Saving the Sand Dunes 3 December 6-10
Name: Grade Level: Week of/Date:
Content Area: Reading
Learning Objective: The student will read fluently, focusing on pronunciation, Read about a historical event, identifying the causes and effects, Select nonfiction
The student will… material to read, Identify and define multiple meaning words, Write words with /ur/, Analyze text structure, identify cause and effect
relationships, Use academic language: text structure, cause, effect
SSS/Strand (list): LA.3.5.2; LA.126.96.36.199, LA.3.2.2, LA188.8.131.52, LA.184.108.40.206, LA.220.127.116.11, LA.18.104.22.168, LA.3.1.5, LA.3.4.1, LA.22.214.171.124, LA.3.3. 4.3, LA.126.96.36.199,
LA.188.8.131.52, LA.3.2.2, LA.184.108.40.206, LA.220.127.116.11, LA.18.104.22.168, LA.22.214.171.124, LA. 126.96.36.199, LA.3.5.2, LA.188.8.131.52, LA.184.108.40.206, LA.3.1. 4.3, LA.220.127.116.11,
Essential question(s): How, Is, How does reading fluently help improve comprehension? How do we identify cause and effect relationships? How do we use background
Why, What, … (Restate the knowledge to determine meaning of text? How can understanding word meanings in context help with reading comprehension? What is the
objective to activate background importance of reading types of genres? How do we determine genres in stories? How does understanding a writers organization and text
knowledge) structure better help the reader understand and remember what they have read?
Resources/Materials/Technology: Computer, elmo, CD, United Streaming, transparencies
Overview of Students/Teacher Monday: Spelling pre-test, Focus question, build background, read aloud “Walk Lightly” page 341, vocabulary introduction- practice book
Activities/Procedures: AOB 89, Dictionary: Multiple meaning words 343, Read “For the Birds” and “The Desert is Alive!” 342-343, Comprehension 343A-343B,
Lesson/page number Strategy: Text Structure, Skill: Cause and Effect, Practice book AOB 90, Partner Reading 340I, Model Fluency
Teacher procedure Tuesday : Focus Question, Vocabulary – Review vocabulary words, Phonics: Decode words with /ur/, 351E, Practice Book AOB 95, Read
Bloom’s Taxonomy “Saving the Sand Dunes” pages 344-347 Comprehension 344-347 Strategy: Text Structure, Skill: Cause and Effect, Practice Book AOB 91,
Student application/engagement Partner Reading
Differentiation Wednesday: Focus question, vocabulary review 351C, Strategy: Dictionary: Multiple-Meaning Words, 351D, Practice Book AOB 94,
Small group instruction Phonics: Decode Multisyllabic words, Read “Saving the Sand Dunes” 344-347, Comprehension Check 347, Skill: Compare and Contrast 347A,
Fluency Repeated Reading, Partner reading, Practice Book AOB 92
Thursday: Spelling test, focus question, expand vocabulary 351F How to Help Ecosystems, vocabulary review, vocabulary homographs 351F,
apply vocabulary to writing 351F, Phonics, rhyme time 351E, Read “Frog Frenzy!” 348-349, Test Strategy: Think and Search, Research and
Study Skills: Using the Library, 347B, Practice Book AOB 93, Partner Read, Time for Kids 130-139
Friday: Focus question, speaking and listening strategies 351A, vocabulary spiral review and vocabulary games 351F, self selected reading
340I-340J, comprehension strategies: Text Structure, Skill: Cause and Effect fluency partner read, reading and vocabulary assessment.
Accommodations/Extensions: Highlight key terms and concepts, visual aides, audio aides, peer assistance, preferred seating, graphic organizers, small teacher led groups
(ESOL, Gifted, ESE) ESOL strategies: P3, P5, P6, P8, P10, P11, TS1, TS2,TS3,TS5, TS7, TS8, TS13, TS14, TS16, TS18, TS19, TS21, TS22, TS26, TS29, SS4, SS5,
Assessment: Traditional, teacher observation
(traditional, rubric, oral,
Homework: Monday- How Did It Happen Wednesday- L.A.
Tuesday- Florida and Michigan Thursday- Sand Dune
Observation/Reflection: FCIM- MINI LESSON- Inferences- LA.18.104.22.168
Was there a problem?
How can I fix it?
What can I share with my