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Curriculum Plan

Reading-Indiana

3rd Grade

 

2019 – 2020

 

Resource:  Journeys

 

 

Note:  The following is the key for “Teacher Time.”

B – below grade level

O – on grade level

A – above grade level

 

 

 

 

Week 1:            Reading Workshop

Source:              Guiding Readers and Writers, by Fountas & Pinnell

Essential Question: What are the learners’ responsibilities for Independent Reading?

 

Day Materials/Resources Mini-lesson and Key Concepts Procedure
1 Guiding Readers and Writers, by Fountas & Pinnell

 

Readers’ Magazine File:  plastic holder per student for reading materials

 

Class library or bucket of books from school library

 

chart paper

 

markers

 

Readers’ Notebooks

(notebooks or small binders)

Accessing Reading Materials

Management mini-lesson

 

Key Concepts

  • We have specific ways to find and select books in our classroom.

 

  • We read independently and do not chat so we can do our best thinking while reading.

 

  • READING IS THINKING – We do our best thinking when there are limited distractions.  If there is talking (conferencing) quiet voices/whispers will be used.

 

  • Teach the mini-lesson (Part 1 and 2) and key concepts (FOUNTAS AND PINNELL, p.146).
  • Allow students to choose a book from the classroom library or basket of library books
  • Begin “Reading is Thinking” anchor chart with class (see Appendix #1)
  • Allow time to read silently.  Teacher circulates the room to assist students and ensure best strategies and use of time
  • After 5 minutes of successful independent reading check in with whole class about:
    • Conditions for best reading – environmental, music on/music off/ best places in school/lighting
    • How did we do?
    • Where book was found in classroom
    • Old friend/new friend (is what they are reading a familiar book or something new?)
  • Continue independent reading for the rest of the period. Teacher circulates room to assist students. Length of time will depend on how long most students are successful
  • As a whole group (in whole group teaching area), share good reads and successes
  • Share at end of period to evaluate how the reading went/ who is reading something great, etc.
  • Hand out Readers’ Notebooks and Magazine File to each student to be filled with personal work as the First 20 Days continues
2 chart paper

 

magazine file

 

Read Aloud Suggestions:

 

Goldisocks and the Three Libearians

 

Peter’s Chair

 

Big Sarah’s Little Boots (Bourgeious)

Making Good Book Choices

Strategies and Skills mini-lesson

 

  • Books can be easy, just-right or challenging for a reader.

 

  • Research shows that just-right books are best to move readers forward.

 

  • Readers have criteria to judge whether a book is just right for independent reading.

 

Resources:

Fountas and Pinnell (p.146)

  • Create an “EASY, JUST-RIGHT and CHALLENGING” anchor chart. (See Appendix #2 for example).
  • Each child chooses 2 pieces of JUST RIGHT reading materials from the library (graphic novels, fiction, non-fiction, magazines etc.) These go in a special independent reading magazine file to be kept in the student’s desk for independent reading time.
  • Sign-out books. (Depending on student skill level, this could be done independently or with teacher assistance)
  • Use remainder of period to read independently practicing skills from previous mini-lesson. Teacher circulate the room to assist students and ensure best strategies and use of time.

 

3 Favorite picture book

 

chart paper

 

markers

 

Thought

Bubbles (Appendix #3)

 

Suggestions for Think Alouds (Appendix #4)

 

How to do a Think Aloud (Appendix #5)

 

sticky notes

 

Reading is Thinking

Strategies and Skills mini-lesson

 

  • Readers are always thinking about what they understand and how they feel about what they understood.

 

  • Readers are aware of their thinking (inner voice). This is an IMPORTANT metacognitive piece.

 

  • Readers remember their thinking in order to share it with other readers.

 

Readers talk with each other about their thinking.

  • Do a Think Aloud with a favorite picture book (see Appendix #4 for suggestions on books and how to do this) or class read aloud

Strategies you might mention (just use 3-5 per book):

Personal connection

Prediction

Visualization

Comment on author’s language/style

Make connections to character

  • After the teacher has pre-read a book or chapter of novel, the teacher will have prepared any thoughts on actual paper shaped like thought bubbles and will have them filled out and inserted in the text prior to reading to the class. (See Appendix #3 for the thought bubble.)
  • Add any new concepts the teacher has used in the Think Aloud of the favorite picture book to the Reading is Thinking chart from Day 1. Stick bubbles right on the Reading is Thinking chart
  • Give students stickies (bubble-shaped if possible) to mark two places in their books where they might share something they were thinking about as they read
  • Allow students time to read independently, while adding their personal stickies.  Teachers circulate the room to assist students and ensure best strategies and use of time
  • As a whole group (in whole group teaching area), share student thinking. Add any more suggestions to your Reading is Thinking chart as a whole class
  • Celebrate any successes
4 magazine file holders

 

chart paper

 

markers

 

 

How Readers Choose Books

Management mini-lesson

 

  • Readers choose books in many different ways.

 

  • Students use several different kinds of information to help them choose books.

 

  • Students think carefully about book choice.

 

 

·       Students need their magazine file

·       Teacher and students create a classroom anchor chart “Ways We Choose Books” based on the methods they used on Day 2 and/or ways they might choose books in the future (see Appendix #6)

·       Put anchor chart on chart paper.  There will be little check boxes across from each method and then each child will be able to keep track of what methods he/she is using to choose books

·       Students choose 2 more JUST RIGHT texts becoming aware of their method for choosing books

·       Sign the materials out and keep in magazine file

·       Read for remainder of period in the library.  Teachers circulate the room to assist students and ensure best strategies and use of time

·       As a whole group (in whole group teaching area), share good reads and successes.  Refer back to anchor chart to see which methods were used

·       Challenge students to use a different method of choosing books next time they choose library books

5 favorite picture book

 

Inner Voice Interactive (Appendix #7)

 

Readers’ Notebooks

 

copy of Thought Bubbles (Appendix #6)

Listening to Your Inner Voice to Help Create Meaning

or Sharing Your Thinking Part 2

 

Strategies and Skills mini-lesson

 

When readers read, they have an inner dialogue as they create meaning called their Inner Voice.

  • Teacher models another Think Aloud with a favorite picture book or included essay focusing on how to use the inner voice to track meaning
  • The teacher focuses on modelling strategies he/she is using.   For example, questioning, rereading, slowing down to capture understanding, refocusing, stopping and thinking about what they know, thinking about what would make sense, handling challenging concepts or vocabulary and asking for help.
  • Give students a sheet with the 3 thought bubbles (Appendix #6) to fill out as they do their independent reading today.  Teachers circulate the room to assist students and ensure best strategies and use of time is practiced. Sheets go in the Readers’ Notebook
  • As a whole group (in whole group teaching area), share student completed bubbles
  • Celebrate successes

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 2:            Reading Workshop (continued)

Source:              Guiding Readers and Writers, by Fountas & Pinnell

Essential Question: What are the learners’ responsibilities for Independent Reading?

 

1 Anchor chart “How to Buzz Effectively”

 

Markers

 

Article for shared reading

 

Dynamic Duos: How to Turn-and-Talk Effectively

 

Management mini-lesson

 

  • Students need the opportunity to talk about their reading.

 

  • Following Turn-and-Talk guidelines allows groups to have effective discussions.

 

 

  • Initiate discussion – “There is no better way to understand the information we read, hear or see than to talk to someone else. When we actively process information we almost always learn, remember and understand better.”
  • Dynamic Duo Interactive – Ranking Turn-and-Talk Guidelines (Appendix #8)
  • Round up another adult to model how you talk about a piece of text.
  • Ask kids to notice what the two of you are doing.
  • Read a piece of text silently (students read it also) and then model with your chosen adult. Demonstrate how you look each other in the eye, listen attentively, ask follow-up questions, disagree politely, share connections, and express reactions.
  • Have the student report what they noticed about what you were doing.
  • Suggest a kid-friendly topic and have them practice turn-and-talk
  • Then have students regroup and have students discuss what the discussed and what they learned using the
  • Follow up with self-assessment (Appendix #9)
2 sample abandoned book

 

chart paper

 

markers

 

My Reading Log sheets

 

Library books and book magazine files

 

Reasons for Abandoning Books

 

Strategies and Skills

 

  • There are many reasons readers abandon books.
  • It is acceptable to abandon a book occasionally.

 

Book exchange today

  • Address reasons for abandoning books

“What makes a book a poor fit?”

  • Teacher role play the abandoning of a book using their own personal experiences
  • Create a chart with the students on why books should and should not be abandoned (see Appendix #10) Make comparisons to last year to identify how they have grown as readers
  • Using Turn-and-Talk guidelines (Appendix #8) have students take a moment to reflect on how they have changed as readers
  • Students complete the reflection sheet Thinking About Myself as a Reader (Appendix #11).  This sheet is intended to reflect on their past reading experiences. It is to be kept in their Readers’ Notebooks
  • Students are given time for Independent Reading.  Teachers circulate the room to assist students and ensure best strategies and use of time
  • Have students sign out a new batch of independent reading books for their book magazine files
3 Readers’ Notebooks

 

Reading Log sheets

 

Keeping a Record of Your Reading

 

Management mini-lesson

 

  • Independent reading time is accountable reading time.

 

  • Readers have “AHA!” moments and it is important to keep track of them.

 

 

 

  • Teacher does whole group mini-

lesson about using Readers’ Notebook ( given to students Day 1) and how to fill out “My Reading Log” ( see next page)

  • Discuss purpose of tracking reading through use of Reading Log

 

Overall Expectations

1- Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

2 – Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning

3 – Use knowledge of words and cueing systems to read fluently

4 – Reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during and after reading

  • Use a volunteer from the class to share their reading material. Using this, the teacher will model how the Reading Log is to be completed
  • Everyone practices this on their sheets and files it in the Readers’ Notebook
  • Students are given time for Independent Reading.  Teachers circulate the room to assist students and to ensure reading log is completed.
  • Students bring Readers’ Notebooks with Reading Logs to share with elbow partners in whole group area.  Students turn-and-talk to check each other’s Reading Logs to be sure they have been completed correctly
4 chart paper

 

markers

 

list or basket of familiar books

 

 

Extra:

Movie – The Pagemaster (with McCauley Caulkin)

Genres – Different Types of Fiction

 

Skills and Strategies mini-lesson

 

  • Fiction books fall into categories called genres.

 

·      Being aware of genre is important to our book selection process.

  • Present a mini-lesson on the definition of Fiction Books.
  • Present and define different types of Fictional Genres through game of Charades.  For example, Adventure, Romance, Fantasy, Science Fiction, Historical Fiction, Realistic Fiction, Classics, Humor.  (See definitions in. Appendix #13.)
  • Students select genre card and play game of Headbandz to guess their genre. Students then are sent to find a book in the library of that genre and to meet with other students of the same assigned genre to create a definition poster
  • In the whole group discussion, ask selected students what books they are currently reading and what genre it is.  Have each selected student physically walk to the area where their book is shelved
  • Make the point that books are shelved/organized alphabetically by the author’s last name-not by Genre.
  • Review and discuss which genres are in fact fictional? Will new genres need to be created (i.e. survival literature)? Discuss books that cross borders.
5 sticky notes

 

chart paper

 

book to model focused, engaged reading

 

BLM Guidelines for Reading Workshop

 

BLM for Key Comprehension Strategies

 

 

 

 

 

 

 

 

 

 

 

Guidelines for Reading Workshop

 

Management Mini lesson

 

  • Reading Workshop is intended for accountable, focused, and enjoyable reading.

 

  • Efficient reading behavior is observable.

 

 

  • Teacher models what a focused engaged reader looks like.  Teacher does this as a ‘Think Aloud’ also modelling the making of notes using sticky notes and/or journals demonstrating the chosen reading comprehension strategy
  • With class, teacher creates anchor chart (Appendix #15) Guidelines for Reading Workshop)
  • Students are given Independent Reading time.

 

The teacher will provide a focus for students when they are reading. Students record ideas on sticky notes to be placed in their books (diagnostic).

Suggestions:

  • Determining a purpose for reading
  • Activating prior knowledge
  • Making connections
  • Predicting
  • Visualizing
  • Questioning

If your students are very familiar with this first six strategies, move on to the following high-order thinking strategies:

o   Drawing inferences

o   Finding important information (especially important for non-fiction texts)

o   Summarizing

o   Synthesizing

o   Monitoring Comprehension

o   Evaluating

 

  • For the full list and teacher support ideas and Student Sentence Starters.
  • Teachers circulate the room to assist students and ensure best strategies and use of time
  • Students practice ‘Buzzing’ and share their thinking about the books
 

 

Week 3:            Reading Workshop (continued)

Source:              Guiding Readers and Writers, by Fountas & Pinnell

Essential Question: What are the learners’ responsibilities for Independent Reading?

 

1 Anchor charts

 

Books for Book Talks

 

Choosing Books

 

Strategies and Skills Mini-Lesson

 

  • Choosing books for book bags is a thoughtful ongoing process.

 

 

BOOK EXCHANGE

At this point students will have up to 5 pieces of reading material in their magazine file

This is a time to review and consolidate prior learning.

  • Classroom teacher uses anchor charts –How to Choose Books and When to Abandoned Books for review and reference.
  • Hold several age-appropriate Book Talks with whole class
  • Review procedures for independent book sign out
  • Assist students in choosing ‘Just Right Books’ for their book magazine files using ‘The Ways We Choose Books’ anchor chart
  • Students are given Independent Reading if time permits
  • Save time for a big share (10 mins.). Time needs to be given to talking about reading as means to understanding and enjoyment.
2 picture book to read aloud

 

sticky notes

 

Annotation

 

Leaving Tracks of Your Thinking

 

Management Mini-Lesson

 

·      The use of text codes will help students become aware of their thoughts when reading… Metacognition-‘Thinking about Thinking

  • Classroom teacher will read aloud a picture book or read aloud book and will model stopping and making annotations and/or notes (on sticky notes) about their thinking on the pages that prompted the thoughts
  • Teacher will point out that these notes can be used for information when students are writing their Reading Response letters (to be covered in detail on Day 14)
  • The marked places can help students remember the parts that they want to write about in their Reading Response Letters
  • Practice the use of sticky notes in their books during Independent Reading based on modelled lesson above
  • As a whole group (in whole group teaching area), students share where they put their sticky notes and why
3 sample letter

 

overhead/

projector/as needed

 

sticky notes

 

prepared anchor chart Topics for your…

 

 

Responses to Reading

 

Strategies and Skills Mini Lesson

 

·       Writing about reading allows students to explore meaning and deepen understanding

 

·       A good response includes a date, salutation, a paragraph responding to the teacher’s comments, a brief summary of what has been read so far, connection, evidence from the text, a sentence starter, (the number will increase as the year progresses) and evidence from the text, and conclusion.

 

  • Teacher models a reading response letter to be shared with whole group. The letter should be based on the teacher’s own sticky note lesson from Day 12.  This can be done on chart paper, overhead, Google docs, to be used later as an anchor chart or photocopied as an example to be included in the student’s  Reading Response Journal
  • See Appendix #22 for Sample Reading Response Letter
  • Teacher has prepared the beginning of an anchor chart about Topics for your Reading Response Journal which includes topics from the Reading Response letter above
  • As a whole group (in whole group teaching area), teacher and students create a chart of topics that can be used when writing in Reading Response Journals.   This chart is a work in progress.  Students, with teacher assistance, will add topics as they progress through their reading
  • Create a checklist and success criteria for a response letter
  • Students are given time for Independent Reading if time permits
4 letter from previous day

 

Reading Response Journals (RRJ)

 

Weekly schedule for submitting RRJ

 

Sample response letter form

Writing Letters in your Reading Response Journals Each Week

 

Management Mini-lesson

  • Writing about reading allows students to explore meaning and deepen understanding.

 

  • Students transfer and elaborate on their thoughts (from sticky notes) into their reading response letters.

 

Teacher Homework Night: Review class letters to choose examples of successful letters and to identify students who may possibly need a Guided session.

  • Teacher reviews letter from previous mini-lesson
  • Students’ letters will be written in their Reading Response Journals
  • Response Journals are handed out
  • Depending on student needs, sample letter is examined as a class, and/or used as student worksheet
  • Teacher reviews schedule for handing in Response Journals and discusses procedure/expectations for missed days
  • A weekly schedule for the handing in of Reading Response Journals is clearly posted in classroom.
  • For the first letter writing experience, student will all be writing on the same day.  Please remember writing letters includes using assistive technology, a sample letter format, and/or scribing for IEP students.

 

** May use writing workshop time for initial reading responses for students you know need support in writing to help them build confidence with the format. You may have the format outlined on chart paper or in digital format that you can record on during the conference to guide the discussion.

 

  • Please note letter writing will progress to the weekly schedule (Appendix #25)
5 chart paper

 

markers

 

Sample anchor chart on Proofreading Your Letter

(Appendix #26)

 

Reading Response Journals

 

Proofreading your letter

 

Strategies and Skills Mini-Lesson

 

 

  • Response letters need to make sense. Students must understand that proofreading is important when writing for an audience.
  • Students must be sure to respond to teacher feedback.
  • Together with students, teacher creates an anchor chart for how to proofread response letters to ensure they are the best they can be.
  • Teacher may say, “I looked over your letters last night.  You are asking good questions, sharing what surprises you and writing about how your book reminds you of something in your life or of other books.  Today we are going to talk briefly about how you are going to proofread your letter to ensure it is your best work.  What do you think you need to check for. We will build upon the Learning Goals and Success Criteria we have already begun. We may find that we need to add or revise this list as our learning progresses this year.”
  • See appendix #26 for sample anchor chart on Success Criteria for Proofreading Your Letter
  • Teacher directs students to reread their letters aloud. (Whisper phones may be used)
  • Teacher reminds students to be sure to respond to what their teacher has written in their Reading Response Journals
  • Make sure there is a date, opening and closing

Link this to revising and editing strategies you are using in your Writer’s Workshop

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 4:            Reading Workshop (continued)

Source:              Guiding Readers and Writers, by Fountas & Pinnell

Essential Question: What are the learners’ responsibilities for Independent Reading?

1 My Reading Interests

 

Books I Plan To Read

 

Independent Reading Folders

 

 

 

Creating a list of reading interests

 

Management Mini-Lesson

  • Keeping track of our reading interests allows us to be more efficient when choosing books.

 

  • It also allows us to become aware of the importance of variety when choosing books.

 

  • Fill in BLM ‘Books I Plan To Read’.  To be kept in students Independent Reading Folders
  • Teacher introduces “My Reading Interests” (Appendix #27) and models how to fill in the sheet using personal thoughts.
  • Students are given the opportunity to do a Library Walk to collect ideas and begin filling in their Reading Interest sheet.
  • As a whole group (in whole group teaching area), students share what they have written on their sheets and may add other areas or ideas of interest based on the group discussion.
  • Teacher introduces Books I Plan to Read (Appendix #28) table, and models how to correctly fill all columns in.
  • The ‘Notes’ column might include: Who it was recommended by; Where you read or heard about it; Add to wish list;
  • These are some websites that students might use to find reviews of books or for suggestions to help them find books of interest

 

2  

Pre-made anchor chart of T.A.C.S.

Book Talks

 

Strategies and Skills Mini-Lesson

 

  • Book talks are a key element to creating and sustaining student engagement in independent reading.
  • Helps create a culture of reading and gives value to reading in the classroom.
  • Book talks demonstrate student accountability
  • Teacher shares the grade appropriate framework (see outline in Appendix and checklist in Appendix #29) with students prior to modelling an effective book talk/recommendation
  • Post anchor charts of frameworks

Introduce the LIVING WALL (Appendix #30)

·      Students share books that they have enjoyed by posting them on the Living Wall

·      Students complete biographical information on sticky notes and post them in the correct genre spot on the wall

·      This will become a go-to spot for book selection

3 and 4 Independent Reading
  • Finish the week by using the reading workshop time for independent reading
  • Require students to practice the strategies learned up to this point

Week 5:                                                Reading Workshop – Journeys Unit 1/Lesson 1

Genre:                                                               Humorous Fiction and Informational Text

Domain/Topic:                                                    Community/Education

Essential Question:                                             How is learning at school different from learning at home?

Target Skill/Target Strategy/Supporting Skills:    Story Structure/Summarize/Analyze Illustrations

STANDARDS:                                                    RL.3.1; RL.3.2; RL.3.3; RL.3.7; RL.3.7; RI.3.1; RI.3.7; RI.3.9; RI.3.10; SL.3.1A; SL.3.1B; SL.3.1C; SL.3.1D; SL.3.2; SL.3.3; SL.3.; SL.3.6; RF.3.3C; RF.3.4A; RF.3.4B; RF.3.4C

 

Warm-Up and Mini-Lesson

Whole Group

10 minutes

Workshop

Small Groups

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1:

Warm Up:  Read aloud – “A Fine, Fine School” – pp. T22

 

Mini Lesson:  Intro vocabulary    pp T18-T19

Guided Reading Groups: p T74

·    B:  Vocabulary Reader-p T78

·    O: Vocabulary Reader-p T78

·    A: Vocabulary Reader-p T79

 

See p T73

·    Technology

·    Independent Reading

·    WB-pp 2-3

·    Vocabulary activity-pT50 and T52

Share learning from today

 

Short assessment of skills learned today

·      Exit ticket

·      Thumbs up/down

Day 2:

Mini-Lesson: Story structure-p T38-T39

 

Groups: p T74

·    B: Summarize-p T80

·    O: Summarize-p T80

·    A: Summarize-p T81

 

See p T74

·      Technology

·      Independent Reading

·      WB-pp 4-11

·      Comprehension-Fluency Practice-p T8

Review:  Story

 

Short assessment of skills learned today

·      Exit ticket

·      Thumbs up/down

Day 3:

Mini-Lesson:  Analyzing Illustrations-p T38-T39

 

Groups: p. T74

·    B: Leveled Reader-My Teacher, My Dad-p T84

·    0: Leveled Reader-Ms. Pinkerville, You’re Our Star!”-p T85

·    A: Leveled Reader-Ms. F Goes Back to School”-p T86

See p T74

·      Technology

·      Independent Reading

·       Partner re-read

·      Analyzing Text practice

Share learning from today

 

Short assessment of skills learned today

·      Exit ticket

·      Thumbs up/down

Day 4:

Warm Up:  Read aloud – “One-Room School Houses” – pp. T56-T57

 

Mini Lesson:  Intro vocabulary   pp T58-T59

Groups: p T75

·    B:  Differentiated Vocab Strategies-p T88

·    O: Differentiated Vocab Strategies-p T88

·    A: Differentiated Vocab Strategies-p T88

See p T75

·    Technology

·    Independent Reading

·    Vocabulary

·    WB-pp 11A and 11B

Review Vocabulary

 

Short assessment of skills learned today

·      Exit ticket

·      Thumbs up/down

Day 5:

Warm Up:  Recall “One-Room School Houses” – pp. T56-T57

 

Mini Lesson:  Connecting to the text-p T57

Groups: p T75

·    B

·    O

·    A

 

See p T75

·    Technology

·    Independent Reading

·    Connecting to the Text

·      Partner re-read

Review:  Story

Short assessment of skills learned today

·      Exit ticket

·      Thumbs up/down

 

 

 

Resources Material Resource Links
Journeys Grab & Go – p 4

 

 

 

 

 

 

 

Week 6:                                                Reading Workshop – Journeys Unit 1/Lesson 2

Genre:                                                               Fantasy and Informational

Domain/Topic:                                                    Civics/The Court System

Essential Question:                                             Why are courts an important part of our government?

Target Skill/Target Strategy/Supporting Skills:    Conclusions/Infer and Predict/Author’s Word Choice

STANDARDS:                                                    RL.3.1; RL.3.2; RL.3.3; RL.3.7; RL.3.10; RI.3.1; RI.3.9; RI.3.10; RF.3.3C; RF.3.4A; SL.3.1A; SL.3.1B; SL.3.1C; SL.3.1D; SL.3.2; SL3.3; SL.3.6

 

Warm-Up and Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1:

Warm Up:  Read aloud – “The Trial of Cardigan Jones” – p T115

 

Mini Lesson: Intro vocabulary-p T110

 

 

Vocabulary

·    B: p T170

·    O: p T170

·    A: p T171

 

·    Leveled Practice –SR2.1

·    Vocabulary activity

·    Independent Reading

·    Independent Tech lessons

Share learning from today

 

Short assessment of skills learned today

·      Exit ticket

·      Thumbs up/down

 

Day 2:

Mini-Lesson:  Conclusions p T117

 

Differentiate Comprehension/ Infer/Predict

·      B: p T172

·      O: p T172

·      A: p T173

 

·      Partner re-read of story

·      Vocabulary activity

·      WB-pp21A-21B

·      Independent Tech lessons

Review:  Story

 

Short assessment of skills learned today

·      Exit ticket

·      Thumbs up/down

·

 

Day 3:

Mini-Lesson:  Author’s Word Choice- p T121

·    B: Leveled Reader, The Catnapper p T176

·       O: Leveled Reader, Lauren

·    Otter p T176

·    A: Leveled Reader, The Case of the Missing Grass p T178

 

·       Re-read Leveled Reader

·        Benchmark and Unit Tests-pp 1-4

·       Independent Tech lessons

·       Vocabulary activity

Share learning from today

 

Short assessment of skills learned today

·      Exit ticket

·      Thumbs up/down

Day 4:

Warm Up:  Read aloud – “You Be the Jury”-p. T148

 

Mini Lesson: Intro vocabulary-p T146 and T156

 

Dictionary/Glossary

·    B: p T180

·    O: p T180

·    A: p T181

 

·    Partner re-read of leveled reader

·    Benchmark and Unit Tests-pp 5-8

·    WB-pp 12-13

Review Vocabulary

 

Short assessment of skills learned today

·      Exit ticket

·      Thumbs up/down

 

Day 5:

Warm Up: Recall “You Be the Jury” – p. T148

Mini Lesson:  Connecting to the text

 

Options for reteaching

·    B: p T182

·    O: p T182

·    A: p T183

 

·    Independent Reading

·    Independent Tech lessons

·    Vocabulary activity

·    WB-pp 14-21

Review:  Story

 

Short assessment of skills learned today

·      Exit ticket

·      Thumbs up/down

 

 

 

Resources Material Resource Links
   

 

 

 

 

Week 7:                                               Reading Workshop – Journeys Unit 1/Lesson 3

Genre:                                                               Realistic Fiction and Informational Text

Domain/Topic:                                                    Community/Volunteers

Essential Question:                                             Why is volunteering good for a community?

Target Skill/Target Strategy/Supporting Skills:    Understanding Characters/Analyze and Evaluate/Story Message

STANDARDS:                                         RL.3.1; RL.3.2; RL.3.3; RL.3.7; RL.3.10; RI.3.1; RI.3.7; RI.3.9; RI.3.10; RF.3.3C;                         RF.3.4A; RF.3.4B; SL.31A; SL.3.1B; SL31C; SL31D; SL.3.2; SL.3.3; SL.3.4;                                   SL.3.6

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: Destiny’s Gift)

 

If not using Journeys leveled readers, use books with strong character development.

 

TE P. 272

B: Lana and Miguel’s Park

 

O: The Bears Ride in Style

 

A:  Caroline’s Treats

 

 

·       Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.4)

·       Write-In Reader pages 22-31B

·       Word Work

·       Reader’s notebook pages 29,35,36

·       Partner Read

·       Skill Worksheet

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

 

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud.

 

Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently.

 

  Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 4 – Read aloud informational paired passage and discuss similarities. Introduce supporting skill using

anchor chart or visual aid. (Journeys: Kids Making a Difference)

 

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

·
Day 5 – Review skills from the week and model expectations for assessment

 

 

·         Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

 

 

 

 

 

Resources Material Resource Links
·       Character traits graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       Books at student level with a strong focus on character

Supplemental Texts:

*Thank You Mr. Faulkner – Patricca Pollacco

*Crow Boy – Taro Yashima

 

·

 

Supplemental Reading Passages:
http://www.Readworks.orghttp://www.Newsela.org

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 8:                                               Reading Workshop – Journeys Unit 1/Lesson 4

Genre:                                                               Historical Fiction

Domain/Topic:                                                    Physical Science/Engineering

Essential Question:                                             Why is everyone’s role on a project important?

Target Skill/Target Strategy/Supporting Skills:    Compare and Contrast/Infer and Predict/Story Structure

RL.3.1; R                STANDARDS:                                                   RL.3.5; RL.3.7; RL.3.10; RI.3.1; RI.3.7; RI.3.9; RI.3.10; RF.3.3C; RF.3.4A;                                                                                 RF.3.4B; SL.3.1A; SL.3.1B; SL.3.1C; SL3.1D; SL3.3

 

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: Pop’s Bridge)

 

If not using Journeys leveled texts, use leveled texts with at least 2 strong characters that can be compared/contrasted

 

TE p 356

 

B:   The Tallest Tower

 

O:  Champ of Hoover Dam

 

A:  Sky-High Dreams

 

 

·      Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 32-41B

·       Word Work

·       Reader’s notebook pages 49-50

·       Partner Read

·       Skill Worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

 

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud

 

Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 4 – Read aloud informational paired passage and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: Bridges

 

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 5 – Review skills

from the week and model expectations for assessment

 

 

Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think ,Pair, Share

·       Class Wrap-Up

 

 

Resources Material Resource Links
·       Compare and contrast characters graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       Books at student level with strong characters

Supplemental Texts:

*The Pain & The Great One – Judy Blume

*Officer Buckle & Gloria -Peggy Rathmann

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 9:                                               Reading Workshop – Journeys Unit 1/Lesson 5

Genre:                                                               Biography and Poetry

Domain/Topic:                                                    Recreation and Travel/Sports

Essential Question:                                             What are the traits of a hero?

Target Skill/Target Strategy/Supporting Skills:    Cause and Effect/Visualize/Literal and Nonliteral Meanings

STANDARDS:                                                    RL.3.5; RL.3.7; RL.3.10; RI.3.1; RI.3.2; RI.3.3; RI.3.4; RI.3.7; RI.3.8;                                                                                      RI.3.9; RI.3.10; RF.3.31; RF.3.3C; RF.3.3; RF.3.4A; SL3.1A; SL.3.1B; SL.3.1C;                                                                               SL.3.1D; SL.3.6

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: Roberto Clemente

 

f not using Journeys Leveled readers use leveled biographies that show a clear cause and effect. (readworks.org is a great resource for this).

 

TE P. 454 and 460

 

B:  Willie Mays

 

O:  The Home-Run King

 

A:  Babe Ruth

 

 

·         target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 42-51B

·       Word Work

·       Reader’s notebook pages 63-64

·       Partner Read

·       Skill worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

.

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud

 

Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair,

·       Share

 

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently.

Day 4 – Read aloud Poetry paired passage and discuss similarities. Introduce supporting skill using anchor chart or visual aid.

Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 5 – Review skills from the week and model expectations for assessment

 

 

 

Resources Material Resource Links
·       Cause and effect graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       Biographies at student levels

Supplemental Texts:

*The Tree Lady – H. Joseph Hopkins

*Alexander and the Terrible, Horrible… – Judith Viorst

 

 

 

 

 

Week 10:                                              Reading Workshop – Journeys Unit 2/Lesson 6

Genre:                                                               Narrative Nonfiction and Poetry

Domain/Topic:                                                    Recreation and Travel/Sports

Essential Question:                                             What makes bats interesting and useful?

Target Skill/Target Strategy/Supporting Skills:    Sequence of Events/Question/Domain-Specific Vocabulary

                                                                                RL.3.1; RL.3.5; RL.3.7; RL.3.10; RI.3.1; RI.3.2; RI.3.3; RI. 3.4; RI.3.7;                                        RI.3.8; RI.3.9; RI.3.10; RF.3.3A; RF.3.3C; RF.3.3D; RF.3.4A; RF.3.4B;

SL.3.1A; SL.3.1B; SL.3.1C; SL.3.1D; SL.3.3; SL.3.4; SL.3.6

 

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: Bat Loves the Night)

 

If not using Journeys leveled readers use narrative nonfiction with a clear sequence of events. (not all nonfiction books will work for this skill)

 

TE P. 72 and 78

 

B:   Chased by a Bat

 

O:  A Sound in the Ground

 

A:  Life in a Cave

 

 

·           Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc)

·       Write-In Reader pages 52-61B

·       Word Work

·       Reader’s notebook pages 77-78

·       Partner Read

·       Skill worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud

 

Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 4 – Read aloud informational paired passage and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: A Bat is Born)

 

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 5 – Review skills from the week and model expectations for assessment

 

Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think,Pair,Share

·       Class Wrap-Up

 

 

 

Resources Material Resource Links
·       sequencing graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       narrative nonfiction at student levels

Supplemental Texts:

*Bats – Gail Gibbons

*National Geographic Readers: Bats – Elizabeth Carney

 

Week 11:                                               Reading Workshop – Journeys Unit 2/Lesson 7

Genre:                                                               Informational Text and Traditional Tale

Domain/Topic:                                                    The Arts/Visual Arts

Essential Question:                                             How do pictures help tell a story?

Target Skill/Target Strategy/Supporting Skills:    Text and Graphic Features/Analyze and Evaluate/Sequence of Events

STANDARDS:                                                    RL.3.1; RL.3.3; RL.3.10; RI.3.1; RI.3.2; RI.3.3; RI.3.7; RI.3.8; RI.3.9; RI.3.10; RF.3.3C; RF.3.4A; RF.3.4B; SL.3.1A; SL.3.1B; SL.3.1C; SL.3.1D; SL.3.2; SL.3.5; SL.3.6

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: What Do Illustrators Do?)

 

If not using Journeys leveled readers use informational texts with many nonfiction text features and a clear sequence of events.

 

TE P. 164 and 170

 

B:  Making Murals

 

O:  Artists All Around YOu

 

A:  Art in Caves

 

 

·         Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 62-71B

·       Word Work

·       Reader’s notebook pages 91-92

·       Partner Read

·       Skill worksheets

o   text features scavenger hunt

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud

 

Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently.

 

Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 4 – Read aloud traditional tale paired passage and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: Jack Draws a Beanstalk) Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Day 5 – Review skills from the week and model expectations for assessment

 

Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

Resources Material Resource Links
·       Text features graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       Informational texts at student levels

Supplemental Texts:

*I Wonder Why Penguins Can’t Fly – Pat Jacobs

*”Who Would Win?” Series

https://www.youtube.com/watch?v=3mAl9QMJJTo
text features scavenger hunt using online NatGeo magazine https://www.weareteachers.com/printable-informational-text-scavenger-hunt/ 

Week 12:                                               Reading Workshop – Journeys Unit 2/Lesson 8

Genre:                                                               Folktale

Domain/Topic:                                                    Cultures/Traditions

Essential Question:                                             What do traditional tales tell readers about life?

Target Skill/Target Strategy/Supporting Skills:    Conclusions/Infer and Predict/Literal and Nonliteral Meanings

STANDARDS:                                                    RL.3.1; RL.3.2; RL.3.3; RL.34; RL.3.7; RL,3.9; RL.3.10; RI.3.9;RF.3.3C; RF.3.3D; RF.3.4C; SL.3.1A; SL.3.1B; SL.3.1C; SL.3.1D; SL.3.4; SL3.6

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: The Harvest Birds) If not using Journeys leveled readers use leveled texts that can be used to teach inferencing

 

TE pg. 258 and 262

B:   Dear Diary TE 268

 

O:  The Great Storyteller TE 269

 

A:  The Night Bird TE 270

 

 

·       Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 72-81B

·       Word Work

·       Reader’s notebook pages 105-106 and 109

·       Partner Read

·       Skill worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair,

Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 4 – Read aloud folktale  paired passage and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: The Treasure) Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 5 – Review skills from the week and model expectations for assessment Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think,Pair,Share

·       Class Wrap-Up

 

Resources Material Resource Links
·       Inferencing graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       fiction stories especially folktales and traditional tales at student levels

 

*The Girl Who Loved Wild Horses – Paul Goble

*The Legend of the Indian Paintbrush -Tomie dePaola

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 13:                                               Reading Workshop – Journeys Unit 2/Lesson 9

Genre:                                                               Realistic Fiction

Domain/Topic:                                                    The Arts/Performance Arts

Essential Question:                                             How is a live performance different from other kinds of entertainment?

Target Skill/Target Strategy/Supporting Skills:    Cause and Effect/Monitor and Clarify/Analyze Illustrations

STANDARDS:                                         RL.3.1; RL3.2; RL.3.3; RL.3.4; RL.3.5; RL.3.7; RL.3.10; RI3.1; RI.3.5; RI.3.7; RI.3.9; RI.3.10; RI.3.1; RI.3.5; RI.3.7; RI.3.9; RI.3.10; RF.3.3C; RF.3.3D; RF.3.4A; SL.3.1A; SL.3.1B; SL.3.1C; SL3.1D; SL.3.3; SL.3.4; SL.3.6

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: Kamashabi Man) If not using Journeys leveled readers, use realistic fiction leveled texts where cause and effect is evident.

TE pg. 352 and 358

 

B:   Before the Talkies TE 362

 

O:  Tall Tale Tuesday TE 363

 

A: The Kabuki Kid TE 364

 

 

·       Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 72-81B

·       Word Work

·       Reader’s notebook pages 119-120 and 123 (dictionary/glossary)

·       Partner Read

·       Skill worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 4 – Read aloud informational paired passage and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: The True Story of Kamishibai)
Day 5 – Review skills from the week and model expectations for assessment

 

 

Resources Material Resource Links
·       cause and effect graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       realistic fiction stories at student levels

 

Supplemental Texts:

*When Marian Sang – Pam Munoz

*Strega Nona -Tomie dePaola

 

 

 

 

Week 14:                                               Reading Workshop – Journeys Unit 2/Lesson 10

Genre:                                                               Biography and Moving Pictures

Domain/Topic:                                                    Technology and Innovation/Inventions

Essential Question:                                             What important traits must an inventor have?

Target Skill/Target Strategy/Supporting Skills:    Main Ideas and Details/Summarize/Sequence of Events

STANDARDS:                                                    RL.3.1; RI.3.1; RI.3.2; RI.3.3; RI.3.4; RI.3.5; RI.3.7; RI.3.8; RI.3.9; RI.3.10; RF.3.3C; RF.3.3D; RF.3.4A; RF.3.4B; RF.3.4C; SL.3.1A; SL.3.1B; SL3.1C; SL.3.1D; SL.3.2; SL3.3; SL.3.6

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: Young Thomas Edison) If not using Journeys leveled readers use biographies at student level.

 

TE P 450 and 456

 

B:   The Write Brothers T460

 

O:  George Washington Carver T 461

 

A:  The TV Kid T462

 

 

·       Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 82-91B

·       Word Work

·       Reader’s notebook pages 133-134

·       Partner Read

·       Skill worksheets

 

·       There are many main idea and detail games available online to use at a technology center.

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 4 – Read aloud informational paired passage and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: Moving Pictures) Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 5 – Review skills from the week and model expectations for assessment

 

Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

 

 

Resources Material Resource Links
·       Main idea and details graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       Biographies at student levels

Supplemental Texts:
*The Great Kapok Tree – Lynne Cherry

*The Kid Who Invented the Popsicle -Don Wulffson

Main idea brainpop

https://www.brainpop.com/english/writing/mainidea/

Main idea and detail online game

http://www.pspb.org/blueribbon/games/burger/burger.html

 

 

Week 15:                                               Reading Workshop – Journeys Unit 3/Lesson 11

Genre:                                                               Informational Text

Domain/Topic:                                                    Technology and Innovation/Inventions

Essential Question:                                             How do inventions help athletes?

Target Skill/Target Strategy/Supporting Skills:    Sequence of Events/Question/Text and Graphic Features

STANDARDS:                                         RI.3.1; RI.3.2; RI.3.3; RI.3.4; RI.3.5; RI.3.7; RI.3.8; RI.3.9; RI.3.10; RF.3.3C; RF.3.4A

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: Technology Wins the Game) If not using Journeys leveled readers, use leveled informational texts with a variety of text features and a clear sequence of events.

 

TE pp 70 and 76

 

B:   The Olympics T80

 

O:  The Paralympic Games T81

 

A: All About Sports T82

 

 

·       Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 92-101B

·       Word Work

·       Reader’s notebook pages 165-166

·       Partner Read

·       Skill worksheets

·       Text features activities

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 4 – Read aloud informational paired passage and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: Science for Sports Fans) Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 5 – Review skills from the week and model expectations for assessment Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair,

Share

·       Class Wrap-Up

 

 

Resources Material Resource Links
·       Sequencing and text features graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       Informational texts at student levels

 

Supplemental Texts:
*The Great Kapok Tree – Lynne Cherry

*The Kid Who Invented the Popsicle -Don Wulffson

 

 

Readworks.org  
Great lesson and passage for text features https://www.scholastic.com/teachers/lesson-plans/teaching-content/learning-read-nonfiction-and-its-text-features/ 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 16:                                               Reading Workshop – Journeys Unit 3/Lesson 12

Genre:                                                               Trickster Tale and Informational Text

Domain/Topic:                                                    Life Science/Agriculture

Essential Question:                                             Why is it important to grow food crops?

Target Skill/Target Strategy/Supporting Skills:    Theme/Visualize/Point of View

STANDARDS:                                         RL.3.1; RL.3.2; RL.3.3; RL.3.4; RL.3.6; RL.3.7; RL.3.10; RI.3.1; RI.3.5; RI.3.9; RI.3.10; RF.3.3C; RF.3.4A; SL.3.1A; SL.3.1B; SL.3.1C; SL.3.1D; SL.3.2; SL3.3; SL.3.4

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: Tops & Bottoms) If not using Journeys leveled readers use leveled books with a strong theme or message.

 

TE p 164 and 170

 

B:   Monkey Fools Crocodile T174

 

O:  Rabbit and the Talking Squash T175

 

A:  Coyote and the Crops T176

 

 

·        Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 102-111B

·       Word Work

·       Reader’s notebook pages 179-180

·       Partner Read

·       Skill worksheets

·       Idioms practice

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 4 – Read aloud informational paired passage and discuss similarities. Introduce supporting skill using anchor chart or visual  aid. (Journeys: Goodness Grows in Gardens) Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 5 – Review skills from the week and model expectations for assessment Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

 

Resources Material Resource Links
·       Theme graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       Informational texts at student levels

Pixar shorts to teach theme

https://www.youtube.com/playlist?list=PLHjsc9E7VrSitFvcCVeXhkGeyLJGLssUB

 

 

Week 17:                                               Reading Workshop – Journeys Unit 3/Lesson 13

Genre:                                                               Legend and Informational Text

Domain/Topic:                                                    Cultures/American Indian History

Essential Question:                                             Why are stories from different cultures important?

Target Skill/Target Strategy/Supporting Skills:    Compare and Contrast/Analyze and Evaluate/Story Message

STANDARDS:                                         RL.3.1; RL.3.2; RL.3.3; RL.3.10; RI.3.1; RI. 3.5; RI.3.7; RI.3.9; RI.1.0; RF.3.4A; RF. 3.4B; RF.3.4C; SL3.1A; SL.3.1B; SL.3.1C; SL3.1D; SL.3.2; SL3.3; SL.3.4; SL.3.6

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: Yonder Mountain: A Cherokee Legend) If not using Journeys leveled readers, use legends or fiction books with at least two strong characters and a strong message.

 

TE 256 and 262

B:   Timid Boy and Moma Bear T266

 

O:  Tuk Becomes a Hunter T267

 

A:  The Lonely Man

 

 

·       Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 124-130

·       Word Work

·       Reader’s notebook pages 193-194

·       Partner Read

·       Skill Worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently.
Day 4 – Read aloud informational paired passage and discuss similarities. Introduce supporting skill using anchor chart or visual  aid. (Journeys: The Trail of Tears)
Day 5 – Review skills from the week and model expectations for assessment

 

Resources Material Resource Links
·       Comparing characters graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       legends at student levels (if unavailable fiction books with 2 strong characters)

 

 

 

 

 

 

 

 

 

Week 18:                                               Reading Workshop – Journeys Unit 3/Lesson 14

Genre:                                                               Informational Text

Domain/Topic:                                                    Social Relationships/People and Animals

Essential Question:                                             What are some benefits of dogs interacting with people?

Target Skill/Target Strategy/Supporting Skills:    Author’s Purpose/Summarize/Point of View

STANDARDS:                                                    RL.3.1; RL.3.3; RL.3.7; RI.3.1.; RI.3.2; RI.3.4; RI.3.5; RI.3.6; RI.3.7; RI.3.9; RI.3.10; RF.3.3C; RF3.4.A; RF.3.4B; RF.3.4C; SL.3.1A; SL.3.1B; SL.3.1C; SL.3.1D; SL.3.2; SL.3.6

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: Aero & Officer Mike) If not using Journeys leveled readers, use leveled Informational texts.

 

TE 348 and 354

 

B:   Helper Monkeys t358

 

O:  Good Dogs, Guide Dogs T359

 

A:  Dogs to the Rescue T360

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 134-140

·       Word Work

·       Reader’s notebook pages 207-208

·       Partner Read

·       Skill Worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

 

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 4 – Read aloud informational paired passage and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: Kids and Critters) Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 5 – Review skills from the week and model expectations for assessment Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

 

Resources Material Resource Links
·       Author’s Purpose graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       informational texts at student levels

·       Various Genres of texts at student level used to determine author’s purpose

Types of writing (Author’s Purpose) Brainpop

https://www.brainpop.com/english/writing/typesofwriting/

 

Author’s Purpose texts and lessons

https://www.readworks.org/lessons/grade3/authors-purpose

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 19:                                               Reading Workshop – Journeys Unit 3/Lesson 15

Genre:                                                               Humorous Fiction and Informational Text

Domain/Topic:                                                    Health and Safety/Cooking

Essential Question:                                             Why are safety rules important?

Target Skill/Target Strategy/Supporting Skills:    Understanding Characters/Infer and Predict/Formal and

Informal Language

STANDARDS:                                         RL.3.1; RL.3.2; RL.3.3; RL.3.6; RL3.7; RL3.9; RL.E.10; RI.3.3; RI.3.9; RI.3.10; RF.3.3C; RF.3.4A; RF.3.4B; SL3.1A; SL.3.B; SL.3.1C; SL.3.1D; SL.3.2; SL.3.3; SL.3.4; SL.3.6

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: The Extra Good Sunday) If not using Journeys leveled readers, use leveled books with strong characters. (The next two weeks are humorous fiction, now could be a good time to start a novel study or chapter book in that genre with advanced groups)

 

TE 444 and 450

 

B: Fifi’s Bath T454

 

O:  Trouble with Triplets T455

 

A:  Waiting for Aunt Ro T456

 

:

 

   Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 144-150

·       Word Work

·       Reader’s notebook pages 221-222

·       Partner Read

·       Skill Worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 4 – Read aloud informational paired passage and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: Imagine a Recipe) Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 5 – Review skills from the week and model expectations for assessment Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

 

Resources Material Resource Links
·       Character traits graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       fiction books with strong characters at student levels

 

 

 

Week 20:                                               Reading Workshop – Journeys Unit 4/Lesson 16

Genre:                                                               Humorous Fiction

Domain/Topic:                                                    General Science/Conservation

Essential Question:                                             Why is it important to take care of our environment?

Target Skill/Target Strategy/Supporting Skills:    Story Structure/Monitor and Clarify/Theme

STANDARDS:                                         RL.3.1; RL.3.2; RL.3.3; RL.3.4; RL.3.5; RL.3.6; RL.3.9; RL.3.10; RF.3.3C; RF.3.4A; SL.3.1A; SL3.1B; SL3.1C; SL3.1D; SL3.3; SL.3.4

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: Judy Moody Saves the World!) If not using Journeys leveled readers, find leveled fiction books that have a clear story structure.

 

TE p. 78 and 84

 

B: The Recycling Contest T88

 

O:  Joy’s Planet Patrol Plan T89

 

A: The Green Team T91

 

 

  Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 154-160

·       Word Work

·       Reader’s notebook pages 7-8

·       Partner Read

·       Skill Worksheets

Independent reading with t

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 4 – Read aloud fiction paired passage and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: “My Smelly Pet” excerpt) Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 5 – Review skills from the week and model expectations for assessment Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

 

Resources Material Resource Links
·       Story structure  graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       fiction books with strong characters at student levels

 

 

 

 

 

 

 

Week 21:                                               Reading Workshop – Journeys Unit 4/Lesson 17

Genre:                                                               Informational Text

Domain/Topic:                                                    Earth Science/Fossils

Essential Question:                                             What can fossils tell us about the past?

Target Skill/Target Strategy/Supporting Skills:    Conclusions/Visualize/Point of View

STANDARDS:                                         RI.3.1; RI.3.2; RI.3.3; RI.3.6;, RI.3.7; RI.3.8; RI.3.9; RI.3.10; RF.3.3C; RF.3.4A; SL.3.1A; SL.3.1B; SL.3.1C; SL.3.1D; SL.3.3; SL.3.6; SL.3.1A;SL.3.1B; SL.3.1C; SL.3.1D; SL.3.3; SL.3.6

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: The Albertosaurus Mystery: Philip Currie’s Hunt in the Badlands) If you are not using the Journeys leveled readers, use leveled informational books that can be used to draw conclusions about text.

 

TE 170 and 176

 

B:   Uncovering the Past T180

 

O:  Mysteries from Long Ago T181

 

A:  The Man who Digs Dinosaurs T182

 

 

 

 

·        Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 164-170

·       Word Work

·       Reader’s notebook pages 21-22

·       Partner Read

·       Skill Worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

 

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 4 – Read aloud informational paired passage and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: Finding Fossils for Fun) Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 5 – Review skills from the week and model expectations for assessment Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

 

Resources Material Resource Links
·       Inferencing graphic organizer

·       Visualizations graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       fiction books with strong characters at student levels

 

 

Week 22:                                             Reading Workshop – Journeys Unit 4/Lesson 18

Genre:                                                               Informational Text and Poetry

Domain/Topic:                                                    Life Science/Trees

Essential Question:                                             What are some differences among types of trees?

Target Skill/Target Strategy/Supporting Skills:    Text and Graphic Features/Question/Domain-Specific Vocabulary

STANDARDS:                                                    RL3.1; RL.3.5; RL. 3.10; RI.3.1; RI.3.2; RI.3.3; RI.3.4; RI.3.5; RI.3.7; RI.3.8; RI.3.9; RI.3.10RF.33C; RF.3.3D; RF.D3.4A; RF.3.4B; SL.3.1A; SL.3.1B; SL3.1C; SL3.1D; SL.3.2; SL.3.3; SL.3.5; SL.3.6; SL.3.1A; SL3.1B; SL.3.1C; SL.3.1D; SL.3.3; SL.3.4; SL.3.6

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: A Tree is Growing) If not using Journeys leveled readers, use leveled informational books with a variety of text features.

 

T 264 and 270

 

B:   Daffodil Spring T274

 

O:  Wind in the Pines T275

 

A:  The Power of Corn T276

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 174-180

·       Word Work

·       Reader’s notebook pages 35-36

·       Partner Read

·       Skill Worksheets

·       Summary practice

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 4 – Read aloud poetry paired passage and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: Stopping by Woods on a Snowy Evening) Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 5 – Review skills from the week and model expectations for assessment Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

 

Resources Material Resource Links
·       Text features graphic organizer

·       Summary graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       Informational books at student levels

 

 

 

Week 23:                                             Reading Workshop – Journeys Unit 4/Lesson 19

Genre:                                                               Myth/Play and Informational Text

Domain/Topic:                                                    Community/Social Relationships

Essential Question:                                             How do members of a community help each other?

Target Skill/Target Strategy/Supporting Skills:    Story Structure/Summarize/Story Message

STANDARDS:                                                    RL.3.1; RL.3.2; RL3.3; RL.34; RL.3.5; RL.3.10; RI.3.1; RI.3.7; RI.3.10; RF.3.3C; RF.3.4A; RF.3.4B; SL.3.1A; SL.3.1B; SL.3.1C; SL.3.1D; SL3.3’ SL.3.4; SL.3.6

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: Two Bear Cubs) If not using Journeys leveled texts, use leveled Plays that have a clear message and story structure.

 

T356 and 362

B:How Chipmunk Got Her Stripes T366

 

O:  The Tale of the Ungrateful Tiger T367

 

A:  Crow Brings The Daylight T363

 

 

 Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 184-190

·       Word Work

·       Reader’s notebook pages 49-50

·       Partner Read

·       Skill Worksheets

·       Summary Practice

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

 

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 4 – Read aloud informational paired passage and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: Whose Land is it?) Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 5 – Review skills from the week and model expectations for assessment Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

 

 

Resources Material Resource Links
·       Story structure graphic organizer

·       Summary graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       plays or readers theater scripts at student level

Reader’s Theater Scripts

http://www.teachingheart.net/readerstheater.htm

 

https://www.raz-plus.com/fluency/readers-theater-scripts/

 

Week 24:                                             Reading Workshop – Journeys Unit 4/Lesson 20

Genre:                                                               Informational Text and Myth

Domain/Topic:                                                    Earth Science/Climate

Essential Question:                                             What are the coldest places on Earth like?

Target Skill/Target Strategy/Supporting Skills:    Main Ideas and Details/Infer and Predict/Literal and Nonliteral Meaning

STANDARDS:                                                    RL.3.1; RL.3.2; RL.3.3; RL.3.5; RL. 3.7; RL.3.9; RL.3.10; RF.3.3C; RF.3.4A; RF.3.4B; RF.3.4C; RI. RI. 3.1; RI. 3.2; RI 3:10 SL.3.1A; SL,3.1B; SL,31C; SL3.1D; SL.3.2; SL3.3; .3L34; SL3.6

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: Life on the Ice) If not using Journeys leveled texts, use leveled informational texts.

 

TE p 452 and 458

 

B: Watch Out Polar Bears! T462

 

O:  Beating the Heat T463

 

A:  Living in Trees T464

 

 

  Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 194-200

·       Word Work

·       Reader’s notebook pages 63-64

·       Partner Read

·       Skill Worksheets

·       Summary Practice

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

 

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 4 – Read aloud informational paired passage and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: The Raven – An Inuit Myth) Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 5 – Review skills from the week and model expectations for assessment Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think,Pair,Share

·       Class Wrap-Up

 

 

Resources Material Resource Links
·       Main idea and detail graphic organizer

·       Summary graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       plays or readers theater scripts at student levels

Articles with a focus on Main idea and detail

https://www.readworks.org/rw/articles-teach-main-idea#!s0:1,33/q:/g:19/t:/s:/k:33/cid:/f:0/pt:A/features:/staff_picks:/sel:/

 

 

Week 25:                                             Reading Workshop – Journeys Unit 5/Lesson 21

Genre:                                                               Historical Fiction and Informational Text

Domain/Topic:                                                    American History/Pioneer Life

Essential Question:                                             What was life like for the pioneers?

Target Skill/Target Strategy/Supporting Skills:    Story Structure/Monitor and Clarify/Point of View

STANDARDS:                                         RL3.1; RL.3.2; RL.3.3; RL.3.6; RL.3.7; RL.3.10; RI.3.1; RI.3.7; RI.3.9; RI.3.10; RF.3.3C; RF.3.4A; SL.3.1A; SL.3.1B; SL.3.1C; SL.3.1D; SL.3.2; SL3.3; SL.3.4; SL.3.6

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: Sarah, Plain and Tall) If not using Journeys leveled readers, use leveled historical fiction books or texts.

 

TE P 72 and 78

 

B:   Lost! T82

 

O:  Race Against Time T83

 

A:  An unwelcome Visitor T84

 

 

 Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 204-210

·       Word Work

·       Reader’s notebook pages 95-96

·       Partner Read

·       Skill Worksheets

·       Summary Practice

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 4 – Read aloud informational paired passage and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: Wagons of the Old West) Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 5 – Review skills from the week and model expectations for assessment Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

Resources Material Resource Links
·       Story Structure graphic organizer

·       Summary graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       Historical fiction or fiction books at student levels

 

 

 

 

Week 26:                                             Reading Workshop – Journeys Unit 5/Lesson 22

Genre:                                                               Informational Text and Fable

Domain/Topic:                                                    Life Science/Animal Migration

Essential Question:                                             Why do animals migrate to other places?

Target Skill/Target Strategy/Supporting Skills:    Compare and Contrast/Visualize/Author’s Word Choice

STANDARDS:                                         RL.3.1; RL.3.2; RL.3.10; RI.3.1; RI.3.2; RI.3.3; RI.3.4; RI.3.7; RI.3.8; RI.3.9; RI.3.10; RF.3.3C; RF.3.3D; RF.3.4A; SL.3.1B; SL.3.1C; SL.3.1D; SL.3.2

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: The Journey: Stories of Migration) If not using Journeys leveled readers, use informational texts that can be used to compare topics.

 

TE 164 and 170

 

B:   Monarchs on the Move T174

 

O:  Fish on the Move T175

 

A:  Rescuing the Whooping Crane 176

 

 

·        Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, ect.)

·       Write-In Reader pages 214-220

·       Word Work

·       Reader’s notebook pages 109-110

·       Partner Read

·       Skill Worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 4 – Read aloud fable paired passage and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: The Grasshopper and The Ant) Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 5 – Review skills from the week and model expectations for assessment Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

 

 

Resources Material Resource Links
·       Compare and contrast graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       Informational texts at student levels

Compare and contrast articles with question sets

https://www.readworks.org/find-content#!s0:1,46/q:/g:/t:/s:/k:46/cid:/f:0/pt:A/features:/staff_picks:/sel:/

 

 

Week 27:                                             Reading Workshop – Journeys Unit 5/Lesson 23

Genre:                                                               Fantasy and Informational Text

Domain/Topic:                                                    Communication/Seeing

Essential Question:                                             How can people communicate over long distances?

Target Skill/Target Strategy/Supporting Skills:    Sequence of Events/Analyze and Evaluate/Formal and Informal Language

STANDARDS:                                                    RL 3.1; RL.3.2; RL.3.3; RL.3.5; RL.3.7; RL.3.10; RI.3.1; RI.3.5; RI.3.7; RI.3.9; RI.3.10; RF.3.3A; RF.3.3B; RF.3.3C; RF3.4A; RF.3.4B; SL.3.2; SL.3.4

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: The Journey of Oliver K. Woodman) If not using Journeys leveled readers, use leveled fantasy books with a clear sequence of events.

 

TE 258 and 264

 

B:   Binxie Gets Lost T268

 

O:  Ursus, The Traveling Bear T269

 

A:  Hopping Henry T270

 

 

 Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, ect.)

·       Write-In Reader pages 224-240

·       Word Work

·       Reader’s notebook pages 123-124

·       Partner Read

·       Skill Worksheets

·       Summary practice

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 4 – Read aloud informational paired passage and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: Moving the U.S. Mail) Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 5 – Review skills from the week and model expectations for assessment Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

 

Resources Material Resource Links
·       Sequencing graphic organizer

·       Transition words anchor chart

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       Fantasy and fiction stories at student levels

 

Sequencing passages and question sets

https://www.readworks.org/find-content#!s0:1,51/q:/g:19/t:/s:/k:51/cid:/f:0/pt:A/features:/staff_picks:/sel:/

 

 

Week 28:                                             Reading Workshop – Journeys Unit 5/Lesson 24

Genre:                                                               Realistic Fiction and Informational Text

Domain/Topic:                                                    Earth Science/Volcanoes

Essential Question:                                             What changes do volcanoes cause?

Target Skill/Target Strategy/Supporting Skills:    Author’s Purpose/Question/Analyze Illustrations

STANDARDS:                                                    RL.3.1; RL.3.2; RL.3.3; RL.3.4; RL.3.7; RL3.10; RI.3.1; RI.3.7; RI.3.9; RI.3.10; RF.3.3A; RF.3.3B; RF.3.3C; RF.3.4A; RF.3.4B; RF.3.4C; SL.3.2; SL3.3; SL.3.4; SL3.1C; SL.3.1D; SL.D.4; SL.3.5

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: Dog-of-The-Sea-Waves) If not using Journeys leveled readers, Use leveled realistic fiction or informational texts.

 

TE pg 350 and 356

 

B:   The Great Bay T360

 

O:  The Girl and the Wolf T361

 

A:  Friends with Wings T362

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 234-240

·       Word Work

·       Reader’s notebook pages 137-138

·       Partner Read

·       Skill Worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

 

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 4 – Read aloud informational paired passage and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: The Land Volcanoes Built) Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 5 – Review skills from the week and model expectations for assessment Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

 

Resources Material Resource Links
·       Author’s Purpose graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       realistic fiction at student levels

·       varying genres of text at student levels used to determine author’s purpose.

Types of writing (Author’s Purpose) Brainpop

https://www.brainpop.com/english/writing/typesofwriting/

 

Author’s Purpose texts and lessons

https://www.readworks.org/lessons/grade3/authors-purpose

Week 29:                                             Reading Workshop – Journeys Unit 5/Lesson 25

Genre:                                                               Informational Text and Play

Domain/Topic:                                                    Earth Science/Mountains

Essential Question:                                             Why do mountain climbers need to be well prepared?

Target Skill/Target Strategy/Supporting Skills:    Text and Graphic Features/Infer and Predict/Main Ideas and Details

STANDARDS:                                                    RL.3.2; RL.3.3; RL.3.5; RL.3.7. RL.3.10; RI.3.1; RI.3.2; RI.3.3; RI.3.4; RI.3.5; RI.3.7; RI.3.9; RI.3.10; RF.3.3A; RF.3.3B; RF.3.3C; SL.3.2; SL.3.4; SL3.6

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: Mountains: Surviving Mount Everest) If not using Journeys leveled readers, use leveled informational texts with a variety of text features.

 

TE p. 446 and 425

 

B:   Rushing for Gold T456

 

O:  Journey of the Kon-Tiki T475

 

A:  Up, Up, and Away T 458

 

 

 Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 244-250

·       Word Work

·       Reader’s notebook pages 151-152

·       Partner Read

·       Skill Worksheets

·       Summary Practice

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 4 – Read aloud play paired passage as a class and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: The Big Clean Up) Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 5 – Review skills from the week and model expectations for assessment Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

 

 

Resources Material Resource Links
·       Text features graphic organizer

·       Main idea and detail graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       informational books at student levels

 

Text features file folder project

http://www.elementaryantics.com/2013/11/take-me-back-tuesday.html

 

 

 

 

 

Week 30:                       Reading Workshop – Journeys Unit 6/Lesson 26

Genre:                                    Narrative Nonfiction, Folktale and Poetry

Domain/Topic:                         Values/Determination

Essential Question:                  How does having a goal help people succeed?

Target Skill/Target Strategy:   Main Ideas and Details/Analyze and Evaluate

STANDARDS:                   RL.3.10; RI.3.2; RI.3.5; RI.3.6; RF.33B; RF.3.3C; RF.3.4B; RF.3.4C

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and new routine for article reading. (Journeys: The Foot Race Across America)  

If not using Journeys leveled readers for a novel study, use leveled realistic fiction chapter books to conduct a novel study from now until the then of the year

 

B: Trade Book Donavan’s Word Jar Author: Monalisa DeGross Genre: Realistic Fiction

TE P. 239-291

 

O: Level Trade Book
Jake Drake, Know-It-All

Author: Andrew Clements Genre: Realistic Fiction

TE P. 294-347

 

A: Trade Book Capoeira Author: George Ancona

Genre: Informational Text

TE p. 350-402

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 254-260

·       Word Work

·       Reader’s notebook pages 160-161

·       Partner Read

·       Skill Worksheets

·       Summary Practice

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 4 – Read aloud week’s short article and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: Paca and the Beetle: A Folktale from Brazil) Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 5 – Review skills from the week and model expectations for assessment Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair,S hare

·       Class Wrap-Up

 

Resources Material Resource Links
·       Main idea and details graphic organizer

·       Summary graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       Various genres of texts at student levels

 

 

 

 

 

 

Week 31:                         Reading Workshop – Journeys Unit 6/Lesson 27

Genre:                                    Expository Nonfiction, Photo Essay and Poetry

Domain/Topic:                         Physical Science/Magnets

Essential Question:                  How would your life be different without magnets?

Target Skill/Target Strategy:   Cause and Effect/Summarize

STANDARDS:                   RL.3.1; RI.3.3; RI.3.7; RF.3.3C; RF.3.4B; RF.3.4C

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and new routine for article reading. (Journeys: The Power of Magnets) B:  Trade Book Donavan’s Word Jar Author: Monalisa DeGross Genre: Realistic Fiction

 

O:  Trade Book
Jake Drake, Know-It-All

Author: Andrew Clements Genre: Realistic Fiction

 

A: Trade Book Capoeira Author: George Ancona

Genre: Informational Text

 

 

  Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 264-270

·       Word Work

·       Reader’s notebook pages 172-173

·       Partner Read

·       Skill Worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 4 – Read aloud week’s short article and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: Paca and the Beetle: Electromagnets and You) Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 5 – Review skills from the week and model expectations for assessment

 

 

Resources Material Resource Links
·       Cause and effect graphic organizer

·       Summary graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       Various genres of texts at student levels

 

 

 

 

 

 

 

 

 

 

Week 32:                       Reading Workshop – Journeys Unit 6/Lesson 28

Genre:                                    Biography, Journal Entry and Poetry

Domain/Topic:                         Health and Safety/Being Active

Essential Question:                  What are some benefits of being physically active?

Target Skill/Target Strategy:   Fact and Opinion/Visualize

STANDARDS:                   RL.3.1; RL.3.4; RI.3.1; RI.3.2; RI.3.6; RF.3.3B; RF.3.3D; RF.3.4B

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and new routine for article reading. (Journeys: Becoming Anything He Wants to Be) B: Trade Book Donavan’s Word Jar Author: Monalisa DeGross Genre: Realistic Fiction

 

O: Trade Book
Jake Drake, Know-It-All

Author: Andrew Clements Genre: Realistic Fiction

 

A: Trade Book Capoeira Author: George Ancona

Genre: Informational Text

 

 

 Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 274-280

·       Word Work

·       Reader’s notebook pages 184-185

·       Partner Read

·       Skill Worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 4 – Read aloud week’s short article and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: Paca and the Beetle: My Blue Belt Day!) Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 5 – Review skills from the week and model expectations for assessment Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

 

Resources Material Resource Links
·       Fact and Opinion graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       Various genres of texts at student levels

 

 

 

 

 

 

Week 33:                       Reading Workshop – Journeys Unit 6/Lesson 29

Genre:                                    Drama, Informational Text and Poetry

Domain/Topic:                         Values/Doing Your Best

Essential Question:                  What can you learn from champions?

Target Skill/Target Strategy:   Understanding Characters/Monitor and Clarify

STANDARDS:                   RL.3.3; RL.3.6; RL.3.7; RI.3.1; RI.3.2; RI.3.3; RI. 3.5; RI.3.6; RF.3.3A; RF.3.3C; RF.3.4A; RF.3.4B

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and new routine for article reading. (Journeys: New Team of Heroes) B: Trade Book Donavan’s Word Jar Author: Monalisa DeGross Genre: Realistic Fiction

 

O: Trade Book
Jake Drake, Know-It-All

Author: Andrew Clements Genre: Realistic Fiction

 

A: Trade Book Capoeira Author: George Ancona

Genre: Informational Text

 

 

 Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 282-283

·       Word Work

·       Reader’s notebook pages 196-197

·       Partner Read

·       Skill Worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 4 – Read aloud week’s short article and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: C-H-A-M-P-I-O-N) Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 5 – Review skills from the week and model expectations for assessment Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

Resources Material Resource Links
·       Character Traits graphic organizer

·       Story Elements graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       Various genres of fiction texts at student levels

 

 

 

 

 

 

 

 

Week 34:                       Reading Workshop – Journeys Unit 6/Lesson 30

Genre:                                    Realistic Fiction, News Article and Poetry

Domain/Topic:                         Community/Working Together

Essential Question:                  How can children and adults learn from each other?

Target Skill/Target Strategy:   Conclusions/Question

STANDARDS:                   RL.3.1; RL3.3; RL.3.7; RI3.1; RF.3.3C; RF.3.4A; RF.3.4B

Info for Mini-Lesson

Whole Group

10 minutes

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and new routine for article reading. (Journeys: Saving Buster) B: Trade Book Donavan’s Word Jar Author: Monalisa DeGross Genre: Realistic Fiction

 

O: Trade Book
Jake Drake, Know-It-All

Author: Andrew Clements Genre: Realistic Fiction

 

A: Trade Book Capoeira Author: George Ancona

Genre: Informational Text

 

 

  Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology (AR, Razz Kids, IXL, etc.)

·       Write-In Reader pages 294-300

·       Word Work

·       Reader’s notebook pages 208-209

·       Partner Read

·       Skill Worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 4 – Read aloud week’s short article and discuss similarities. Introduce supporting skill using anchor chart or visual aid. (Journeys: Acting Across Generations) Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 5 – Review skills from the week and model expectations for assessment Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

Resources Material Resource Links
·       Inferencing graphic organizer

·       Summary graphic organizer

·       Journeys TE and Student text

·       Journeys write in reader and reader’s notebook

·       Various genres of texts at student levels