Fluency (Optional)-practice partner reading with expression; timed readings of a read” passage, Journeys “cold Comprehension and Fluency flip chart for Lesson 23 See Internet4 classrooms for fluency passages and activities Writing/Research Strategies and Skills Routine Writing W.3.3a-Establish a situation and introduce a narrator Skills Writing a narrative piece and/or characters, organize an event sequence that Narrative writing Establishing a narrator unfolds naturally Establishing a narrator Sequencing events clearly W.3.3b- Use dialogue and descriptions of actions, Using dialogue thoughts, and feelings to develop experiences and Writing Tasks events or show the response of characters to situations. Strategy Imagine that your family picked up Oliver and had a meal with him. Tell a about how that dinner would go, and Use temporal and phrases to signal W.3.3c- Pre-assessment to determine skill level what everyone would say. End your story with a short letter event order Modeled response to text to Ray. Make sure to pick a narrator, put the events in W.3.3d- Provide a sense of closure Peer editing pre-assessment for sequence in story sequential order, and include dialogue. Self editing pre-assessment and self-reflection Learning Targets (I Can…) a narrative story that uses detailed descriptions and has a clear order of events. Establish a narrator for my story. Speaking and Listening Strategies and Skills Performance Assessments SL.3.1- Engage effectively in a range of collaborative Group behaviors, classroom routines and procedures, Teacher observation discussions (one-on-one, in groups, and teacher led) collaborative conversations with diverse partners on grade 3 topics and texts, TNCore Accountable Talk resource: building on others’ ideas and expressing their own clearly. Learning Targets (I Can…) SL.3.6 Speak in complete sentences when – Participate actively and productively in class discussions, using appropriate to task and situation in order to provide accountable talk. requested detail or clarification. Language Strategies and Skills Vocabulary Suffixes -er and -est Suffixes -er and -est
Fluency (Optional)-practice partner reading with expression; timed readings of a “cold read” passage, Journeys Comprehension and Fluency flip chart for Lesson 23 See Internet4 classrooms for fluency passages and activities Writing/Research W.3.3a-Establish a situation and introduce a narrator and/or characters, organize an event sequence that unfolds naturally W.3.3b- Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.3c- Use temporal and phrases to signal event order W.3.3d- Provide a sense of closure Strategies and Skills Skills Narrative writing Establishing a narrator Using dialogue Strategy Pre-assessment to determine skill level Modeled response to text Peer editing pre-assessment for sequence in story Self editing pre-assessment and self-reflection Learning Targets (I Can…) a narrative story that uses detailed descriptions and has a clear order of events. Establish a narrator for my story. Routine Writing Writing a narrative piece Establishing a narrator Sequencing events clearly Writing Tasks Imagine that your family picked up Oliver and had a meal with him. Tell a about how that dinner would go, and what everyone would say. End your story with a short letter to Ray. Make sure to pick a narrator, put the events in sequential order, and include dialogue. Speaking and Listening SL.3.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. SL.3.6 – Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Strategies and Skills Group behaviors, classroom routines and procedures, collaborative conversations TNCore Accountable Talk resource: Learning Targets (I Can…) Participate actively and productively in class discussions, using accountable talk. Performance Assessments Teacher observation Language Strategies and Skills Suffixes -er and -est Vocabulary Suffixes -er and -est