Scott Foresman Reading Street Lesson Planning

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Literacy Block Planner Grade 3 Theme 2 Lesson 6. Theme Together We Can Lesson: 6 Focus Skill: Fact and Opinion Focus Strategy: Monitor Comprehension-  ...
Literacy Block Planner Grade 3 Theme 2 Lesson 6 Theme Together We Can Lesson: 6 Focus Skill: Fact and Opinion Focus Strategy: Monitor Comprehension-Reread Whole Group Instruction: 30 minutes | | | | | | | | |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 | |Question of|What are some ways |What goals have you|What are some goals |What things are |What can you and | |the Day |you can help your |set for yourself? |you can reach if you|more fun to do with|your classmates do | | |family? | |and your classmates |others than by |to contribute to | | | | |work together? How |yourself? |your school or | | | | |would you reach | |community? | | | | |these goals? | | | | Whole |Introduce Compound |Review Compound |Introduce Synonyms | |Compound Words | |Class |Words (p. T30) |Word |and Antonyms | |(T92) | |(8-10 |I do: Model the |(p. T40) |(T74-T75) | |Have students build| |minutes) |meaning of a |I do: Model with |I do: Model. | |compound words from| | |compound word, |“treehouse” finding|We do: Give several | |the words store, | |Mini-Lesson|circle each part of|meaning and |example and ask | |shelf, book, and | |Word Work |the word |breaking into |partners to identify| |room. Discuss | |and |We do: Give |parts. |synonyms or | |meanings of each. | |Spelling |students two words |We do: Give |antonyms. | | | | |to break into |students two more | | | | | |parts. |words to break into| | | | | | |parts and discuss | | | | | | |meaning with | | | | | | |partners. | | | | |Whole Class|Fact and Opinion |Introduce Monitor |Fact and Opinion |Fact and Opinion | | |(8-10 |(T32-T33) |Comprehension: |(T67) |(T83) | | |minutes) |I do: Think aloud |Reread (T44) |Have students |Have students | | | |distinguishing fact|Introduce strategy.|partner read one |partner read | | | |and opinion. | |paragraph from main |passage. Identify | | |Mini-Lesson|We do: Have |Model using first |selection. Identify |facts versus | | |Comprehensi|partners read |two pages of the |facts and opinions |opinions. | | |on |selection. Have |selection. Ask |in the paragraph in | | | | |them identify a |students to think |partners. | | | | |fact and opinion in|pair share to help | | | | | |partners. |with the strategy. | | | | |Whole Class|Build Robust |Build Robust |Build Robust |Build Robust |Create a word web | |(8-10 |Vocabulary |Vocabulary |Vocabulary (T72-T73)|Vocabulary |(T96) | |minutes) |(T35) |(T42-T43) | |(T86-T87) |Create a word web | | |I do: Introduce |Introduce each |Focus on vocabulary |Review vocabulary |for two words. | | |student friendly |word, students |words students are |words as needed. | | |Mini-Lesson|definition of skim |repeat, ask |struggling to |Use prompts to have| | |Vocabulary |and span. |questions about |understand. Use |students complete | | | |We do: Use the |each word. |prompts with |in partners. | | | |words in context. | |partners. | | | | |Use think pair | | | | | | |share to have | | | | | | |students answer | | | | | | |questions asked. | | | | |



| | | | | | | | | | | | | | | |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 | | |Students partner |Students partner |Students partner |Students reread |Students reread | | |read level reader |read selection |read second |main selection in |leveled readers in | | |before the group. |before the group. |selection before |partners. |partners. | | | | |the group. | | | | |Discuss facts and |Discuss facts and | | | | |On-Level |opinions in the |opinions in the |(Use T68 and T69 to| | | |Focus: |text. |selection. |discuss passage.) | | | |Comprehension| |Emphasize a place |Review fact and | | | | | |where rereading can|opinion and | | | | | |help clarify |monitoring | | | | | |meaning. |comprehension. | | | | |Students partner |Students partner |Students’ partner |Students partner | | | |read the leveled |read the leveled |read the main |read paired | | | |read if able. Read|read if able. Read |selection if able. |selection before |Focus on fluency or| | |half of the |the second half of |If not able, they |the group. If not |decoding skill | | |leveled reader. |the leveled reader.|can listen to it on|able, they can |dependent on | |Strategic | | |CD before the |listen to it on CD |students’ needs. | |Focus: |Discuss facts and | |group. |before the group. | | |Comprehension|opinion. |Discuss fact and | | | | |and other | |opinion in leveled |Discuss fact and |Focus on fluency or| | |areas |Focus on fluency |text. |opinion in leveled |decoding skill | | |identified by|or decoding skill | |text. |dependent on | | |data |dependent on |Model a place where| |students’ needs. | | | |students’ needs. |rereading might |Focus on fluency or| | | | | |help to clarify |decoding skill | | | | | |meaning. |dependent on | | | | | | |students’ needs. | | | | |Students partner |Students partner |Students partner |Students reread |Students reread | | |read level reader |read selection |read second |main selection in |leveled readers in | | |before the group. |before the group. |selection before |partners. |partners. | | | | |the group. | | | | |Discuss facts and |Discuss facts and | | | | |Advanced |opinions in the |opinions in the |(Use T68 and T69 to| | | |Focus: |text. |selection. |discuss passage.) | | | |Comprehension| |Emphasize a place |Review fact and | | | | | |where rereading can|opinion and | | | | | |help clarify |monitoring | | | | | |meaning. |comprehension. | | | | |Revise and edit a |Identify several |The boy in the |Describe the ways |Compare Texts | | |response from the |facts from the |story is excited to|dad and son are a |Compare the | |Possible |previous day. |selection. Identify|sell newspapers to |team. Use specific |author’s purpose | |Written | |several opinions |a famous baseball |evidence from the |for “The Babe and | |Responses to | |from the selection.|player. Explain how|selection in your |I” with the | |Text | | |you would feel. |response. |author’s purpose | | | |(Two column note |Give several | |for “America’s | | | |format) |reasons for your | |National Pastime.” | | | | |response. | |Give specific | | | | | | |evidence from the | | | | | | |selections in your | | | | | | |response. |

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