Third Grade Lesson Plans



| |Third Grade Lesson Plans |

| |Subject: Word |

| |February 18 – February 22, 2013 |

| |3.L-2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |

| |3.L-4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, |

| |comfortable/uncomfortable, care/careless, heat/preheat). |

| |3.L-4c Use a known root word as a clue to the meaning of an unknown word with the same room (e.g., company, companion). |

| |3.L-4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. |

| |3.L-5 Demonstrate understanding of word relationships and nuances in word meanings. |

| |*SC: 3-3.3 Interpret the meaning of idioms encountered in texts. |

| |3.L-5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). |

| | |

| |3.RF-3 Know and apply grade level-phonics and word analysis skills in decoding words. |

| |*SC: 3-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues. |

| |*SC: 3-3.4 Read high-frequency words in texts. |

| |RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate and expression. |

| |3.RF-3c Decode multisyllable words. |

| |3.L-2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word |

| |parts) in writing words. |

| |*SC: 3-3.6 Spell high-frequency words. |

| |*SC: 3-3.7 Spell correctly |

| |• words that have blends, |

| |• contractions, |

| |• compound words, |

| |• orthographic patterns (for example, qu, consonant doubling, changing the ending of a word |

| |from -y to -ies when forming the plural), and common homonyms |

| |3.L-4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from |

| |a range of strategies. |

| |*SC: 3-3.2 Use base words and affixes to determine the meanings of words. |

| |*SC: 3-3.5 Use context clues to determine the relationship between two or more words (including synonyms, antonyms, and homonyms). |

| |L.3.1i Produce simple, compound, and complex sentences. |

| |L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. |

| |L.3.5b Identify real-life connections between words and their use |

| |L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that |

| |signal spatial and temporal relationships. |

| | |

| |Spelling |MATERIALS |

|Monday |Procedures: |Spelling list |

| |Spelling pre-test |Handwriting practice: pages 47-48 |

| |Teacher will have students put the words in ABC order. |Month by Month phonics (green book) page |

| |Students will cheer the word wall words. |74 |

| |Word Wall Words activity—write a word that rhymes with 10 words from the word wall. |Journals |

| |Cursive handwriting practice: Students will do pages 47-48. —Please remind students of spacing, legibility|T108-109 |

| |and sizing. Students will work on lowercase h and k. |PB 85 |

| |The teacher will do “Be a Mind Reader” with the students. They will be given 5 clues that narrow down to | |

| |one possible word wall word. Page 74 in the old, green Month by Month Phonics gives sample ideas for the | |

| |teacher to follow. | |

| |Daily Phonics: three-letter clusters scr-, spr-, str-, thr-. The teacher will use T108 for the phonics | |

| |lesson. Practice book page 85 can be used as an assessment. | |

| |Homework: Write each word 5 times each in ABC order. | |

| |Assessment: handwriting practice; group discussion, practice page | |

|Tuesday |Procedures: |Spelling list |

| |Word Wall Words activity—write the plural of 10 different words on the word wall. |Handwriting practice: pages 49-50 |

| |Cursive handwriting practice: Students will do pages 49-50. —Please remind students of spacing, legibility|Journals |

| |and sizing. Students will work on lowercase f and b. |Dictionaries |

| |The teacher will do a “Using Words You Know” lesson with students. The purpose of this activity is to show|Month by Month Phonics (new book) page |

| |students how using words they know will help them to read and spell a lot of other words. (words for |106 |

| |teacher to put on index cards and say are on p.106…final chart is the top one on page 107) |T113 |

| |Display the words for students to see, identify the spelling patterns, make a chart on paper with the words| |

| |and have them underline the patterns. | |

| |Students will look at one-syllable words and put them under the correct columns with the same pattern. | |

| |Pronounce the words using rhymes. | |

| |The teacher will say one-syllable words and have students spell them by deciding which words they rhyme | |

| |with. Students will write the words in the correct columns. | |

| |Daily Phonics: three-letter clusters scr-, spr-, str-, thr-. Teacher will use T113 for this lesson. | |

| |Homework: Write each word in a sentence. | |

| |Assessment: handwriting practice; group discussion, worksheet | |

|Wednesday|Procedures: | |

| |Review Spelling homework. |Spelling list |

| |Word Wall Words activity—write the word wall words that are contractions and then write the two words that |Handwriting practice: page 51 |

| |were joined to make the contraction. |materials for game |

| |Cursive handwriting practice: pages 51—Please remind students of spacing, legibility and sizing. Students |Month by Month Phonics (new book) |

| |will review lowercase letters e, l, k, h, f and b. |Letter baggies |

| |The teacher will do a “Making Words” activity with the students. The secret word is oranges. The letters |T133 |

| |for the baggies are a, e, o, g, n, r, s. See page 105 in the new book for words to make and for the steps | |

| |in the lesson. (pages 28-29 shows a sample lesson if unsure) | |

| |The teacher will give students 5 minutes to play around with the letters to see how many words they can | |

| |come up with. | |

| |The teacher will have the students manipulate the letters to make the words called out. The teacher will | |

| |have the students sort the words by related words and rhyming words. | |

| |The teacher will lead students in a review game for tomorrow’s test. Some options include: Sparkle, Timer | |

| |game, Word Race, Around the World, etc. If you need directions for any of these please see Mrs. Freeman. | |

| |Daily Phonics: three-letter clusters scr-, spr-, str-, thr-. Teacher will use T133 for this lesson. | |

| |Homework: Practice test MBS; test tomorrow. | |

| |Assessment: handwriting practice; group discussion; teacher observation; making words | |

|Thursday | | |

| |Procedures: | |

| |Review Spelling homework. | |

| |Word Wall Words activity—write the word wall words that are contractions and then write the two words that |Spelling list |

| |were joined to make the contraction. |Handwriting practice: page 52-53 |

| |Cursive handwriting practice: pages 52-53—Please remind students of spacing, legibility and sizing. |materials for game |

| |Students will write words in cursive in many different languages. |Month by Month Phonics (new book) |

| |The teacher will lead students in a review game for tomorrow’s test. Some options include: Sparkle, Timer |Letter baggies |

| |game, Word Race, Around the World, etc. If you need directions for any of these please see Mrs. Freeman. |T141 & 149 |

| |Daily Phonics: three-letter clusters scr-, spr-, str-, thr-. Teacher will use T141 and T149 for this | |

| |lesson | |

| |Homework: Practice test MBS; test tomorrow. | |

| |Assessment: handwriting practice; group discussion; teacher observation; making words | |

|Friday | | |

| |Procedures: | |

| |Review spelling words. |Spelling post-test |

| |Students will take the spelling test. | |

| |Students will write the dictation sentences read aloud by the teacher. | |

| |Homework: No homework will be given. Have a great weekend! | |

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