student Reflection: Using your rubric and the checklist above, reflect on your writing.__________________________________________________________________________________________________________________________________________________________________________________________________________________________

Teacher Reflection:Using the rubric and the checklist above, reflect on the student’s writing.____________________________________________________________________________________________________________________________________________________________________________

Name _________________________________ Date ________________156

Grade 3 - Unit 2“Cold Write”

Personal Narrative Writing Prompt

You will have at least 30 minutes to plan, write, and proofread your response to this writing prompt.

Write about a time you had a problem and how you were able to solve your problem.

Write your essay on the next few pages.

PlanBefore you write:

Read the prompt carefully so you understand exactly what you are being asked to do. Consider your topic, task, and audience. Think about what you want to write. Use scratch paper to organize your thoughts. Use strategies like mapping or outlining.

WriteAs you write:

Maintain a clear and consistent point of view. Clearly tell a story that includes descriptive details. Include dialogue. Use a variety of well – constructed, complete sentences. Use a logical organization with an obvious beginning, middle, and end.

ProofreadAfter you write:

□ Did you support your ideas with specific details?□ Do the point of view and tone of the story remain consistent?□ Check for capitalization, spelling, sentence structure, punctuation, and usage errors.

Name _________________________________ Date ________________

Grade 3– Personal Narrative Writing Prompt157

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Name_______________________________________________________ Date_____________________160

Name _____________________________ Score ____________

Response to Literature - Check List

Content Expectations: I restated the question or prompt in my answer. I used accurate information from the text in my response. I provided evidence from the text to support my ideas. I answered all parts of the question. I have a clear introduction, body, & conclusion. I used logical transitions.Grammar & Presentation Expectations: I begin each sentence with a capital letter. I end each sentence with an end mark. I used correct spelling and grammar. I wrote complete sentences. I wrote neatly.

Student Reflection – Using your rubric and the checklist above, reflect on your writing._________________________________________________________________________________________________________________________________________________________

Teacher Reflection – Using the rubric and the checklist above, reflect on the student’s writing.______________________________________________________________________________________________________________________________________________________

Name _____________________________ Score ____________

Response to Literature - Check List

Content Expectations: I restated the question or prompt in my answer. I used accurate information from the text in my response. I provided evidence from the text to support my ideas. I answered all parts of the question. I have a clear introduction, body, & conclusion. I used logical transitions.Grammar & Presentation Expectations: I begin each sentence with a capital letter. I end each sentence with an end mark. I used correct spelling and grammar. I wrote complete sentences. I wrote neatly.

Student Reflection – Using your rubric and the checklist above, reflect on your writing._________________________________________________________________________________________________________________________________________________________

Teacher Reflection – Using the rubric and the checklist above, reflect on the student’s writing.______________________________________________________________________________________________________________________________________________________

Response to LiteratureGraphic Organizer

Topic Sentence(s):

Big Ideas Tell Me More, Explain, Support, Elaborate

Concluding Sentence(s):

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Grade 3 Unit 2 Vocabulary Resources

Grade 3 Unit 2 Module 1 Vocabulary Pre-teach Lesson

Selected Teacher Moves Visual

162

Words

Word- questActivities- 1. One of the words in the selection is quest. Say it with me: quest. A quest is a journey made in search of something. Let’s look at a picture that demonstrates the word quest. (Point to the photo.) This is a photo of Scooby Doo. In the cartoon, the characters go on a quest to search for the mysterious ghost or monster. 2. Turn to your partner and talk about a quest that you may have done or have read about. Share your response with another pair of students. 4. With a partner, finish this sentence: I was on a quest when ________________. 5. Now let’s say quest together three more times: quest, quest, quest.

Word - discover

Activities - 1. Point to the word discover. Another

word in the selection is discover. Say it with me discover. When you discover something you see or find it. Imagine you lost something. You discover it when you find it.

2. Let’s look at the picture that demonstrates the word discover. (Point to the photo). When you are on a scavenger hunt there are clues to help you discover where the next item can be found.

3. Imagine that you have discovered something new. Everyone show what you look like when you discover something new. Most students will have a surprised look on their face.

4. With a partner, tell about a time you discovered something.

5. Complete the sentence: I discovered ___________ by _______________.

6. Now let’s say together three more times: discovered, discovered, discovered.

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Word - persistent

Activities - 1. Point to the word persistent. Another

word in the selection is persistent. Say it with me persistent. When you are persistent, you do something even though it is difficult.

2. Let’s look at the picture that demonstrates the word persistent. (Point to the man in the photo). This man was persistent and ran the entire marathon even though he was tired. What might you say to a marathon runner to encourage them to keep going?

3. Tell your partner about a time you were persistent about something at home.

4. Tell your partner about a time you were persistent about something in school.

5. Complete the sentence: I was persistent when___________.

6. Now let’s say persistent together three more times: persistent, persistent, persistent.

Word - symbol

Activities - 1. Point to the word . Another

word in the selection is symbol. Say it with me symbol. “A symbol is a sign or a picture that stands for something else. When we add two numbers we use a plus sign. The plus sign is a symbol. It stands for adding.

2. Let’s look at the picture that demonstrates the word symbol. (Point to the restroom sign in the photo). This sign is a symbol. This symbol stands for a bathroom.

3. The United States flag is a symbol. What do you think it stands for? Complete the sentence: The flag is a symbol that stands for __________).

4. Work with a partner and make a list of other symbols you can think of. (Examples: math signs, arrows, stop).

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Now let’s say symbol together three more times: symbol, symbol, symbol.

Word - darkened

Activities - 1. Point to the word darkened. Another

word in the selection is darkened. Say it with me darkened. “Darkened means made or became dark. Sometimes it is daytime, but I see that the sky is darkened. I think “It must be about to rain.”

2. Let’s look at the picture that demonstrated the word darkened. (Point to the darkened house in the photo). It is night in this picture. I know that because I see a darkened sky. People are awake in this house. Some rooms are darkened, but there are lights on in some rooms, too.

3. Let’s make our room a darkened room. Who will make our room dark? How did you darken our room? (Examples include turning off the lights or pulling down the blinds.)

4. Work with a partner and make a list of the things that can be darkened.

5. Work with a partner and act out or draw something that causes a darkened sky. Complete the sentence: I see a darkened sky because _________.

6. Now let’s say together three more times: darkened, darkened, darkened.

Word – securing

Activities - 1. Point to the word securing. Another

word in the selection is securing. Say it with me securing. Securing means tying or keeping in place. Sometimes people tie their dogs to a rope when the dogs are outside. Other times, people keep their dogs inside a fence. They are securing the dogs so the dogs cannot run away.

2. Let’s look at the picture that demonstrated the word securing. (Point to the life jacket in the photo). The man and he boy are wearing life jackets.

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The man wants the boy to be safe in the boat. For the life jacket to protect the boy, it needs to be secured.

3. Stand up and show me how you would secure your dog. Now tell me what you would do.

4. Work with a partner. How would you secure a paper to a bulletin board? Show your partner.

5. Now let’s say together three more times: securing, securing, securing.

166


Selected Words

Teacher Moves Visual

Word - weary

Activities - 1. Point to the word weary.

Another word in the selection is weary. Say it with me weary. If you are weary, you are bored or annoyed by something because you have seen it, heard it, or done it many times or for a long time.

2. Let’s look at the picture that demonstrated the word weary. (Point to the lady in the photo). Look at that women. Do you see the look on her face and the way she is sitting? She is tired and annoyed about doing the same thing at work another day. Do you get weary when you do something over and over again?

3. Work with a partner. Pretend you are weary about being in class again. How do you look?

4. Tell your partner about a time you were weary.

5. Work with a partner Complete this sentence: I am weary because_______________.

6. Now let’s say together three more times: weary, weary, weary.

Word - agreeable

Activities - 1. Point to the word agreeable.

Another word in the selection is agreeable. Say it with me agreeable. If you are agreeable to something, you agree, or say, “Yes.” Suppose you ask me for five minutes of free time. I am agreeable to that. I say, Yes!”

2. Let’s look at the picture that demonstrated the word agreeable. (Point to the two women shaking

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hands in the picture. These two women agree about something, I know that because they are shaking hands. When I shake hands, it means I am agreeable to something. So these women are agreeable, too. They are saying “Yes” to each other.

3. Stand up and show me how you are agreeable with your partner.

4. The women in the picture are smiling and shaking hands to show that something is agreeable. Smile and shake hands.Have a conversation with your partner. Decide to do something that is agreeable to both of you. At the end of the conversation, shake hands to show that you are agreeable.

5. Now let’s say together three more times: agreeable, agreeable, agreeable.

Word - curiosity

Activities - 1. Point to the word curiosity.

Another word in the selection is curiosity. Say it with me curiosity. If you are curious, you want to learn more. Kittens have a lot of curiosity. They play with everything as they try to learn about everything they see.

2. Let’s look at the picture that demonstrated the word curiosity. (Point to the children looking at the book in the photo). These children are curious. They have curiosity about the book. They

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look at the book to learn about it. What is the book about? What will they learn?

3. Work with a partner, tell your partner about a character you read about who has curiosity. Who is the character? What is the character curious about?

4. When do you have curiosity? What are you curious about? What do you do about your curiosity? Work with a partner and complete this sentence: __________

5. Now let’s say together three more times: curiosity, curiosity, curiosity.

Word - gaze

Activities - 1. Point to the word gaze. Another

word in the selection is gaze. Say it with me gaze. To gaze means “to look at or to stare.” Sometimes people climb to the top of a mountain. They think the view is really pretty. They gaze at the view.

2. Let’s look at the picture that demonstrated the word gaze. (Point to the boy who is gazing at something in the photo). This boy is gazing at something interesting. He looks at it for a long time. He has curiosity about the thing that he is gazing at. What do you think he is gazing at?

3. Work with a partner, pretend you are gazing at something. He or she can try to guess what you are gazing at.

4. Work with a partner. Gaze at 169

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each other. Who can gaze the longest without looking away?

5. Now let’s say together three more times: gaze, gaze, gaze.

Word - collaboration

Activities - 1. Point to the word collaboration.

Another word in the selection is collaboration. Say it with me collaboration. Collaboration is when people work together in order to get something done.

2. Let’s look at the picture that demonstrates the word decorated. (Point to the puzzle pieces in the photo). The puzzle pieces represent a problem. The people are working together to solve a problem. They are collaborating to get something done.

3. Imagine that you are putting a puzzle together. Is it easier to put it together alone or with others help? Pretend you are collaborating with your partner and putting a puzzle together.

4. Work with a partner and make a list of the things people use collaboration to get a job done.

5. Complete the sentence: My partner and I used collaboration to ___________________.

6. Now let’s say together three more times: collaboration, collaboration, collaboration.

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Word - untrusting

Activities - 1. Point to the word untrusting.

Another word in the selection is untrusting. Say it with me untrusting. If you are untrusting, you do not trust someone or something. You might not believe what someone says or does. Suppose a dog sees a guest at the door. At first, the dog is untrusting. It does not trust the guest because it has never met the guest before.

2. Let’s look at the picture that demonstrated the word untrusting. (Point to the dog and the fox in the photo). The dog is untrusting. It thinks the fox might be getting ready to eat. It does not trust the fox.

3. Work with a partner. Tell your partner when you trust someone. Then tell when you are untrusting.

4. I trust some animals. I am untrusting of others. What animals do you trust? What animals are you untrusting of? Why?

5. Now let’s say together three more times: untrusting, untrusting, untrusting.

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Selected Words

Teacher Moves Visual

Word - discrimination

Activities - 1. Point to the word

discrimination. Another word in the selection is discrimination. Say it with me discrimination. Discrimination is when a person treats another person unfairly.

2. Let’s look at the picture that demonstrated the word screamed. (Point to the in the photo). In the U.S. African Americans were victims of discrimination. They could not use the same restrooms as white people.

3. Work with a partner. Think about a time you were a victim of discrimination. How did you feel?

4. Complete this sentence: When I was a victim of discrimination I felt _________.

5. Now let’s say discrimination together three more times: discrimination, discrimination, discrimination.

Word – courageous

Activities - 1. Point to the word courageous.

Another word in the selection is courageous. Say it with me courageous. If someone is courageous, they are brave.

2. Let’s look at the picture that demonstrates the word courageous. (Point to the firefighter in the photo). The firefighter is courageous because he or she fights fires to keep people safe.

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3. Work with a partner and make a list of ways people can be courageous.

4. Work with a partner and complete this sentence: I was courageous when __________.

5. Now let’s say courageous together three more times: courageous, courageous, courageous.

Word - humility

Activities - 1. Point to the word humility.

Another word in the selection is escape. Say it with me humility. When a person shows humility they do not think they are better than other people.

2. Let’s look at the picture that demonstrated the word humility. (Point to the nurse in the photo). Nurses help all kinds of people. They do not think about their own needs, but instead think of the needs of the person they are helping. They show humility.

3. Have someone pretend they tripped. We are going to show that person humility. What did we say and do to show humility?

4. Work with a partner and complete this sentence: We showed humility by __________ when the person tripped.

5. Now let’s say humility together three more times: humility, humility, humility.

Word - fled

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Activities - 1. Point to the word fled.

Another word in the selection is fled. Say it with me fled. Fled means to run away from danger. When the children saw the stranger in the street.

2. Let’s look at the picture that demonstrates the word fled. (Point to the cat in the photo). The dogs were chasing the cat. The cat was scared, he ran away quickly. The cat fled from the dogs.

3. Stand up and show me how you would look if you fled from someone or something.

4. Work with a partner and complete this sentence: When I saw the ______, I ____.

5. Now let’s say together three more times: fled, fled, fled.

Word – shuddered

Activities - 1. Point to the word shuddered.

Another word in the selection is shuddered. Say it with me shuddered. If something is shuddered, it is trembled with fear or from the cold.

2. Let’s look at the picture that demonstrated the word shuddered. (Point to the in the photo).

3. Stand up and show me how you would shutter if you were cold.

4. Work with a partner and complete this sentence: __________

5. Now let’s say together three more times: shuddered, shuddered, shuddered.

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Word - image

Activities - 1. Point to the word image.

Another word in the selection is image. Say it with me image. Image is something that is made to look like something else. The artists painting was so famous that many people tried to copy the image.

2. Let’s look at the picture that demonstrated the word image. (Point to the in the photo).

3. Work with a partner and make a list of the things That you have seen that are images.

4. Work with a partner and complete this sentence: The statue looked like the image of the __________

5. Now let’s say together three more times: image, image, image.

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Grade 3 Unit 2 Comprehension Pre-teach Lessons

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Grade 3 Unit 2 Module 1Comprehension Pre-teach Lesson

Skill: Summarizing Materials: Triumphs Reading pages 64-72, a short story

Focus Lesson Annotated NotesActivation and Motivation

Bring a copy of short fiction story to read to the students. Have the students predict the main idea using the headings and photographs. Read the short story and ask questions (who, what, where, when) to summarize the beginning, middle, and end.

Teacher Note: -This is an opening to the lesson to motivate the students. Selected Text: Time For Kids or Newspaper

Teacher Modeling

We have just discovered we can find clues about the main idea of short stories by using the heading and pictures to predict. We also learned that asking questions can help us summarize the selection or article. I will explain how to summarize a nonfiction text by asking questions WE are going to read a non-fiction text and ask questions to find the main idea of each section to summarize the selection. First, Find the Subject (who/what) of the Section:

Read the title of the selection “Miss Pope’s Class Puts On A Play” aloud. Sometimes the title of a text and the pictures give the reader a clue about the subject of the section. For example, the title “Miss Pope’s Class Puts On a Play” and the pictures on 64 and 65 tell me that the section is about a play and Miss Pope and her class are characters in the play. I need to read the section to find evidence and make sure my predictions are correct.

Read the entire selection on pages 64-72 aloud. Ask questions as you read. As I read the selection, I will ask myself the following questions. Who are the characters in the play? Where does the play take place? When does the play take place? What is happening in the play? Continue to question to find the main idea of the beginning, middle, and end.

Third, Summarize using the main idea of each section Using the main ideas of each section in the selection, I can summarize

the selection.

Teacher Note:-As you find new information about finding the main idea, chart it on the Summary chart provided. -As you model have the students mark the text and fill in the Summary Chart.

- With the students, write a summary of the selection using the information from text.

Think Check

Ask students, “How can I summarize a non-fiction selection?”

Student responses: First, look for clues in the headings and pictures. Then, read the section to find main idea of each section by asking questions. Finally use the main ideas to write a summary.

This is where you can formatively assess the student’s knowledge of finding main idea and summarizing so far. Note which students are still struggling with the concept.

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Grade 3 Unit 2 Module 2 Comprehension Pre-teach Lesson

Skill: Making Inferences

Materials: Inference Chart, Triumphs Reading pages 124-132, a bag of items for a trip or event.Focus Lesson Annotated Notes

Activation and Motivation

Bring a few items that will fit a particular trip like going to a baseball game or a swimming pool. Have the students look through the packed bag to make inferences about the person the suitcase belongs to and where they went. For example, I may pack a suitcase with a few of my wife’s or husband’s things as if she/he was going to a baseball game. I would show the class 2 or 3 items and then let them discuss with their group. We just took the items presented and what we know about the items to make an inference. We follow the same process when we read a story and make inferences.

Teacher Note: -This is an opening to the lesson to motivate the students.

Teacher Modeling

We have just discovered we can make inferences by combining new information from the story and prior information we know from our life experiences. WE are going to read a selection and combine new information in the story and prior knowledge to make inferences or “read between the lines”. First, Read the title, heading, and look and the pictures to predict what the story is about:

Read the title, heading, and look at the pictures of the selection “A Slow Feast” aloud. Sometimes the title and headings in a story give the reader a clue about the main idea or plot of the story. For example, the title “A Slow Feast” tells me that the story is about people gathering for a feast or celebration with food and something that goes slowly. The pictures tell me that there is a woman and a boy in the story. Now that I know what the story is about, I need to keep reading.

Second, Ask questions about the characters and plot. As I read, I ask myself questions to better understand the story.

I will read each paragraph and chart information (actions of the characters) on the Inference chart. For example, after reading the first two paragraphs, I may ask myself the following questions: Who is Miss. Sloan? What was her plan?

Third, I answer the questions by taking what the story tells me and what I know from real life to make an inference. I know that Miss Sloan works at the school and is making a plan or a decision about the cafeteria food. I am going to infer that Miss Sloan is the principal because she makes big decisions and so does my principal.

Teacher Note:-As you find new information about finding the main idea, chart it on the Inference chart provided. -As you model have the students mark the text and fill in the Inference Chart.

Think Check

Ask students, “How can you making an inference about a character when reading a selection?”

Student responses: First, read the title, heading, and look at the pictures to find out the main idea or plot of the story. Then, ask questions about the characters and plot. Finally Combine the information from the story and what I know to make an inference about the character.

This is where you can formatively assess the student’s knowledge of making inferences. Note which students are still struggling with the concept.

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Making Inferences(Reading Between the Lines)

Read the Title, Heading, and first few paragraphs. What is the selection about?

When I read, (copy the words from the text)

On page/paragraph

I think (inference) Because (my background knowledge + evidence from text)

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Grade 3 Unit 2 Module 3Comprehension Pre-teach Lesson

Skill: Making and Confirming Predictions

Materials: Inference Chart, Triumphs Reading pages 280-288, a short excerpt from your favorite kid’s bookFocus Lesson Annotated Notes

Activation and Motivation

Bring a copy of your favorite kid’s story and show the students the title, pictures, and headings for the first section. Have them predict the main idea using just the information you give them. Then read the first part of the story to confirm their predictions

Teacher Note: -This is an opening to the lesson to motivate the students.

Teacher Modeling

We have just discovered we can find clues about the main idea of newspaper or magazine stories by reading the headings. I will explain how to find the main idea of a text. WE are going to read a non-fiction text, use the headings to make predictions about the main idea, and read to find the main idea. First, Read the title, heading, and look at the pictures to make predictions about what the story is about:

Read the title and Heading of the selection “The Sheep Herder” and heading “A Boy Tends His Sheep” aloud. Then look at the photographs. Sometimes the title and headings in a story give the reader a clue about the main idea or plot of the story. For example, the title “The Sheep Herder” and the heading “A Boy Tends His Sheep” tell me that the story is about a sheep herder that is a boy that tends his sheep. The photographs help me visualize what the boy looks like.

Second, Confirm your prediction by reading the story. As I read, I ask myself questions to better understand the story.

I will read to page 280-281 and ask myself questions (Who, What, Where, When, How, Why) to confirm my predications. For example, after reading the first two paragraphs, I may ask myself the following questions. Where does the boy tend sheep? Who helps him tend sheep? How does he tend sheep? Why does he tend sheep?

Third, I answer the questions by taking what the story tells me and what I know from real life to confirm my predictions. I know that Oscar is the boy that tends sheep with his mom and dad in a small village in Peru. All of these facts confirm my prediction that the story is about a boy that tends sheep.

Teacher Note:-As you find new information about finding the main idea, chart it on the Inference chart provided. -As you model have the students mark the text and fill in the Inference Chart.

Think Check

Ask students, “How can make and confirm predictions when reading a selection?”Student responses: First, read the title, heading, and look at the pictures to make a prediction about the plot of the story. Then, ask questions like Who, What, When, Where, Why, and How. Finally Combine the information from the story and what I know to confirm my predictions.

Formative Assessment Opportunity

Making Inferences180

(Reading Between the Lines)

Read the Title, Heading, and first few paragraphs. What is the selection about?

When I read, (copy the words from the text)

On page/

paragraph,

I think (inference) Because (my background knowledge + evidence from text)

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Grade 3 Unit 2 R-5 Independent Reading

Resources

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R5 BOOKMARK

Summarizing:When we summarize what we have read, we tell only the most important ideas or information. We use our own words and

tell it in only a few sentences.

Visualizing:When we visualize, we create a movie in

our minds while we read or listen to a story. We picture what we hear, see,

smell, touch or taste.

Predicting:When we make predictions, we look and

listen for clues in our reading and put them together with what we already know

to think about or predict what might happen next.

Making Connections:When we read, we think about how what we are reading connects or reminds us of

our lives, the world and other texts we have read.

Questioning:When we question, we ask who, what,

when, and how questions to better understand what we are reading.

Inferencing / Figuring OutWhen we make an inference, we use

details from the text and our own ideas to figure something out.

Five-Finger Test for Selecting Books

1.Read any passage from the book you want to read (should have at least 100 words.)

2.Hold up a finger for each word you do not know or cannot read.

3.Can you remember what you read? If not, put the book down and choose another. If you can remember, look at the number of fingers you have up.

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4.Use the chart below to guide whether this book is right for you!

0-1 Fingers

Easy book (I can read it every time)

2-3 Fingers

OK book

4-5 Fingers

Challenging book (I will need to partner read)

More than 5 Fingers

Too hard! (I might want to try again later)

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Web viewStorytelling is a way for people to share their history, dreams, and ideas. People can share stories through speaking, writing, drawing, and acting

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