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ELA Block I
Mrs. Shepard's Class Schedule
Lunch- 10:30-10:55 Recess- 10:55-11:15
Activity Schedule Monday- Library 1:00 Tuesday- Lab- 1:00; Music- 1:30 Wednesday- P.E- 12:30; Music- 1:00 Thursday- Library- 12:30 Friday- P.E- 1:00
Lesson Plans 8/12-8/16
6 years ago
FOCUS STANDARDS:
Standards: RL3.1- Answer Questions using specific details from the text.
SL.3.1- Explain what I understand about the topic being discussed.
L3.4-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).
W3.8-Gather information from sources; take brief notes and sort evidence into categories.
Assessments:
Reading Assessment will be given Friday, August 16th on RL3.1
Vocabulary/Spelling Test Friday, August 16th
Language Assessment on Prefixes and Suffixes will also be given Friday, August 16th.
Vocabulary/Spelling Words
1. key details-an important fact, example, or other piece of information in a text that helps explain a main idea.
2. topic- the general subject of a text.
3. diagram- a simple drawing that is used to explain something.
4. lodge- a beaver’s den
5. nesting- the use of a nest
6. mound- a small hill or a large pile of something.
7. survive- to stay alive
8. thrive- to grow successfully
9. microscope- an instrument used to view something very small objects not seen with your eyes.
10. offspring- a person’s child or animal’s young
Lesson Plans 8/19-8/23
6 years ago
Standards
RI3.2- Find the main idea of the paragraph or article.
L3.4.c-Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
W3.8-Gather information from sources; take brief notes and sort evidence into categories.
Homework:
Due on Friday. August 23rd
Assessments:
Spelling/Vocab Quiz- Friday, August 23rd
Reading Test (RI3.2) Tuesday or Wednesday the 27th or 28th.
Root Words Test- Friday, August 30th
Spelling/Vocabulary Words:
1. support- to help explain a maid idea in a text
2. paragraph- a group of sentences about a particular idea or topic
3. main idea- something important that an author wants readers to understand about a topic.
4. community- a group of people living in the same place
5. difficult- needing much skill or effort to accomplish
6. objects- a material thing that can be seen or touched
7. herd- a large group of animals that live and feed together
8. village- a group of houses and buildings that are smaller than a town
9. bundles- a collection of things tied or wrapped up together
10. tipis- a portable tent made of skins, cloth, or canvas on a frame of poles
Lesson Plans 9/3-9/6
6 years ago
Standards:
RI3.3-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.
L3.1.H- Use coordinating and subordinating conjunctions.
L3.1.I- Produce simple, compound, and complex sentences
Assessments:
Spelling/Vocabulary- Friday, Sept. 6th
Reading (RI3.3) Friday, Sept 6th
Language Arts: Friday, Sept. 6th
Homework:
Read the given passage for one-minute Tues.-Thurs. to build fluency. On Thursday, answer the comprehension questions. HW due Friday. We will review the answers before we begin our reading assessment.
Spelling/Vocabulary Words:
sequence -the order in which events in a story or the steps in a procedure occur
relationship -the way in which two or more people, events, or things are connected
historical -describes something based on history
adventure -an universal and exciting experience or activity
trader -a person who buys and sells goods
route -the course taken from a starting point to a destination
explore -travel through an unfamiliar place to learn about it
fellow -a word used to describe someone from the same group: My fellow students
gap -a break or hole between two objects
territory -an area of land under ownership of a ruler or state
Lesson Plans 9/9-9/13
6 years ago
RI.3.3- Describe
the cause-effect relationship between a series of ideas in a scientific text.
Identify and use words that signal cause and effect.
L3.1.H- Use
coordinating and subordinating conjunctions.
L3.1.I- Produce
simple, compound, and complex sentences
HW- Interim Assessment due Friday
ASSESSMENTS:
Reading Test on Cause and Effect- Thursday, September 12th
Vocabulary Quiz- Friday, September 13th
Interim Assessment- Friday, September 13th (This will cover RI3.1-RI3.3)
Lesson 4
cause -something
that brings about an effect or a result
effect -something
that happens as a result of something else
conditions -the state of
something’s appearance, quality, or working order
article -a piece
of writing included in a newspaper, magazine, or other publication
vapor -a
liquid diffused or suspended in the air
process -a series
of actions to achieve an end
image -a
visible representation of a person or art work
desert -a dry,
empty area of land that is usually covered with sand, waterless and without plants
extreme -reaching a
high or highest degree
response -a verbal or
written answer
Lesson Plans 8/3-8/7
6 years ago
Standards:
Standards:
RI3.8- Describe how sentences in a text are connected by cause and effect and sequence.
RL3.8- Use regular verbs.
W3.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Assessments:
Vocabulary and Reading Tests will be Friday, February 7th.
Lesson 18 Vocabulary / Spelling
connection how the facts and ideas in a sentence or paragraph relate to each other
spoiled damaged or flawed
practical capable of being put to use or account: useful
centuries a period of one hundred years
ingredients one of the things used to make a food or product
vendor a person who sells something
pizzeria a restaurant that serves mainly pizza
patriotic a person who loves his or her country and supports its
grind to reduce to powder or pieces
pioneers one of the first to settle in an area
Lesson Plans 9/16-9/20
6 years ago
RL3.1- Ask and Answer questions to demonstrate an understanding of a text, referring explicitly to the text as the basis for the answers.
W3.2-Write informative/explanatory
L3.1- Explain the functions of adverbs.
Assessments:
Spelling/Vocabulary Test: 9/20/19
Reading Test on RL3.1- 9/20/19
HW due on 9/20/19
event things that happen in stories and in the natural world
character person, animal, or made-up creature in a story or play
setting when and where a story or play takes place
chores a small job that has to be done
stall an enclosed area where a farm animal is kept
corral a pen for animals on a farm or ranch
echo a sound waves reflecting from a surface back to the listener
transform make a dramatic change in form, appearance, or character
elaborate detailed and complicated in design and planning
fierce being brave, proud, and untamed
Lesson Plans 9/23-9/27
6 years ago
Standards
RL3.3-Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute to the
sequence of events
L3.1- Explain the function of nouns, pronouns, verbs, adjectives,
and adverbs in general and their functions in particular sentences.
Assessments:
Standards Mastery (computer-based test) Friday, September 27th
Vocabulary/ Spelling- Friday, September 27th
Vocabulary Words
contribute add to something
traits a special quality that a character has. It is what the character is like on the inside, not physical appearance (courage, pride, or honesty)
motivation a reason for doing what you do
barge a flat bottom boat
ceremony a formal event that is part of a special occasion
myth a story explaining some natural event involving supernatural beings
plead present and argue for your case
slither move smoothly over a surface with a twisting or circular motion
native a person born in a specified place
conqueror a person who takes control of a place or people by use of military force
Lesson Plans 10/7-10/11
6 years ago
Standards
RI3.2- Recount stories including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral of the story.
L3.1.c- Use abstract nouns
Assessments:
Reading Independent Practice on Central Message and Plural/Abstract Noun Language Assessment will be given on October 11, 2019
Vocabulary/Spelling Test will be given on Wednesday, Oct. 16th
Lesson 8 Vocabulary and Spelling
central message a lesson about life the author of the story wants to share
factory large building where people do work in many different steps to create products
pods containers that hold the seeds of flowers, plants, or trees
ripe ready to be safely eaten
intend having a plan or design for a particular purpose
trotted a pace faster than a walk
merchant a person or company involved in wholesale trade
suspicious showing caution or distrust of someone or something
grazing eating grass in a field or pasture
delicious having a very good taste
Lesson Plans 10/14-10/18
6 years ago
RL3.1- Asking and answering questions referring to the text.
RL3.2- Recount stories including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral of the story.
RL3.3- Describing character traits using actions as evidence to support the choice.
_____ _____ _____
After Wednesday
RL3.4- Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
L3.4a- using contexting clues
Assessments:
Vocabulary/Spelling Test AND Interim Assessment (RL3.1-3.3will be given on Wednesday, Oct. 16th
Lesson 8 Vocabulary and Spelling
central message a lesson about life the author of the story wants to share
factory large building where people do work in many different steps to create products
pods containers that hold the seeds of flowers, plants, or trees
ripe ready to be safely eaten
intend having a plan or design for a particular purpose
trotted a pace faster than a walk
merchant a person or company involved in wholesale trade
suspicious showing caution or distrust of someone or something
grazing eating grass in a field or pasture
delicious having a very good taste
Lesson Plans 10/21-10/25
6 years ago
Standards:
RL3.4- Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
L3.4a- using contexting clues
Assessments:
RL3.4 Unfamiliar Words Independent Practice 10/23
Vocabulary Test and Language (L3.4) Test- 10/25
Lesson 9 Vocabulary/ Spelling
context clues- words, phrases, and sentences around an unknown word or phrase that helps to understand the meaning
topic- the general subject of a text
therapy- treatment intended to help or heal a physical or mental problem
enhance- increase or improve the quality or value
confidence- the feeling that you can trust someone or something
halter- a strap put around the head of an animal to guide it.
interactive- something that requires two or more to connect with each other
harmful- causing or likely to cause harm
pest- a destructive insect or other animal that attacks crops, food, livestock, etc.
sensitive- easily upset, damaged, or injured by slight changes
Lesson Plans 11/18-11/22
6 years ago
RL3.5- Refer to parts of stories when writing or speaking about a text, using terms such as chapter; describe how each successive part builds on earlier sections.
L3.2d- Form and use possessives.
W3.2.C- Write opinion pieces on topics or texts, supporting a point of view with reasons.
Reading, Language, and Vocabulary assessments will be given on Friday, November 22nd.
We will be working on the writing assignment for the next few weeks.
Lesson 13 Vocabulary/ Spelling
sections smaller parts in which something is divided
chapters sections, or parts, of stories or books
ancient extremely old
immediately right away
doubts worries or concerns about something
wondrous amazing
mystery something that is difficult or impossible to explain
crept move slowly and carefully to avoid being heard or noticed
tacked attached with a small sharp nail
vanished disappeared suddenly and completely
Lesson Plans Dec 9-13
6 years ago
RL3.5- Refer to parts of plays when writing or speaking about a text, using terms such as scene; describe how each successive part builds on earlier sections.
L3.5b- Real-life Connections- Identify real-life connections between words and their use.
W3.2.C- Write opinion pieces on topics or texts, supporting a point of view with reasons.
Vocabulary Lesson 15
verses lines in a poem
speaker the character whose “voice” you hear in a poem
stanza a group of verses
gloom partial or total darkness
feast a large meal, usually for a celebration
swoop move rapidly downward through the air
flock a number of birds of one kind feeding, resting, or traveling together
knight a man who served his supreme ruler as a mounted soldier in armor
slayed to kill an animal or person in a violent way
doom death, destruction, or some terrible fate
Lesson Plans for 1/13-1/17
6 years ago
Focus Standards:
RL3.6- Distinguish their own point of view from that of the narrator or those of the characters.
L3.5b- Identify real-life connections between the words and their use.
W3.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Assessments:
RL3.6 Standards Mastery will be given Friday, January 17th
L3.5b and the Vocabulary Test will also be given Friday, January 17th.
Vocabulary/Spelling
narrator the person who tells the story
evidence facts, details, quotes, or other places of information used to support a claim, point, or an idea
perched to rest on something
ballet a graceful type of dance often used to tell a story
stroke an act of moving one's hand across a surface with gentle pressure
nook a corner offering seclusion or security
startled to feel sudden shock or alarm
stable a building set apart and adapted for keeping horses
coiling a length of something wound in a spiral or sequence of rings
reins a long narrow strip attached at one end to a horse’s bit
Lesson Plans 1/21-1/24
6 years ago
L3.5.c- Distinguish shades of meaning among related words that describe states of mind of certainty.
RI3.7- Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate an understanding of the text (e.g., where, when, why, and how key events occur).
W.3.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Assessments:
Writing Rehearsal One will be Wednesday, January 22, 2020.
This first practice will not be a grade. It is to practice responding to prompts under a time constraint, so students will be comfortable when it is time to take the MAAP.
Lesson Plans 1/27- 1/31
6 years ago
Standards:
L3.5.c- Distinguish shades of meaning among related words that describe states of mind of certainty.
RI3.7- Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate an understanding of the text (e.g., where, when, why, and how key events occur).
Language and Reading Test on Friday, January 31
Vocabulary
illustrations pictures that accompany a text and that often provide additional details about the text
maps drawings that show the cities, roads, rivers, and other detail of an area
burs a prickly seed case
fibers a thin thread of material
fabric a woven or knitted material
device a thing used to do a job or a task
gadget a small mechanical or electronic device or small tool
canal an artificial waterway constructed to allow the passage of boats/ships inland
claimed formally request or demand
bulky taking up much space
Lesson Plans 2/17-2/21
6 years ago
Standards:
RI3.9- Compare and contrast the most important points and key details presented in two texts on the same topic.
L3.2a- Capitalize titles correctly.Assessments: Reading, Vocabulary, and Spelling Test on Friday, February 21st.
Lesson 20 Vocabulary/ Spelling
contrast to describe how two or more things are different
skeptical showing doubt about something
access a way of getting something
broadcast to tell something to many people over the radio or TV
persuasive convincing someone to do or believe something
essay a short piece of writing on a particular subject
convenient fitting in well with a person’s needs, activities, and plans
functioning works or operates in a proper way
awkward hard to do or deal with
distribute giving out parts of things; deal out
Lesson Plans 3/2-3/6
6 years ago
RL3.7- Explain how aspects of illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting.)
Language- Review skills taught this year.
Assessments:
Reading Assessment on Friday, March 6th
Vocabulary Test on Friday, March 6th
Lesson 21 Vocabulary and Spelling
mood a feeling a story creates in the reader
setting when a where a story or play takes place
fathom six feet; used to measure water depth
bowsprit a long pole that extends from the front of a ship
launched set a boat in motion by pushing it or allowing it into the water
spare extra to what is needed
bellow shout something with a deep load roar usually in pain or anger
hoist to raise something up
heaved pull, raise, or move by pulling on a rope
hurl throw with great force
LP March 16-20
6 years ago
Standards:
Mon and Tuesday finishing up standards RL3.7 and RL3.9. Wednesday through Friday we will review RL3.3, RL3.5, RL3.6.
RL3.7- Using illustrations to gain information about the story.
RL3.9- Compare and contrast the themes, settings, and plots of stores written by the same author about the same or similar characters.
RL3.3- Describing Character Traits; RL.3.5-Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL3.6- Distinguish the author's point of view.
Assessments:
Monday- Independent Practice RL3.9
Tuesday- Interim Assessment RL3.7 & RL3.9
Friday- Vocabulary Week 30
Week 30 Vocabulary/ Spelling
sly hiding a sneaky action that misleads someone
clever quick to understand, learn, and apply ideas
gourd a large fruit with hard skin
proceeded continue a course of action
chuckle laugh quietly or inwardly
lobby a spacey room that all other rooms lead to; usually at the front entrance
faint lacking in strength and barely noticeable
admire have respect and approval
quiver tremble or shake with a slight motion
sparkled shine brightly with flashes of light