Curriculum Plan
Reading – Common Core
3rd Grade
2020-2021
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
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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
Resources: Fountas and Pinnell (p.146) |
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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
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Reading is Thinking
Strategies and Skills mini-lesson
Readers talk with each other about their thinking. |
Strategies you might mention (just use 3-5 per book): Personal connection Prediction Visualization Comment on author’s language/style Make connections to character
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4 | magazine file holders
chart paper markers |
How Readers Choose Books
Management mini-lesson
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· 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. |
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Week 2: Reading Workshop (continued) Source: Guiding Readers and Writers, by Fountas & Pinnell Essential Question: What are the learners’ responsibilities for Independent Reading? |
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1 | Anchor chart “How to Buzz Effectively”
Markers Article for shared reading |
Dynamic Duos: How to Turn-and-Talk Effectively
Management mini-lesson
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2 | sample abandoned book
chart paper markers My Reading Log sheets Library books and book magazine files |
Reasons for Abandoning Books
Strategies and Skills
Book exchange today |
“What makes a book a poor fit?”
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3 | Readers’ Notebooks
Reading Log sheets |
Keeping a Record of Your Reading
Management mini-lesson
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lesson about using Readers’ Notebook ( given to students Day 1) and how to fill out “My Reading Log” ( see next page)
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
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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
· Being aware of genre is important to our book selection process. |
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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
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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:
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
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Week 3: Reading Workshop (continued)
Source: Guiding Readers and Writers, by Fountas & Pinnell Essential Question: What are the learners’ responsibilities for Independent Reading? |
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1 | Anchor charts
Books for Book Talks
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Choosing Books
Strategies and Skills Mini-Lesson
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.
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2 | picture book to read aloud
sticky notes Annotation
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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 |
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3 | sample letter
overhead/ projector/as needed sticky notes prepared anchor chart Topics for your…
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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.
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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
Teacher Homework Night: Review class letters to choose examples of successful letters and to identify students who may possibly need a Guided session. |
** 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.
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5 | chart paper
markers Sample anchor chart on Proofreading Your Letter (Appendix #26) Reading Response Journals
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Proofreading your letter
Strategies and Skills Mini-Lesson
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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? |
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1 | My Reading Interests
Books I Plan To Read Independent Reading Folders
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Creating a list of reading interests
Management Mini-Lesson
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2 | Pre-made anchor chart of T.A.C.S. | Book Talks
Strategies and Skills Mini-Lesson
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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 |
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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 |
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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
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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 |
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Guided Reading | Literacy Stations | ||
Day 1:
Warm Up: Read aloud – “The Trial of Cardigan Jones” – p T115 Mini Lesson: Intro vocabulary-p T110
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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 |
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Guided Reading | Literacy Stations | ||
Day 1 – Introduce target vocabulary, target skill, and initial interactive read aloud of text (Journeys: Destiny’s Gift)
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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
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· 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
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Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down
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Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud.
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Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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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 |
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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 |
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· | |||
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 ·
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Supplemental Reading Passages: http://www.Readworks.orghttp://www.Newsela.org
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 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 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 |
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
|
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
|
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
|
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 |
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 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 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 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 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 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 |
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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 |