Anchor Text (Text type, Lexile) Text based comprehension Text based discussion (Whole and Small Group) Read Aloud: Anchor Text: *** Hyperlink connects to Journeys Teacher’s Edition. Respond to text questions orally and in writing, questions from Guided Summary Cards, or Closer Look Building Knowledge Leveled readers Paired Text Supplemental Materials (Whole and Small Group) Option 1: Background knowledge for Vocabulary: , Option 2: The Grasshopper and the Ant Option 3: Read aloud: Taste of Hope Option 4: ELL Leveled Reader: Vocabulary Drawn from the texts Target vocabulary: survival, migrate, plenty, frightening, accidents, solid, chilly, landscape, thunderous, dramatic Domain-Specific Vocabulary: adaptation, basic needs, insect, migration Language/ Syntax Spelling and Grammar RF.3.3c; RF.3.3d; RF.3.4a; L.3.1g; L.3.2f; L.3.2g Follow the daily Grammar and Spelling sequence of activities Grammar: Making Comparisons
L.3.5a distinguish the literal and nonliteral meanings of words and phrases in context L.3.5b identify real-life connections between words and their use L.3.6 acquire and use conversational, general academic, and domain-specific words and phrases Anchor Text Rereading for fluency practice, additional comprehension support or independent reading practice Writing Support Anchor Text: Students should read a variety of leveled texts on Sending Messages. See resources below. Building Knowledge Leveled readers Paired Text Supplemental Materials (Whole/Small Group, and Independent work) All students experience all texts and resources regardless of level Paired Selection: ELL Leveled Reader: Other Resources Get Epic Video - Binxie Gets Lost- Below Level Reader - Vocabulary Reader - Moving the US Mail Online
WRITING W.3.2a introduce a topic and group related information/include illustrations W.3.2b develop the topic with facts, definitions, and details W.3.2c use linking words and phrases to connect ideas within categories of information W.3.2d provide a concluding statement or section W.3.4 produce writing in which development and organization are appropriate to task and purpose W.3.5 develop and strengthen writing by planning, revising, and editing SPEAKING AND LISTENING SL.3.2 determine main ideas and details of a text read aloud or information presented in diverse media and formats SL.3.3 ask and answer questions about information from a speaker, offering elaboration and detail SL.3.4 report on a topic or text, tell a story, or recount an experience/speak clearly at an understandable pace LANGUAGE L.3.2f use spelling patterns and generalizations in writing words L.3.4c use a known root word as a clue to the meaning of an unknown word with the same root L.3.6 acquire and use conversational, general academic, and domain-specific words and phrases Anchor Text Rereading for fluency practice, additional
Stations Activities: RF.3.3b; RF.3.3d RL.3.1 RL.3.; RI.3.6; RF.3.3b; RF.3.3d; RF.3.4a; RF.3.4b; L.3.6; RL.3.4 RF.3.4b 1): Phonics: Create a using spelling words 2): Comprehension/Building Knowledge: Struggling Readers: Donavan’s Word Jar On Level: Jake Drake, Know-It-All Advanced: Capoeira 3): Vocabulary: Concentration: One card has vocabulary word and the second card has the definition. All cards are turned face down. Students turn cards over to match the vocabulary word with the definition. Create a using the week’s vocabulary words 4.) Fluency: Intonation Phrasing Other notes For scaffolding: Struggling Readers: Donavan’s Word Jar On Level: Jake Drake, Know-It-All Advanced: Capoeira - 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