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3rd Grade Special Education Lesson Plans - Monday, October 14th , 2013 Procedures IEP/Testing/Consult Writing- Onomatopoeia Standards RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

Objective-. SWBAT identify onomatopoeias in a poem.

Warm up TW make a few noises around the room while the students close their eyes. For example, slam a book on a desk, shake the rain stick, or tap a pencil on a desk. TW ask the students, What are some words you can use to describe each noise? Direct Instruction TW introduce onomatopoeias by explaining, Onomatopoeia is when a words pronunciation imitates its sound. Therefore, you just came up with onomatopoeias when you described the sounds that I made! TW give a few more examples of onomatopoeias. TW read a line of the poem. Students will use an echo strategy and repeat what the teacher said. T/SW highlight all of the onomatopoeias in the poem. Model TW model how to highlight the first onomatopoeia. Guided Practice T/SW identify the next onomatopoeia together and then highlight it. Independent practice SW identify the words that need to be highlighted while reading the poem with the teacher. Closure Ticket out the door- Think of an onomatopoeia that might describe the sound of rain and tell your partner. Materials: Highlighter and a poem. MATH- Envision: 3-4 Estimating Differences Standard 3. NBT.A.2 -Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Objective SWBAT to solve problems by estimating differences. Warm up SW complete a math facts sheet in two minutes or less. Direct Instruction TW say, You have learned to subtract using a hundred chart. Today you will learn to estimate

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differences. TW connect the lesson by saying, When you say that a trip took about 7 hours, is that an estimate or an exact amount of time? What are some other situations in which you might estimate? T/SW discuss the questions as a class. TW pose the problem on page 74b of the teacher edition and have students sharer their strategies with the class

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Model TW model how to estimate the problem 356-117 by rounding to the nearest tens and subtracting. TW emphasize the words in the problem that help us know its a subtraction problem and that we need to estimate. GP T/SW solve the GP problems on page 75 of their math book together as a class. (1-6) SW use their whiteboards and markers to solve the problems. IP SW complete IP problems on page 75 of their math book, in their math journals independently. (917) Closure Ticket out the door- Tell your shoulder partner one thing you learned today. Materials- Paper, pencil, math notebook, math textbook, and math fact sheets. Prep/Consult with 3rd grade teacher re: behaviors/academics Support Staff in Mrs. Morrow Class 9:55-10:30 Lunch Prep Consult on behaviors in from the playground. Duty SES in 1st grade writing Testing WALK TO READ Standard RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.1 -Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Objective SWBAT define vocabulary terms.

Warm up-

TW read each vocabulary word a loud and students will echo.

Direct Instruction- (Whole Group) TW show students a power point with various vocabulary activities. SW participate in the vocabulary presentation, define words, and match a word to a picture.

Closure Ticket out the door- Use one of the vocabulary words that you have learned about today and use it in a sentence. (Tell your partner) SW mark their behavior charts in their homework folder.

Materials- Vocabulary power point presentation and Bright Surprises textbook. Center/Independent work SW write their homework in folder and collect their graded papers. SW work on their centers packet and complete various worksheets/centers throughout the week.

O: RF.3.3 know and apply grade level phonics and word analysis skills in decoding words Miss Bethell Small Group TW introduce new spelling patterns to each group using an open sort. TW read each word and students will echo. Red- LN-27 Yellow- WW-13 Green- WW-14

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Ms. Kellys small group A-Z Fluency IEP/Testing/Consult

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3rd Grade Special Education Lesson Plans - Tuesday, October 15th , 2013 Procedures IEP/Testing/Consult Writing- Onomatopoeia Standards RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

Objective-. SWBAT identify onomatopoeias in various poems.

Warm up T/SW review what a onomatopoeia is and review the previous days lesson. TW say, Onomatopoeia is when a words pronunciation imitates its sound. Remember yesterday when I slammed the book on the desk you described that sound using the work SMACK. Direct Instruction TW say, You already know how to identify an onomatopoeia, today you will continue to identify onomatopoeias in various poems. You will use your highlighter to highlight each onomatopoeia. TW read a line of the poem and students will use an echo strategy and repeat each sentence after the teacher. Model TW model how to highlight an onomatopoeia in the first poem. Guided Practice T/SW identify the next onomatopoeia in the poem and highlight it together. Independent practice TW read as students follow along and highlight all of the onomatopoeias. Closure Ticket out the door- How do you think onomatopoeias make poems more interesting to read? Materials: Pencil, highlighter, and onomatopoeia poems. 8:55-9:55 MATH- Envision: Test on using a hundreds chart and estimating differences Standard 3. NBT.A.2 -Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Objective SWBAT to solve problems by estimating difference and subtract using a hundred chart. Warm up SW complete a math facts sheet in two minutes or less. Direct Instruction TW say, Today we are going to do a quick review and then take a test on subtracting using a hundred chart and estimating differences.

Model/Guided Practice T/SW review for the test by answering questions on a PowerPoint Presentation. IP SW complete a test on subtracting using a hundred chart and estimating differences. Closure Tickets out the door- Which method do you like better. Using a hundred chart to subtract or estimating numbers and then subtracting them? Explain. Materials- Paper, pencil, math notebook, math textbook, and math fact sheets.

9:55-10:40 10:40-10:50 10:50-11:20 11:15-11:40

Prep/Consult with 3rd grade teacher re: behaviors/academics Support Staff in Ms. Martins Class 9:5510:30 Duty Lunch SES in 1st grade writing/Math 11:25-12:10 SET will work with students in the classrooms modeling and discussing correct behaviors. Testing WALK TO READ Standard RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.1 -Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

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Objective SW use a double bubble map to compare and contrast.

Warm up TW ask, Have you ever looked at two people or objects and thought about their similarities and differences? T/SW discuss students responses.

Direct Instruction TW explain that, A double bubble map is used to compare and contrast. Comparing means to see the difference between two topics. Contrast means to see what the two topics have in common. Today, we are going to read the story The World Next Door (Pg 1-7 only). TW read the story aloud and students will track using their fingers.

Model/Guided Practice-

TW model how to complete a double bubble map using the story Miss Nelson is Missing. The TW compare and contrast the characters Miss Nelson and Miss Viola Swamp.

Independent Practice SW offer ideas to add to the double bubble map that help compare and contrast the two characters.

Closure Ticket out the door- What two characters do you think we should compare and contrast in the story The World Next Door. (Hint: Who are the main characters?)

Materials- Double bubble map graphic organizer, pencil, and the story The World Next Door. Center/Independent work SW write their homework in folder and collect their graded papers. SW work on their centers packet and complete various worksheets/centers.

O: RF.3.3 know and apply grade level phonics and word analysis skills in decoding words RF.3.4 Read with sufficient accuracy and fluency to support comprehension Ms. Bethell: Ms. Bethell Pre-Intervention plan in Read Well Red Group: Whats in a Name? Unit 6 (Day 3 ) Yellow Group: Lessons Learned Unit 20 (Day 3 ) Green Group: Unit 2 (Day 1) TW follow the 6-day intervention plan for each of the stories. TW focus on phonics, fluency, and comprehension. Ms. Kellys Small Group SW complete a closed sort.

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TW introduce the new spelling pattern and sts will complete an open sort of their words and will explain their reasoning for their sort and repeat their words. IEP/Testing/Consult

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3rd Grade Special Education Lesson Plans - Wednesday, October 16th, 2013 Procedures IEP/Testing/Consult Writing- Onomatopoeia Standards RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

Objective-. SWBAT write onomatopoeias that describes a picture. SW write a complete sentence using onomatopoeias with guidance.

Warm up T/SW review what a onomatopoeia is and review the previous days lesson. TW say, Onomatopoeia is when a words pronunciation imitates its sound. Remember yesterday when I slammed the book on the desk you described that sound using the work SMACK. Direct Instruction TW say, You already know how to identify an onomatopoeia, today you will write an onomatopoeia that describes the sound you might hear in a certain picture. You will also write three complete sentences using an onomatopoeia in each one. Model TW model how to write an onomatopoeia that describes a picture. TW model how to write one example of an onomatopoeia that represents an animal sound. TW model how to write one complete sentence using an onomatopoeia. Guided Practice T/SW write an onomatopoeia that describes a picture together. T/SW write one example of an onomatopoeia that represents an animal sound together. T/SW write one complete sentence using an onomatopoeia together. Independent practice SW finish the rest of the onomatopoeia worksheet independently. Closure Ticket out the door- What part of speech do you think an onomatopoeia is?

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Materials: Pencil and onomatopoeia worksheet. MATH- Envision: 4-1 Models for Subtracting 2-digit numbers Standard 3. NBT.A.2 -Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Objective SWBAT subtract 2-digit numbers using place-value blocks or pictures. Warm up SW complete a math facts sheet in two minutes or less.

Direct Instruction TW say, You have learned to regroup when adding 2-digit numbers. Today you are going to regroup to subtract 2-digit numbers. TW connect the lesson by asking, Have you ever needed coins for a machine, but you only had a dollar bill? What did you do? TW discuss the students responses. TW pose the problem on page 86B of the TE in EnVision math. SW work in pair to solve the problem using place value blocks. SW share their strategies with the class. Model TW model how to solve the problem and record the work using the algorithm. TW model the problem 32-15 and demonstrate how to record the subtraction. GP IPSW complete IP problems on page 86 of their math book, in their math journals independently. (918) Closure Ticket out the door- When might you need to subtract two 2-digit numbers? Materials- Paper, pencil, math notebook, math textbook, and math fact sheets. Prep/Consult with 3rd grade teacher re: behaviors/academics Support Staff in Ms. Martins Class 9:5510:30 Duty Lunch SES in 1st grade writing SET will work with students in the classrooms modeling and discussing correct behaviors. Testing WALK TO READ Standards RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.1 -Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Objective SW use a double bubble map to compare and contrast. T/SW solve the GP problems on page 86 of their math book together as a class. (1-6) SW use their whiteboards and markers to solve the problems.

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11:40-12:15 12:15-1:30

Warm up T/SW review the previous days lesson. T/SW review a double bubble map and summarize what

they have read so far in the story The World Next Door. Direct Instruction TW finish reading the story The World Next Door (Pg 8-16). TW read the story aloud and students will track using their fingers.

Model/Guided Practice TW use step by step guided instruction to help students fill out the double bubble map on two characters from the story The World Next Door.

Independent Practice SW offer ideas to add to the double bubble map that help compare and contrast the two characters.

Closure Ticket out the door- How do you think double bubble maps help you better understand two characters?

Materials- Double bubble map graphic organizer, pencil, and the story The World Next Door. Center/Independent work SW write their homework in folder and collect their graded papers. SW work on their centers packet and complete various worksheets/centers.

O: RF.3.3 know and apply grade level phonics and word analysis skills in decoding words RF.3.4 Read with sufficient accuracy and fluency to support comprehension Ms. Bethell: Ms. Bethell Pre-Intervention plan in Read Well Red Group: Whats in a Name? Unit 6 (Day 4 ) Yellow Group: Lessons Learned Unit 20 (Day 4 ) Green Group: Unit 2 (Day 2) TW follow the 6-day intervention plan for each of the stories. TW focus on phonics, fluency, and comprehension.

Ms. Kellys Small Group Fluency

1:30-2:11

TW introduce the new spelling pattern and sts will complete an open sort of their words and will explain their reasoning for their sort and repeat their words. IEP/Testing/Consult

Time 7:55-8:30 8:30-8:55

3rd Grade Special Education Lesson Plans - Thursday, October 17th , 2013 Procedures IEP/Testing/Consult Writing- Onomatopoeia Standards RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

Objective-. SWBAT write a complete sentence using an onomatopoeia with guidance.

Warm up T/SW review what a onomatopoeia is and review the previous days lesson. TW say, Onomatopoeia is when a words pronunciation imitates its sound. Remember on Monday when I slammed the book on the desk you described that sound using the work SMACK. Direct Instruction TW say, You already know how to identify an onomatopoeia, today you will write a sentence using an onomatopoeia. Model TW model how to write a sentence using the onomatopoeia swish. Guided Practice TW guide students to come up with a sentence using the onomatopoeia crunch by prompting them with questions, such as, what object might make the sound crunch if you step on it or eat it? Closure Ticket out the door- Come up with an onomatopoeia that might describe a wave at the beach. Materials: Pencil and paper. MATH- Envision: 4-2 Subtracting 2-digit numbers Standard 3. NBT.A.2 -Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Objective SWBAT subtract 2-digit numbers using an algorithm method. Warm up SW complete a math facts sheet in two minutes or less. Direct Instruction TW say, You have learned how to regroup for subtraction using models. Today, you are going to subtract 2-digit numbers using an algorithm method. TW connect the lesson by asking, Have you ever wished you had paper and pencil to do a

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 Model TW model how to solve the problem and record the work using the algorithm. TW model the problem 35-19 and demonstrate how to record the subtraction. TW model how to take a horizontal problem and set it up vertically so the students can solve it. GP IPSW complete IP problems on page 88 of their math book, in their math journals independently. (11-20) Closure Ticket out the door- Tell your partner one thing you learned today in math class. Materials- Paper, pencil, math notebook, math textbook, and math fact sheets. 9:55-10:40 10:40-10:50 10:50-11:20 11:15-11:40 Prep/Consult with 3rd grade teacher re: behaviors/academics Support Staff in Ms. Martins Class 9:5510:30 Duty Lunch SES in 1st grade writing SET will work with students in the classrooms modeling and discussing correct behaviors. Testing WALK TO READ Standard RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.1 -Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. T/SW solve the GP problems on page 88 of their math book together as a class. (1-8) SW use their whiteboards and markers to solve the problems.

subtraction or addition problem? Why did you need paper? TW discuss the students responses. TW pose the problem on page 88B of the TE in EnVision math. SW work in pair to solve the problem using place value blocks/paper and pencil. SW share their strategies with the class.

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Objective Students will be able to make inferences using text.

Warm up TW say, We are going to play a little game, I want you to really pay attention. I am going to read you a short description and then I want you to guess where this person is based on the text we

have read. TW read a short script, Dylan walked into the room. Everyone is either quietly reading a book or finding a good book to read. Some children are at the desk checking out books to take home. SW share their thoughts. TW ask a few questions to get the students thinking about the inference skill, How do you know that Dylan is in the library? Did you use background knowledge? Did the story directly tell us that Dylan was in the library?

Direct Instruction TW say, What you just did was called infer! This is a skill that you may use without even knowing you are doing it. So what does the word inference actually mean? Inferencing is combining background knowledge with clues in the text or picture to form a new idea. TW begin reading the story Grandma Tells Why aloud. (Pages 142-146) SW follow along by tracking with their fingers. TW ask questions while reading that help students infer. TW explain, We are now going to play Where am I and I want you to really use your background knowledge to help you figure out the answer.

Model/Guided Practice TW model how to identify important information from the text and link it to what you already know to come up with an inference. TW use a think aloud strategy to model the process of inferring.

Independent Practice SW answer a few more where am I questions.

Closure Ticket out the door- If I had some objects such as a leash, collar, bone, and a ball. What could you infer that I might have ? (Tell your partner)

Materials- Inference power point presentation, Inference matching worksheet, Grandma Tells Why story, and a pencil. Center/Independent work SW write their homework in folder and collect their graded papers. SW work on their centers packet and complete various worksheets/centers.

O: RF.3.3 know and apply grade level phonics and word analysis skills in decoding words RF.3.4 Read with sufficient accuracy and fluency to support comprehension Ms. Bethell:

Ms. Bethell Pre-Intervention plan in Read Well Red Group: Whats in a Name? Unit 6 (Day 5 ) Yellow Group: Lessons Learned Unit 20 (Day 5 ) Green Group: Unit 2 (Day 3) TW follow the 6-day intervention plan for each of the stories. TW focus on phonics, fluency, and comprehension.

Ms. Kellys small group Fluency

1:30-2:11

TW introduce the new spelling pattern and sts will complete an open sort of their words and will explain their reasoning for their sort and repeat their words. IEP/Testing/Consult

Time 7:55-8:30 8:30-8:55

3rd Grade Special Education Lesson Plans - Friday, October 18th, 2013 Procedures IEP/Testing/Consult Writing- Onomatopoeia Standards RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

Objective-. SWBAT write a complete sentence using an onomatopoeia independently.

Warm up T/SW review what a onomatopoeia is and review the previous days lesson. TW say, Onomatopoeia is when a words pronunciation imitates its sound. Remember on Monday when I slammed the book on the desk you described that sound using the work SMACK. Direct Instruction TW say, Yesterday we practiced and practiced writing sentences using an onomatopoeia together. Today you will write a sentence using the onomatopoeia bang independently. Your grammar and punctuation does count. I need to see nice spacing as well. Remember you can use your quick word reference book to spell words correctly Independent practice SW write a complete sentence using the onomatopoeia bang. Closure Ticket out the door- If an onomatopoeia is an action verb, what part of speech is it describing?

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Materials: Pencil and paper. MATH- Envision: 4-3 Models for subtracting 3-digit numbers. Standard 3. NBT.A.2 -Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Objective SWBAT subtract 3-digit numbers using place-value blocks or pictures. Warm up SW complete a math facts sheet in two minutes or less. Direct Instruction TW say, You have learned to regroup when adding 2-digit numbers. Today you regroup to subtract hundreds, tens, and ones. TW connect the lesson by saying, Suppose you have only a one-hundred-dollar bill and you need to give someone a ten-dollar bill. What could you do? TW discuss the students responses. TW pose the problem on page 90B of the TE in EnVision math.

 SW work in pair to solve the problem using place value blocks. SW share their strategies with the class. Model TW model how to solve the problem and record the work using the algorithm. TW model the problem 246-153 and demonstrate how to record the subtraction. GP IPSW complete IP problems on page 90 of their math book, in their math journals independently. (918) Closure Ticket out the door- When might you need to subtract two 3-digit numbers? Materials- Paper, pencil, math notebook, math textbook, and math fact sheets. Prep/Consult with 3rd grade teacher re: behaviors/academics Support Staff in Ms. Martins Class 9:5510:30 Duty Lunch SES in 1st grade writing SET will work with students in the classrooms modeling and discussing correct behaviors. Testing WALK TO READ Standard RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.1 -Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. T/SW solve the GP problems on page 90 of their math book together as a class. (1-6) SW use their whiteboards and markers to solve the problems.

9:55-10:40 10:40-10:50 10:50-11:20 11:15-11:40

11:40-12:15 12:15-1:30

Objective Students will be able to make inferences using text.

Warm up T/SW review the skill of inferring by summarizing the key steps in the process.

Direct Instruction TW finish reading the story Grandma Tells Why aloud. (Pages 145-148) SW follow along by tracking with their fingers. TW ask questions while reading that help students infer.

TW explain, We are now going to complete a matching worksheet on inferring

Model/Guided Practice TW model how to match one of the statements to an inference.

Independent Practice SW complete the inference worksheet independently. TW read each statement aloud one by one allowing time for each student to find its match.

Closure Ticket out the door- If I had a black and white ball, kleets, and shin guards, what sport do you thinks I am going to go play? (Tell your partner)

Materials- Inference power point presentation, Inference matching worksheet, Grandma Tells Why story, and a pencil. Center/Independent work SW write their homework in folder and collect their graded papers. SW work on their centers packet and complete various worksheets/centers.

O: RF.3.3 know and apply grade level phonics and word analysis skills in decoding words RF.3.4 Read with sufficient accuracy and fluency to support comprehension Ms. Bethell: Ms. Bethell Pre-Intervention plan in Read Well Red Group: Whats in a Name? Unit 6 (Day 6 ) Yellow Group: Lessons Learned Unit 20 (Day 6 ) Green Group: Unit 2 (Day 4) TW follow the 6-day intervention plan for each of the stories. TW focus on phonics, fluency, and comprehension.

Ms. Kellys Small Group Give students their spelling Test

1:30-2:11

TW introduce the new spelling pattern and sts will complete an open sort of their words and will explain their reasoning for their sort and repeat their words. IEP/Testing/Consult