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Grade 3, Word Work: Week 3, Focus VCCV/VCV

Monday- I CAN SL 31b & C Listen with attention to others; participate actively during discussions; build on the talk of others; take turns when speaking; ask questions to check for understaniding; talk about the same topic as others. L3.5 I can identify how words are used in real life.

I CAN 1. Sort long and short vowel sounds in VCV and VCCV patterns. 2. Work with a partner. 3. Record my work in my word work journal. 4. Identify VCV and VCCV in words that I am given. 5. Decode multisyllablic words using word parts.

Core Standard: RF. 3.3. Know and apply grade level phonics and word analysis skills in decoding words.

Mini Lesson - take the words from Monday, Tuesday, & Wednesday and do cut up syllables [happen, lettuce, basket, winter, sister, monster, supper, subject, lesson, Mini Lesson- Continue to sort V/CV spelling, napkin, collar, traffic, suggest, Mini Lesson- Short Vowels VCCV Mini-Lesson-Breaking VCCV and short/long words (student, humor, puppet, skillet, picnic tiger, later, open, pattern continued. Students words in VCV into syllables. In the VCV lazy, music, wagon, planet, lemon, hello, rabbit, penny, lesson, student, journal and I work with students to pattern the vowel sound is long. In finish, seven, present, second, humor, lazy, music, wagon, planet, identify double consonants vs. single the VCCV pattern the vowel sound minute) consonants. lemon, finish, seven, present, second, is short. Active Engagementminute] 1. Using what we know to place a slash Active Engagement: Studetns work Active Engagement- Students work mark to divide words. to sort more VCV and VCCV words to sort V/CV words long/short Share Out-/Closure Active Engagement: and break into syllable points. vowels. 1. Fair Jar 1. Students use scissors to cut up words into (VCV-female, fever, moment; Share Out - / Closure Routine 2. Sentence Stem: "We think______." syllable parts VCCV problem, after, finger, Fair Jar 3. Speaking in a public voice when you pattern, bottom, pillow) 2. At end, students stomp for the vowel and · Share Out are showing work at the document clap for the consonant. Formative Assessment: camera. Share Out - / Closure Routine Students pair-share. The hardest part Formative Assessment: · Fair Jar was....The easiest part was.... Share Out/Closure/Routine- Same as Hand Gestures - Students communicate · Share Out Stem Exit slip their understanding through hand If they agree- I agree with ___ I What letters make up the VCV pattern in Wednesday. gestures; student work; also think ________.[SL3.1b] this word: cover? Self Assessment Questions/ Formative AssessmentDiscussion to chart: Student Work. 1. What problems did you have while you Formative Assessment: Fist of Five - I am getting this...I am were completing the word sort activity? Students pair-share. The hardest confused still. 2. What did you do to solve the problems part was....The easiest part was.... Where would you cut up the word music? you had? Exit slip 3. What is important to know when you Break the VCV word into syllable are dividing a word into 2 or 3 syllables? parts to break it up: pilot. 4. What are some problems you had to solve when working with a partner?

· Reflect yesterday's work. EQ: How will learning what we learned EQ: How are word chunks useful last week help us learn more about parts in decoding a word? What is a long in longer words? sounding vowel vs. a short sounding vowel? Activator- Word sort these words: happen, lettuce, basket, winter, sister, Activator- Quick word sort: diner, monster, supper, subject, lesson, tiger, later, open, hello, rabbit, spelling, napkin, collar, traffic, suggest, penny, lesson, with the title of the puppet, skillet, picnic sort as VCCV and VCV

Tuesday-

Wednesday-

· Reflect yesterday's work. knowing how to divide a EQ: How are word chunks useful in de- word in syllables useful to decode a word? coding a word? What is a long sounding vowel vs. a short sounding vowel? Activator- Clap for the Vowel. Stomp for the Consonant in a word. (Kinesthetic)

Thursday· EQ- How is

Friday· EQ-How does having choice to

participate in an activity motivate you as a learner? Schema-What did we do last Friday with all the words that we placed onto anchor charts? Mini-Lesson- Choosing a "spelling/word work task card" and putting the work in my journal. Stamina. What I CAN do with my partner when I am finished. Routine for cleaning up materials. Active Engagement1. Students choose from a menu of activities what they can do with their multisyllablic words.

Activator Quick Word Sort: V/CV short vs. V/CV long. (pilot, frozen, river, visit)

Share Out/Closure/Routine-

* Fair Jar Sentence stem: We decided to _________. Based on our experience _______ was an (easy/hard) task to complete because _____.

Formative Assessment-

Self Assessment- Radar Chart with I CAN behavioral expectations.

happen winter supper spelling

lettuce sister subject napkin

basket monster lesson collar

traffic

suggest

puppet

skillet

picnic

VCV

VCCV

Day 1

VCV

VCCV

diner open penny fever

tiger hello lesson moment

later rabbit female problem

after bottom

finger pillow

pattern

Day 2

pilot

pilot

pilot

pilot

pilot

pilot

pilot

pilot

Day 2 Formative Assessment

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Name

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Day 3 Formative Assessment

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Formative Assessment, Day 4

pilot

frozen

river

visit

student

humor

lazy

music

wagon

planet

lemon

finish

seven

present

second

minute

cover

VCV

VCCV

day 3 sort

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