* I can spell the /kw/ sound with qu.

* I can spell /k/ sound with que.

* Students will identify and spell schwa vowels.

Morning Message

Morning Message

Sharing: Do you like to bake during the holidays? What do you like to bake?

Activity: Work Out Wednesday

Morning Message

Sharing: Have you ever done a random act of kindness?

Activity: Hot and Cold

Morning Message

Sharing: What Did You Do This Weekend

Activity: Class Dojo Rewards

Morning Message

Braylen

Ivyonna

Cory

Rogelio

Keyair

Fluency

Jayden

Comprehension: Chloe

Extension: Marco

Other Students:

iReady Reading

RAZ Kids

Unfinished Work

3.RL.1

* TTW review the "How to Read Like a 3rd Grader" anchor chart.

* TTW introduce the passage.

* TTW model the steps of reading the passage.

* TSW answer the questions.

* TSW read the article.

* TSW complete the quiz posted in Google Classroom.

* TSW choral read the article.

* TSW work with a partner to complete the Cause and Effect activity with a classmate.

* TTW review results.

* TTW introduce the video.
* TTW introduce the vocabulary.

* TTW will listen to the article.

* TSW share what they learned.

protest

disguise

furious

GREEN

Rogelio, Braylen, Ivy, Nolan

YELLOW

Adalynn, James, Emily, Kyleigh

Group 2: Ruth, Kyleigh, Emily, James, Adalynn

UFLI Lesson 43: th voiced

9:40-10:05
Group 3: Cory, Nolan, Keyair, Braylen, Chloe, Ivyonna

Flyleaf Reading Series 3: Shep the Sheep of Caladeen

Long /e/ Spelled ea and ee

UFLI Lesson 43: -all, -oll, -ull

9:40-10:05

Group 4: Jayden, Marco, Rogelio

Flyleaf Part 12 Variant Vowel Diagraphs

The Splendid Pool

/oo/ spelled oo, ue, and ew

9:20-9:40
Group 1: Jaylyn, Acaylia, Valentin, Miranda, Ariana

UFLI Lesson 43: -all, -oll, -ull

9:40-10:05

Group 4: Jayden, Marco, Rogelio

Flyleaf Part 12 Variant Vowel Diagraphs

The Splendid Pool

/oo/ spelled oo, ue, and ew

9:20-9:40

Group 2: Ruth, Kyleigh, Emily, James, Adalynn

UFLI Lesson 47: th voiced

9:40-10:05
Group 3: Cory, Nolan, Braylen, Chloe, Keyair, Ivyonna

Flyleaf Reading Series 3: Shep the Sheep of Caladeen

Long /e/ Spelled ea and ee

UFLI Lesson 43: all, oll, and ull

9:40-10:05

Group 2: Ruth, Kyleigh, Emily, James, Adalynn

UFLI Lesson 47: th voiced

Ready Books

pencils

math notebooks

• Explain the functions of adjectives.

Task Cards

Interactive Notebooks

TTW introduce the Brain Pop Jr. Adjectives video.

TTW .introduce google slides.

TSW write the definition of a adjective on a notecard.

TTW review the definition of a verb.

TTW introduce the interactive notebook.

TSW will complete the IN.

TSW share the meaning of a adjectives.

TSW share examples of adjectives.

TTW introduce the writing prompt and the rubric.

TSW write at least 3 sentences about a time they went to a restaurant using a adjective in each sentence.

TTW review the meaning of a adjectives.

TTW introduce the task cards.

TTW model how to find the verbs in each sentence.

TSW continue to find verbs on the task cards with a partner.

TSW will complete a task card independently.

Heggerty

Segmenting & Blending Syllables Assessment p.45

Phoneme Grapheme Mapping
1:10 Consonant Oddities: qu
Day One: Teach Concept and Segment Sounds
*TTW introduce qu Kids vs. Phonics video.

*TTW explain the consonant letter q is a partner letter and won't go anywhere without his friend u.

* TTW explain that this why you will always see them side by side in words. The speech sounds qu makes most often are /k/ /w/.

* TSW say the word quit. TSW say the sounds in the word quit: /k/ /w/ /i/ /t/.

* TTW instruct Ss to say the sounds they hear at the beginning of quit.

* TTW ask Ss how to spell those sounds.

* TTW will explain that when we see q and it's partner letter u at the end of a word it is followed by an e.

* TSW say the word antique. TSW say the sounds in the word antique: /a/ /n/ /t/ /e/ /k/.

* TTW ask Ss how to spell those sounds.

* TTW introduce the word list.

* TSW echo read the words and choral read the words.

* TSW blend and segment each word.

* EXIT TICKET: TSW write a word that makes the /kw/ sound spelled qu and a word that makes the /k/ sound spelled que.

Day 2: Review Concept and Segment Sounds

Lesson 1.10 Consonant Oddities: qu

* TTW review the spelling pattern.

* TSW use colored tiles to segment phonemes.

* TSW represent phonemes with colored tiles.

* TSW touch each cube and say the represented phoneme.

* TSW write the letters that spell the sounds represented.

* TTW review results.

* TSW continue as time permits.

Day 3: Read Words, Find, Circle, and Say Target Sound: Lesson 1.10 Consonant Oddities: qu

* TTW review the list.

* TSW choral read the list.

* TTW review the spelling pattern.

* TTW model how to sort the word by the spelling patterns.

* TSW will complete the word sort.

Day 4: Phoneme-Grapheme Mapping: Lesson 1.10 Consonant Oddities: qu

* TTW review the spelling pattern.

* TSW echo read and choral read the words.

* TTW review the How to Code a Word anchor chart.

* TSW code a word from the word list, using the steps on the anchor chart.

* TTW review results.

EXIT TICKET: TSW code a word from the list.

Phoneme, Mapping, Graphing

* TTW review the spelling pattern.

* TTW review the word list.

* TSW will take a spelling test.

Vocabulary
• cells • tissues • organs • circulate • functions

Standards
RI.3.1, RI.3.4, RI.3.5, RI.3.7, RI.3.10, RF.3.4, RF.3.5a, W.3.6, SL.3.1 a. d., SL.3.2, L.3.1, L.3.2, L.3.6

Learning Objectives
Core Connection Students will describe and review the systems of the human body.

Speaking and Listening

Students will explain how the human body is an interconnected system.

Writing

Students will describe the ways various systems are working in one’s own body.
I Can Statements

Reading

I can explain how body systems work together.

Writing

I can describe how my body systems work together.
Materials & Resources
❏ White paper

❏ KWL chart

❏ Activity Page 1.1

❏ Lined paper

❏ Digital Images: U3.L1.1–U3.L1.11

❏ Writing Paragraph Chart

❏ Activity Page 1.2

❏ Lined paper

❏ Activity Pages 1.3, 1.4

Vocabulary
• axial bones • cartilage • cranium • expand • fibula • organs • pelvis • scapula • shoulder • skeletal system • skull • spinal column • sternum • structure • tibia • vertebrae

Standards
RI.3.1, RI.3.4, RI.3.5, RI.3.7, RI.3.10, RF.3.4, RF.3.5a, W.3.6, SL.3.1 a. d., SL.3.2, L.3.1, L.3.2, L.3.6

Learning Objectives
Speaking and Listening

Students will identify different axial bones within the skeletal system, as well as how the bones function inside the body. Reading

Students will read and answer comprehension questions about the body’s skeletal system, including axial bones. Writing

Students will identify sentences in paragraphs, including topic and concluding sentences
I Can Statements

Speaking and Listening

I can identify different axial bones within the skeletal system, as well as how the bones function inside the body. Reading

I can read and answer comprehension questions about the body’s skeletal system, including axial bones.

Writing

I can identify sentences in paragraphs, including topic and concluding sentences
Materials & Resources
❏ Chart paper, chalkboard, or whiteboard ❏ KWL Chart ❏ Activity Page 1.1 (optional) ❏ Digital Images: U3.L2.1–U3.L2.8

. ❏ How Does Your Body Work? ❏ Vocabulary cards (teacher created) ❏ Activity Pages 2.1, 2.2 ❏ Activity Pages 2.3, 2.4

Vocabulary

• appendicular bones • femur • ligaments • appendages • joint calcium • cast • cell • dairy • marrow • tissue • x-ray

Standards
RI.3.1, RI.3.4, RI.3.5, RI.3.7, RI.3.10, RF.3.4, RF.3.5a, W.3.6, SL.3.1 a. d., SL.3.2, L.3.1, L.3.2, L.3.6

Learning Objectives
Speaking and Listening

Students will identify different appendicular bones within the skeletal system, as well as how the bones function inside the body.

Reading Students will read and answer comprehension questions about the body’s skeletal system and appendicular bones.

Language Students will spell words using spelling patterns and rules for regular and irregular plural nouns.
I Can Statements

Language

I can spell words using spelling patterns and rules for regular and irregular plural nouns.

Speaking and Listening

I can identify bones within the skeletal system and explain its function.

Reading I can read and answer questions about the body’s skeletal system.
Materials & Resources
❏ KWL Chart ❏ Activity Page 1.1 (optional) ❏ Digital Images: U3.L3.1–U3.L3.8 ❏ Chart paper ❏ Activity Page 3.1❏ How Does Your Body Work? ❏ Vocabulary cards (teacher created) ❏ Activity Page 3.2 ❏ Activity Page 3.3 ❏ Activity Page 3.4

Standards
RI.3.1, RI.3.4, RI.3.5, RI.3.7, RI.3.10, RF.3.4, RF.3.5a, W.3.6, SL.3.1 a. d., SL.3.2, L.3.1, L.3.2, L.3.6

Learning Objectives
Reading

Students will close-read and answer comprehension questions about the body’s skeletal system.

Language

Students will identify correct use of prefixes dis– and mis–.
I Can Statements

Reading

I can read and answer comprehension questions about the body’s skeletal system.

Language

I can use the prefixes dis– and mis–.
Materials & Resources
❏ KWL chart ❏ Activity Page 1.1 (optional) ❏ How Does Your Body Work? ❏ Lined paper (exit ticket) ❏ Activity Page 3.3 ❏ Prefix Poster ❏ Activity Pages 4.1–4.5 ❏ Activity Page 4.6

Vocabulary

• cardiac muscle • muscles • nerves • voluntary muscles • contract • involuntary muscle • stomach • automatically • digest • involuntary • realistic

Standards
RI.3.1, RI.3.4, RI.3.5, RI.3.7, RI.3.10, RF.3.4, RF.3.5a, W.3.6, SL.3.1 a. d., SL.3.2, L.3.1, L.3.2, L.3.6

Learning Objectives
Speaking and Listening

Students will identify different components of the muscular system, as well as how the muscular system is part of a larger, interconnected system.

Reading

Students will read and answer comprehension questions about the body’s muscular system.

Writing

Students will write topic and concluding sentences. Language

Students will use spelling patterns and rules for regular and irregular plural nouns
I Can Statements

Speaking and Listening

I can identify different parts of the muscular system and explain how it is larger system.

Reading

I can answer comprehension questions about the body’s muscular system.

Writing

I can write topic and concluding sentences. Language

I can use spelling patterns and rules for regular and irregular plural nouns
Materials & Resources
❏ KWL ❏ Activity Page 1.1 (optional) ❏ Vocabulary cards (teacher created) ❏ How Does Your Body Work? ❏ Paragraph Chart ❏ Activity Page 5.1 ❏ Activity Page 5.2 ❏ Prepared index cards ❏ Activity Page 5.3

* TSW locate nouns in sentences on task cards.

* TSW record their answers on nouns recording sheet.

* TSW will use their red pens to check their work when finished.

* TSW complete the vocabulary graphic organizer by writing the word, it's definition, a synonym, use the word in a sentence, and draw a picture to match the sentence.

* TSW watch the letter formation videos in Google Classroom.

* TSW trace the letters with a dry erase marker on the cardstock pages located in the dry erase sleeves.

* TSW use a pencil to complete the practice sheet.

* If time allows, students can choose to review previously taught letters.

* TSW read a book of their choice.

* TSW record words containing the previously taught spelling pattern they find as they read on the recording sheet.

* TSW will choose a word card.

* TSW will read the card.

* TSW tap the number of phonemes they hear in the word.

* TSW build the word.

* TSW record their results.

*TSW write the letters that represent the words in the sound boxes.

* TSW spell the word in the text box.

* TSW repeat the process until they have completed the recording sheet.

qu

*TSW take turns reading decodable passages to each other.

* TSW highlight the words with the qu pattern.

* TSW answer questions about the decodable text.

* TSW sort words programmed on sentence strips to create a sentence using words containing the previously taught spelling pattern.

* TSW read the sentences to each other.

* TSW write the sentences and highlight the spelling pattern.

* TSW write the text feature, the page it is located, and how it helped them learn more about the topic.

3.RL.1

* TTW review the "How to Read Like a 3rd Grader" anchor chart.

* TTW introduce the passage.

* TTW model the steps of reading the passage.

* TSW answer the questions.

Data Conferences

Data Conferences

IXL

Standards
RI.3.1, RI.3.4, RI.3.5, RI.3.7, RI.3.10, RF.3.4, RF.3.5a, W.3.6, SL.3.1 a. d., SL.3.2, L.3.1, L.3.2, L.3.6

Learning Objectives
Reading

Students will close-read and answer comprehension questions about the body’s skeletal system.

Language

Students will identify correct use of prefixes dis– and mis–.
I Can Statements

Reading

I can read and answer comprehension questions about the body’s skeletal system.

Language

I can use the prefixes dis– and mis–.
Materials & Resources
❏ KWL chart ❏ Activity Page 1.1 (optional) ❏ How Does Your Body Work? ❏ Lined paper (exit ticket) ❏ Activity Page 3.3 ❏ Prefix Poster ❏ Activity Pages 4.1–4.5 ❏ Activity Page 4.6

* TSW write the text feature, the page it is located, and how it helped them learn more about the topic.