October 6-10

Rafting Creek Elementary Daily Instructional Plans Grade 3
Teacher: Bradley/Lane
Monday, October 6, 2014

Readers Workshop
Writers Workshop
L.3.1d. Form and use regular and irregular verbs
ELA
L.3.4. Determine or clarify the meaning of unknown and multiplemeaning word and phrases based on grade 3 reading and content,
choosing flexibly from a range of strategies.
Choose an item.
Choose an item.
L.3.2f.Use spelling patterns and generalizations (e.g., word families,

position-based spellings, syllable patterns, ending rules, meaningful
word parts) in writing words.
W.3.3. Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event
sequences.
Skills/Objective:
(TSWBAT)
Identify and use action verbs
Understand and use the target

vocabulary words
Essential Question(s):
What strategies do I need to know to

be able to identify and use action
verbs?
What strategies can I use to help me

understand and use the target
vocabulary words?
Blend, read, spell, and write VCV words.

Identify the characteristics of a good
response paragraph
What strategies can I use to help me be
able to blend, read, spell, and write VCV
words?
What are the characteristics of a good
response paragraph? How can using them
help me be a better writer?
Assessment:
Practice Book, Vol, 1, Pg. 72 or

Action verb worksheet
- Practice Book, Vol, 1, Pg. 72
- Action verb worksheet
- Projectable 6.2
Teacher Observation
Practice Book, Vol. 1, 71
Mini Lesson:
Review: TW review what the students
have learned about nouns by giving each
student a sticky note and asking them to
write down EVERYTHING they have
learned about a noun. TW allow volunteers
to share.
Mini Lesson:
Review:
(T15-16) TW divide the students into eight
small groups. Each group will be given the
letters, that when correctly put together, spell
one of the vocabulary words. Once the group
figures out the word, the TW ask them to write
what they think it means. After every group has
completed the task, the TW have each group
report on their word giving their definition. TW
make corrections if needed.
Common Core
Standard/Indicator:
Resources/Materials:
(Technology)
Instructional
Activities/Procedures:
Note: Make cross
curricular connections;
relate to real world
experiences
(T20) TW display Projectable 6.2 while

explaining to the students that a word that
tells what people or things do is a verb.
Words that show action are action verbs.
Display these sentences and identify action
verbs: Ken drops his stamps. and
Donna walked to the post office.
Vocabulary words written on

index cards and cut apart by
individual letters
Vocabulary sheets
Mini Lesson: TSW listen to the story on-line.
GUIDED READING: (T28) TW- work
Practice Book, Vol. 1, 71

Handwriting books
HANDWRITING PRACTICE: SW
practice correctly forming the cursive form of the
letter .
WRITERS WORKSHOP
MINI LESSON: TW quickly review with the
students how the writing workshop is going to
work in our classroom.
TW then share with students how to Using the
Writers Notebook.
TW display Projectable 6.3 and show the students
Guided Practice: (T20)

Using the projectable (6.2), the TW help
the students to identify and write the action
verbs in the other examples.
with small groups of children to read the

weekly story from Journeys, Maxs
Words.
SW- read the story, Maxs Words while
in a small group with the teacher.
TW- conference with students, as
needed, while they are reading the story.
INDEPENDENT READING/READ ALOUD:
SW- spend 15 minutes reading silently. They
will record, in their journal, what they read
today. If it is the students assigned day, they
will write a letter, in their journal, to the teacher.
TW- spend time with individual students
discussing their journals.
what makes a great response paragraph.

TSW- read the passage on Projectable 6.3 and
label the topic sentence, exact words from the
story, and supporting details.
WORD WORK/WORDSTUDY:
(T18 and T20) TW- introduce the students to this
weeks Spelling words pointing out the patterns
in the words (VCV). TSW decode the spelling
words.
INDEPENDENT WRITING:
SW- choose one of the following topics to write
about in their writing journal.
1. Describe how you feel when you are at
the dentists office.
2. How do you get home from school?
Describe your trip home.
CONFERENCING: TW- conference with
individual students about their writings.
Grouping and
Differentiated
Instruction: Note: Peer
leaders/tutors,
facilitators , decision
leaders
TA
Role of assistant during
this lesson
Closure -
Note: preview
of next lesson; feedback on
students understanding
Grammar:
Some SW work with a partner to complete
Practice Book, Vol, 1, Pg. 72 or some will
be given a different action verb worksheet.
TW differentiate this activity by choosing
the appropriate activity for each student.
TA will assist with small group of students

that are working below level as well as
helping to maintain classroom order while
teacher leads small group instruction.
TW share a preview of tomorrows
lesson.
Reading:
SW draw, illustrate, and write a sentence to
go with the vocabulary words. The number
of words that each student does will be
determined by the teacher.
TW differentiate this activity by choosing the
appropriate activity for each student.
TA will assist with small group of students that

are working below level as well as helping to
maintain classroom order while teacher leads
small group instruction.
TW share a preview of tomorrows lesson.
SW-share main points from a book they read
today or information from their Readers
Notebook.
Spelling:
Students will complete Practice Book, Vol. 1,
page 71 or a worksheet activity about words with
the VCV pattern.

Student volunteers will share one of their
writings.
ESSENTIAL
VOCABULARY
(Tier 2 or 3 words)
Notes: Reflections,
reminders, homework, etc.

Tuesday, October 7, 2014

ELA
Readers Workshop
Writers Workshop
L.3.1d. Form and use regular and irregular verbs
RI.3.3. Describe the relationship between a series of historical

events, scientific ideas or concepts, or steps in technical
procedures in a text, using language that pertains to time,
sequence, and cause/effect
W.3.1b. Provide reasons that support the opinion.
Choose an item.
Choose an item.
Choose an item.
Skills/Objective:
(TSWBAT)
Identify and use being verbs
Use details and examples to support ideas

be able to identify and use being
verbs?
Identify and summarize the sequence of

events in a selection
How will identifying and sequencing events
in a selection help me better understand the
text?
Assessment:
Practice Book, Vol, 1, Pg. 74 or state of

being verb worksheet
SW read a short passage and put the events of

the passage in sequential order.
Teacher observation
Common Core
Standard/Indicator:
(Technology)
Instructional
Note: Make cross
experiences
Practice Book, Vol, 1, Pg. 74

State of being verb worksheet
Projectable 6.6
Mini Lesson:
Review: TW give each student a card with
a word written on it. The SW decide if the
word is a noun or a verb and place it in the
correct column on the chart.
(T42) TW display Projectable 6.6 while
sharing with students that all verbs do not
show action. Some verbs tell what
someone or something is or was. These
are called state of being verbs. TW share
with the students some example sentences
that show state of being verbs.
Guided Practice: (T42) TSW identify and
write the being verbs in other examples on
Projectable 6.6.
- sequencing passage
- vocabulary words/definitions
- Projectable 6.5a
- Projectable 6.5
MINI LESS0N:
Review: (T15-16) TW- will divide students into
3-4 groups. Each group will be given cards with
the vocabulary words and definitions written on
them. The groups will work together to match
words and definitions. When each group has
finished, the TW lead the class as we check
these together.
Mini Lesson: (T31) TW display Projectable
6.5a. TSW complete together Projectable 6.5
while reading. This is a Flow Chart that
sequences the events of the story.
GUIDED READING:
How will using details and examples help to

support my ideas?
Practice Book Vol. 1, pg. 76

Sight word flashcards
Handwriting books
HANDWRITING PRACTICE: SWpractice correctly forming the cursive form of the

letter .
WRITERS WORKSHOP
Mini lesson: TW divide the students into pairs
and provide them with a set of flashcards that
have the sight words that we have learned this
year, written on them. The pair will take turns
flashing the cards to each other.
(T43) TW tell students that writers support their
ideas and help explain their answers by using
details and examples from the story. Details and
(T204) TW- work with small groups

of children to read the weekly story
from Journeys, Maxs Words.
SW- spend 15 minutes reading silently. They
TW- spend time with individual students
examples help convince the reader to believe the

writers ideas.
TSW complete Practice Book Vol. 1, pg. 76 to
practice adding details and examples to writing.
SW- choose one of the following topics to write
about in their writing journal.
1. If I could live anywhere, I would live
_________. Why?
2. What do you want to be when you
grow up? Why?
CONFERENCING: TW- conference with

Grouping and
Differentiated
leaders/tutors,
leaders
Grammar:
be given a different state of being verb
worksheet.
Reading: SW read a short passage and put the

events of the passage in sequential order.
Spelling:
SW- write the spelling words in ABC order.
Some students will do 10, some, 15, and some all
20.
TW- differentiate this activity by choosing the

Notebook.

TW- share a preview of tomorrows lesson.
writings.

TA
this lesson
Closure -
Note: preview
ESSENTIAL
VOCABULARY
(Tier 2 or 3 words)

lesson.
Notes: Reflections,

Wednesday, October 8, 2014

ELA
Common Core
Standard/Indicator:
Skills/Objective:
(TSWBAT)
Readers Workshop
Writers Workshop
Form and use regular and irregular verbs
RI.3.3. Describe the relationship between a series of historical

events, scientific ideas or concepts, or steps in technical
procedures in a text, using language that pertains to time,
sequence, and cause/effect
L.3.2c. Use commas and quotation marks in dialogue.
Choose an item.
Choose an item.
Choose an item.
Use and identify action verbs and

being verbs
be able to identify and use action verbs
and being verbs?
Recognize sequence as a text structure
Use quotation marks to show the authors

exact words
What strategies do I need to know to correctly
use quotation marks?
Why is sequencing considered a text

structure?
Assessment:

verb worksheet.
sequencing worksheets
teacher observation
(Technology)

verb worksheet.
sequencing worksheets
vocabulary words/definitions
handwriting sheets
sight word flashcards
projectable 6.9
Instructional
Note: Make cross
experiences
Mini Lesson:
MINI LESS0N:
Review: TW give each student a card with

a word written on it. The SW decide if the
word is a noun or a verb and place it in the
correct column on the chart.
Review: (T191) TW will divide students into 34 groups. Each group will be given cards with
the vocabulary words and definitions written on
them. The groups will work together to match
words and definitions. When each group has
finished, the TW lead the class as we check
these together.
(T50) TW review with the students how

to identify action verbs as words that
tell what the subject is doing. Also
remind them that state of being verbs
tell what something is or was.
TSW complete a graphic organizer
about action and state of being verbs.
SW keep this in their notebook for study
notes.
Guided Practice: (T50) TW write the
(T48- 49) TW display Projectable 6.8. TW

review the definition of sequence of events.
TW explain that authors may arrange events or
details in sequence. An ordered text structure
makes the authors ideas clear. To help readers
identify a sequence of events, authors may use
dates, times, or signal words. Reread Student
book pg. 192. Display and discuss Deepen
Comprehension Question 1 on Projectable 6.8.
letter .
WRITERS WORKSHOP
Mini lesson:
Review: TW divide the students into pairs and
provide them with a set of flashcards that have
the sight words that we have learned this year,
written on them. The pair will take turns
flashing the cards to each other.
following sentences on the board: I write

words in a book. I was sick. TW work
with students to use and identify the action
verbs and to name the present and past
tense for being verbs and the different
forms they use.
Continue completing chart.
GUIDED READING: (T204) TW

work with small groups of children to
read the weekly story from Journeys,
Maxs Words.

SW spend 15 minutes reading silently. They
TW spend time with individual students
Grouping and
Differentiated
leaders/tutors,
leaders
Grammar:
be given a different verb worksheet.
TA
this lesson

lesson.

Notebook.
action verb
being verb
sequence of events
Closure -
Note: preview
ESSENTIAL
VOCABULARY
(Tier 2 or 3 words)
Reading: Students will complete a worksheet

on sequencing events.
appropriate worksheet for each student.
(T51) TW explain to students that the must add

quotation marks when they use the authors exact
words as an example in their response or in any
other writing. Make sure that students know that
they do not need to use quotation marks if they
paraphrase, or change the wording.
TW display Projectable 6.9 and work with
students to begin their response paragraph.
SW begin their response paragraph after reading
the prompt from Projectable 6.9.
CONFERENCING: TW conference with
Spelling:
Students will choose 5, 8, or 12 Spelling words
and use them in a sentence. TW differentiate this
activity by choosing the appropriate activity for
each student.


writings.
Notes: Reflections,
Rafting Creek Elementary Daily Instructional Plans
Grade 3
Thursday, October 9, 2014

ELA
Readers Workshop
Writers Workshop
Choose an item.
Common Core
Standard/Indicator:
L.3.1i.Produce simple, compound, and complex

sentences.
RF.3.3b. Decode words with common Latin suffixes.
Choose an item.
Choose an item.
Choose an item.
Skills/Objective:
(TSWBAT)
Review subjects and predicates
Can you identify and explain what

subjects and predicates are?
Identify and use words with suffixes er

and or.
correctly use words with the suffixes er and
or?
Use words from the prompt in a response

paragraph
How will using words from the prompt in my
response paragraph make my writing better?
Assessment:

be given a different subject/predicate
worksheet.
(Technology)
Instructional
Note: Make cross
experiences

Subject/predicate worksheet
Sticky notes
Mini Lesson:
Review: TW give each student a sticky
notes and ask them to identify and name a
state of being verb and an action verb.
(T58) TW review with the students
subjects and predicates. TW review with
students what a subject and a predicate
both are and their importance in a
sentence.
Guided Practice: (T80) TW display
sentences and have student volunteers to
identify complete subjects and complete
predicates.
Projectable 6.10 and some will complete

Practice Book, Vol., 1, pg. 81.
Projectable 6.10
Practice Book, Vol., 1, pg. 81.
MINI LESS0N:
Review: (T56) TW explain to the students that a
suffix is a word part added to the end of a base
word. It changes the meaning of the base word.
When you remove a suffix, the part that is left is
a whole word.
TW share with students that we use suffixes er
and or to mean one who.
TW display Projectable S8 and model applying
Steps 1 and 2 of the Vocabulary Strategy to
understand the meanings of collector and
painter.
TSW begin a graphic organizer for SUFFIXES
to be kept in their notebooks.
GUIDED READING: (T54) TW work
Projectable 6.11
Handwriting books
letter .
WRITERS WORKSHOP
MINI LESSON: SW work with a partner to play
an antonym memory match game.
(T59) TW tell students that the topic sentence of a
good response paragraph uses words from the
prompt. That way, it is clear what question the
writer is answering.
TW remind students that the teacher is the
audience and they should use more formal voice
than they would with a friend.
TW use Projectable 6.11 to show examples with
with small groups of children to read,

Poems That Slither, Walk, and Fly
from Journeys.
SW- read the story, Poems That Slither,
Walk, and Fly while in a small group
with the teacher.
students.
SW begin drafting their own response
paragraph.

Grouping and
Differentiated
leaders/tutors,
leaders
Grammar:
be given a different subject/predicate
worksheet.
TA
this lesson
Closure -
Note: preview
ESSENTIAL
VOCABULARY
(Tier 2 or 3 words)
Notes: Reflections,

lesson.
Reading:
Some students will complete Projectable 6.10
and some will complete Practice Book, Vol., 1,
pg. 81.
Spelling: SW choose from one of the following

activities:
1. Write the spelling words, vowels in one
color, consonants in another
2. Rainbow write spelling words.

appropriate worksheet for each student.

Notebook.
suffixes

writings.

Friday, October 10, 2014

ELA
Readers Workshop
Writers Workshop
L.3.1d.Form and use regular and irregular verbs
L.3.4. Determine or clarify the meaning of unknown and multiplemeaning word and phrases based on grade 3 reading and content,
choosing flexibly from a range of strategies.
W.3.5. With guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, and editing.
Choose an item.
Choose an item.
Choose an item.
Skills/Objective:
(TSWBAT)
Identify and use verbs
Revise and edit a response paragraph
How will I know how to identify and use

verbs?
Understand and use the target

vocabulary words
What strategies can I use to help me
understand and use the target
vocabulary words?
Common Core
Standard/Indicator:
Assessment:
(Technology)
Weekly Grammar
Assessment
Grammar Assessment
Reading books
Reading Story Assessment

Vocabulary Assessment
Reading Story Assessment
Vocabulary Assessment
Internet
Journeys on-line
Reading Journals
Vocabulary/Definition Match
How will revising and editing my writing help

my writing be better?
Student writings
-
Student handwriting books

Student writing journals
Antonym Memory Game
Projectable 6.12
Spelling Assessment
Instructional
Note: Make cross
experiences
Mini Lesson:
Review: (T64) TW remind students
about the concepts that we learned this
week about verbs.
(T64) TSW read page 218 in student
reading book. Review the concepts and
discuss the examples. Again remind the
students
MINI LESS0N:
.
Review: TSW review the vocabulary words by
giving out cards to students. Some cards will
have the definitions and some will have the
vocabulary word. The SW move around the
room to find their match.
SW listen to the story, Maxs Words on-line.
MINI LESSON: SW work with a partner to play

an antonym memory match game.
GUIDED READING: (T204) TW work
(T66)TW remind students of the things that

they learned this week about response
paragraphs. TW display Projectable 6.12.
TSW discuss the revisions and editing that
Kareem made to his writing and how it made
him write better.
with small groups of children to read

the weekly story from Journeys,
Maxs Words.

letter .
WRITERS WORKSHOP
SW take one of the personal narrative writings
that they did this week to make edit and make
revisions where needed.
Grouping and
Differentiated
leaders/tutors,
leaders
Grammar: SW be given the Journeys

grammar assessment.
Reading: SW be given the assessment over the

Journeys story of the week and the assessment
over the vocabulary words.
Spelling: SW be given the Spelling Assessment.

They will be asked to locate the misspelled
spelling words in the passage and spell them
correctly.
TA
this lesson

lesson.

Notebook.

writings.
Closure -
Note: preview
ESSENTIAL
VOCABULARY
(Tier 2 or 3 words)
Notes: Reflections,

October 6-10

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Rafting Creek Elementary Daily Instructional Plans Grade 3

Monday, October 6, 2014

L.3.1d. Form and use regular and irregular verbs

L.3.2f.Use spelling patterns and generalizations (e.g., word families,

Identify and use action verbs

Understand and use the target

What strategies do I need to know to

What strategies can I use to help me

Blend, read, spell, and write VCV words.

Practice Book, Vol, 1, Pg. 72 or

Practice Book, Vol. 1, 71

(T20) TW display Projectable 6.2 while

Vocabulary words written on

Mini Lesson: TSW listen to the story on-line.

GUIDED READING: (T28) TW- work

Practice Book, Vol. 1, 71

Guided Practice: (T20)

with small groups of children to read the

what makes a great response paragraph.

TA will assist with small group of students

TA will assist with small group of students that

TA will assist with small group of students that

Rafting Creek Elementary Daily Instructional Plans Grade 3

Tuesday, October 7, 2014

L.3.1d. Form and use regular and irregular verbs

RI.3.3. Describe the relationship between a series of historical

W.3.1b. Provide reasons that support the opinion.

Identify and use being verbs

Use details and examples to support ideas

What strategies do I need to know to

Identify and summarize the sequence of

Practice Book, Vol, 1, Pg. 74 or state of

SW read a short passage and put the events of

Practice Book, Vol, 1, Pg. 74

How will using details and examples help to

Practice Book Vol. 1, pg. 76

HANDWRITING PRACTICE: SWpractice correctly forming the cursive form of the

(T204) TW- work with small groups

examples help convince the reader to believe the

CONFERENCING: TW- conference with

Reading: SW read a short passage and put the

TA will assist with small group of students that

TA will assist with small group of students that

TW differentiate this activity by choosing

TA will assist with small group of students

Rafting Creek Elementary Daily Instructional Plans Grade 3

Wednesday, October 8, 2014

Form and use regular and irregular verbs

RI.3.3. Describe the relationship between a series of historical

L.3.2c. Use commas and quotation marks in dialogue.

Use and identify action verbs and

Recognize sequence as a text structure

Use quotation marks to show the authors

Why is sequencing considered a text

Practice Book, Vol, 1, Pg. 79

Practice Book, Vol, 1, Pg. 79

Review: TW give each student a card with

(T50) TW review with the students how

(T48- 49) TW display Projectable 6.8. TW

following sentences on the board: I write

Continue completing chart.

GUIDED READING: (T204) TW