3rd Reading/Writing Planning
August 19, 2019 - Plan for August 26-30 and Sept. 3-6, 2019
Glows and Grows from the 1st day of HMH
- Scripted, what to say
- Video connected to vocabulary
- Ms. Smith's Google slides
- Anchor charts provided by book
- Decoding and spelling are connected
- Reading log for centers
- Cognates for dual
- Team collaboration was great!!
This wasn't so great...how can we do this differently?
- Whole group too long-students not engaged
- Can split small group time if needed
- Fluency in small group
Planning - Module 1 Weeks 2 & 3
Module 1 Week 2: (Lessons 6-10)
- Theme: What A Character!
- Essential Question-What makes a character interesting?
- Vocabulary
- Essential Skills-Monitor and Clarify, Figurative Language, Literary Element
TEKS: (Lessons 7 and 10) Figurative Language 3.3D, 3.10D, ELPS: 4D, 4F
TEKS: (Lesson 9) Literary Elements 3.8B, 3.8D, 3.10B ELPS: 2C, 4D, 4F
- Week At A Glance
- Literacy Centers-Reading, writing, teacher
- Writing Workshop-Text-Weslandia
- Genre: Personal Narrative
- Focal statement: Summer friends can last forever.
- Writing TEKS:
Draft 11B
Revise-common & proper nouns 11C
Module 1 Week 3: (Lessons 11-15)
- Theme: What A Character!
- Essential Question-What makes a character interesting?
- Vocabulary
- Essential Skills-Making Inferences, Point of View, Text and graphic features, Theme
TEKS: (Lesson 12) Point of View 3.10E ELPS: 4D, 4F
TEKS: (Lesson 13)- Text & graphic features 3.10C ELPS: 2C, 4D
TEKS: (Lesson 14) Theme 3.8A, 3.10A ELPS: 4D, 4F TEKS: (Lesson 15) Performance Task 3.6G, 3.7G ELPS: 1H, 4D, 4F
- Week At A Glance
- Literacy Centers-Reading, writing, teacher
- Writing Workshop-Text-Weslandia
- Genre: Personal Narrative
- Focal statement: Summer friends can last forever.
- Writing TEKS:
Revise-adjectives as details 11D (iv)
Edit-peer proofread 11D
Publish 11E
Social Studies
Many resources in Pearson online. Sign in with T then ID# for login and password.
Unit 1: Our Communities (4 weeks)
1. What Makes a Community?
2. Where Communities Are Located.
3. Three Types of Communities.
Essential Questions:
1. What makes a good community?
2. What are the characteristics that comprise a community or region?
3. How have communities changed over time?
4. What are similarities and differences between various communities?
5. What are the characteristics and purposes of different types of maps?
6. What are the characteristics of rural, suburban, and urban communities?
TEKS for Unit 1:
(1) History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to:
1(A) describe how individuals, events, and ideas have changed communities, past and present.
(2) History. The student understands common characteristics of communities, past and present. The student is expected to:
2(A) identify reasons people have formed communities, including a need for security, religious freedom, law, and material well-being.
2(B) identify ways in which people in the local community and other communities meet their needs for government, education, communication, transportation, and recreation.
2(C) compare ways in which various other communities meet their needs.
(3) History. The student understands the concepts of time and chronology. The student is expected to:
3(A) use vocabulary related to chronology, including past, present, and future times.
(5) Geography. The student understands the concepts of location, distance, and direction on maps and globes. The student is expected to:
5(A) use cardinal and intermediate directions to locate places on maps and globes such as the Rocky Mountains, the Mississippi River, and Austin, Texas in relation to the local community.
5(B) use a scale to determine the distance between places on maps and globes.
5(C) identify and use the compass rose, grid system, and symbols to locate places on maps and globes.
5(D) create and interpret maps of places and regions that contain map elements, including a title, compass rose, legend, scale, and grid system.
(6) Economics. The student understands the purposes of earning, spending, saving, and donating money. The student is expected to:
6(A) identify ways of earning, spending, saving, and donating money.