To have students use words to discuss a new thing they would like to try.

Transcription

1 DY Concept & Vocabulary Development Grade 3 Unit Question of the Week: What can we learn by trying new things? To introduce and discuss concepts and vocabulary related to the benefits of trying new things. Use: Student ook, pp CONNECT: Form & Function WRTE: Daily Writing CHECK: Progress Monitoring To have students use words to discuss a new thing they would like to try. To have students write a sentence(s) about what nna did at camp. E What new thing would you like to try? want to go to. would like to go to. for the Week (* = cademic Vocabulary) basket, flashlight, battery*, cabin, camp, electricity*, blew, weave, attempt, bubbles, canoe E nna tried to weave a. nna tried to a at camp. E would like to go to and sleep in a. would like to go to and sleep in a with no. would like to go to and in a with no and use a. water, swimming, hiking, biking, skiing, mountain climbing, camping, sleep ELD Standard R: Read and use more detailed sentences to describe orally the relationships between text and one s own experiences. What did nna do at camp? Pair students of mixed abilities. Have them use the completed Description Map to say E nna tried to a at. When nna tried to, she bubbles in the. When nna attempted to, she in the. a sentence about trying something new in summer camp. is a new thing for me. Compile an illustrated vocabulary list of student generated ideas for students to use as reference. Skill Check: Practice ook, p. 5 KEY = Prompt or Question CELDT Levels = eginning/level E = Early ntermediate/level 2 = ntermediate/level 3 E = Early dvanced/level 4 = dvanced/level 5 Copyright Pearson Education, nc., or its affiliates. ll Rights Reserved. Grade 3 Unit Page

2 Grade 3 Unit Question of the Week: What can we learn by trying new things? DY 2 Word nalysis To have students use words with short vowel sounds. What is one new thing you would like to try this summer? CONNECT: Form & Function WRTE: Daily Writing CHECK: Progress Monitoring To guide students to decode and encode words with short vowel sounds, including /e/ spelled ea, as they discuss one new thing they would like to try. swim, cabin, camp, tent, summer, head, instead, bread To have students write a sentence about something they would like to try if they went to summer camp. want to. want to sleep in a. E want to to. This, want to to. sleep, learn [List other words with short vowel sounds that students suggest.] E would like to in a. would like to in a at. E One new thing would like to this is how to. This, one new thing would like to is. E magine you will go to summer camp. What new thing would you like to try? t summer, would like to in a. t this, would like to in a or a. ELD Standard R: Read and use more detailed sentences to describe orally the relationships between text and one s own experiences. Review some of the new things nna tried at camp. Have partners take turns talking about the new things they want to try. Encourage students to use some of the target words they used today, since they are related to summer camp. Skill Check: Practice ook, p. 6 Copyright Pearson Education, nc., or its affiliates. ll Rights Reserved. Grade 3 Unit Page 2

3 Grade 3 Unit Question of the Week: What can we learn by trying new things? DY 3 Comprehension Skills & Strategies To teach how certain words describe people, places, and things. To teach about the definitions of characters and setting. Use: Student ook, pp CONNECT: Form & Function WRTE: Daily Writing CHECK: Progress Monitoring To guide students to recognize and use words that describe. To have students write a sentence identifying the setting and the characters in a story. E What kind of lake do you want to swim in? want to swim in a lake. want to in a lake. want to in a, lake. clear, blue, big, setting, characters, story, young, small, round swim, learn, lake, boys [List other words with short vowel sounds that students suggest.] E Look at the book cover on page 27. What is the setting of the story? Who are the characters? : a lake : boys The is a lake. The are boys. The is a lake. The are three. E would like to in a, lake. would like to to in a, lake. E The of this is a lake. The in this are three. The of this is a, lake. The in this are three boys. ELD Standard R: Respond orally to factual comprehension questions about brief literary texts by answering in simple sentences. Have students revisit the story Fun at Summer Camp on page 25. sk them to provide answers for the following: What is the setting of the story? Who is a character in the story? Find a word in the story that describes the setting. Find a word in the story that describes the character. Skill Check: Practice ook, p. 7 Copyright Pearson Education, nc., or its affiliates. ll Rights Reserved. Grade 3 Unit Page 3

4 Grade 3 Unit Question of the Week: What can we learn by trying new things? DY4 Grammar & Conventions To help students recognize complete sentences and fragments. Use: Student ook, p. 28. CONNECT: Form & Function WRTE: Daily Writing CHECK: Progress Monitoring To guide students to identify sentence fragments and complete sentences. To have students write a complete sentence about what nna did because there was no electricity in the cabin. E How many parts does a complete sentence have? How many parts does a fragment have? t has parts. complete sentence has parts. has parts. fragment has complete sentence, fragment, part, two, one flashlight, batteries, electricity, nna, see, night E Write a complete sentence about what nna did when there was no electricity in the cabin. She used a. used a to see at night. t night, used a to see. part. E has parts. has part. has parts, but a has part. E t night, used a with to see. t night, used a with to see because there was no. ELD Standard LC: Produce independent writing that may include some inconsistent use of capitalization, periods, and correct spelling. sk students to exchange sentences they wrote for Your Turn and tell their partner: Your answer in the first sentence [does/does not] start with a capital letter. Your answer in the second sentence [is/is not] a complete sentence. Skill Check: Practice ook, p. 8 Copyright Pearson Education, nc., or its affiliates. ll Rights Reserved. Grade 3 Unit Page 4

5 Grade 3 Unit Question of the Week: What can we learn by trying new things? DY5 Writing To wrap up the weekly concept and produce a final piece of writing related to the concept and vocabulary. Use: Student ook, p. 29. CONNECT: Form & Function WRTE: Daily Writing CHECK: Progress Monitoring To have students use vocabulary learned this week to discuss what they can learn by trying new things. Discuss something new you would like to try. Display, review, and refer to all the vocabulary and vocabulary charts generated this week. E E want to go to. t would be fun to sleep in a. would need a and at night. would like to go to. t would be fun to sleep in a with no. would need a and at night. would like to go to summer. think it would be fun to try new things like weaving a. would sleep in a with no. t night, would need a and at night. would like to go to this summer. think it would be fun to try new things like a or bubbles in the water. t night, would sleep in a with no. might need a and to see. would like to go to this summer. think it would be fun to attempt new things like a, riding in a canoe, or bubbles in the water. t night, would probably sleep in a without. might need a and to see if it is. Students refer to charts, vocabulary lists, and sentence frames used this week and manipulate vocabulary and language structures to produce writing by relating ideas. To have students write three or four sentences about something new they would like to try. ELD Standard R: Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud. What can we learn by trying new things? Student writes three or four basic sentences with support. Have students build fluency by reading their completed writing to partners or the class. Skill Check: Practice ook, p. 0 E E Student writes three or four sentences and includes some concept vocabulary. Student writes three or four sentences and includes some concept vocabulary. Student writes three or four well-constructed sentences and includes concept vocabulary. Student writes four or more well-constructed sentences and includes concept vocabulary. Copyright Pearson Education, nc., or its affiliates. ll Rights Reserved. Grade 3 Unit Page 5