Fluency Decoding Word Work The teacher should choose several words from the worksheet and ask students to write or say sentences about bats using the VCV pattern. -able, -ible words Grades 3 DAYS: WEEK 2 Essential Question: Why is sound important to bats? Standards List Reading and Writing standards related to the texts, questions and tasks. Anchor Text Rereading for fluency practice, additional comprehension support or independent reading practice Writing Support Students should read a variety of leveled texts on sports and team work. See resources below. Text Dependent Question Stems: Building Knowledge Leveled readers Paired Text Supplemental Materials (Whole/Small Group, and Independent work) All students experience all texts and resources regardless of level Leveled Reader – Chased by a Bat! Other Resources This article has an audio component and explains how scientists learned about echolocation Website with information about bats, including how bats help humans All About Bats for Kids
Anchor Text Rereading for fluency practice, additional comprehension support or independent reading practice Writing Support Students should read a variety of leveled texts on sports and team work. See resources below. Text Dependent Question Stems: Building Knowledge Leveled readers Paired Text Supplemental Materials (Whole/Small Group, and Independent work) All students experience all texts and resources regardless of level Journeys Leveled Resources: Student Magazine: Before the Talkies Journey’s Write-In reader: Journeys Reading Toolkit Comprehension: Other Resources: Readworks.org: YouTube: Vocabulary Drawn from the texts Teacher should choose Tier 2 vocabulary related to the supplemental resources. Language/ Syntax Spelling and Grammar Follow the daily Grammar and Spelling sequence of activities- RAZ: Spelling: /ow/ /ou/ Students will identify /ou/ /ow/ words in the story Kamishibai Man and write or say a sentence using the word. Ex: Jiichan made his rounds. The clappers made a sound. Grammar: abstract nouns Students will work with a partner to describe Jiichan’s feelings in the story using abstract nouns.
Video: : follow guidelines for beginning, on-level, and reach higher. (p. 24) 3)Vocabulary: (Lesson 13) Harvest, borders, advice, patch, borrowed Students will work in a group to complete a write around, using the targeted vocabulary to write a summary of the story. ***Hyperlink connects to Unit 1 Teacher’s Edition. You must scroll to get to the text 4.) Fluency: (lesson 13) Other notes For scaffolding: Language frames: - for every standard, this resource provides additional support to teachers for creating scaffolded activities.
Gradual Release of Responsibility Example Behaviors Teacher Student I do it Modeled Instruction Provides direct instruction Establishes goals and purpose Models the expectation Think aloud Actively listens Takes notes Asks for clarification We do it Guided Instruction / Guided Practice Interactive instruction Works with students Checks, prompts, clues Provides additional modeling Meets with needs-based groups Asks and responds to questions Works with teacher and classmates Completes process alongside others They do it together Collaborative Practice Provides feedback Moves among groups Clarifies confusion Provides support Works with classmates, shares outcome Collaborates on authentic task Consolidates learning Completes process in small group Looks to peers for clarification You do it Independently Independent Practice Provides feedback Evaluates progress toward the learning expectation Works alone Relies on notes, activities, classroom learning to complete assignment Takes full responsibility for outcome