Performance assessments Use of learned phonics patterns to decode unfamiliar words Oral reading fluency checks/running records Language L.3.1c- Use abstract (e.g., childhood). L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.4a- Use sentence-level context as a clue to the meaning of a word or phrase. L.3.4b- Determines the meaning of a new word with a known affix and a known word. L.3.4c- Use a root word as a clue to the meaning of an unknown word with the same root. Uses abstract nouns. Uses standard English conventions. Determines the meaning of words and phrases, using sentence-level context as a clue to the meaning of a word or phrase. Determines the meaning of the new word formed when a affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). Uses a known root word as a clue to the meaning of an unknown word with the same root. Sample Objectives (I Can…): Use context as a clue to the meaning of a word or phrase. Define and create words using the suffixes –er, -est. Recognize the meaning of the changes a suffix to a word. Find base words in multi-syllable words. Recognize and use words with the same base. Discuss how to write contractions. Identify contractions while reading. Ensure that I am using contractions correctly when I write. Vocabulary Suffix –er, -est Vocabulary for Explicit Instruction Enormous, ancient, waddle, clumsily, tendons, bask, comet, asteroid, acid rain, tertiary, cretaceous (Supplemental Resources, click Vocabulary Quadrant) Literacy Station Activities Vocabulary station- Rolling Vocabulary “Sensational Six” Students will demonstrate their understanding of vocabulary from the text by using those terms in the Performance Task- Culminating assignment. Language Arts Contractions Performance Assessments Teacher observation Teacher-made assessments Use of contractions in writing Week 6- Unit 4 Extended Reading/ Extended Text (Building Knowledge) Reading Selection: Boy, Were We Wrong About Dinosaurs! (Journeys Supplemental Trade Book, pp. T472-T480) (Lexile Level 900) RI.3.3 Instructional Resources for Building Knowledge Related “Dinosaurs Among Us” (Lexile Level 710) *See Week 5 for additional related texts
Speak in complete sentences when answering questions during a discussion. Language L.3.2 c-Use commas and quotation marks in dialogue. L.3.2.f- Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. L.3.3b- Recognize and observe differences between the conventions of spoken and written standard English. L.3.4a- Use sentence-level context as a clue to the meaning of a word or phrase. Demonstrates understanding of punctuation for dialogue. Uses spelling patterns and generalizations in writing Understands the difference between spoken and written standard English conventions. Determines the meaning of words and phrases, using sentence-level context as a clue to the meaning of a word or phrase. Sample Objectives (I Can…): Explain that dialogue is “talk written down.” Use commas and quotation marks when writing dialogue. Use context as a clue to the meaning of a word or phrase. Vocabulary Context clues Vocabulary for Explicit Instruction Pliers, painful, carefully, spool, prehistoric, cavemen, mastodon, saber-toothed tiger, cartwheels, squawked, collection, jerk (Supplemental Resources, click Vocabulary Quadrant) Literacy Station Activities Vocabulary station- Rolling Vocabulary “Sensational Six” Students will demonstrate understanding of vocabulary from the text by using those terms in the Performance Task- Culminating assignment. Vocabulary station activity: Teacher-led Group Discuss patterns are common and which are not. Then brainstorm and build word lists reflective of the most common spelling patterns. Language Arts Dialogue Performance Assessments for both Teacher observation Teacher-made assessments Reading Foundational Skills RF. 3.3c- Decode words. RF.3.3d- Read irregularly spelled words. RF. 3.4a- Read on-level text with purpose and understanding. Uses combined knowledge of all correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Reads irregularly spelled grade-appropriate words. Phonics and fluency Irregularly spelled words. Expression