14–31 lesson plan - amazon s3 · 2013-06-19 · lesson plan • listening • ... 2 r4.4a, r4.4c,...

Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Change can be

difficult. How do you feel about new people, places, and things?

Build Background, 10

Read Aloud: “Give Me Normal,” 11

R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question Why does Sarah try

to avoid going to school?

R4.2b, OL3.2

Listening/Speaking? Focus Question Read “Tina’s

Try-Out Day.” How is Tina’s situation similar to Sarah’s? How do Tina and Sarah react differently to their situations?

Retell, 33

R4.2b, R4.3a, R4.3c, OL3.2

• Vocabulary

• Phonics/Decoding

Vocabularydownstairs, nervous, fumbled,

chuckled, nonsense, trudged, 12

Practice Book A-O-B, 1

Strategy: Word Parts/Compound Words, 13

R2.1

VocabularyReview Vocabulary, 14

R2

PhonicsDecode Words with Short Vowels,

37EPractice Book A-O-B, 7

R1.1

VocabularyReview Words in Context, 37CStrategy: Word Parts/Compound

Words, 37DPractice Book A-O-B, 6

R2.1Phonics

Decode Multisyllabic Words, 37ER1.1

• Develop Comprehension

• Fluency

“Tina’s Try-Out Day,” 12–13R2, R2.1, R4Comprehension, 13A–13B

Strategy: Story StructureSkill: Character, Setting, PlotPractice Book A-O-B, 2

R4.4a, R4.4c, R5.2

Partner Reading, 10RModel Fluency, 11

R3.1

First Day Jitters, 14–31R2.1, R3.2, R4, R4.1b, R4.1c, R4.2a, R4.2b, R4.4a, R4.4c, R4.5a-c, R5.1a-b, R5.2Comprehension, 14–33


R4.4a, R4.4c, R5.2

Partner Reading, 10RPunctuation, 30

R3.1, R3.5

First Day Jitters, 14–31R2.1, R3.2, R4, R4.1b, R4.1c, R4.2a, R4.2b, R4.4a, R4.4c, R4.5a-c, R5.1a-b, R5.2Comprehension

Comprehension Check, 33Maintain Skill: Character, Setting,

Plot, 33BR4.2b, R4.3a, R4.4a, R4.4c, R5.1b, R5.2

Partner Reading, 10RRepeated Reading, 33APractice Book A-O-B, 4 R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt Describe how

you felt the first time you tried a new activity, such as bike riding or cooking.

Personal Narrative, 36-37BW1.1-W1.5, W2.1, W2.2, W3.2, W3.5

Grammar Daily Language Activities, 37I Sentences and Fragments, 37IGrammar Practice Book, 1

OL1.1

Spelling Pretest, 37GSpelling Practice Book, 1–2

W3.5c , OL1.1

Writing Daily Writing Prompt Write about a

new activity that you’d like to try. Explain why you’d like to try this activity.


Grammar Daily Language Activities, 37I Statements and Questions, 37IGrammar Practice Book, 2

OL1.1

Spelling Words with Short Vowels, 37G

Spelling Practice Book, 3 W3.5c , OL1.1

Writing Daily Writing Prompt Paint a picture

of your classroom in words. For example, describe its size, shape, and furniture.

Writer’s Craft: A Good Paragraph, 37A

Personal Narrative, 36-37BW1.1-W1.5, W2.1, W2.2, W3.2, W3.5Grammar Daily Language

Activities, 37I Punctuate Statements and

Questions, 37JGrammar Practice Book, 3OL1.1Spelling Words with Short

Vowels, 37HSpelling Practice Book, 4

W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 1, Week 1, First Day Jitters, 10J–37V

First Day Jitters, 14–31

Vocabulary

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Correlated to the Oklahoma English Language Arts PASS

VocabularyVocabulary WordsWord Parts/

Compound Words

ComprehensionStrategy: Story

StructureSkill: Character,

Setting, Plot

WritingPersonal Narrative

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Think about First

Day Jitters and “Making New Friends.” What could Sarah have done to feel more comfortable with her new students?

Expand Vocabulary: New Beginnings, 37F

R2, R4.2b, OL3.2

Listening/Speaking/Viewing? Focus Question Who are the main

characters in First Day Jitters and “Making New Friends”? Does “Making New Friends” have characters, a setting, and a plot? Why or why not? Speaking and Listening Strategies, 37A

R4.2b, OL1.2, OL2.1, OL2.2, OL2.6, OL3.1, OL3.2

• Vocabulary


VocabularyContent Vocabulary: accepted,

attracts, introduce, survey, 34Movement Words, 37FApply Vocabulary to Writing, 37F

R2

PhonicsWord Families, 37E

R1.1

VocabularySpiral Review: Vocabulary Game, 37F

R2


• Fluency

“Making New Friends,” 34–35R4, R5.1a-b, R6.1c, R6.1e

ComprehensionInformational Text: Health Text Feature: Bar Graph, 34Practice Book A-O-B, 5

R4, R6.1c, R6.1e

Partner Reading, 10RR3.1

Self-Selected Reading, 10RR3.1, R4.4a, R5.2

ComprehensionConnect and Compare, 35

R4, R6.1c, R6.1e

Partner Reading, 10RR3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt Imagine that

you are Mr. Hartwell. Write what you would say to persuade Sarah to go to school.

Writing Trait: Organization: Narrow the Topic, 37B

Personal Narrative, 36-37BW1.1-W1.5, W2.1, W2.2, W3.2, W3.5Grammar Daily Language Activities, 37I

Statements and Questions, 37JGrammar Practice Book, 4

OL1.1Spelling Words with Short Vowels, 37H

Spelling Practice Book, 5 W3.5c , OL1.1

Writing Daily Writing Prompt Pretend that

you’re a reporter for the school newspaper. Write a short article about Ricardo Z.’s mistake.


Grammar Daily Language Activities, 37IStatements and Questions, 37JGrammar Practice Book, 5–6

OL1.1

Spelling Posttest, 37HSpelling Practice Book, 6

W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 1, Week 1, First Day Jitters, 10J–37V

OK

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Instructional NavigatorInteractive OklahomaLesson Planner

Content Area Standards

Correlated to the Oklahoma Science and Social Studies PASS

ScienceWorkstation: Fruits and

Vegetables, 10SPS2.1, PS3.1; 2.1, 2.2, 2.3

Paired Selection: “Making New Friends,” 34-35PS4.1

Health Activity, 35PS4.3

Cross-Curricular: Scientific Observation, T12PS1.2, PS2.1, PS4.3

Cross-Curricular: Ant Diagrams, T14PS3.1, PS4.3

Cross-Curricular: Healthy Meals, T162.2

Social StudiesTheme Project, 10H

1.2, 3.1, 3.2Music Activity: Explore Music

From Around the World, 10I3.2

Cross-Curricular: Worker Ants, T144.3, 5.3

Unit and Benchmark Assessments in OCCT format

Visit our Web site at www.macmillanmh.com Macmillan/McGraw-Hill

OCCT FormatAssessment• Unit• Benchmark


OC

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OKLAHOMA OKLAHOMAGrade 3

OK_Assmnt_UnitBench_GR3.indd 1 12/20/06 12:20:32 PM

© Macmillan/McGraw-Hill

Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question How do you keep

in touch with family and friends who are far away?


Read Aloud: “Gratitude Is a Cool Attitude,” 39

R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question How does

Juno try to communicate with his grandmother?

R4.2b, OL3.2

Listening/Speaking? Focus Question Read “Mail for

Matty” on pages 40–41. How are Matty and Juno alike? How are they both surprised at the end of the story?

Retell, 67

R4.2b, R4.3a, R4.3c, OL3.2

• Vocabulary


Vocabularycrackle, announced, soared, starry,

envelope, photograph, 40


Strategy: Context Clues/Sentence Clues, 41

R2.1


R2

PhonicsDecode Words with CVCe, 73EPractice Book A-O-B, 14

R1.1

VocabularyReview Words in Context, 73CStrategy: Context Clues/Sentence

Clues, 73DPractice Book A-O-B, 13

R2.1

PhonicsDecode Multisyllabic Words, 73E

R1.1


• Fluency

“Mail for Matty,” 40–41R2, R2.1, R4

Comprehension, 41A–41BStrategy: Story StructureSkill: Character, Setting, PlotPractice Book A-O-B, 9

R4.4a, R4.4c, R5.2

Partner Reading, 38IModel Fluency, 39

R3.1

Dear Juno, 42–65R2.1, R3.2, R4.1b, R4.1c, R4.2a-b, R4.3c, R4.4a, R4.4c, R4.5a-c, R5.1a-b, R5.2, R5.3Comprehension, 42–67


R4.4a, R4.4c, R5.2

Dialogue, 51Partner Reading, 38I

R3.1

Dear Juno, 42–65R2.1, R3.2, R4.1b, R4.1c, R4.2a-b, R4.3c, R4.4a, R4.4c, R4.5a-c, R5.1a-b, R5.2, R5.3Comprehension

Comprehension Check, 67Maintain Skill: Character, Setting,

Plot, 67BR4.2b, R4.3a, R4.4a, R4.4c, R5.1b, OL3.2

Partner Reading, 38IRepeated Reading, 67APractice Book A-O-B, 11

R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt Do you keep in

touch with friends or relatives by e-mail, letters, or telephone? Explain which method you prefer and why.

Personal Narrative: Friendly Letter, 72-73B

W1.1-W1.5, W2.1, W2.4, W3.2, W3.5

Grammar Daily Language Activities, 73I Commands and Exclamations, 73IGrammar Practice Book, 7

OL1.1


W3.5c , OL1.1

Writing Daily Writing Prompt Write a note

asking your parents for permission to visit a friend after school. Explain why you want to visit this friend.


W1.1-W1.5, W2.1, W2.4, W3.2, W3.5

Grammar Daily Language Activities, 73I Commands and Exclamations, 73IGrammar Practice Book, 8

OL1.1

Spelling The CVCe Pattern, 73GSpelling Practice Book, 9

W3.5c , OL1.1

Writing Daily Writing Prompt Write a

paragraph describing a movie, TV show, or sports event that you have recently seen.

Writer’s Craft: Topic Sentence, 73APersonal Narrative: Friendly Letter,

72-73BW1.1-W1.5, W2.1, W2.4, W3.2, W3.5

Grammar Daily Language Activities, 73I Mechanics and Usage, 73JGrammar Practice Book, 9

OL1.1

Spelling The CVCe Pattern, 73HSpelling Practice Book, 10

W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 1, Week 2, Dear Juno, 38A–73V

Dear Juno, 42–65

Vocabulary


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VocabularyVocabulary WordsContext Clues/

Sentence Clues


StructureSkill: Character,

Setting, Plot


• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Think about

this article and Dear Juno. In what other ways could Juno and his grandmother have communicated with each other?

Expand Vocabulary: Keeping in Touch, 73F

R2, R4.2b, OL3.2

Listening/Speaking/Viewing? Focus Question Who are the main

characters in Dear Juno and “Mail for Matty”? What happens to them? Does “How We Keep in Touch” have characters, a setting, and a plot? Speaking and Listening Strategies, 73A

R4.2b, OL1.2, OL2.1, OL2.2, OL2.5, OL3.1, OL3.2

• Vocabulary


VocabularyContent Vocabulary: technology,

communicate, improved, images, 68Prefix un-, 73FApply Vocabulary to Writing, 73F

R2Phonics

Rhyming Sentences, 73ER1.1


R2


• Fluency

“How We Keep in Touch,” 68–71R4, R4.2a, R5.1a-b, R6.1c, R6.1e

ComprehensionInformational Text: Social Studies Text Feature: Time Line, 68Practice Book A-O-B, 12

R4, R6.1c, R6.1e

Partner Reading, 38IR3.1

Self-Selected Reading, 38IR3.1


R4, R6.1c, R6.1e

Partner Reading, 38IR3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling


you are Juno’s grandmother. Describe how you felt when you received his letter.

Writing Trait: Sentence Fluency, 73BPersonal Narrative: Friendly Letter,

72-73BW1.1-W1.5, W2.1, W2.4, W3.2, W3.5Grammar Daily Language Activities, 73I

Comments and Exclamations, 73JGrammar Practice Book, 10

OL1.1

Spelling The CVCe Pattern, 73HSpelling Practice Book, 11

W3.5c , OL1.1


paragraph telling what you would like to do if a friend or relative visited from far away.


W1.1-W1.5, W2.1, W2.4, W3.2, W3.5

Grammar Daily Language Activities, 73I

Commands and Exclamations, 73JGrammar Practice Book, 11–12

OL1.1


W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 1, Week 2, Dear Juno, 38A–73V



ScienceWorkstation: Computers, 38J

PS4.3Cross-Curricular: Flowers, 49

PS1.2, PS2.1, PS3.1, PS4.3; 2.2Cross-Curricular: Scientific

Observation, T12PS1.2, PS2.1, PS4.3






Main Selection: Dear Juno, 42-651.2, 3.1

Paired Selection: “How We Keep in Touch,” 68-713.1, 4.3

Activity, 711.1

Research and Inquiry: Time Line, 711.1, 3.1


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Lesson PlanConfirming Proof1R ProofPDF ProofCommon

What happens when human communities expand into wildlife habitats?

WhoseHabitatIs It?

A black bear visits someone’s backyard.

Real World Reading

ComprehensionGenreNonfiction Articles give

information about real

people, places, or things.

SummarizeMain Idea and DetailsA main idea is the most

important point of the

article. Details support the

main idea.

They come out of the woods when darkness falls. They

are hungry, and they are not picky eaters. Black bears are content munching on birdseed, chicken bones, or other food scraps. “It’s been going on for about three years,” says Gregg Baker, 49. He lives in Margaretville, New York, at the edge of a forest. One night he woke to the sound of banging. “I went running downstairs,” says Baker. “There was a bear on the picnic table attempting to get in the kitchen window.”

78

P3.1_U01_TFK_192008.indd 78 12/7/05 10:26:47 AM

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question What makes a

group of people a community?


Read Aloud: “If I Built a Village . . .,” 75

R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question What happens

when human communities expand into wildlife habitats?

R4.2b, OL3.2

Listening/Speaking? Focus Question How are wildlife

experts addressing problems between animals and humans?

Retell, 81

R4.2b, R4.3a, R4.3c, OL3.2

• Vocabulary


Vocabularyneighborhood, content, addressing,

resort, 76


Strategy: Dictionary/Unfamiliar Words, 77

R2.1, R2.4


R2

PhonicsDecode Words with /ā/, 85EPractice Book A-O-B, 21

R1.1

VocabularyReview Words in Context, 85CStrategy: Dictionary/Unfamiliar


R2.1, R2.4


R1.1


• Fluency

“Home Sweet Harlem” and “Girls at School,” 76–77

R2, R2.1, R2.4, R4Comprehension, 77A–77B

Strategy: SummarizeSkill: Main Ideas and DetailsPractice Book A-O-B, 16

R4.3a-c


R3.1

Whose Habitat Is It? 78–81R4.1b-c, R4.3a-c, R5.1a-b, R6.1c

Comprehension, 78–81Strategy: SummarizeSkill: Main Ideas and DetailsPractice Book A-O-B, 17

R4.3a-c


Whose Habitat is It? 78–81R4.1b-c, R4.3a-c, R5.1a-b, R6.1c

ComprehensionComprehension Check, 81Maintain Skill: Main Idea and

Details, 81AR4.2b, R4.3a-b, R5.1b, OL3.2


R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt You are moving

to a country where no one speaks your language. List ten words you need to learn in the new language to communicate.

Expository Writing: Report, 85A-85BR6.1, R6.2a-c, W1.1-W1.5

Grammar Daily Language Activities, 85I Subjects, 85IGrammar Practice Book, 13

OL1.1


W3.5c , OL1.1


you wanted to take a month off in the middle of the school year. Write what your family would say.


Grammar Daily Language Activities, 85I Subjects, 85IGrammar Practice Book, 14

OL1.1

Spelling Words with /ā/, 85GSpelling Practice Book, 15

W3.5c , OL1.1

Writing Daily Writing Prompt If you were a

wild animal captured by a family to be a pet, how would you feel? Describe your feelings in your journal.

Expository Writing: Report, 85A-85BR6.1, R6.2a-c, W1.1-W1.5Grammar Daily Language

Activities, 85I Mechanics and Usage, 85JGrammar Practice Book, 15

OL1.1

Spelling Words with /ā/, 85HSpelling Practice Book, 16

W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

someone’s backyard. kitchen window.”

78

LANGUAGE ARTS

Grade 3, Unit 1, Week 3, Whose Habitat Is It?, 74A–85V

Whose Habitat Is It?, 78–81

Vocabulary


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itat Is It?

OKLAHOMA

VocabularyVocabulary WordsDictionary/Unfamiliar

Words

ComprehensionStrategy: SummarizeSkill: Main Ideas and

Details

WritingExpository Writing

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Summarize the

main idea of the article. Use the time line and article details to help you.

Expand Vocabulary: Neighborhood, 85F

R2, R4.2b, OL3.2

Listening/Speaking/Viewing? Focus Question Use details to

describe how you solved a difficult problem.Speaking and Listening Strategies,

85AR4.2b, OL1.1, OL2.1, OL3.1, OL3.2

• Vocabulary


VocabularyAcronyms and Initializations, 85FApply Vocabulary to Writing, 85F

R2

PhonicsRhyming Riddles, 85E

R1.1


R2


• Fluency

”All Are Equal: It’s the Law!” 82-83

Test Strategy: Right There R4, R6.2dResearch and Study Skills

Study Skill: Using a Dictionary, 81BPractice Book A-O-B, 19

R6.1b


Self-Selected Reading, 74IR3.1, R4.3a-c

ComprehensionStrategy: Summarize Skill: Main Ideas and Details

R4.3a-c


• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt You work for

a newspaper. Write one positive headline and one negative headline about how urban sprawl can change a community.


Grammar Daily Language Activities, 85I Subjects, 85JGrammar Practice Book, 16

OL1.1

Spelling Words with /ā/, 85HSpelling Practice Book, 17

W3.5c , OL1.1

Writing Daily Writing Prompt You want to

play basketball, but a friend has a broken arm. How would you change the rules so that everyone could play?


Grammar Daily Language Activities, 85ISubjects, 85JGrammar Practice Book, 17–18

OL1.1


W3.5c , OL1.1

ORAL LANGUAGE

Research and Study Skills

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 1, Week 3, Whose Habitat Is It?, 74A–85V



ScienceWorkstation: Plants, 74J

PS3.1, PS4.3; 2.1, 2.2Leveled Reader Lessons, 85M-

85V2.1, 2.2







Workstation: Community Leaders, 74J3.3, 3.4

Vocabulary: “Home Sweet Harlem” and “Girls at School,” 76-773.2

Main Selection: Whose Habitat Is It?, 78-814.5

Test Prep: “All Are Equal, It’s the Law!,” 82-833.3

Expository Writing, 85A3.1, 3.2


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Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Antarctica is a cold,

icy place. What kinds of things do you think can live there?


Read Aloud: “Antarctica: Frozen Desert,” 87

R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question How does the

father penguin take care of the penguin chick?

R4.2b, OL3.2

Listening/Speaking? Focus Question Read “Life in

Antarctica.” Look at the second paragraph under “Seabirds.” Compare it to page 96 of Penguin Chick. What is the common main idea?

Retell, 111

R4.2b, R4.3a, R4.3c, OL3.2

• Vocabulary


Vocabularyfierce, whips, echoes, shuffles, huddle,

junior, down, 88


Strategy: Dictionary/Homographs, 89

R2.1, R2.4


R2

PhonicsDecode Words with /ō/, 115EPractice Book A-O-B, 28

R1.1

VocabularyReview Words in Context, 115CStrategy: Dictionary/Homographs,

115DPractice Book A-O-B, 27

R2.1, R2.4 Phonics



• Fluency

“Life in Antarctica,” 88–89R2, R2.1, R4

Comprehension, 89A–89BStrategy: SummarizeSkill: Main Ideas and DetailsPractice Book A-O-B, 23

R4.3a-c


R3.1

Penguin Chick, 90–109R2.1, R2.4, R3.2, R4, R4.1b, R4.1c, R4.2b, R4.3a-c, R4.5a-c, R5.1a-b, R5.3, R6.1e

Comprehension, 90–111Strategy: SummarizeSkill: Main Ideas and DetailsPractice Book A-O-B, 24

R4.3a-c

Partner Reading, 86IEcho-Reading, 99

R3.1

Penguin Chick, 90–109R2.1, R2.4, R3.2, R4, R4.1b, R4.1c, R4.2b, R4.3a-c, R4.5a-c, R5.1a-b, R5.3, R6.1e

ComprehensionComprehension Check, 111Maintain Skill: Main Ideas and

Details, 111BR4.2b, R4.3a-b, R5.1b, OL3.2

Repeated Reading, 111APartner Reading, 86I Practice Book A-O-B, 25

R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt Write an

advertisement persuading people to travel to Antarctica.

Poem: Acrostic Poem, 114-115BW1.1-W1.5, W2.1, W2.5, W3.2, W3.5

Grammar Daily Language Activities, 115I Predicates, 115IGrammar Practice Book, 19

OL1.1


W3.5c , OL1.1

Writing Daily Writing Prompt Imagine

you had a chance to interview a scientist who has just returned from Antarctica. What three questions would you ask and why?


Grammar Daily Language Activities, 115I Predicates, 115IGrammar Practice Book, 20

OL1.1

Spelling Words with /ō/, 115GSpelling Practice Book, 21

W3.5c , OL1.1

Writing Daily Writing Prompt Describe a

place you’ve visited that you think is interesting or special.

Writer’s Craft: Precise Words, 115APoem: Acrostic Poem, 114-115B

W1.1-W1.5, W2.1, W2.5, W3.2, W3.5


OL1.1

Spelling Words with/ō/, 115HSpelling Practice Book, 22

W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 1, Week 4, Penguin Chick, 86A–115V

Penguin Chick, 90–109

Vocabulary

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VocabularyVocabulary WordsDictionary/Homographs

ComprehensionStrategy: SummarizeSkill: Main Ideas and

Details

WritingPoem

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Compare “Antarctic

Anthem” to Penguin Chick. Which selection gives more information about life in Antarctica?

Expand Vocabulary: Antarctic Life, 115F

R2, R4.2b, OL3.2

Listening/Speaking/Viewing? Focus Question What was the

common main idea in “Life in Antarctica,” Penguin Chick, and “Antarctic Anthem”? Which selection gave us the most details? What are some of those details?Speaking and Listening Strategies,

115AR4.2b, OL2.1, OL3.1, OL3.2

• Vocabulary


VocabularyDesert Words, 115FApply Vocabulary to Writing, 115F

R2


R1.1

VocabularySpiral Review: Vocabulary Game,

115F

R2


• Fluency

“Antarctic Anthem,” 112–113R4, R5.1a-b, R5.2

ComprehensionPoetry: PoemText Feature: Rhythmic Patterns and

Imagery, 112Practice Book A-O-B, 26

R4, R5.2


Self-Selected Reading, 86IR3.1, R4.3a-b


R4, R5.2


• Writing

• Grammar

• Spelling


paragraph describing an animal you’ve seen in a zoo, on television, or somewhere else.

Writing Trait: Organization, 115BPoem: Acrostic Poem, 114-115B

W1.1-W1.5, W2.1, W2.5, W3.2, W3.5


Predicates, 115JGrammar Practice Book, 22

OL1.1

Spelling Words with/ō/, 115HSpelling Practice Book, 23

W3.5c , OL1.1

Writing Daily Writing Prompt Write a letter

to a friend about a place you’d like to visit and tell why you want to go there.


Grammar Daily Language Activities, 115IPredicates, 115JGrammar Practice Book, 23

OL1.1


W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 1, Week 4, Penguin Chick, 86A–115V

OK

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ScienceWorkstation: Taking in Oxygen,

86JPS1.2, PS2.1; 2.1, 2.2

Vocabulary: “Life in Antarctica,” 88-892.1, 2.2

Main Selection: Penguin Chick, 90-1092.1, 2.2

Cross-Curricular: Taking Care of Babies,103PS3.1, PS4.3; 2.2

Leveled Reader Lessons, 115M-V2.1







Workstation: Antarctica, 86J1.1, 4.1, 4.2

Read Aloud: “Antarctica: Frozen Desert,” 874.1

Vocabulary: “Life in Antarctica,” 88-894.1



Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Pets are fun. In

what ways is owning a pet a big responsiblity?


Read Aloud: “A Bear in the Family,” 117

R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question How does

Elizabeth solve her problem?R4.2b, OL3.2

Listening/Speaking? Focus Question Read “Choosing a

Pet” on pages 118–119. How is Luis’s experience similar to or different from Elizabeth’s?

Retell, 141R4.2b, R4.3a, R4.3c, OL3.2

• Vocabulary


Vocabulary perfect, challenge, healthy, satisfy,

manage, scratch, appetite, 118


Strategy: Dictionary/Multiple-Meaning Words, 119

R2.1, R2.4


R2

PhonicsDecode Words with /ī/, 147EPractice Book A-O-B, 35

R1.1

VocabularyReview Words in Context, 147CStrategy: Dictionary/Multiple-

Meaning Words, 147DPractice Book A-O-B, 34

R2.1, R2.4Phonics



• Fluency

“Choosing a Pet,” 118–119R2, R2.1, R2.4, R4

Comprehension, 119A–119BStrategy: Story Structure Skill: Problem and SolutionPractice Book A-O-B, 30

R4.4c, R5.2


R3.1

The Perfect Pet, 120–139R2.1, R3.2, R4, R4.1b, R4.1c, R4.2b, R4.4a, R4.4c, R4.5a-c, R5.1a-b, R5.2a, VL1.2

Comprehension, 120–141Strategy: Story StructureSkill: Problem and SolutionPractice Book A-O-B, 31

R4.4c, R5.2

Partner Reading, 116IEnd Punctuation, 132

R3.1, R3.5

The Perfect Pet, 120–139R2.1, R3.2, R4, R4.1b, R4.1c, R4.2b, R4.4a, R4.4c, R4.5a-c, R5.1a-b, R5.2a, VL1.2

ComprehensionComprehension Check, 141Maintain Skill: Character, 141B

R4.2b, R4.3a, R4.4a, R5.1b, OL3.2

Repeated Reading, 141A Partner Reading, 116I Practice Book A-O-B, 32

R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt Describe a pet

you want to own. Tell where you will keep it and how you will take care of it.


Grammar Daily Language Activities, 147I Compound Sentences, 147IGrammar Practice Book, 25

OL1.1


W3.5c , OL1.1

Writing Daily Writing Prompt Imagine you

own a pet store. Describe your responsibilities and what you like about your job.


Grammar Daily Language Activities, 147I Compound Sentences, 147IGrammar Practice Book, 26

OL1.1

Spelling Words with /ī/, 147GSpelling Practice Book, 27

W3.5c , OL1.1

Writing Daily Writing Prompt Imagine you are

Doug the bug. Describe how you would feel about being Elizabeth’s new pet.

Writer’s Craft: Details, 147APersonal Narrative, 146-147B

W1.1-W1.5, W2.2, W2.6b-c, W3.2, W3.5

Grammar Daily Language Activities, 147I Mechanics and Usage: Punctuate

Compound Sentences, 147J Grammar Practice Book, 27

OL1.1

Spelling Words with /ī/, 147HSpelling Practice Book, 28

W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 1, Week 5, The Perfect Pet, 116A–147V

The Perfect Pet, 120–139

Vocabulary

OK

LA

HO

MA

Le

sson

Pla

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Pe

rfect P

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OKLAHOMA


VocabularyVocabulary WordsDictionary/Multiple-

Meaning Words


StructureSkill: Problem and

Solution


• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Think about this

article and The Perfect Pet. What information could have been used to help convince Elizabeth that a hamster might not make a good pet?Media Literacy: Media Influences,

126Expand Vocabulary: A Good Pet,

147FR2, R4.2b, OL3.2

Listening/Speaking/Viewing? Focus Question What did you learn

from “Choosing a Pet” about how to solve a problem?Speaking and Listening Strategies,

147AR4.2b, OL1.2, OL2.1, OL2.2, OL3.1, OL3.2

• Vocabulary


VocabularyContent Vocabulary: examine,

conclusion, oxygen, nocturnal, 142Compound Words, 147FApply Vocabulary to Writing, 147F

R2Phonics

Long i Tic–Tac–Toe, 147ER1.1


147FR2


• Fluency

“Pets: True or False?,” 142–145R4, R5.1a-b, R6.1c

ComprehensionInformational Text: ScienceText Feature: Diagram, 142 Practice Book A-O-B, 33

R4, R6.1c


Self-Selected Reading, 116IR3.1, R4.4a, R5.2


R4, R6.1c


• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt Write a list of

some reasons that a person might not want to own a pet.

Writing Trait: Ideas and Content, 147B

Personal Narrative, 146-147BW1.1-W1.5, W2.2, W2.6, W3.2, W3.5Grammar Daily Language Activities, 147I

Compound Sentences, 147J Grammar Practice Book, 28

OL1.1

Spelling Words with /ī/, 147HSpelling Practice Book, 29

W3.5c , OL1.1


a family pet. Write about what type of pet you are and what your owners are like.


Grammar Daily Language Activities, 147ICompound Sentences, 147JGrammar Practice Book, 29-30

OL1.1


W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 1, Week 5, The Perfect Pet, 116A–147V

OK

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ScienceWorkstation: Habitat, 116J

PS2.1, PS3.1, PS4.3; 2.2Cross-Curricular: Insects, 134

PS1.2, PS4.3; 2.1, 2.2Paired Selection: “Pets True or

False?,” 142-1452.1, 2.2

Activity, 145PS1.2, PS2.1, PS3.1, PS4.3; 2.1, 2.2

Research and Inquiry: Pets, 156PS3.1, PS4.3







Workstation: A VIsit to the Vet, 116J1.1, 4.3, 5.1

Read Aloud: “A Bear in the Family,” 1174.4

Cultural Perspectives: Unusual Pets Around the World, 1371.1, 1.2, 3.1



Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Being in a show

can be exciting. Describe a favorite show you have seen.


Read Aloud: “Move to the Beat,” 153R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question How does Little

Red Ant find out who is the strongest one?

R4.2b, OL3.2

Listening/Speaking? Focus Question How is Little Red

Ant’s problem like Wind and Sun’s problem? How are their problem-solving methods different?

Summarize, 171R4.2b, R4.3a, R4.3c, OL3.2

• Vocabulary


Vocabularydecorated, symbol, darkened, gnaws,

securing, weakest, 154


Strategy: Antonyms, 155R2.1, R2.3


R2

Phonics/DecodingDecode Words with /ē/, 177E

Practice Book A-O-B, 44 R1.1

VocabularyReview Words in Context, 177CStrategy: Antonyms, 177DPractice Book A-O-B, 43

R2.1, R2.3


R1.1


• Fluency

“The Wind and the Sun, an Aesop’s Fable,” 154–155


Strategy: Generate QuestionsSkill: SummarizePractice Book A-O-B, 39

R4.1d, R4.3a, R4.3c, R4.5b


R3.1

The Strongest One, 156–169R2.1, R2.3, R3.2, R4, R4.1b-d, R4.2a-b, R4.3a, R4.3c, R4.5a-c, R5.1a-b

Comprehension, 156–169Strategy: Generate QuestionsSkill: SummarizePractice Book A-O-B, 40

R4.1d, R4.3a, R4.3c, R4.5b

Punctuation, 162Partner Reading, 152R

R3.1, R3.5

The Strongest One, 156–169R2.1, R2.3, R3.2, R4, R4.1b-d, R4.2a-b, R4.3a, R4.3c, R4.5a-c, R5.1a-b

ComprehensionComprehension Check, 171Maintain Skill: Problem and

Solution, 171BR4.2b, R4.3a, R5.1b, OL3.2

Repeated Reading, 171APartner Reading, 152RPractice Book A-O-B, 41

R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling


description of one performance you have seen in school, such as a concert or play.

Persuasive Writing, 176-177BW1.1-W1.5, W2.1, W2.2, W3.2, W3.5

Grammar Daily Language Activities, 177I Common and Proper Nouns, 177IGrammar Practice Book, 33

W3.1, W3.1b, OL1.1

Spelling Pretest: Words with /ē/, 177GSpelling Practice Book, 33–34

W3.5c , OL1.1

Writing Daily Writing Prompt Write a brief

review of a performance you have seen, telling whether you liked it and why.


Grammar Daily Language Activities, 177I Common and Proper Nouns, 177IGrammar Practice Book, 34

W3.1, W3.1b, OL1.1

Spelling Words with /ē/, 177GSpelling Practice Book, 35

W3.5c , OL1.1


short poem about putting on a performance.

Writer’s Craft: A Good Topic, 177APersuasive Writing, 176-177B

W1.1-W1.5, W2.1, W2.2, W3.2, W3.5

Grammar Daily Language Activities, 177I Mechanics and Usage: Capitalization

of Nouns, 177JGrammar Practice Book, 35

W3.1, W3.1b, OL1.1

Spelling Words with /ē/, 177HSpelling Practice Book, 36

W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 2, Week 1, The Strongest One, 152J–177V

The Strongest One, 156–169

Vocabulary

OK

LA

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sson

Pla

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Stro

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OKLAHOMA


VocabularyVocabulary WordsAntonyms

ComprehensionStrategy: Generate

QuestionsSkill: Summarize

WritingPersuasive

• Listening

• Speaking

• Viewing


the article and The Strongest One. Which characters might have special lighting when they are onstage? Explain.

Expand Vocabulary: People in Performances, 177F

R2, R4.2b, OL3.2

Listening/Speaking/Viewing? Focus Question Summarize what

makes each character special in “The Wind and the Sun” and The Strongest One.

Speaking and Listening Strategies, 177A

R4.2b, OL2.1, OL3.1, OL3.2

• Vocabulary


VocabularyContent Vocabulary: audience, set,

costumes, characters, technician, 172Words for Homes, 177F Apply Vocabulary to Writing, 177F

R2

PhonicsLong e Math, 177E

R1.1


177FR2


• Fluency

“Behind the Scenes at a Play,” 172–175

R4, R4.2a, R5.1a-b

ComprehensionPerforming Arts: Photo Essay Photos with Captions, 172Practice Book A-O-B, 42

R4, R6.1e, VL1.2


Self-Selected Reading, 152RR3.1, R4.4c


R4, R6.1e, VL1.2


• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt Imagine that you

are acting as an ant in the play. Write about other characters you might speak to and what you would say.

Writing Trait: Organization: Beginning, Middle, and End, 177B


Grammar Daily Language Activities, 177I Common and Proper Nouns, 177JGrammar Practice Book, 36

W3.1, W3.1b, OL1.1Spelling Words with /ē/, 177H

Spelling Practice Book, 37W3.5c , OL1.1

Writing Daily Writing Prompt Write a couple

of sentences that tell your opinion of the play The Strongest One. Explain why you feel that way.


Grammar Daily Language Activities, 177ICommon and Proper Nouns, 177JGrammar Practice Book, 37–38

W3.1, W3.1b, OL1.1


W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 2, Week 1, The Strongest One, 152J–177V

OK

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ScienceTheme Project, 152H

PS3.1, PS3.2, PS4.3Workstation: Dance, Exercise,

and Activity, 152SPS3.1; 2.2

Classroom Library Selection: Why Do Birds Sing?, T12-132.1, 2.2

Cross-Curricular: Kinds of Birds, T13PS1.2, PS2.1; 2.1

Cross-Curricular: Habitats, T13PS1.2, PS2.1; 2.2

Classroom Library Selection: Are Trees Alive?, T14-15PS1.2, PS2.1; 2.1, 2.2

Cross-Curricular: Tree Diagram, T15PS4.3; 2.1

Classroom Library Selection: Elephants Can Paint Too!, T15-16PS1.2, PS2.1; 2.2

Cross-Curricular: Animal Helpers, T17PS1.2, PS2.1, PS4.3; 2.2

Social StudiesWorkstation: Putting on a Play,

152S5.1, 5.3

Read Aloud: “Move to the Beat,”3.2

Cultural Perspectives, 1593.1, 3.2

Research and Inquiry, 1693.1, 3.2






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Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Wolves are

beautiful, wild creatures. Why do you think they are not kept as pets?


Read Aloud: “The Wolves of Winter,” 179

R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question Why does the wolf

go to school?R4.2b, OL3.2

Listening/Speaking? Focus Question Compare “The Boy

Who Cried Wolf” to Wolf! In which story do the animal characters act more like real people?


• Vocabulary


Vocabulary passion, admire, concentrate, splendid,

bothering, dangerous, ached, 180



R2.1, R2.4


R2

PhonicsDecode Words with /ch/, 211E




R2.1, R2.4


R1.1


• Fluency

“The Boy Who Cried Wolf,” 180–181

R2, R2.1, R2.4, R4

Comprehension, 181A–181BStrategy: Generate QuestionsSkill: Fantasy and RealityPractice Book A-O-B, 46

R4.1d, R5.1a


R3.1

Wolf!, 182–203R2.1, R2.4, R3.2, R4, R4.1b, R4.1c-d, R4.2b, R4.3a, R4.3c, R4.4a, R4.4c, R4.5a-c, R5.1a-b, VL1.2Comprehension, 182–203

Strategy: Generate QuestionsSkill: Fantasy and RealityPractice Book A-O-B, 47

R4.1d, R5.1aPartner Reading, 178I

Echo-Read, 188R3.1

Wolf!, 182–203R2.4, R4.1b, R4.1c-d, R4.2b, R4.3a, R4.3c, R4.4a, R4.4c, R4.5a-c, R5.1a-b, VL1.2Comprehension

Comprehension Check, 205Maintain Skill: Character and Plot,

205BR4.2b, R4.3a, R4.4a, R4.4c, R5.1b, OL3.2

Repeated Reading, 205APractice Book A-O-B, 48Partner Reading, 178I

R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling


paragraph describing how it feels to stand face to face with a wolf.

Persuasive Writing: Poster, 210-211BW1.1-W1.5, W2.1, W2.2, W3.2, W3.5, VL3

Grammar Daily Language Activities, 211I Singular and Plural Nouns, 211IGrammar Practice Book, 39

W3.1, W3.1a, OL1.1

Spelling Pretest: Words with /ch/, 216GSpelling Practice Book, 39–40

W3.5c , OL1.1

Writing Daily Writing Prompt If you could talk

with a wolf, what would you say? Write a short dialogue between the two of you.

Persuasive Writing: Poster, 210-211B W1.1-W1.5, W2.1, W2.2, W3.2, W3.5, VL3

Grammar Daily Language Activities, 211I Singular and Plural Nouns, 211IGrammar Practice Book, 40

W3.1, W3.1a, OL1.1

Spelling Words with /ch/, 211GSpelling Practice Book, 41

W3.5c , OL1.1

Writing Daily Writing Prompt Write a brief

article describing wolves for an encyclopedia for very young children.

Writer’s Craft: Beginning, Middle, and End, 211A



W3.1, W3.1a, OL1.1

Spelling Words with /ch/, 211HSpelling Practice Book, 42

W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 2, Week 2, Wolf!, 178A–211V

Wolf!, 182–203

Vocabulary

OK

LA

HO

MA

Le

sson

Pla

n • W

olf!

OKLAHOMA



Meaning Words


QuestionsSkill: Fantasy and

Reality

WritingPersuasive

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Use information

in this article to tell how the main character in Wolf! is different from a real wolf.

Expand Vocabulary: Wolves, 211FR2, R4.2b, OL3.2

Listening/Speaking/Viewing? Focus Question Read “The Boy

Who Cried Wolf” and Wolf! Which story is more of a fantasy than a reality?


R4.2b, OL2.1, OL3.1, OL3.2, VL1.1, VL3

• Vocabulary


VocabularyContent Vocabulary: reputation,

offspring, den, communicate, 206Synonyms and Antonyms, 211FApply Vocabulary to Writing, 211F

R2

PhonicsIllustrate /ch/ Words, 211E

R1.1


211FR2


• Fluency

“The Truth About Wolves,” 206–207

R4.2b, R4.3b, R5.1a-b

ComprehensionInformational Text: ScienceHeadings, Pronunciation, Boldface,

and Italics, 206 Practice Book A-O-B, 49

R4, R6.1d, R6.1e


Self-Selected Reading, 178I–178J

R3.1, R5.1a


R4, R6.1d, R6.1e


• Writing

• Grammar

• Spelling


paragraph describing a wild animal that you have seen or read about.

Writing Trait: Tone, 211BPersuasive Writing: Poster, 210-211B

W1.1-W1.5, W2.1, W2.2, W3.2, W3.5, VL3

Grammar Daily Language Activities, 211I Singular and Plural Nouns, 211JGrammar Practice Book, 42

W3.1, W3.1a, OL1.1

Spelling Words with /ch/, 211HSpelling Practice Book, 43

W3.5c , OL1.1


a teacher with a wolf in your class. Write about the kind of student the wolf is.


Grammar Daily Language Activities, 211ISingular and Plural Nouns, 211JGrammar Practice Book, 43–44

W3.1, W3.1a, OL1.1


W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 2, Week 2, Wolf!, 178A–211V

OK

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PS3.1, PS3.2, PS4.3Workstation: Gray Wolves and

Red Wolves, 178JPS1.2, PS2.1, PS4.3; 2.1, 2.2

Workstation: Dogs Help People, 178JPS1.2, PS2.1, PS4.3; 2.2

Read Aloud: “The Wolves of Winter,” 1792.2, 2.3

Paired Selection: “The Truth About Wolves,” 206-2092.1, 2.2, 2.3

Activity, 209PS3.1, PS4.3; 2.1, 2.2

Research and Inquiry: Misunderstood Animal, 209PS1.2, PS2.1, PS3.1, PS4.3; 2.2


Cross-Curricular: Kinds of Birds, T13PS1.2, PS2.1; 2.1

Cross-Curricular: Habitats, T13PS1.2, PS2.1; 2.2

Classroom Library Selection: Are Trees Alive?, T14-15PS1.2, PS2.1; 2.1, 2.2





Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question What do you think

the world and your life will be like in the future?


Read Aloud: “The Sure-Footed Shoe Finder,” 213

R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question How can new

knowledge and inventions improve our daily lives in the future?

R4.2b, OL3.2

Listening/Speaking? Focus Question Which predictions

in What’s in Store for the Future? do you think will come true? Why?


• Vocabulary


Vocabulary objects, entertainment, predictions,

computers, 214


Strategy: Word Parts/Plural Endings, 215

R2.1


R2

PhonicsDecode Words with th, ph, wh, and

sh, 223E


VocabularyReview Words in Context, 223CStrategy: Word Parts/Plural Endings,


R2.1


R1.1


• Fluency

“Where Did the First Americans Live?”, 214–215

R2, R2.1, R4

Comprehension, 215A–215BStrategy: SummarizeSkill: Fact and OpinionPractice Book A-O-B, 53

R4.3a, R4.3c, R4.4b, VL1.1


R3.1

What’s in Store for the Future? 216–219

R4.1b-c, R4.3a, R4.3c, R4.4b, R5.1a-b, R6.1d, R6.1e, VL1.1Comprehension, 216–219

Strategy: SummarizeSkill: Fact and OpinionPractice Book A-O-B, 54

R4.3a, R4.3c, R4.4b, VL1.1


What’s in Store for the Future? 216–219

R4.1b-c, R4.3a, R4.3c, R4.4b, R5.1a-b, R6.1d, R6.1e, VL1.1Comprehension

Comprehension Check, 219Maintain Skill: Main Idea and

Details, 219AR4.2b, R4.3a-b, R5.1b, OL3.2


R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt Write what you

would do on the weekends if there was no electricity.

Expository Writing: Article, 223A-223B

W6.1, W6.2a-c, W1.1-W1.5

Grammar Daily Language Activities, 223I Irregular Plural Nouns, 223IGrammar Practice Book, 45

W3.1, W3.1a, OL1.1


W3.5c , OL1.1

Writing Daily Writing Prompt Write a letter to

a third grader living 100 years ago that describes one invention that you use today.


W6.1, W6.2a-c, W1.1-W1.5

Grammar Daily Language Activities, 223I Irregular Plural Nouns, 223IGrammar Practice Book, 46

W3.1, W3.1a, OL1.1

Spelling Words with th, wh, sh, 211GSpelling Practice Book, 47

W3.5c , OL1.1

Writing Daily Writing Prompt You are

interviewing the inventor of the radio. Write three questions you would ask.


W6.1, W6.2a-c, W1.1-W1.5


W3.1, W3.1a, OL1.1

Spelling Words with th, wh, sh, 211HSpelling Practice Book, 48

W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 2, Week 3, What’s in Store for the Future?, 212A–223V

What’s in Store for the Future?, 216–219

Vocabulary

OK

LA

HO

MA

Le

sson

Pla

n • W

ha

t’s in S

tore

for th

e F

utu

re?

OKLAHOMACorrelated to the Oklahoma English Language Arts PASS

VocabularyVocabulary WordsWord Parts/Plural

Endings -s and -es

ComprehensionStrategy: SummarizeSkill: Fact and Opinion


• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Explain how you

think changes to computers will change your daily life in the future.

Expand Vocabulary: Past, Present, and Future Inventions, 223F

R2, R4.2b, OL3.2

Listening/Speaking/Viewing? Focus Question Do you think

computers have helped society throughout history? Use facts from your readings to support your opinion.Speaking and Listening Strategies,

223AR4.2b, OL1.1, OL2.1, OL2.5, OL3.1, OL3.2

• Vocabulary


VocabularyContent Vocabulary: natural

resources, pollute, wastewater, 216Time Words, 223FApply Vocabulary to Writing, 223F

R2

PhonicsTongue Twisters, 223E

R1.1


223FR2


• Fluency

“Will Robots Do All the Work?” 220–221

Test Strategy: Author and MeR4, R6.2d

Research and Study SkillsStudy Skill: Parts of a Book, 219BPractice Book A-O-B, 56

R6.1d

Partner Reading, 212R3.1

Self-Selected Reading, 212IR3.1, R4.4b, VL1.1

ComprehensionStrategy: SummarizeSkill: Fact and Opinion, 219

R4.3a, R4.3c, R4.4b, VL1.1


• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt How has your

world changed since you were in the first grade? Have you learned new things?


W6.1, W6.2a-c, W1.1-W1.5Grammar Daily Language

Activities, 223I Irregular Plural Nouns, 223JGrammar Practice Book, 48

W3.1, W3.1a, OL1.1

Spelling Words with th, wh, sh, 211HSpelling Practice Book, 49

W3.5c , OL1.1

Writing Daily Writing Prompt Write a journal

entry describing what you would like to be doing 20 years from now.


W6.1, W6.2a-c, W1.1-W1.5


Irregular Plural Nouns, 223JGrammar Practice Book, 49–50

W3.1, W3.1a, OL1.1


W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 2, Week 3, What’s in Store for the Future?, 212A–223V

OK

LA

HO

MA

Le

sso

n P

lan

• W

ha

t’s

in S

tore

fo

r th

e F

utu

re?






OC

CT

Fo

rma

t Asse

ssme

nt

Macm

illan/McGraw

-Hill

3






PS3.1, PS3.2, PS4.3Workstation: How Does It Work,

212JPS3.1, PS4.3


Cross-Curricular: Kinds of Birds; Habitats, T13PS1.2, PS2.1; 2.1, 2.2




Social StudiesWorkstation: Inventions in the

Kitchen, 212J1.1

Vocabulary: “Where Did the First Americans Live?,” 214-2153.2, 4.4

Main Selection: What’s in Store for the Future?, 216-2194.3, 4.4, 5.3


Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question What do you think

about when you look into the sky at night?


Read Aloud: “Galileo and the Moons of Jupiter,” 225

R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question What do you need

to see other planets in the night sky?R4.2b, OL3.2

Listening/Speaking? Focus Question Reread

“Constellations: Pictures in the Sky” on pages 226–227. How do stars in the night sky compare to the planets?


• Vocabulary


Vocabulary dim, easily, farther, main, probably,

solar system, telescope, temperatures, 226


Strategy: Context Clues/Definitions, 227

R2.1


R2

PhonicsDecode Words with Consonant

Blends, 255E


VocabularyReview Words in Context, 255CStrategy: Context Clues/Definitions,


R2.1


R1.1


• Fluency

“Constellations: Pictures in the Sky,” 226–227

R2, R2.1, R4

Comprehension, 227A–227BStrategy: Generate QuestionsSkill: SummarizePractice Book A-O-B, 60

R4.1d, R4.3a, R4.3c, R4.5b


R3.1

The Planets in Our Solar System, 228–247

R2.1, R4.1b-d, R4.2a-b, R4.3a, R4.3c, R4.4b, R4.5a-c, R5.1a-b, R6.1c, VL1.1Comprehension, 228–249

Strategy: Generate QuestionsSkill: SummarizePractice Book A-O-B, 61

R4.1d, R4.3a, R4.3c, R4.5b

Partner Reading, 224IUnfamilar Words, 236

R3.1


R2.1, R4.1b-d, R4.2a-b, R4.3a, R4.3c, R4.4b, R4.5a-c, R5.1a-b, R6.1c, VL1.1

ComprehensionComprehension Check, 249Maintain Skill: Fact and

Opinion, 249BR4.2b, R4.3a, R4.4b, R5.1b, OL3.2, VL1.1


R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt Write a short

poem about the night sky. Share it with classmates.

Persuasive Writing: Advertisement, 254-255B

W1.1-W1.5, W2.1, W2.2, W3.2, W3.5

Grammar Daily Language Activities, 255I Possessive Nouns, 255IGrammar Practice Book, 51

W3.1, W3.1c, OL1.1

Spelling Pretest: Consonant Blends, 255GSpelling Practice Book, 51–52

W3.5c , OL1.1


paragraph comparing and contrasting three things in the night sky and the day sky.


W1.1-W1.5, W2.1, W2.2, W3.2, W3.5Grammar Daily Language

Activities, 255I Possessive Nouns, 255IGrammar Practice Book, 52

W3.1, W3.1c, OL1.1

Spelling Consonant Blends, 255GSpelling Practice Book, 53

W3.5c , OL1.1


paragraph with the following topic sentence: “The night sky is filled with wonder.” Use supporting details.

Writer’s Craft: Informal Language, 255A



Activities, 255I Mechanics and Usage: Apostrophes

in Possessive Nouns, 255JGrammar Practice Book, 53

W3.1, W3.1c, OL1.1Spelling Consonant Blends, 255H


ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 2, Week 4, The Planets in Our Solar System, 224A–255V


Vocabulary

OK

LA

HO

MA

Le

sson

Pla

n • T

he

Pla

ne

ts in O

ur S

ola

r Sy

stem

OKLAHOMA


VocabularyVocabulary WordsContext Clues/

Definitions


QuestionsSkill: Summarize

WritingPersuasive

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Pretend that page

239 from The Planets in Our Solar System is part of an Internet article. Which words could be used as hyperlinks?

Expand Vocabulary: The Night Sky, 255F

R2, R4.2b, OL3.2

Listening/Speaking/Viewing? Focus Question What facts

have you learned from this week’s selection about the solar system? Try to summarize them in one sentence.


R4.2b, OL2.1, OL3.1, OL3.2

• Vocabulary


VocabularyContent Vocabulary: URL, sidebar,

menu, hyperlinks, home page, 250Space Words, 255FApply Vocabulary to Writing, 255F

R2


R1.1


255FR2


• Fluency

“Star Research,” 250–253R4.3a, R5.1a-b, R5.2a

ComprehensionInformational Text: ScienceText Feature: Internet Article, 250Practice Book A-O-B, 63

R4



R3.1


R4


• Writing

• Grammar

• Spelling


a friend telling the most interesting facts you learned from reading The Planets in Our Solar System.

Writing Trait: Organization, 255BPersuasive Writing: Advertisement,

254-255BW1.1-W1.5, W2.1, W2.2, W3.2, W3.5Grammar Daily Language Activities, 255I

Possessive Nouns, 255JGrammar Practice Book, 54

W3.1, W3.1c, OL1.1

Spelling Consonant Blends, 255HSpelling Practice Book, 55

W3.5c , OL1.1


you lived on another planet. Write about what life is like on this planet.


W1.1-W1.5, W2.1, W2.2, W3.2, W3.5

Grammar Daily Language Activities, 255IPossessive Nouns, 255JGrammar Practice Book, 55–56

W3.1, W3.1c, OL1.1


W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 2, Week 4, The Planets in Our Solar System, 224A–255V

OK

LA

HO

MA

Le

sso

n P

lan

• T

he

Pla

ne

ts i

n O

ur

So

lar

Sy

ste

m






OC

CT

Fo

rma

t Asse

ssme

nt

Macm

illan/McGraw

-Hill

3






PS3.1, PS3.2, PS4.3Workstation: The Big Dipper,

224JPS3.1, PS4.3

Workstation: A Walk on the Moon, 224JPS3.1, PS4.3

Cross-Curricular: Space Exploration 239PS4.3

Research and Inquiry, 247PS3.1

Activity, 253PS3.1, PS4.3

Research and Inquiry: NASA, 253PS4.3






Social StudiesWorkstation: Working in Space, 224J

4.3


Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Writing can be a lot

of fun. What are your favorite kinds of things to write?


Read Aloud: “Writers,” 257R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question Why does the

author decide to write children’s stories?

R4.2b, OL3.2

Listening/Speaking? Focus Question Read “Talking to

Lulu Delacre” on pages 258–259. How do you think the author of Author: A True Story would answer each of these interview questions?


• Vocabulary


Vocabulary talented, single, proper, excitement,

acceptance, useful, 258


Strategy: Context Clues/Word Clues, 259

R2.1


R2

PhonicsDecode Words with /n/gn, kn; /r/wr,

277E

Practice Book A-O-B, 72R1.1

VocabularyWords in Context, 277CStrategy: Context Clues/Word Clues,


R2.1


R1.1


• Fluency

“Talking to Lulu Delacre, Children’s Author,” 258–259

R2, R2.1, R4

Comprehension, 259A–259BStrategy: SummarizeSkill: Author’s PurposePractice Book A-O-B, 67

R4.3a, R4.3c


R3.1

Author: A True Story, 260–271R2.1, R3.2, R4, R4.1b, R4.1c, R4.2b, R4.3a, R4.3c, R4.5a-c, R5.1a-b

Comprehension, 260–273Strategy: SummarizeSkill: Author’s PurposePractice Book A-O-B, 68

R4.3a, R4.3c

Partner Reading, 256IChoral Reading, 268

R3.1

Author: A True Story, 260–271R2.1, R3.2, R4, R4.1b, R4.1c, R4.2b, R4.3a, R4.3c, R4.5a-c, R5.1a-b

ComprehensionComprehension Check, 273Maintain Skill: Summarize, 273B

R4.2b, R4.3a, R4.3c, R5.1b, OL3.2


R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling


paragraph describing what you think a day in the life of a writer is like.

Persuasive Writing: Book Review, 276-277B

W1.1-W1.5, W2.1, W2.2, W3.2, W3.5

Grammar Daily Language Activities, 277I Sentence Combining with

Nouns, 277IGrammar Practice Book, 57

W3.1, OL1.1Spelling Pretest: Words with /n/gn, kn;

/r/wr, 277GSpelling Practice Book, 57–58

W3.5c , OL1.1


paragraph telling what your favorite kind of writing is and why you like it.


W1.1-W1.5, W2.1, W2.2, W3.2, W3.5


Nouns, 277IGrammar Practice Book, 58

W3.1, OL1.1Spelling Words with /n/gn, kn;

/r/wr, 277GSpelling Practice Book, 59

W3.5c , OL1.1

Writing Daily Writing Prompt Write a paragraph

with the topic sentence “When I grow up I would like to be a writer.”

Writer’s Craft: A Strong Conclusion, 277A



Activities, 277I Mechanics and Usage: Book

Titles, 277JGrammar Practice Book, 59

W3.1, OL1.1Spelling Words with /n/gn, kn;

/r/wr, 277HSpelling Practice Book, 60

W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 2, Week 5, Author: A True Story, 256A–277V

Author: A True Story, 260–271

Vocabulary

OK

LA

HO

MA

Le

sson

Pla

n • A

uth

or: A

Tru

e S

tory


VocabularyVocabulary WordsContext Clues/Word

Clues

ComprehensionStrategy: SummarizeSkill: Author’s Purpose

WritingPersuasive Writing

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question In Author: A True

Story, the author describes some of the frustrations of being a writer. Does the author of this poem express any of the same frustrations?

Expand Vocabulary: Being a Writer, 277F

R2, R4.2b, OL3.2

Listening/Speaking/Viewing? Focus Question Think about the

selections you read this week. What are the different reasons an author writes? How can you tell what the author’s purpose is?


R4.2b, OL2.1, OL3.1, OL3.2, VL3

• Vocabulary


VocabularyWords with Suffixes, 277FApply Vocabulary to Writing, 277F

R2

PhonicsCrosswords, 277E

R1.1

VocabularySpiral Review: Vocabulary

Game, 277FR2


• Fluency

“Where I Sit Writing,” 274–275R4, R5.1a-b

ComprehensionPoetryLiterary Elements: Repetition and

Alliteration, 274Practice Book A-O-B, 70

R4, R5.2



R3.1


R4, R5.2

Partner Reading, 256IPractice, 273A

R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt Write a few

questions that you would like to ask Helen Lester. Imagine what she might say, and write her answers.

Writing Trait: Voice, 277BPersuasive Writing: Book Review,

276-277BW1.1-W1.5, W2.1, W2.2, W3.2, W3.5

Grammar Daily Language Activities, 277I Sentence Combining with Nouns, 277JGrammar Practice Book, 60

W3.1, OL1.1

Spelling Words with /n/gn, kn; /r/wr, 277HSpelling Practice Book, 61

W3.5c , OL1.1


you were an award-winning author. Write what you would say, or your speech, when you accept your award.



Activities, 277ISentence Combining with Nouns, 277JGrammar Practice Book, 61–62

W3.1, OL1.1


W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 2, Week 5, Author: A True Story, 256A–277V

OK

LA

HO

MA

Le

sso

n P

lan

• A

uth

or:

A T

rue

Sto

ry






OC

CT

Fo

rma

t Asse

ssme

nt

Macm

illan/McGraw

-Hill

3






PS3.1, PS3.2, PS4.3Workstation: Why Does It Rain?,

256JPS3.1, PS4.3

Cross-Curricular: Computers, 270PS3.1, PS4.3






Social StudiesWorkstation: Career Chart, 256J

4.3Main Selection: Author: A True

Story, 260-2713.2

Leveled Reader Lessons: 277M-277V3.2


Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question What was the most

interesting food from another culture that you have ever eaten?


Read Aloud: “Eating International,” 283

R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question What lesson does

making stone soup teach the people in the village?

R4.2b, OL3.2

Listening/Speaking? Focus Question Compare the class

banquet to the village feast in Stone Soup. How are they alike? How are they different?

Retell, 307R4.2b, R4.3a, R4.3c, OL3.2

• Vocabulary


Vocabularyguests, banquet, agreeable, curiosity,

gaze, untrusting , 284


Strategy: Synonyms, 285R2.1, R2.3


R2

PhonicsDecode Words with /är/ and

/ôr/, 313EPractice Book A-O-B, 81

R1.1

VocabularyReview Words in Context, 313CStrategy: Synonyms, 313DPractice Book A-O-B, 80

R2.1, R2.3


R1.1


• Fluency

“Family Feast,” 284–285R2, R2.1, R2.3, R4

Comprehension, 285A–285BStrategy: VisualizeSkill: Make InferencesPractice Book A-O-B, 76

R4.2a Partner Reading, 282R

Model Fluency, 283R3.1

Stone Soup, 286–305R2.1, R2.3, R3.2, R4.1b-c, R4.2a-b, R4.3a, R4.3c, R4.5a-c, R5.1a-b, R5.3, VL1.2

Comprehension, 286–305Strategy: VisualizeSkill: Make InferencesPractice Book A-O-B, 77

R4.2aPartner Reading, 282R

Attention to Punctuation, 300R3.1, R3.5

Stone Soup, 286–305R2.1, R2.3, R3.2, R4.1b-c, R4.2a-b, R4.3a, R4.3c, R4.5a-c, R5.1a-b, R5.3, VL1.2

ComprehensionComprehension Check, 307Maintain Skill: Summarize, 307B

R4.2b, R4.3a, R4.3c, R5.1b, OL3.2

Partner Reading, 282R Repeated Reading, 307APractice Book A-O-B, 78

R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling


description of your favorite food but do not name it. Exchange descriptions with a partner and try to guess each other’s food.

Personal Narrative: Journal Entry, 312-313B


Activities, 313I Action Verbs, 313IGrammar Practice Book, 65

W3.1, OL1.1Spelling Pretest, 313G

Spelling Practice Book, 65–66W3.5c , OL1.1


tradition your family has where you always eat a special meal.


W1.1-W1.5, W2.1, W2.6, W3.2, W3.5

Grammar Daily Language Activities, 313I Action Verbs, 313IGrammar Practice Book, 66

W3.1, OL1.1Spelling Words with /är/ and

/ôr/, 313GSpelling Practice Book, 67

W3.5c , OL1.1


invitation to a friend to come to a feast of foods at your house. Tell them what foods you will serve.

Writer’s Craft: Word Choice, 313APersonal Narrative: Journal Entry,

312-313BW1.1-W1.5, W2.1, W2.6b, W3.2, W3.5Grammar Daily Language



/ôr/, 313HSpelling Practice Book, 68

W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 3, Week 1, Stone Soup, 282J–313V

Stone Soup, 286–305

Vocabulary

OK

LA

HO

MA

Le

sson

Pla

n • S

ton

e S

ou

p

OKLAHOMA


VocabularyVocabulary WordsSynonyms

ComprehensionStrategy: VisualizeSkill: Make Inferences

WritingPersonal Narrative:

Journal Entry

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question What ingredients

might people from Russia, Mexico, and India have brought to put in the stone soup?

Expand Vocabulary: Banquet, 313FR2, R4.2b, OL3.2

Listening/Speaking/Viewing? Focus Question In “What’s for

Lunch?” we learned about many kinds of foods. If Mr. Ortiz’s class made a stone soup for lunch, what do you think they would put in it?Speaking and Listening Strategies,

313A R4.2b, OL1.2, OL2.1, OL2.2, OL3.1, OL3.2

• Vocabulary


VocabularyContent Vocabulary: unique, tortillas,

hearty, kimchi, chapatis, 308International Food Words, 313FApply Vocabulary to Writing, 313F

R2Phonics

Silly Sentences, 313ER1.1


313FR2


• Fluency

“What’s for Lunch?” 308–311R4.3a-b, R4.4c, R5.1a-b

ComprehensionSocial Studies: Nonfiction Article Text Feature: Charts, 308Practice Book A-O-B, 79

R4, R6.1c, VL1.2


Self-Selected Reading, 282RR3.1, R4.4a


R4, R6.1c, VL1.2


• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt What is the

worst kind of lunch for you? Write about a lunch that really disappointed you.

Writing Trait: Sentence Fluency, 313BPersonal Narrative: Journal Entry,

312-313BW1.1-W1.5, W2.1, W2.6, W3.2, W3.5Grammar Daily Language

Activities, 313I Action Verbs, 313JGrammar Practice Book, 68


/ôr/, 313HSpelling Practice Book, 69

W3.5c , OL1.1

Writing Daily Writing Prompt Pretend that

you are at a banquet. Describe one dish that is on the table.


W1.1-W1.5, W2.1, W2.6, W3.2, W3.5

Grammar Daily Language Activities, 313IAction Verbs, 313JGrammar Practice Book, 69–70

W3.1, OL1.1Spelling Posttest, 313H


ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 3, Week 1, Stone Soup, 282J–313V

OK

LA

HO

MA

Le

sso

n P

lan

• S

ton

e S

ou

p




ScienceWorkstation: Healthful Eating,

282SPS3.1, PS4.3; 2.2

Social StudiesCross-Curricular Project: Make a

Time Line, 282I1.1

Workstation: Food Around the World, 282S1.1, 4.1

Read Aloud: “Eating International,” 2833.1

Main Selection: Stone Soup, 286-3053.1

Cultural Perspectives: Stone Soup Around the World, 2991.1, 1.2, 3.1, 3.2

Paired Selection: “What’s for Lunch?,” 308-3111.2, 3.1

Activity, 3111.1, 1.2, 3.1

Research and Inquriy: Foods from Around the World, 3111.1, 1.2, 3.1

Classroom Library: The First Strawberries, T12-T133.2

Cross-Curricular: Native American Details, T131.1, 1.2, 3.1





OC

CT

Fo

rma

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ssme

nt

Macm

illan/McGraw

-Hill

3




Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Riddles are word

puzzles. What was the last riddle you tried to solve?


Read Aloud: “A Birthday Riddle,” 315R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question Where in the world

does Aziza live?R4.2b, OL3.2

Listening/Speaking? Focus Question Read “Count on

Detective Drake!” on pages 316-317. How is it similar to One Riddle, One Answer? In what ways is the main character’s behavior different?


• Vocabulary


Vocabularywearily, depart, suitable, increase,

observed, advised, discouraged, 316


Strategy: Dictionary: Unfamiliar Words, 317

R2.1, R2.4


R2

PhonicsDecode Words with /âr/, 339EPractice Book A-O-B, 88

R1.1

VocabularyReview Words in Context, 339CStrategy: Dictionary: Unfamiliar


R2.1, R2.4Phonics



• Fluency

“Count on Detective Drake!” 316–317


Strategy: Story StructureSkill: Plot and SettingPractice Book A-O-B, 83

R4.4c


R3.1

One Riddle, One Answer, 318–333R2.1, R2.4, R3.2, R4.1b-c, R4.2a, R4.2b, R4.4a, R4.4c, R4.5a-c, R5.1a-b, VL1.2Comprehension, 318–333

Strategy: Story StructureSkill: Plot and SettingPractice Book A-O-B, 84

R4.4c

Partner Reading, 314IPunctuation, 329

R3.1, R3.5

One Riddle, One Answer, 318–333R2.1, R2.4, R3.2, R4.1b-c, R4.2a, R4.2b, R4.4a, R4.4c, R4.5a-c, R5.1a-b, VL1.2Comprehension

Comprehension Check, 335Maintain Skill: Author’s Purpose, 335B

R4.2b, R4.3a, R5.1b, OL3.2


R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt Write a riddle

you already know or try to make one up. Exchange your writing with a partner and try to solve each other’s riddle.

Story: Character Sketch, 338-339BW1.1-W1.5, W2.1-W2.3, W3.2, W3.5Grammar Daily Language

Activities, 339I Present-Tense Verbs, 339IGrammar Practice Book, 71

W3.1, W3.1e, OL1.1


W3.5c , OL1.1


paragraph describing the setting for a modern-day fairy tale. Use descriptive details.

Story: Character Sketch, 338-339BW1.1-W1.5, W2.1-W2.3, W3.2, W3.5

Grammar Daily Language Activities, 339I Present-Tense Verbs, 339IGrammar Practice Book, 72

W3.1, W3.1e, OL1.1

Spelling Words with /âr/, 339GSpelling Practice Book, 73

W3.5c , OL1.1

Writing Daily Writing Prompt Use your

description of a setting to write a modern-day fairy tale.

Writer’s Craft: Figurative Language, 339A



W3.1, W3.1e, OL1.1

Spelling Words with /âr/, 339HSpelling Practice Book, 74

W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 3, Week 2, One Riddle, One Answer, 314A–339V

One Riddle, One Answer, 318–333

Vocabulary

OK

LA

HO

MA

Le

sson

Pla

n • O

ne

Rid

dle

, On

e A

nsw

er

OKLAHOMA


VocabularyVocabulary WordsDictionary/Unfamiliar

Words

ComprehensionSkill: Analyze Story

StructureStrategy: Plot and

Setting

WritingStory

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question One Riddle, One

Answer is about a riddle. How are these haiku like riddles?Expand Vocabulary: Things to Solve,

339FR2, R4.2b, OL3.2

Listening/Speaking/Viewing? Focus Question One Riddle, One

Answer and “Count on Detective Drake!” both have a plot and a setting. Does a haiku have a plot and setting? Why or why not?Speaking and Listening Strategies,

339AR4.2b, OL2.1, OL3.1, OL3.2

• Vocabulary


VocabularyRulers, 339FApply Vocabulary to Writing, 339F

R2

PhonicsRhyming Riddles, 339E

R1.1

VocabularySpiral Review: Crossword Puzzles,

339FR2


• Fluency

“Haiku,” 336–337R4, R4.5a, R5.1a-b

ComprehensionPoetry: Haiku Consonance and Metaphor, 336Practice Book A-O-B, 86

R4, R5.3



R3.1, R4.4cComprehension

Connect and Compare, 337R4, R5.3


• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt Write a haiku

using words that help give a feeling for the subject of your poem.

Writing Trait: Ideas and Content: Strong Opening, 339B


Activities, 339I Present-Tense Verbs, 339JGrammar Practice Book, 74

W3.1, W3.1e, OL1.1

Spelling Words with /âr/, 339HSpelling Practice Book, 75

W3.5c , OL1.1

Writing Daily Writing Prompt Read Aziza’s

number riddle again. Try writing a riddle for another number.

Story: Character Sketch, 338-339BW1.1-W1.5, W2.1-W2.3, W3.2, W3.5

Grammar Daily Language Activities, 339IPresent-Tense Verbs, 339JGrammar Practice Book, 75–76

W3.1, W3.1e, OL1.1Spelling Posttest, 339H


ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 3, Week 2, One Riddle, One Answer, 314A–339V

OK

LA

HO

MA

Le

sso

n P

lan

• O

ne

Rid

dle

, O

ne

An

swe

r






OC

CT

Fo

rma

t Asse

ssme

nt

Macm

illan/McGraw

-Hill

3





ScienceWorkstation: It is Snowing!, 314J

PS3.1, PS4.3


Time Line, 282I1.1

Workstation: Where I Live, 314J4.1

Cross-Curricular: Music Scheherazade, 3233.2

Cultural Perspectives: Universal Themes, 3313.1, 3.2



Classroom Library: Elena’s Serenade, T12-T133.1, 3.2


Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question How do people’s

activities affect ecosystems?


Read Aloud: “Walk Lightly,” 341R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question How can items be

recycled to help the environment?R4.2b, OL3.2

Listening/Speaking? Focus Question What do the Kern

River Preserve, Chihuahuan Desert, and sand dunes in New Jersey have in common?

Retell, 347R4.2b, R4.3a, R4.3c, OL3.2

• Vocabulary


Vocabularypreserve, restore, suffered, rainfall, 342



R2.1, R2.4


R2

PhonicsDecode Words with /ûr/, 351EPractice Book A-O-B, 95

R1.1



R2.1, R2.4Phonics



• Fluency

“For the Birds!” and “The Desert Is Alive!” 342–343

R2, R2.1, R2.4, R4

Comprehension, 343A–343BStrategy: Text StructureSkill: Cause and EffectPractice Book A-O-B, 90

R4.4c, R6.1e


R3.1

Saving the Sand Dunes, 344–347R2.1, R4.1b-c, R4.4c, R5.1a-b, R6.1e

Comprehension, 344–347Strategy: Text StructureSkill: Cause and EffectPractice Book A-O-B, 91

R4.4c, R6.1e


Saving the Sand Dunes, 344–347R2.1, R4.1b-c, R4.4c, R5.1a-b, R6.1e

ComprehensionComprehension Check, 347Maintain Skill: Fact and Opinion, 347A

R4.2b, R4.3a, R5.1b, OL3.2

Repeated Reading, 347APartner Reading, 340IPractice Book A-O-B, 92

R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling


the mayor of your city explaining why it’s important to preserve your neighborhood’s environment.

Expository Writing: Report, 351A-351B

W6.1, W6.2a-c, W1.1-W1.5

Grammar Daily Language Activities, 351I Past-Tense Verbs, 351I Grammar Practice Book, 77

W3.1, W3.1e, OL1.1


W3.5c , OL1.1

Writing Daily Writing Prompt Use the

desert as the setting for an action story you are writing. Describe the desert’s sounds, smells, and temperatures.



Activities, 351I Past-Tense Verbs, 351IGrammar Practice Book, 78

W3.1, W3.1e, OL1.1Spelling Words with /ûr/, 351G


Writing Daily Writing Prompt What would

you change about the weather? Explain how this might affect people and the environment.


W6.1, W6.2a-c, W1.1-W1.5


W3.1, W3.1e, OL1.1

Spelling Words with /ûr/, 351HSpelling Practice Book, 80

W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 3, Week 3, Saving the Sand Dunes, 340A–351V

Saving the Sand Dunes, 344–347

Vocabulary

OK

LA

HO

MA

Le

sson

Pla

n • S

av

ing

the

Sa

nd

Du

ne

s

OKLAHOMA



Meaning Words

ComprehensionStrategy: Text

StructureSkill: Cause and Effect


• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question What are the

possible reasons why the number of frogs is dropping? What can be done to protect them?Expand Vocabulary: How to Help

Ecosystems, 351FR2, R4.2b, OL3.2

Listening/Speaking/Viewing? Focus Question How do people

impact the environment in your community? Think of ways to lessen or reverse the impact.Speaking and Listening Strategies,

351AR4.2b, OL1.1, OL2.1, OL2.5, OL3.1, OL3.2

• Vocabulary


VocabularyHomographs, 351FApply Vocabulary to Writing, 351F

R2

PhonicsRhyme Time, 351E

R1.1


351FR2


• Fluency

“Frog Frenzy!” 348–349R4, R6.2d

Test Strategy: Think and Search

Research and Study SkillsUsing the Library, 347BPractice Book A-O-B, 93

R6.1


Self-Selected Reading, 340I–JR3.1, R4.4cComprehension

Strategy: Text Structure Skill: Cause and Effect

R4.4c, R6.1e


• Writing

• Grammar

• Spelling


advertisement asking for people’s old Christmas trees for the sand dunes.



Activities, 351I Past-Tense Verbs, 351J Grammar Practice Book, 80

W3.1, W3.1e, OL1.1

Spelling Words with /ûr/, 351HSpelling Practice Book, 81

W3.5c , OL1.1

Writing Daily Writing Prompt At night, a frog

jumps onto your bed and wakes you up. In your journal write about telling your friends and family and what they had to say.



Activities, 351IPast-Tense Verbs, 351J Grammar Practice Book, 81–82

W3.1, W3.1e, OL1.1


W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 3, Week 3, Saving the Sand Dunes, 340A–351V

OK

LA

HO

MA

Le

sso

n P

lan

• S

av

ing

th

e S

an

d D

un

es






OC

CT

Fo

rma

t Asse

ssme

nt

Macm

illan/McGraw

-Hill

3





ScienceWorkstation: What Do You

Know? 340JPS2.1, PS3.1, PS4.3; 2.1, 2.2, 2.3

Workstation: Ecosystems, 340JPS3.1, PS4.4

Vocabulary: “For the Birds!” and “The Desert Is Alive!,” 342-3432.2


Time Line, 282I1.1

Workstation: Respect for Nature 340J3.4

Workstation: Persuasive Writing, 340J1.1, 4.2

Main Selection: Saving the Sand Dunes, 344-3474.2, 4.4

Leveled Reader Lessons, 351M-351V4.2





Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question What was the most

interesting thing that ever happened to you while you were traveling?


Read Aloud: “From the Belly Button of the Moon,” 353

R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question How will Steven

get a gift for his aunt?R4.2b, OL3.2

Listening/Speaking? Focus Question How is Little Red

Ant’s problem like Wind and Sun’s problem? How are their problem-solving methods different?

Retell, 379R4.2b, R4.3a, R4.3c, OL3.2

• Vocabulary


Vocabulary annual, potential, expensive, politely,

package, wrapping, innocent, aisles, 354


Strategy: Dictionary/Homophones, 355

R2.1, R2.4


R2

PhonicsDecode Words with /ü/, /ū/, and

/ů/, 383EPractice Book A-O-B, 102

R1.1

VocabularyReview Words in Context, 383CStrategy: Dictionary/Homophones,


R2.1, R2.4Phonics



• Fluency

“My Winter Vacation,” 354–355R2, R2.1, R2.4, R4

Comprehension, 355A–355BStrategy: VisualizeSkill: Make InferencesPractice Book A-O-B, 97

R4.2a


R3.1

The Jones Family Express, 356–377R2.1, R2.4, R3.2, R4, R4.1b, R4.1c, R4.2a-b, R4.3a, R4.3c, R4.4a, R4.4c, R4.5a-c, R5.1a-bComprehension, 356–379

Strategy: VisualizeSkill: Make InferencesPractice Book A-O-B, 98

R4.2a

Partner Reading, 352IExpression, 360

R3.1

The Jones Family Express, 356–377R2.1, R2.4, R3.2, R4, R4.1b, R4.1c, R4.2a-b, R4.3a, R4.3c, R4.4a, R4.4c, R4.5a-c, R5.1a-bComprehension

Comprehension Check, 379Maintain Skill: Review Plot, 379B

R4.2b, R4.3a, R4.4c, R5.1b, OL3.2

Practice Book A-O-B, 99Partner Reading, 352IRepeated Reading, 379A

R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt What is your

favorite way to travel on a journey? Bus? Train? Car? Write a paragraph telling why.

Story: Dialogue, 382-383BW1.1-W1.5, W2.1, W2.2, W2.6, W3.2, W3.5

Grammar Daily Language Activities, 383I Future-Tense Verbs, 383IGrammar Practice Book, 83

W3.1, W3.1e, OL1.1


W3.5c , OL1.1


paragraph describing a journey you went on. Tell why, what, where, and when you went on it.


Grammar Daily Language Activities, 383I Future-Tense Verbs, 383IGrammar Practice Book, 84

W3.1, W3.1e, OL1.1

Spelling Words with /ü/, /ū/, and /ů/, 383GSpelling Practice Book, 85

W3.5c , OL1.1


poem about a journey on a bus, a car, a train, or a plane. Use rhyming and sensory words.

Writer’s Craft: Dialogue, 383AStory: Dialogue, 382-383B

W1.1-W1.5, W2.2, W2.6, W3.2, W3.5


W3.1, W3.1e, OL1.1

Spelling Words with /ü/, /ū/, and /ů/, 383HSpelling Practice Book, 86

W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 3, Week 4, The Jones Family Express, 352A–383V

The Jones Family Express, 356–377

Vocabulary

OK

LA

HO

MA

Le

sson

Pla

n • T

he

Jo

ne

s Fa

mily

Exp

ress

OKLAHOMA


VocabularyVocabulary WordsDictionary/

Homophones

ComprehensionStrategy: VisualizeSkill: Make Inferences

WritingFictional Narrative

• Listening

• Speaking

• Viewing


article and The Jones Family Express. How do you think Aunt Carolyn prepares for her trips?Expand Vocabulary: Making

Journeys, 383FR2, R4.2b, OL3.2

Listening/Speaking/Viewing? Focus Question Steven is getting

ready for his first trip with Aunt Carolyn. How can the suggestions in “Tips for Trips” and keeping a journal help him have a good time?Speaking and Listening Strategies,

383AR4.2b, OL2.1, OL3.1, OL3.2

• Vocabulary


VocabularyContent Vocabulary: identification,

destination, 380Idioms; Vocabulary in Writing, 383F

R2

PhonicsIllustrate /ü/, /ū/, and /ů/ Words, 383E

R1.1


Game, 383FR2


• Fluency

“Tips for Trips,”380–381R4, R4.2a, R5.1a-bComprehension

Informational Text: Social StudiesText Feature: Directions, 380Practice Book A-O-B, 100

R4, R6.1c


Self-Selected Reading, 352IR3.1, R4.1cComprehension

Connect and Compare, 381R4, R6.1c


• Writing

• Grammar

• Spelling


field trip you have taken with your class. Tell where you went, and what you did.

Writing Trait: Formal and Informal Language, 383B

Story: Dialogue, 382-383BW1.1-W1.5, W2.1, W2.2, W2.6, W3.5


Future-Tense Verbs, 383JGrammar Practice Book, 86

W3.1, W3.1e, OL1.1Spelling Words with /ü/, /ū/, and

/ů/, 383HSpelling Practice Book, 87

W3.5c , OL1.1

Writing Daily Writing Prompt If you could

take a trip anywhere, where would you go? What would you do there? Write about the trip you imagine.


Grammar Daily Language Activities, 383IFuture-Tense Verbs, 383JGrammar Practice Book, 87–88

W3.1, W3.1e, OL1.1


W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 3, Week 4, The Jones Family Express, 352A–383V

OK

LA

HO

MA

Le

sso

n P

lan

• T

he

Jo

ne

s F

am

ily

Exp

ress






OC

CT

Fo

rma

t Asse

ssme

nt

Macm

illan/McGraw

-Hill

3





ScienceWorkstation: The Digestive

System, 352JPS3.1, PS4.3; 2.2


Time Line, 282I1.1

Workstation: Going Places, 352J2.1





Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Illustrations can

tell a story without words. What are some things you have illustrated?


Read Aloud: “Before You Came This Way,” 385

R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question How do illustrators

decide what art to create for a book?R4.2b, OL3.2

Listening/Speaking? Focus Question Read “Draw!” on

pages 386–387. How is the way it is written similar to What Do Illustrators Do? How are the two stories different?


• Vocabulary


Vocabulary instance, illustrate, style, textures,

sketches, suggestions, 386


Strategy: Context Clues/Sentence Clues, 387

R2.1


R2

PhonicsDecode Words with /oi/, 417EPractice Book A-O-B, 109

R1.1

VocabularyReview Words in Context, 417CStrategy: Context Clues/Sentence


R2.1Phonics



• Fluency

“Draw!” 386–387R2, R2.1, R4

Comprehension, 387A–387BStrategy: Text StructureSkill: SequencePractice Book A-O-B, 104

R4.4c, R6.1e


R3.1

What Do Illustrators Do? 388–409R2.1, R3.2, R4, R4.1b, R4.1c, R4.2a, R4.2b, R4.3a-c, R4.4c, R4.5a-c, R5.1a-b, R6.1eComprehension, 388–411

Strategy: Text StructureSkill: SequencePractice Book A-O-B, 105

R4.4c, R6.1e

Choral Reading, 391Partner Reading, 384I

R3.1

What Do Illustrators Do? 388–409R2.1, R3.2, R4, R4.1b, R4.1c, R4.2a, R4.2b, R4.3a-c, R4.4c, R4.5a-c, R5.1a-b, R6.1eComprehension

Comprehension Check, 411Maintain Skill: Make Inferences, 411B

R4.2a, R4.2b, R4.3a, R5.1b, OL3.2

Practice Book A-O-B, 106 Partner Reading, 384IRepeated Reading, 411A

R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling


paragraph about your favorite illustration, explaining why you like it and where you saw it.

Play: Scene, 416-417BW1.1-W1.5, W2.1, W2.2, W2.6, W3.2, W3.5

Grammar Daily Language Activities, 417I Sentence Combining with Verbs, 417IGrammar Practice Book, 89

W3.1, OL1.1


W3.5c , OL1.1

Writing Daily Writing Prompt Write

a paragraph telling how an illustration and photograph are alike and how they are different.

Play: Scene, 416-417BW1.1-W1.5, W2.1, W2.2, W2.6, W3.2, W3.5Grammar Daily Language

Activities, 417I Sentence Combining with Verbs, 417IGrammar Practice Book, 90

W3.1, OL1.1

Spelling Words with /oi/, 417GSpelling Practice Book, 91

W3.5c , OL1.1


your principal, describing a mural, or illustration, you would like to see on a wall at school.

Writer’s Craft: Mood, 417APlay: Scene, 416-417B

W1.1-W1.5, W2.1, W2.2, W3.2, W3.5

Grammar Daily Language Activities, 417I Mechanics and Usage: Commas, 417JGrammar Practice Book, 91

W3.1, OL1.1

Spelling Words with /oi/, 417HSpelling Practice Book, 92

W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 3, Week 5, What Do Illustrators Do?, 384A–417V

What Do Illustrators Do?, 388–409

Vocabulary

OK

LA

HO

MA

Le

sson

Pla

n • W

ha

t Do

Illustra

tors D

o?

OKLAHOMA


VocabularyVocabulary WordsContext Clues/Sentence

Clues

ComprehensionStrategy: Text

StructureSkill: Sequence

WritingPlay

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Think about What

Do Illustrators Do? and this article. How are the jobs of illustrator and animator alike? How are they different?

Media Literacy: Visual Media, 398Expand Vocabulary: Illustrating, 417F

R2, R4.2b, OL3.2, VL2

Listening/Speaking/Viewing? Focus Question What are the steps

an illustrator and an animator take in creating their work? Be sure to tell the steps in order.


R4.2b, OL2.1, OL3.1, OL3.2

• Vocabulary


VocabularyContent Vocabulary: animators,

storyboard, technology, 3-D, script, 412

Words That Are Nouns and Verbs, 417FApply Vocabulary to Writing, 417F

R2

PhonicsWord Math with /oi/, 417E

R1.1


417FR2


• Fluency

“Jobs in Animation,” 412–415R4, R4.4c, R5.1a-bComprehension

Informational Text: Social StudiesText Feature: Interview, 412Practice Book A-O-B, 107

R4, R6.1e



Connect and Compare, 415R4, R6.1e


• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt Explain what

you like and don’t like about animated movies and TV shows.

Writing Trait: Narrow the Topic, 417BPlay: Scene, 416-417B

W1.1-W1.5, W2.1, W2.2, W2.6, W3.2, W3.5

Grammar Daily Language Activities, 417I Sentence Combining with Verbs, 417JGrammar Practice Book, 92

W3.1, OL1.1

Spelling Words with /oi/, 417HSpelling Practice Book, 93

W3.5c , OL1.1

Writing Daily Writing Prompt Choose a folk

tale or fairy tale that you know well. Write one scene from the story in your own words and then illustrate the scene.

Play: Scene, 416-417BW1.1-W1.5, W2.1, W2.2, W2.6, W3.2, W3.5Grammar Daily Language

Activities, 417ISentence Combining with Verbs, 417JGrammar Practice Book, 93–94



ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 3, Week 5, What Do Illustrators Do?, 384A–417V

OK

LA

HO

MA

Le

sso

n P

lan

• W

ha

t D

o I

llu

stra

tors

Do

?






OC

CT

Fo

rma

t Asse

ssme

nt

Macm

illan/McGraw

-Hill

3





ScienceWorkstation: What Do You

Know? 384JPS3.1, PS4.3

Cross-Curricular: Plants, 3941, 2, 3, 5, 8, 9, 11, 16


Time Line, 282I1.1

Workstation: Famous Pictures, 384J3.2

Vocabulary Selection: “Draw!”, 386-3873.2

Main Selection: What Do Illustrators Do?, 388-4093.2, 4.3

Paired Selection: “Jobs in Animation,” 412-4133.2, 4.3






Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question What is one meal

you would love to learn how to make?


Read Aloud: “When the Rain Came Up From China,” 11

R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question Does this story end

just like “Red and Her Friends”?R4.2b, OL3.2

Listening/Speaking? Focus Question How is “Red

and Her Friends” similar to Cook-a-Doodle-Doo!? How are the two stories different?


• Vocabulary


Vocabularymagnificent, masterpiece, ingredient,

recipes, tasty, 12


Strategy: Dictionary/Idioms, 13R2.1, R2.4


R2

PhonicsDecode Words with /ô/, 45EPractice Book A-O-B, 118

R1.1

VocabularyReview Words in Context, 45CStrategy: Dictionary/Idioms, 45DPractice Book A-O-B, 117

R2.1, R2.4Phonics



• Fluency

“Red and Her Friends,” 12–13R2, R2.1, R4Comprehension, 13A–13B

Strategy: Make Inferences and Analyze

Skill: Compare and ContrastPractice Book A-O-B, 113

R4.1a, R4.2a


R3.1

Cook-a-Doodle-Doo!, 14–37R2.1, R3.2, R4.1a-c, R4.2a, R4.2b, R4.3a, R4.3c, R4.4a, R4.4c, R4.5a-c, R5.1a-bComprehension, 14–37


Skill: Compare and ContrastPractice Book A-O-B, 114

R4.1a, R4.2a

Partner Reading, 10REcho-Reading, 23

R3.1

Cook-a-Doodle-Doo!, 14–37R2.1, R3.2, R4.1a-c, R4.2a, R4.2b, R4.3a, R4.3c, R4.4a, R4.4c, R4.5a-c, R5.1a-bComprehension

Comprehension Check, 39Maintain Skill: Author’s Purpose, 39B

R4.2b, R4.3a, R5.1b, OL3.2

Partner Reading, 10RRepeated Reading, 39APractice Book A-O-B, 115

R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt Write a step-

by-step recipe for a food you know how to cook.

Explanatory Writing: Explanatory Paragraph, 44-45B

W1.1-W1.5, W2.1, W3.2, W3.5

Grammar Daily Language Activities, 45I Verbs Be, Do, and Have, 45IGrammar Practice Book, 97

W3.1, OL1.1


W3.5c , OL1.1

Writing Daily Writing Prompt Write a menu

for a dinner you would like a chef to cook for you. Include your favorite foods.


W1.1-W1.5, W2.1, W3.2, W3.5

Grammar Daily Language Activities, 45I Verbs Be, Do, and Have, 45IGrammar Practice Book, 98

W3.1, OL1.1

Spelling Words with /ô/, 45GSpelling Practice Book, 99

W3.5c , OL1.1


description of the best meal you ever tasted. Explain why it was so good.

Writer’s Craft: Vary Sentences 45AExplanatory Writing: Explanatory

Paragraph, 44-45BW1.1-W1.5, W2.1, W3.2, W3.5Grammar Daily Language Activities,

45I

Mechanics and Usage, 45JGrammar Practice Book, 99

W3.1, OL1.1

Spelling Words with /ô/, 45HSpelling Practice Book, 100

W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 4, Week 1, Cook-a-Doodle-Doo!, 10J–45V

Cook-a-Doodle-Doo!, 14–37

Vocabulary


OK

LA

HO

MA

Le

sson

Pla

n • C

oo

k-a

-Do

od

le-D

oo

!

OKLAHOMA

VocabularyVocabulary WordsDictionary/Idioms

ComprehensionStrategy: Make

InferencesSkill: Compare and

Contrast

WritingExplanatory

• Listening

• Speaking

• Viewing


article and Cook-a-Doodle-Doo! What tips could a real baker give to animals?

Expand Vocabulary: Cooking Tools, 45F

R2, R4.2b, OL3.2

Listening/Speaking/Viewing? Focus Question Compare Red’s

friends to Rooster’s friends. Are Red’s friends as helpful as Rooster’s friends? Explain.

Speaking and Listening Strategies, 45AR4.2b, OL1.1, OL2.1, OL3.1, OL3.2

• Vocabulary


VocabularyContent Vocabulary: schedule,

sequence, ingredients, profits, 40Homophones, 45FApply Vocabulary to Writing, 45F

R2Phonics

Rhyming Riddles, 45ER1.1


Concentration, 45FR2


• Fluency

“Welcome to the Bakery!” 40–43R4.1a, R4.3a, R4.4c, R5.1a-bComprehension

Social Studies: Nonfiction ArticleText Feature: Diagram, 40Practice Book A-O-B, 116

R4.1a, R6.1c


Self-Selected Reading, 10RR3.1, R5.2aComprehension

Connect and Compare, 43R4.1a, R6.1c


• Writing

• Grammar

• Spelling


you are one of Rooster’s friends who shared the strawberry shortcake. Describe how the shortcake tasted and how you felt while eating it.

Writing Trait: Ideas and Content: Add Details, 45B


W1.1-W1.5, W2.1, W3.2, W3.5Grammar Daily Language Activities,

45I Verbs Be, Do, and Have, 45JGrammar Practice Book, 100

W3.1, OL1.1Spelling Words with /ô/, 45H


Writing Daily Writing Prompt Who is your

favorite character in Cook-a-Doodle-Doo!? Write about what makes this character your favorite.


W1.1-W1.5, W2.1, W3.2, W3.5

Grammar Daily Language Activities, 45IVerbs Be, Do, and Have, 45JGrammar Practice Book, 101–102

W3.1, OL1.1


W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 4, Week 1, Cook-a-Doodle-Doo!, 10J–45V

OK

LA

HO

MA

Le

sso

n P

lan

• C

oo

k-a

-Do

od

le-D

oo

!




ScienceCross-Curricular Project: Against

the Odds, 10IPS3.1, PS4.3

Workstation: Heat and Energy, 10SPS3.1, PS4.3

Cross-Curricular: Trash Graph, T17PS3.2, PS4.1, PS4.2, PS4.3

Social StudiesWorkstation: What’s Cooking in

Japan, 10S1.1, 3.1

Paired Selection: “Welcome to the Bakery!,” 40-434.3, 5.1, 5.3

Activity, 431.1

Cross-Curricular: Mountain Graph, T131.1, 2.4, 4.2

Cross-Curricular: Map It, T132.1, 2.3, 2.4

Classroom Library: Fly High! The Story of Bessie Coleman, T14-T153.1

Cross-Curricular: Time Line, T153.1

Cross-Curricular: Call on the Community, T173.4, 4.4





OC

CT

Fo

rma

t Asse

ssme

nt

Macm

illan/McGraw

-Hill

3




Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question People can

have different ideas and still work together. What do you do when someone disagrees with you?


Read Aloud: “Arachne the Spinner,” 47

R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question How will the

brothers get along at the end of the story?

R4.2b, OL3.2

Listening/Speaking? Focus Question How is the

problem in “Community Works” similar to the problem in Seven Spools of Thread? How are the solutions to the problems different?


• Vocabulary


Vocabularybeamed, argued, possessions, fabric,

purchased, quarreling, 48


Strategy: Multiple-Meaning Words, 49R2.1


R2

PhonicsDecode Words with /ou/, 77E


VocabularyReview Vocabulary, 77CStrategy: Dictionary/Multiple-


R2.1Phonics



• Fluency

“Community Works,” 48–49R2, R2.1, R4

Comprehension, 49A–49BStrategy: Make Inferences and

AnalyzeSkill: Draw ConclusionsPractice Book A-O-B, 120

R4.1a, R4.2a-b


R3.1

Seven Spools of Thread, 50–71R2.1, R3.2, R4.1a, R4.1b, R4.1c, R4.2a-b, R4.4c, R4.5a-c, R5.1a-b, R5.3Comprehension, 50–71


Skill: Draw ConclusionsPractice Book A-O-B, 121

R4.1a, R4.2a-b

Partner Reading, 46IPunctuation, 56

R3.1, R3.5

Seven Spools of Thread, 50–71R2.1, R3.2, R4.1a, R4.1b, R4.1c, R4.2a-b, R4.4c, R4.5a-c, R5.1a-b, R5.3Comprehension

Comprehension Check, 73Maintain Skill: Setting and Plot, 73B

R4.2b, R4.3a, R4.4c, R5.1b, OL3.2

Partner Reading, 46I Repeated Reading, 73APractice Book A-O-B, 122

R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt Write about

someone you get along with well. Explain why you get along so well.

Explanatory Writing: Poster, 76-77BW1.1-W1.5, W2.1, W3.2, W3.5, VL3

Grammar Daily Language Activities, 77I Linking Verbs, 77IGrammar Practice Book, 103

W3.1, OL1.1


W3.5c , OL1.1


paragraph trying to convince your readers why it is important for two people who are on the same team to get along.


Grammar Daily Language Activities, 77I Linking Verbs, 77IGrammar Practice Book, 104

W3.1, OL1.1

Spelling Words with /ou/, 77GSpelling Practice Book, 105

W3.5c , OL1.1


rules you think are important to follow to get along with others. Share and compare rules.

Writer’s Craft: Precise Words, 77AExplanatory Writing: Poster, 76-77B

W1.1-W1.5, W2.1, W3.2, W3.5, VL3


W3.1, OL1.1

Spelling Words with /ou/, 77HSpelling Practice Book, 106

W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 4, Week 2, Seven Spools of Thread, 46A–77V

Seven Spools of Thread, 50–71

Vocabulary

OK

LA

HO

MA

Le

sson

Pla

n • S

eve

n S

po

ols o

f Th

rea

d


VocabularyVocabulary WordsDictionary: Multiple-

Meaning Words


Inferences and Analyze

Skill: Draw Conclusions

WritingPoster

• Listening

• Speaking

• Viewing

Listening/Speaking? Focus Question Think about this

article and Seven Spools of Thread. Which steps did the brothers use to solve their problem?

Expand Vocabulary: Getting Along, 77FR2, R4.2b, OL3.2

Listening/Speaking? Focus Question Read the

African proverb on page 71. How is this proverb similar to the sons’ teamwork?Speaking and Listening Strategies, 77A

R4.2b, OL1.1, OL2.1, OL2.4, OL3.1, OL3.2

• Vocabulary


VocabularyContent Vocabulary: conflict, resolve,

respect, 74Suffix -ly, 77FApply Vocabulary to Writing, 77F

R2Phonics

Rhyming /ou/ Riddles, 77ER1.1

VocabularySpiral Review: Vocabulary Game

Show, 77FR2


• Fluency

“Our Class Newsletter,” 74–75R4.1a, R5.1a-bComprehension

Social Studies: NewslettersText Feature: Rules, 74Practice Book A-O-B, 123

R4.1a, R6.1e


Self-Selected Reading, 46IR3.1, R4.2bComprehension

Connect and Compare, 75R4.1a, R6.1e


• Writing

• Grammar

• Spelling


you were one of the seven brothers in the story. Write what you would have suggested doing with the spools of thread.

Writing Trait: Organization: Rearrange Details, 77B

Explanatory Writing: Poster, 76-77BW1.1-W1.5, W2.1, W3.2, W3.5, VL3Grammar Daily Language

Activities, 77I Linking Verbs, 77JGrammar Practice Book, 106

W3.1, OL1.1

Spelling Words with /ou/, 77HSpelling Practice Book, 107

W3.5c , OL1.1

Writing Daily Writing Prompt What rules

could the seven brothers follow to prevent any more quarreling? Write a list of rules for the brothers to follow.


Grammar Daily Language Activities, 77ILinking Verbs, 77JGrammar Practice Book, 107–108

W3.1, OL1.1


W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 4, Week 2, Seven Spools of Thread, 46A–77V

OK

LA

HO

MA

Le

sso

n P

lan

• S

eve

n S

po

ols

of

Th

rea

d






OC

CT

Fo

rma

t Asse

ssme

nt

Macm

illan/McGraw

-Hill

3







Workstation: Cotton Thread, 46JPS3.1, PS4.3


Social StudiesWorkstation: Playground Rules,

40J3.4

Cultural Perspectives: Cultural Elements in Literature, 661.2, 3.1, 3.2

Cross-Curricular: Traditional Dress, 693.1

Activity, 753.4








Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Why do people

need the natural resources shown on these pages?


Read Aloud: “The People Who Hugged the Trees,” 79

R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question What alien species

is creeping along the shores of Puget Sound?

R4.2b, OL3.2

Listening/Speaking? Focus Question How have

people brought on the problems in “Saving Egypt’s Great Desert” and Washington Weed Whackers?


• Vocabulary


Vocabulary native, shouldn’t, research, sprout,

clumps, 80


Strategy: Word Parts/Contractions, 81R2.1


R2

PhonicsDecode Words with Soft c and g, 89EPractice Book A-O-B, 132

R1.1

VocabularyReview Words in Context, 89CStrategy: Word Parts/Contractions,


R2.1Phonics



• Fluency

“Saving Egypt’s Great Desert,” 80–81

R2, R2.1, R4Comprehension, 81A–81B

Strategy: Monitor ComprehensionSkill: Compare and ContrastPractice Book A-O-B, 127

R4.5a-c


R3.1

Washington Weed Whackers, 82–85

R4.1b-c, R4.5a-c, R5.1a-bComprehension, 82–85

Strategy: Monitor ComprehensionSkill: Compare and ContrastPractice Book A-O-B, 128

R4.5a-c



R4.1b-c, R4.5a-c, R5.1a-bComprehension

Comprehension Check, 85Maintain Skill: Cause and Effect, 85A

R4.2b, R4.3a, R4.4c, R5.1b, OL3.2


R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling


an archeologist on a dig in Egypt. What do you find? Would you bring your findings to the United States? Why?

Expository Writing: Magazine Article, 89A-89B

W6.1, W6.2a-c, W1.1-W1.5Grammar Daily Language Activities,

89I Main and Helping Verbs, 89IGrammar Practice Book, 109

W3.1, W3.1f, OL1.1Spelling Pretest, 89G


Writing Daily Writing Prompt If all the streets

were rivers, how would this change what your school looks like? How would you get to school?


W6.1, W6.2a-c, W1.1-W1.5

Grammar Daily Language Activities, 89I Main and Helping Verbs, 89IGrammar Practice Book, 110

W3.1, W3.1f, OL1.1

Spelling Words with soft c and g, 89GSpelling Practice Book, 111

W3.5c , OL1.1

Writing Daily Writing Prompt Your

neighborhood has a bug problem. Write a journal entry describing what you would do.


W6.1, W6.2a-c, W1.1-W1.5


W3.1, W3.1f, OL1.1

Spelling Words with soft c and g, 89HSpelling Practice Book, 112

W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 4, Week 3, Washington Weed Whackers, 78A–89V


Vocabulary


OK

LA

HO

MA

Le

sson

Pla

n • W

ash

ing

ton

We

ed

Wh

acke

rs

OKLAHOMA

VocabularyVocabulary WordsWord Parts/

Contractions

ComprehensionStrategy: Monitor

ComprehensionSkill: Compare and

Contrast


• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Many students

volunteer to help fight pollution and improve the environment. Would you be willing to volunteer? Why or why not?Expand Vocabulary: Natural

Resources, 89FR2, R4.2b, OL3.2

Listening/Speaking/Viewing? Focus Question Both Amr

Shannon in Egypt and the students in Washington want to help the environment. Compare how they are protecting these places.Speaking and Listening Strategies,

89AR4.2b, OL1.1, OL2.1, OL2.5, OL2.6, OL3.1, OL3.2

• Vocabulary


VocabularyAntonyms, 89FApply Vocabulary to Writing, 89F

R2

PhonicsPicture Dictionary, 89E

R1.1


Concentration, 89FR2


• Fluency

“Up A Creek,” 86–87Test Strategy: Think and Search

R4, R6.2dResearch and Study Skills

Using Computer Search Engines, 85BPractice Book A-O-B, 130

R6.1


Self-Selected Reading, 78IR3.1, R5.2aComprehension

Strategy: Monitor ComprehensionSkill: Compare and Contrast

R4.5a-c


• Writing

• Grammar

• Spelling


newspaper article informing people on the West Coast about the problems spartina causes.


W6.1, W6.2a-c, W1.1-W1.5

Grammar Daily Language Activities, 89I Main and Helping Verbs, 89JGrammar Practice Book, 112

W3.1, W3.1f, OL1.1

Spelling Words with soft c and g, 89HSpelling Practice Book, 113

W3.5c , OL1.1

Writing Daily Writing Prompt You are a

photographer and have taken a picture of a polluted river. Write three different captions for your photo.


W6.1, W6.2a-c, W1.1-W1.5

Grammar Daily Language Activities, 89IMain and Helping Verbs, 89JGrammar Practice Book, 113–114

W3.1, W3.1f, OL1.1


W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 4, Week 3, Washington Weed Whackers, 78A–89V

OK

LA

HO

MA

Le

sso

n P

lan

• W

ash

ing

ton

We

ed

Wh

acke

rs






OC

CT

Fo

rma

t Asse

ssme

nt

Macm

illan/McGraw

-Hill

3







Workstation: Oil Spills, 78JPS3.1, PS4.3

Workstation: Our Natural Resources, 78JPS3.1, PS4.3


Social StudiesWorkstation: Careful Campers, 78J

3.4, 4.4Vocabulary: “Saving Egypt’s

Great Desert,” 80-814.2

Main Selection: Washington Weed Whackers, 82-854.2, 4.4

Test Strategy: Up A Creek, 86-874.2, 4.4

Leveled Reader Lessons, 89M-89V4.2, 4.4, 5.2, 5.3







Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question What are some

ways that you can get involved to help your family or community?


Read Aloud: “The Song of the World’s Last Whale,” 91

R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question What does the

author want you to know about Angel?

Cross-Curricular Connection: Carnival of the Animals, 100

R4.2b, OL3.2

Listening/Speaking? Focus Question How are Amelia

and Angel alike? Describe the different ways they help animals. Use details from both selections in your answer.


• Vocabulary


Vocabulary tour, volunteers, community, thrilled,

slogan, grownups, deserve, interviewed, 92


Strategy: Context Clues: Examples, 93R2.1


R2

PhonicsDecode Homophones, 111EPractice Book A-O-B, 139

R1.1

VocabularyReview Words in Context, 111CStrategy: Context Clues/

Examples, 111DPractice Book A-O-B, 138

R2.1Phonics



• Fluency

“Gorilla Garden,” 92–93R2, R2.1, R4

Comprehension, 93A–93BStrategy: Monitor ComprehensionSkill: Author’s PurposePractice Book A-O-B, 134

R4.1a, R4.5a-c


R3.1

Here’s My Dollar, 94–105R2.1, R3.2, R4.1a, R4.1b, R4.1c, R4.2b, R4.3a, R4.3c, R4.4c, R4.5a-c, R5.1a-bComprehension, 94–105

Strategy: Monitor ComprehensionSkill: Author’s PurposePractice Book A-O-B, 135

R4.1a, R4.5a-c

Choral Reading, 97Partner Reading, 90IR3.1

Here’s My Dollar, 94–105R2.1, R3.2, R4.1a, R4.1b, R4.1c, R4.2b, R4.3a, R4.3c, R4.4c, R4.5a-c, R5.1a-bComprehension

Comprehension Check, 107Maintain Skill: Sequence, 107B

R4.2b, R4.3a, R4.4c, R5.1b, OL3.2


R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling


time when you helped someone. How did you feel? How do you think the other person felt?

Explanatory Writing: Personal Essay, 110-111B

W1.1-W1.5, W2.1, W3.2, W3.5

Grammar Daily Language Activities, 111I Irregular Verbs, 111IGrammar Practice Book, 115

W3.1, W3.1f, OL1.1


W3.5a, W3.5c, OL1.1

Writing Daily Writing Prompt Imagine

your class is volunteering at an animal shelter. Write a paragraph describing what your classmates can do and why.


W1.1-W1.5, W2.1, W3.2, W3.5Grammar Daily Language Activities, 111I

Irregular Verbs, 111I Grammar Practice Book, 116

W3.1, W3.1f, OL1.1

Spelling Homophones, 111GSpelling Practice Book, 117

W3.5a, W3.5c, OL1.1


a person who helped you in some way.

Writer’s Craft: A Strong Opening, 111A


W1.1-W1.5, W2.1, W3.2, W3.5Grammar Daily Language Activities, 111I

Mechanics and Usage, 111JGrammar Practice Book, 117

W3.1, W3.1f, OL1.1

Spelling Homophones, 111HSpelling Practice Book, 118

W3.5a, W3.5c, OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 4, Week 4, Here’s My Dollar, 90A–111V

Here’s My Dollar, 94–105

Vocabulary


OK

LA

HO

MA

Le

sson

Pla

n • H

ere

’s My

Do

llar

OKLAHOMA

VocabularyVocabulary WordsContext Clues: Examples


ComprehensionSkill: Author’s Purpose

WritingExplanatory Writing

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Compare these

two poems about helping and Here’s My Dollar. What is the common theme among these selections? How are they different?Media Literacy: Newspaper and

Television Reporting, 102Expand Vocabulary: Getting

Involved, 111FR2, R4.2b, OL3.2


author’s purpose for writing Here’s My Dollar. Do you think he believes that kids can make a difference in the world?Speaking and Listening Strategies, 111A

R4.2b, OL1.1, OL2.1, OL3.1, OL3.2

• Vocabulary


VocabularyGreek and Latin Roots, 111FApply Vocabulary to Writing, 111F

R2

PhonicsHomophone Match, 111E

R1.1


Game, 111FR2


• Fluency

“Helping” and “Recycling,” 108–109

R4.1a, R4.2b, R5.1a-bComprehension

PoetryLiterary Elements: Rhyme Scheme

and Repetition, 108Practice Book A-O-B, 137

R4.1a, R5.2


Self-Selected Reading, 90IR3.1Comprehension

Connect and Compare, 109R4.1a, R5.2


• Writing

• Grammar

• Spelling


you are Angel and you are on a TV talk show. Write what you would tell the audience.

Writing Trait: Ideas and Content, 111BExplanatory Writing: Personal Essay,

110-111BW1.1-W1.5, W2.1, W3.2, W3.5Grammar Daily Language

Activities, 111I Irregular Verbs, 111JGrammar Practice Book, 118

W3.1, W3.1f, OL1.1Spelling Homophones, 111H

Spelling Practice Book, 119W3.5a, W3.5c, OL1.1


volunteer work that you would enjoy. Explain why you would enjoy it.


W1.1-W1.5, W2.1, W3.2, W3.5

Grammar Daily Language Activities, 111IIrregular Verbs, 111JGrammar Practice Book, 119–120

W3.1, W3.1f, OL1.1Spelling Posttest, 111H


ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 4, Week 4, Here’s My Dollar, 90A–111V

OK

LA

HO

MA

Le

sso

n P

lan

• H

ere

’s M

y D

oll

ar






OC

CT

Fo

rma

t Asse

ssme

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Macm

illan/McGraw

-Hill

3







Workstation: The Water Cycle, 90JPS3.1, PS4.3


Social StudiesWorkstation: Chant for Help, 90J

3.4, 4.4Main Selection: Here’s My Dollar,

94-1053.4, 4.4, 5.2, 5.4

Cross-Curricular: Carnival of the Animals, 1003.2

Leveled Reader Lessons,111M-111V3.4, 4.4







Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question If you could have a

place of your own, where would it be and what would it look like?


Read Aloud: “Under the Back Porch,” 113

R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question Will the girl ever

get her own room?R4.2b, OL3.2

Listening/Speaking? Focus Question Explain how

the characters of “Pond Street Clubhouse” and My Very Own Room both wanted a place of their own.


• Vocabulary


Vocabulary separate, determination, storage,

crate, exact, ruined, luckiest, 114


Strategy: Word Parts: Endings –er, –est, 115

R2.1, R2.2


R2

PhonicsDecode Plurals, 145EPractice Book A-O-B, 146

R1.1

VocabularyReview Words in Context, 145CStrategy: Word Parts: Endings –er,

–est, 145DPractice Book A-O-B, 145

R2.1, R2.2Phonics



• Fluency

“Pond Street Clubhouse,” 114–115R2, R2.1, R4

Comprehension, 115A–115BStrategy: Monitor ComprehensionSkill: Make and Confirm PredictionsPractice Book A-O-B, 141

R4.1a-c, R4.5a-c


R3.1

My Very Own Room, 116–137R3.2, R4.1a-c, R4.2a-b, R4.3a, R4.3c, R4.4a, R4.4c, R4.5a-c, R5.1a-b, R5.3Comprehension, 116–139

Strategy: Monitor ComprehensionSkill: Make and Confirm PredictionsPractice Book A-O-B, 142

R4.1a-c, R4.5a-c

Partner Reading, 112IAttention to Punctuation, 126

R3.1, R3.5

My Very Own Room, 116–137R3.2, R4.1a-c, R4.2a-b, R4.3a, R4.3c, R4.4a, R4.4c, R4.5a-c, R5.1a-b, R5.3Comprehension

Comprehension Check, 139Maintain Skill: Compare and

Contrast, 139B R4.2b, R4.3a, R5.1b, OL3.2


R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling


description of the ideal place of your own.

Explanatory Writing: Directions, 144-145B

W1.1-W1.5, W2.1, W3.2, W3.5

Grammar Daily Language Activities, 145I Contractions with Not, 145I Grammar Practice Book, 121

OL1.1Spelling Pretest, 145G

Spelling Practice Book, 121–122W3.5a, W3.5c, OL1.1

Writing Daily Writing Prompt Think of a place

where you spend a lot of time. Write a paragraph about it and what you do there.


W1.1-W1.5, W2.1, W3.2, W3.5

Grammar Daily Language Activities, 145I Contractions with Not, 145I Grammar Practice Book, 122

OL1.1Spelling Plurals, 145G



paragraph about how you would build a place of your own. What materials would you use? Who would help you?

Writer’s Craft: Time-Order Words, 145A


W1.1-W1.5, W2.1, W3.2, W3.5Grammar Daily Language


OL1.1Spelling Plurals, 145H


ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 4, Week 5, My Very Own Room, 112A–145V

My Very Own Room, 116–137

Vocabulary

OK

LA

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MA

Le

sson

Pla

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Ow

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VocabularyVocabulary WordsWord Parts: Endings -er

and -est


ComprehensionSkill: Make and

Confirm Predictions

WritingExplanatory Writing

• Listening

• Speaking

• Viewing


article and My Very Own Room. Why might the narrator of the story enjoy learning about Frank Lloyd Wright?Expand Vocabulary: A Place of My

Own, 145FR2, R4.2b, OL3.2

Listening/Speaking/Viewing? Focus Question Frank Lloyd Wright

designed buildings to fit their surroundings. Do you think other architects think the same way?Speaking and Listening Strategies,

145AR4.2b, OL1.1, OL2.1, OL2.4, OL3.1, OL3.2

• Vocabulary


VocabularyContent Vocabulary: influenced,

form, function, geometric, preserved, 140

Synonyms, 145FApply Vocabulary to Writing, 145F

R2Phonics

Plural Match, 145ER1.1


Game, 145FR2


• Fluency

“Frank Lloyd Wright,” 140–143R4.1a, R4.2b, R5.1a-b, VL1.2Comprehension

Social Studies: BiographyText Feature: Features of an

Encyclopedia Article, 142Practice Book A-O-B, 144

R4.1a, R6.1e


Self-Selected Reading, 112I R3.1, R4.1b, R4.1cComprehension



• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt Imagine Frank

Lloyd Wright was designing a room for you in your house. Describe what it would look like and how it would fit the surroundings.

Writing Trait: Organization: Sequence Words, 145B



Activities, 145I Contractions with Not, 145J Grammar Practice Book, 124

OL1.1Spelling Plurals, 145H



one of the brothers in the story My Very Own Room. Write how you feel about your sister getting a room of her own.


W1.1-W1.5, W2.1, W3.2, W3.5

Grammar Daily Language Activities, 145IContractions with Not, 145JGrammar Practice Book, 125–126

OL1.1


W3.5a, W3.5c, OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 4, Week 5, My Very Own Room, 112A–145V

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Workstation: A Special Home, 112JPS3.1, PS4.3; 2.2


Social StudiesWorkstation: Architects at Work,

112J4.3

Cultural Perspectives: Expressing Ideas About Different Cultures, 1281.2, 3.1, 3.2

Paired Selection: “Frank Lloyd Wright,” 140-1434.3

Activity, 1431.1, 1.2

Research and Inquiry: Interesting Buildings, 1431.1, 1.2, 3.1







Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question How would you

make money if you needed to buy something?


Read Aloud: “Music, Music for Everyone,” 151

R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question How does Amanda

help her town boom?R4.2b, OL3.2

Listening/Speaking? Focus Question Compare “Let’s

Trade” with Boom Town. Compare how the characters got the things that they needed.


• Vocabulary


Vocabulary sidewalks, grumbled, traders,

blossomed, wailed, lonesome, 152Practice Book A-O-B, 149 Strategy: Word Parts: Compound

Words, 153R2.1


R2

PhonicsDecode Compound Words, 183EPractice Book A-O-B, 155

R1.2

VocabularyReview Words in Context, 183CStrategy: Word Parts/Compound


R2.1Phonics



• Fluency

“Let’s Trade!” 152–153R2, R2.1, R4Comprehension, 153A–153B

Strategy: SummarizeSkill: SequencePractice Book A-O-B, 150

R4.1a, R4.3a, R4.3c, R4.4c


R3.1

Boom Town, 154–175R2.1, R3.2, R4.1a-c, R4.2b, R4.3a, R4.3c, R4.4a, R4.4c, R4.5a-c, R5.1a-bComprehension, 154–177

Strategy: SummarizeSkill: SequencePractice Book A-O-B, 151

R4.1a, R4.3a, R4.3c, R4.4c

Partner Reading, 150REcho-Reading, 162R3.1

Boom Town, 154–175R2.1, R3.2, R4.1a-c, R4.2b, R4.3a, R4.3c, R4.4a, R4.4c, R4.5a-c, R5.1a-bComprehension

Comprehension Check, 177Maintain Skill: Draw Conclusions, 177B

R4.2b, R4.3a, R5.1b, OL3.2

Partner Reading, 150RPractice Book A-O-B, 152Repeated Reading, 177A

R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling


how you can make money now. Then tell how it is different than how adults earn money.

Descriptive Writing: Compare-and-Contrast Essay, 182-183B

W1.1-W1.5, W2.1, W3.2, W3.5

Grammar Daily Language Activities, 183I Pronouns, 183I Grammar Practice Book, 129

W3.1, OL1.1


W3.5b, W3.5d, OL1.1


paragraph telling how a parent or adult you know earns money.

Descriptive Writing: Compare-and-Contrast Essay, 182-183B

W1.1-W1.5, W2.1, W3.2, W3.5

Grammar Daily Language Activities, 183I Pronouns, 183I Grammar Practice Book, 130

W3.1, OL1.1

Spelling Compound Words, 183GSpelling Practice Book, 131

W3.5b, W3.5d, OL1.1


two new businesses that Amanda describes. Who started them and what did they offer?

Writer’s Craft: Multiple Paragraphs, 183A

Descriptive Writing: Compare-and- Contrast Essay, 182-183B

W1.1-W1.5, W2.1, W3.2, W3.5

Grammar Daily Language Activities, 183I Mechanics and Usage:

Capitalization, 183J Grammar Practice Book, 131

W3.1, OL1.1

Spelling Compound Words, 183HSpelling Practice Book, 132

W3.5b, W3.5d, OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 5, Week 1, Boom Town, 150J–183V

Boom Town, 154–175

Vocabulary

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VocabularyVocabulary WordsWord Parts: Compound

Words

ComprehensionStrategy: SummarizeSkill: Sequence

WritingDescriptive Writing

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question What advice do

you think Amanda could give kids who may want to start a business today?

Expand Vocabulary: How to Make Money, 183F

R2, R4.2b, OL3.2

Listening/Speaking/Viewing? Focus Question What steps would

you take if you were starting a business? Use some of the tips in “Make Your Own Money!” in your answer.Speaking and Listening

Strategies, 183AR4.2b, OL2.1, OL2.5, OL3.1, OL3.2

• Vocabulary


VocabularyContent Vocabulary: business,

services, batches, demand, 178Idioms, 183FApply Vocabulary to Writing, 183F

R2

PhonicsBuild Compound Words, 183E

R1.2


Game, 183FR2


• Fluency

“How to Earn Money,” 178–181R4.1a, R4.3a, R4.5a, R5.1a-bComprehension

Social Studies: Nonfiction ArticleText Feature: Calendar, 178Practice Book A-O-B, 153

R4.1a, R6.1e


Self-Selected Reading, 150RR3.1Comprehension



• Writing

• Grammar

• Spelling


your favorite store near where you live. Explain why you like them and how they meet your needs.

Writing Trait: Transitions, 183BDescriptive Writing: Compare-and-

Contrast Essay, 182-183BW1.1-W1.5, W2.1, W3.2, W3.5Grammar Daily Language

Activities, 183I Pronouns, 183JGrammar Practice Book, 132

W3.1, OL1.1Spelling Compound Words, 183H

Spelling Practice Book, 133W3.5b, W3.5d, OL1.1

Writing Daily Writing Prompt Amanda’s

father sings songs about being a miner and about Amanda’s bakery business. Write a song about someone’s business that you know.

Descriptive Writing: Compare-and- Contrast Essay, 182-183B

W1.1-W1.5, W2.1, W3.2, W3.5

Grammar Daily Language Activities, 183IPronouns, 183JGrammar Practice Book, 133–134


Spelling Practice Book, 134W3.5b, W3.5d, OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 5, Week 1, Boom Town, 150J–183V

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ScienceWorkstation: Silver and Gold,

150SPS1.2, PS2.1, PS3.1, PS3.2, PS4.3; 1.1

Social StudiesWorkstation: My Business Plan,

150S4.3, 5.1, 5.3

Main Selection: Boom Town, 154-1753.1, 4.3, 5.1, 5.2, 5.3


Cultural Perspectives: Community Festival, 1741.1, 1.2, 3.1

Cross-Curricular: The California Gold Rush, 1751.1

Paired Selection: “How to Earn Money!,” 178-1814.3, 5.1, 5.2

Activity, 1815.4

Research and Inquiry: Primary Sources, 1811.1

Cross-Curricular: Kids at Work, T141.1, 3.1, 5.2

Cross-Curricular: Maps, T162.1, 4.2

Cross-Curricular: First Ladies and Political Women, T181.1





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Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question What person has

made a difference in your life or in your community?


Read Aloud: “Frog and Locust,” 185R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question Does Beatrice ever

get to go to school?R4.2b, OL3.2

Listening/Speaking? Focus Question Read “Helping

People Help Themselves.” How is this selection like Beatrice’s Goat? How are the two selections different?


• Vocabulary


Vocabulary gift, yearned, tend, produce, sturdy,

schoolhouse, kindhearted, 186


Strategy: Word Parts: Word Families, 187

R2.1


R2

PhonicsDecode Words with Inflected

Endings, 217EPractice Book A-O-B, 162

R1.2

VocabularyReview Words in Context, 217CStrategy: Word Parts: Word

Families, 217DPractice Book A-O-B, 161

R2.1


R1.2


• Fluency

“Helping People Help Themselves,” 186–187



Skill: Cause and EffectPractice Book A-O-B, 157

R4.1a, R4.2a, R4.4c


R3.1

Beatrice’s Goat, 188–209R2.1, R3.2, R4.1a-c, R4.2a, R4.2b, R4.4c, R4.5a-c, R5.1a-b, VL1.2Comprehension, 188–211


Skill: Cause and EffectPractice Book A-O-B, 158

R4.1a, R4.2a, R4.4cPartner Reading, 184I

Phrase-Cued Text, 205R3.1

Beatrice’s Goat, 188–209R2.1, R3.2, R4.1a-c, R4.2a, R4.2b, R4.4c, R4.5a-c, R5.1a-b, VL1.2Comprehension

Comprehension Check, 211Maintain Skill: Making

Inferences, 211BR4.2a, R4.2b, R4.3a, R5.1b, OL3.2

Partner Reading, 159Partner Reading, 184IRepeated Reading, 211A

R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling


paragraph about how you can make a difference in your neighborhood.

Descriptive Writing, 216-217BW1.1-W1.5, W2.1, W2.2, W3.2, W3.5

Grammar Daily Language Activities, 217I Subject and Object Pronouns, 217IGrammar Practice Book, 135

W3.1, W3.1d, OL1.1Spelling Pretest, 217G



on the beach in the photograph on pages 184–185. Write a paragraph about how you would make a difference there.


Grammar Daily Language Activities, 217I Subject and Object Pronouns, 217IGrammar Practice Book, 136

W3.1, W3.1d, OL1.1Spelling Word Sorts, 217G


Writing Daily Writing Prompt Write a thank-

you letter to someone who treated you in a kindhearted and caring way.

Writer’s Craft: Transition Words, 217ADescriptive Writing, 216-217B

W1.1-W1.5, W2.1, W2.2, W3.2, W3.5


W3.1, W3.1d, OL1.1Spelling Word Meanings, 217H


ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 5, Week 2, Beatrice’s Goat, 184A–217V

Beatrice’s Goat, 188–209

Vocabulary


OK

LA

HO

MA

Le

sson

Pla

n • B

ea

trice

’s Go

at

OKLAHOMA

VocabularyVocabulary WordsWord Parts/Word

Families



Skill: Cause and Effect

WritingDescriptive Writing

• Listening

• Speaking

• Viewing


Beatrice’s Goat and this article. Which parts let you know how Beatrice feels about getting an education?

Expand Vocabulary: Making a Difference, 217F

R2, R4.2b, OL3.2

Listening/Speaking/Viewing? Focus Question Based on what

you have read in Beatrice’s Goat, “Ugandan Girl Reaches Goal,” and “Helping People Help Themselves,” how can the gift of a goat affect someone’s life?Speaking and Listening


• Vocabulary


VocabularyContent Vocabulary: achieve,

determined, encourages, 212Word History, 217FApply Vocabulary to Writing, 217F

R2


Game, 217FR2


• Fluency

“Ugandan Girl Reaches Goal,” 212–215

R4.1a, R4.2b, R4.3a, R4.3c, R4.5a, R5.1a-bComprehension

Social Studies: Newspaper Article Text Feature: Editorials, 212Practice Book A-O-B, 160

R4.1a, R6.1e





• Writing

• Grammar

• Spelling


the editor asking readers to help a non-profit organization like the one that helped Beatrice.

Writing Trait: Organization: Beginning, Middle and End, 217B

Descriptive Writing, 216-217BW1.1-W1.5, W2.1, W2.2, W3.2, W3.5Grammar Daily Language

Activities, 217I Subject and Object Pronouns, 217JGrammar Practice Book, 138

W3.1, W3.1d, OL1.1Spelling Review and Proofread, 217H



your family moved to Kisinga and that you lived like Beatrice’s family. Compare your new life with the life you had before.


Grammar Daily Language Activities, 217ISubject and Object Pronouns, 217JGrammar Practice Book, 139–140

W3.1, W3.1d, OL1.1Spelling Posttest, 217H


ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 5, Week 2, Beatrice’s Goat, 184A–217V



ScienceWorkstation: Discoveries in the

News, 184JPS4.3

Social StudiesWorkstation: Newspaper

Knowledge, 184J1.1

Vocabulary: “Helping People Help Themselves,” 186-1874.4

Main Selection: Beatrice’s Goat, 188-2111.2, 4.1, 4.4

Cross-Curricular: Uganda, 1911.1, 1.2,2.4, 4.1

Cultural Perspectives: Life in Uganda, 1981.2, 3.1, 4.1

Research and Inquiry: Nonprofit Organizations, 2081.1, 3.4

Paired Selection: “Ugandan Girl Reaches Goal,” 212-2141.2

Activity, 2151.1




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Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question How many

different ways can you think of that people get from one place to another?


Read Aloud: “The Runner,” 219R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question What makes a

carousel in New York City so special?R4.2b, OL3.2

Listening/Speaking? Focus Question Compare the

motion of Ham’s space capsule with the motion of a carousel.


• Vocabulary


Vocabulary powered, declared, existed, artist’s,

pride, 220

Practice Book A-O-B, 163 Strategy: Word Parts/

Possessives, 221R2.1


R2

PhonicsDecode Words with Endings y

to i, 229EPractice Book A-O-B, 169

R1.2

VocabularyReview Words in Context, 229CStrategy: Word Parts/

Possessives, 229DPractice Book A-O-B, 168

R2.1Phonics

Decode Multisyllablic Words, 229ER1.2


• Fluency

“Visions of the Future from the Past,” 220–221



Skill: Fact and OpinionPractice Book A-O-B, 164

R4.2a, R4.4b, VL1.1


R3.1

A Carousel of Dreams, 222–225R4.1b-c, R4.2a, R4.4b, R5.1a-b, VL1.1

Comprehension, 222–225Strategy: Make Inferences and

AnalyzeSkill: Fact and OpinionPractice Book A-O-B, 165

R4.2a, R4.4b, VL1.1


A Carousel of Dreams, 222–225R4.1b-c, R4.2a, R4.4b, R5.1a-b, VL1.1

ComprehensionComprehension Check, 225Maintain Skill: Summarize, 225A

R4.2b, R4.3a, R4.3c, R5.1b, OL3.2


R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt Walking on the

moon, Neil Armstrong said, “One small step for man, one giant leap for mankind.” What would you have said? Why?

Expository Writing: Brochure, 229A-229B


Activities, 229I Possessive Pronouns, 229IGrammar Practice Book, 141

W3.1, W3.1d. OL1.1Spelling Pretest, 229G


Writing Daily Writing Prompt Write a radio

or print advertisement for a new amusement park. Be sure to include descriptions of the most exciting rides and attractions.



Activities, 229I Possessive Pronouns, 229IGrammar Practice Book, 142

W3.1, W3.1d. OL1.1Spelling Words with Endings y

to i, 229GSpelling Practice Book, 143

W3.5c , OL1.1

Writing Daily Writing Prompt Write a poem

about what you see and hear on your way to school on a busy morning.


W6.1, W6.2a-c, W1.1-W1.5

Grammar Daily Language Activities, 229I Possessive Pronouns, 229JGrammar Practice Book, 143

W3.1, W3.1d. OL1.1Spelling Words with Endings y

to i, 229HSpelling Practice Book, 144

W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 5, Week 3, A Carousel of Dreams, 218A–229V

A Carousel of Dreams, 222–225

Vocabulary

OK

LA

HO

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Le

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Pla

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Ca

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sel o

f Dre

am

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OKLAHOMA


VocabularyVocabulary WordsWords Parts: Possessives



Skill: Fact and Opinion


• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Why should cities

have programs to cut down on air pollution?

Expand Vocabulary: Transportation, 229F

R2, R4.2b, OL3.2

Listening/Speaking/Viewing? Focus Question What are some

facts about carousels? What are some opinions people have about riding carousels?Speaking and Listening

Strategies, 229AR4.2b, OL1.1, OL2.1, OL3.1, OL3.2, VL3

• Vocabulary


VocabularyTravel by Water, 229FApply Vocabulary to Writing, 229F

R2


Game, 229FR2


• Fluency

“Getting a Free Ride,” 226–227Test Strategy: On My Own


Skim and Scan, 225BPractice Book A-O-B, 167

R4, R6.1




Skill: Fact and Opinion, 225R4.2a, R4.4b, VL1.1


• Writing

• Grammar

• Spelling


invitation asking friends to ride your new carousel. Be sure to include when and where the event will take place.


W6.1, W6.2a-c, W1.1-W1.5

Grammar Daily Language Activities, 229I Possessive Pronouns, 229JGrammar Practice Book, 144

W3.1, W3.1d. OL1.1

Spelling Words with Endings y to i, 229HSpelling Practice Book, 145

W3.5c , OL1.1

Writing Daily Writing Prompt Write a journal

entry describing where in the universe you would like to be. How would you get to that place?


W6.1, W6.2a-c, W1.1-W1.5

Grammar Daily Language Activities, 229IPossessive Pronouns, 229JGrammar Practice Book, 145–146

W3.1, W3.1d. OL1.1


W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 5, Week 3, A Carousel of Dreams, 218A–229V

OK

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ScienceWorkstation: Satellites, 218J

PS3.1, PS4.3Vocabulary: “Visions of the

Future from the Past,” 220-221PS4.1

Social StudiesWorkstation: Travel Through

History, 218J1.1

Main Selection: A Carousel of Dreams 222-2253.1

Expository Writing, 229A1.1





Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question A hero is a person

who helps others. What qualities do all heroes have?


Read Aloud: “The Name of the Tree,” 231

R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question Will the printer

become friends with everyone at the plant?

R4.2b, OL3.2

Listening/Speaking? Focus Question How are the

warning and rescue in “To the Rescue” different from the warning and rescue in The Printer?


• Vocabulary


Vocabulary screamed, numb, escape, fled,

shuddered, image, newspaper, 232

Practice Book A-O-B, 170 Strategy: Context Clues:

Figurative LanguageR2.1


R2

PhonicsDecode Words with Inflected

Endings y to i, 259E Practice Book A-O-B, 176

R1.2

VocabularyReview Words in Context, 259CStrategy: Context Clues: Figurative

Language, 259DPractice Book A-O-B, 175

R2.1Phonics



• Fluency

“To the Rescue,” 232–233R2, R2.1, R4Comprehension, 233A–233B


Skill: Make and Confirm PredictionsPractice Book A-O-B, 171

R4.1a, R4.1b, R4.1c, R4.2a


R3.1

The Printer, 234–251R2.1, R3.2, R4.1a, R4.1b, R4.1c, R4.2a, R4.2b, R4.4c, R4.5a-c, R5.1a-bComprehension, 234–253


Skill: Make and Confirm PredictionsPractice Book A-O-B, 172

R4.1a, R4.1b, R4.1c, R4.2a

Partner Reading, 230IExpression, 242R3.1

The Printer, 234–251R2.1, R3.2, R4.1a, R4.1b, R4.1c, R4.2a, R4.2b, R4.4c, R4.5a-c, R5.1a-bComprehension

Comprehension Check, 253Maintain Skill: Sequence, 253B

R4.2b, R4.3a, R4.4c, R5.1b, OL3.2

Partner Reading, 230IPractice Book A-O-B, 173Repeated Reading, 253A

R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling


a hero you know of and why you think he or she is a hero. Explain what the person did to be heroic.

Descriptive Writing: Introductory Speech, 258-259B

W1.1-W1.5, W2.1, W2.2, W3.2, W3.5

Grammar Daily Language Activities, 259I Pronoun-Verb Agreement, 259I Grammar Practice Book, 147

W3.1, OL1.1


W3.5c , OL1.1


description of the firefighter on pages 230–231. Tell what you think the firefighter did to win a heroism award.


W1.1-W1.5, W2.1, W2.2, W3.2, W3.5

Grammar Daily Language Activities, 259I Pronoun-Verb Agreement, 259IGrammar Practice Book, 148

W3.1, OL1.1

Spelling The VC/CV Pattern, 259GSpelling Practice Book, 149

W3.5c , OL1.1

Writing Daily Writing Prompt Pretend you

are a firefighter and did something heroic. Write an entry in your journal telling what you did and how you felt.

Writer’s Craft: Facts and Opinions, 259A




W3.1, OL1.1Spelling The VC/CV Pattern, 259H


ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 5, Week 4, The Printer, 230A–259V

The Printer, 234–251

Review Words in Context, 259CStrategy:

Vocabulary


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Prin

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OKLAHOMA

VocabularyVocabulary WordsContext Clues:

Figurative Language


Inferences and AnalyzeSkill: Make and Confirm

Predictions

WritingDescriptive

Paragraph/Introductory Speech

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question How was the

boy’s father in The Printer like the smokejumpers? How was he different?

Expand Vocabulary: Heroes, 259FR2, R4.2b, OL3.2


heroes we have read about. Who would be most helpful in a forest fire? In an accident in a noisy factory? How do you know?Speaking and Listening Strategies,

259AR4.2b, OL2.1, OL3.1, OL3.2

• Vocabulary


VocabularyContent Vocabulary: remote, smoke-

jumpers, physical, retreat, 254Related Words, 259FApply Vocabulary to Writing, 259F

R2Phonics

VCCV Game, 259ER1.2

VocabularySpiral Review: Crossword

Puzzles, 259FR2


• Fluency

“Smokejumpers,” 254–257R4.1a, R4.2b, R4.4c, R5.1a-b, R6.1c, VL1.2Comprehension

Social Studies: Nonfiction ArticleText Feature: Map, 254Practice Book A-O-B, 174

R4.1a, R6.1c, VL1.2


Self-Selected Reading, 230IR3.1, R4.1b, R4.1cComprehension

Connect and Compare, 257R4.1a, R6.1c, VL1.2


• Writing

• Grammar

• Spelling


you are a smokejumper. Write a diary entry for a day on the job. Describe what you see, hear, smell, touch, and do.

Writing Trait: Ideas and Content: Tone, 259B



Activities, 259I Pronoun-Verb Agreement, 259J Grammar Practice Book, 150

W3.1, OL1.1Spelling The VC/CV Pattern, 259H



persuasive paragraph explaining why sign language should or should not be taught to everyone at school.


W1.1-W1.5, W2.1, W2.2, W3.2, W3.5

Grammar Daily Language Activities, 259IPronoun-Verb Agreement, 259JGrammar Practice Book, 151–152

W3.1, OL1.1


W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 5, Week 4, The Printer, 230A–259V

OK

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ScienceWorkstation: Fires, 230J

PS3.1, PS4.3

Social StudiesWorkstation: At the Firehouse

230J1.1

Cross-Curricular: American Sign Language, 2391.1

Paired Selection: “Smokejumpers,” 254-2572.1, 4.3

Activity, 2571.1






Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question How are animals’

homes similar to people’s homes?


Read Aloud: “Nests and How They Are Built,” 261

R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question How are some

animal homes similar to your home?R4.2b, OL3.2

Listening/Speaking? Focus Question Compare the

structures on pages 262–263 of “Web Spinners” with the structure of another animal home.


• Vocabulary


Vocabulary hives, architects, structures, contain,

retreats, shallow, shelter, 262

Practice Book A-O-B, 177 Strategy: Analogies, 263

R2.1


R2

PhonicsDecode Words with the V/CV and

VC/V Pattern, 285EPractice Book A-O-B, 183

R1.1

VocabularyReview Words in Context, 285CStrategy: Analogies, 285DPractice Book A-O-B, 182

R2.1Phonics



• Fluency

“Web Spinners,” 262–263R2, R2.1, R4

Comprehension, 263A–263BStrategy: SummarizeSkill: DescriptionPractice Book A-O-B, 178

R4.1a, R4.3a, R4.3c


R3.1

Animal Homes, 264–279R2.1, R3.2, R4.1a, R4.1b, R4.1c, R4.2a-b, R4.3a-c, R4.1d, R4.4c, R4.5a-c, R5.1a-bComprehension, 264–281

Strategy: SummarizeSkill: DescriptionPractice Book A-O-B, 179

R4.1a, R4.3a, R4.3c

Partner Reading, 260IPhrase-Cued Text, 272R3.1

Animal Homes, 264–279R2.1, R3.2, R4.1a, R4.1b, R4.1c, R4.2a-b, R4.3a-c, R4.1d, R4.4c, R4.5a-c, R5.1a-bComprehension

Comprehension Check, 281Maintain Skill: Summarize, 281B

R4.2b, R4.3a, R4.3c, R5.1b, OL3.2


R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling


are a web spinner you have learned about. Write a classified ad to sell your home.

Descriptive Writing: Poem, 284-285BW1.1-W1.5, W2.1, W2.5, W3.2, W3.5

Grammar Daily Language Activities, 285I Pronoun-Verb Contractions, 285IGrammar Practice Book, 153




could be any size. Write a paragraph describing your home and tell why you would want to live there.


Grammar Daily Language Activities, 285I Pronoun-Verb Contractions, 285IGrammar Practice Book, 154

W3.1, OL1.1Spelling The V/CV and VC/V

Patterns, 285GSpelling Practice Book, 155

W3.5c , OL1.1

Writing Daily Writing Prompt Describe an

animal home that you would like to build for a pet. List the materials you will use and write steps to build the home.

Writer’s Craft: Figurative Language 285A

Descriptive Writing: Poem, 284-285BW1.1-W1.5, W2.1, W2.5, W3.2, W3.5Grammar Daily Language


W3.1, OL1.1Spelling The V/CV and VC/V

Patterns, 285HSpelling Practice Book, 156

W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

Comprehension,

LANGUAGE ARTS

Grade 3, Unit 5, Week 5, Animal Homes, 260A–285V

Animal Homes, 264–279

Vocabulary


OK

LA

HO

MA

Le

sson

Pla

n • A

nim

al H

om

es

OKLAHOMA

VocabularyVocabulary WordsAnalogies

ComprehensionStrategy: SummarizeSkill: Description

WritingDescriptive Poem

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Do the mole

and the flea both like their homes? Explain.

Expand Vocabulary: Animal Architects, 285F

R2, R4.2b, OL3.2

Listening/Speaking/Viewing? Focus Question Based on Animal

Homes, “Web Spinners,” and the poems in “Home Sweet Home,” describe some of the many different animal homes.Speaking and Listening

Strategies, 285AR4.2b, OL2.1, OL3.1, OL3.2

• Vocabulary


VocabularyOnomatopoeia, 285FApply Vocabulary to Writing, 285F

R2


Game, 285FR2


• Fluency

“Home Sweet Home,” “Limerick,” 282–283

R4.1a, R5.1a-b, R5.2, R5.3Comprehension

Poetry: LimerickLiterary Elements: Simile and

Rhythmic Pattern, 282Practice Book A-O-B, 181

R4.1a, R5.2, R5.3 Partner Reading, 260I

R3.1


Connect and Compare, 283R4.1a, R5.2, R5.3


• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt Write a limerick

about an animal’s home. Remember to follow the pattern of rhythm and rhyme of limericks.

Writing Trait: Word Choice, 285BDescriptive Writing: Poem, 284-285B

W1.1-W1.5, W2.1, W2.5, W3.2, W3.5Grammar Daily Language Activities, 285I

Pronoun-Verb Contractions, 285JGrammar Practice Book, 156

W3.1, OL1.1

Spelling The V/CV and VC/V Patterns, 285HSpelling Practice Book, 157

W3.5c , OL1.1


are an animal. Write a description of your home from the animal’s point of view.



Pronoun-Verb Contractions, 285JGrammar Practice Book, 157–158

W3.1, OL1.1


W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 5, Week 5, Animal Homes, 260A–285V

OK

LA

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MA

Le

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3





ScienceWorkstation: Animals at Home,

260JPS3.1, PS4.3; 2.2

Read Aloud: “Nests and How They Are Built,” 2612.2

Vocabulary: “Web Spinners,” 260-2612.1, 2.2

Main Selection: Animal Homes, 264-2792.1, 2.2

Leveled Reader Lessons, 285M-285V2.1, 2.2

Social StudiesWorkstation: Homes Around the

World, 260J1.1, 1.2, 4.1





Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Why is it good to

help our neighbors?Build Background, 290Read Aloud: “The Town That

Moved,” 291R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question What is the theme

of this story?R4.2b, OL3.2

Listening/Speaking? Focus Question Read “What

Should I Be?” What similar theme does that story share with A Castle on Viola Street? Use details from both selections in your answer.


• Vocabulary


Vocabularydowntown, appliances, owners,

construction, equipment, leaky, 292Practice Book A-O-B, 186 Strategy: Context Clues: Paragraph

Clues, 293R2.1


R2

PhonicsDecode Words with Final /ә l/, 321EPractice Book A-O-B, 192

R1.2

VocabularyReview Words in Context, 321CStrategy: Context Clues: Paragraph


R2.1


R1.2


• Fluency

“What Should I Be?,” 292–293R2, R2.1, R4Comprehension, 293A–293B

Strategy: Story StructureSkill: ThemePractice Book A-O-B, 194

R4.1a, R4.3b, R4.4c

Model Fluency, 187Partner Reading, 290R

R3.1

A Castle on Viola Street, 294–313R2.1, R3.2, R4.1a, R4.1b, R4.1c, R4.2a-b, R4.3a-c, R4.4c, R4.5a-c, R5.1a-b, R5.3Comprehension, 294–315

Strategy: Story StructureSkill: ThemePractice Book A-O-B, 188

R4.1a, R4.3b, R4.4c

Punctuation, 312Partner Reading, 290R

R3.1, R3.5

A Castle on Viola Street, 294–313R2.1, R3.2, R4.1a, R4.1b, R4.1c, R4.2a-b, R4.3a-c, R4.4c, R4.5a-c, R5.1a-b, R5.3Comprehension

Comprehension Check, 315Maintain Skill: Cause and Effect,

315BR4.2b, R4.3a, R4.4c, R5.1b, OL3.2

Practice Book A-O-B, 189Partner Reading, 290RRepeated Reading, 315A

R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling


how a person in the community has helped your family.

Business Letter: Letter of Request, 320-321B

W1.1-W1.5, W2.1, W2.4, W3.2, W3.5

Grammar Daily Language Activities, 321I Adjectives and Articles, 321IGrammar Practice Book, 161

W3.1, W3.1i , OL1.1Spelling Pretest Words with Final /ә l/,

321GSpelling Practice Book, 161–162

W3.5c , OL1.1

Writing Daily Writing Prompt Describe

something you could do to help your neighbors.


W1.1-W1.5, W2.1, W2.4, W3.2, W3.5

Grammar Daily Language Activities, 321I Adjectives and Articles, 321IGrammar Practice Book, 162

W3.1, W3.1i , OL1.1Spelling Words with Final /ә l/, 321G


Writing Daily Writing Prompt Write a thank-

you note to a neighbor or other person in the community who helped you or your family.

Writer’s Craft: Formal Language, 321ABusiness Letter: Letter of Request,

320-321BW1.1-W1.5, W2.1, W2.4, W3.2, W3.5Grammar Daily Language

Activities, 321I Mechanics and Usage: Titles and

Abbreviatons, 321JGrammar Practice Book, 163

W3.1, W3.1i , OL1.1Spelling Words with Final /ә l/, 321H


ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 6, Week 1, A Castle on Viola Street, 290J–321V

A Castle on Viola Street, 294–313

Vocabulary


OK

LA

HO

MA

Le

sson

Pla

n • A

Ca

stle o

n V

iola

Stre

et

OKLAHOMA

VocabularyVocabulary WordsContext Clues:

Paragraph Clues

ComprehensionStrategy: Analyze Story

StructureSkill: Theme

WritingBusiness Letter

• Listening

• Speaking

• Viewing

Listening/Speaking? Focus Question Think about this

article and A Castle on Viola Street. What could you tell Andy about Habitat for Humanity?

Expand Vocabulary: Helping Neighbors, 321F

R2, R4.2b, OL3.2

Listening/Speaking? Focus Question Find examples

of what characters say and do that support the theme: Time and hard work can make big dreams come true.Speaking and Listening Strategies,

321AR4.2b, OL2.1, OL3.1, OL3.2

• Vocabulary


VocabularyContent Vocabulary: rent, needy,

organization, volunteers, 316Synonyms, 321FApply Vocabulary to Writing, 321F

R2Phonics

Rhyming Matches, 321ER1.2


321FR2


• Fluency

“Homes for Families,” 316–319R4.2a-b, R4.4c, R5.1a-b, R6.1d, R6.1eComprehension

Social Studies: Nonfiction ArticleText Feature: Introductions,

Headings, Boldface Type, Captions, 316

Practice Book A-O-B, 190 R4.1a, R6.1d, R6.1e


Self-Selected Reading, 290RR3.1, R5.2bComprehension

Connect and Compare, 319R4.1a, R6.1d, R6.1e


• Writing

• Grammar

• Spelling


you are a parent in A Castle on Viola Street. Write about why you want a house.

Writing Trait: Formal and Informal Language, 321B



Activities, 321I Adjectives and Articles, 321JGrammar Practice Book, 164

W3.1, W3.1i , OL1.1Spelling Words with Final /ә l/, 321H



are Andy. Write a letter to a friend telling about the new home and the work your family did to get it.


W1.1-W1.5, W2.1, W2.4, W3.2, W3.5

Grammar Daily Language Activities, 321IAdjectives and Articles, 321JGrammar Practice Book, 165–166

W3.1, W3.1i , OL1.1


W3.5c , OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 6, Week 1, A Castle on Viola Street, 290J–321V

OK

LA

HO

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ScienceCross-Curricular Project: Great

Minds Think Alike, 290IPS3.1, PS4.3

Workstation: What Is a Machine?, 290SPS3.1, PS4.3

Social StudiesWorkstation: Good Neighbors,

290S3.4

Read Aloud: “The Town That Moved,” 2911.2

Vocabulary: “What Should I Be?,“ 292-2934.3

Cross-Curricular: Communities, 3071.2, 3.1

Cultural Perspectives: Vietnamese Food, 3101.1, 1.2, 3.1

Paired Selection: “Homes for Families,” 316-3191.2, 3.4

Activity, 3193.1

Cross-Curricular: Presidential Biography; Map It Out, T141.1, 2.1, 2.2

Cross-Curricular: Map It Out, T161.1, 2.1, 2.2

Cross-Curricular: Eleanor’s Lifetime, T181.1, 3.1





OC

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3




Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question What is the most

unusual thing you’ve ever seen an animal do? Build Background, 322Read Aloud: “Dolphin Play,” 323

R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question How would you

describe Charlotte’s personality? Use story details to back your ideas.

R4.2b, OL3.2

Listening/Speaking? Focus Question Compare the way

Max and Wilbur are described in each story. Which is realistic and which is fantasy?


• Vocabulary


Vocabularyconversation, interrupted, boasting,

sway, scrambled, seized, rebuild, 324 Practice Book A-O-B, 193 Strategy: Word Parts/Prefixes, 325

R2.1, R2.2


R2

PhonicsDecode Words with Prefixes, 345E Practice Book A-O-B, 199

R1.2

VocabularyReview Words in Context, 345CStrategy: Word Parts: Prefixes, 345DPractice Book A-O-B, 198

R2.1, R2.2Phonics



• Fluency

“Max the Amazing Hamster,” 324–325


Strategy: Monitor ComprehensionSkill: Make JudgmentsPractice Book A-O-B, 194

R4.1a, R4.5a-c


R3.1

Wilbur’s Boast, 326–337R2.1, R3.2, R4.1a, R4.1b, R4.1c, R4.2a-b, R4.3a-b, R4.3c, R4.5a-c, R5.1a-bComprehension, 326–339

Strategy: Monitor ComprehensionSkill: Make JudgmentsPractice Book A-O-B, 195

R4.1a, R4.5a-c

Partner Reading, 322IQuestion Marks, 336

R3.1, R3.5

Wilbur’s Boast, 326–337R2.1, R3.2, R4.1a, R4.1b, R4.1c, R4.2b, R4.5a-c, R5.1a-bComprehension

Comprehension Check, 339Maintain Skill: Draw Conclusions,

339B R4.2b, R4.3a, R5.1b, OL3.2


R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt Write a make-

believe description of the most unusual animal in the world.

Expository Writing: News Story, 344- 345B

W1.1-W1.5, W2.1, W3.2, W3.5

Grammar Daily Language Activities, 345I Adjectives That Compare, 345IGrammar Practice Book, 167

W3.1, W3.1i , OL1.1


W3.5c, OL1.1

Writing Daily Writing Prompt If you could

make one animal out of two different animals, what would you make? Write a description of your new unusual animal.


W1.1-W1.5, W2.1, W3.2, W3.5


Adjectives That Compare, 345IGrammar Practice Book, 168 W3.1, W3.1i , OL1.1

Spelling Prefixes re-, un-, dis-, pre-, 345GSpelling Practice Book, 169

W3.5c, OL1.1


you are Fern. Write a journal entry from Fern’s point of view about Wilbur’s attempt to spin a web.

Writer’s Craft: Transition Words, 345A



Activities, 345I Mechanics and Usage, 345JGrammar Practice Book, 169 W3.1, W3.1i , OL1.1

Spelling Prefixes re-, un-, dis-, pre-, 345HSpelling Practice Book, 170

W3.5c, OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 6, Week 2, Wilbur’s Boast, 322A–345V

Wilbur’s Boast, 326–337

Vocabulary

OK

LA

HO

MA

Le

sson

Pla

n • W

ilbu

r’s Bo

ast


VocabularyVocabulary WordsWord Parts: Prefixes


ComprehensionSkill: Make Judgments


• Listening

• Speaking

• Viewing

Listening/Speaking? Focus Question Which animals in

Wilbur’s Boast remind you of animals in this selection?

Expand Vocabulary: Unusual Animals, 345F

R2, R4.2b, OL3.2

Listening/Speaking? Focus Question Max, Marco, and

Wilbur each try new things that may seem hard at first. Is it a good idea to try new things? Why or why not?Speaking and Listening Strategies,

345AR4.2b, OL1.1, OL2.1, OL3.1, OL3.2

• Vocabulary


VocabularyContent Vocabulary: personality,

behavior, individual, 340Latin Roots, 345FApply Vocabulary to Writing, 345F

R2PhonicsSilly Words with Prefixes, 345E

R1.2


Game, 345FR2


• Fluency

“Do Animals Have Personalities?” 340–343

R4.1a, R4.2b, R4.3a, R4.3c, R5.1a-b, R6.1cComprehension

Science: Nonfiction ArticleText Feature: Directions, 340Practice Book A-O-B, 197

R4.1a, R6.1c



Connect and Compare, 343R4.1a, R6.1c


• Writing

• Grammar

• Spelling


skit featuring two unusual animals. Each animal should explain how it is more unusual than the other.

Writing Trait: Ideas and Content, 345B



Activities, 345I Adjectives That Compare, 345JGrammar Practice Book, 170

W3.1, W3.1i , OL1.1

Spelling Prefixes re-, un-, dis-, pre-, 345HSpelling Practice Book, 171

W3.5c, OL1.1


are a spider. Write step-by-step directions for spinning a web.


W1.1-W1.5, W2.1, W3.2, W3.5

Grammar Daily Language Activities, 345IAdjectives That Compare, 345JGrammar Practice Book, 171–172

W3.1, W3.1i , OL1.1Spelling Posttest, 345H

Spelling Practice Book, 172W3.5c, OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 6, Week 2, Wilbur’s Boast, 322A–345V

OK

LA

HO

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3







Workstation: Many Pigs, 322JPS1.2, PS2.1; 2.1, 2.2

Read Aloud: “Dolphin Play,” 3232.1, 2.2

Paired Selection: “Do Animals Have Personalities?,” 340-3432.2

Activity, 343PS1.2, PS4.3

Research and Inquiry: Amazing Animals, 343PS3.1, PS4.3

Social StudiesWorkstation: Work Animals, 322J

1.1Cross-Curricular: Farms, 328

1.1, 5.1Cultural Perspectives, 330

3.2Cross-Curricular: Presidential

Biography; Map It Out, T141.1, 2.1, 2.2




Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question What does it mean

to be a good citizen? Build Background, 346Read Aloud: “Election Day,” 347

R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question How did one

astronaut help science twice?R4.2b, OL3.2

Listening/Speaking? Focus Question How does each of

these selections relate to the theme of “good citizens”?


• Vocabulary


Vocabularyhistorical, dispute, automatically,

requirements, 347Practice Book A-O-B, 200 Strategy: Word Parts: Greek

Roots, 349R2.1


R2

PhonicsDecode Words with Final /ә r/, 357EPractice Book A-O-B, 206

R1.2

VocabularyReview Words in Context, 357CStrategy: Word Parts: Greek

Roots, 357DPractice Book A-O-B, 205

R2.1Phonics



• Fluency

“Pledging Allegiance,” “Becoming a Citizen,” 348–349


Strategy: Analyze Text StructureSkill: Problem and SolutionPractice Book A-O-B, 201

R6.1e


R3.1

An American Hero Flies Again, 350–353

R4.1b-c, R5.1a-b, R6.1eComprehension, 350–353

Strategy: Analyze Text StructureSkill: Problem and SolutionPractice Book A-O-B, 202

R6.1e



R4.1b-c, R5.1a-b, R6.1eComprehension

Comprehension Check, 353Maintain Skill: Compare and

Contrast, 353AR4.2b, R4.3a, R5.1b, OL3.2


R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt Suppose that

you and your friends are stranded on a deserted island. List the laws that you and your friends would follow.



Activities, 357I Adverbs That Tell How, 357IGrammar Practice Book, 173


Spelling Practice Book, 173–174W3.5c, OL1.1

Writing Daily Writing Prompt You promised

to feed your friend’s dog and you forgot. What would you say to your friend? Write a dialogue.


W6.1, W6.2a-c, W1.1-W1.5

Grammar Daily Language Activities, 357I Adverbs That Tell How, 357IGrammar Practice Book, 174

W3.1, OL1.1Spelling Words with Final /ә r/, 357G


Writing Daily Writing Prompt List the things

you need to remember when you teach someone a new job or skill.


W6.1, W6.2a-c, W1.1-W1.5


W3.1, OL1.1Spelling Words with Final /ә r/, 357H


ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 6, Week 3, An American Hero Flies Again, 346A–357V


Vocabulary


OK

LA

HO

MA

Le

sson

Pla

n • A

n A

me

rica

n H

ero

Flie

s Ag

ain

OKLAHOMA

VocabularyVocabulary WordsWord Parts: Greek Roots

ComprehensionStrategy: Analyze Text

StructureSkill: Problem and

Solution


• Listening

• Speaking

• Viewing

Listening/Speaking? Focus Question How do you think

Thomas Nast chose Uncle Sam’s costume? Explain why he chose the colors and design.

Expand Vocabulary: Good Citizens, 357F

R2, R4.2b, OL3.2

Listening/Speaking? Focus Question How did John

Glenn help the United States solve problems?Speaking and Listening Strategies,

357AR4.2b, OL1.1, OL2.1, OL3.1, OL3.2

• Vocabulary


VocabularyHomophones, 357FApply Vocabulary to Writing, 357F

R2

PhonicsFishing for /ә r/

R1.2


Words, 357FR2


• Fluency

”Who Is Uncle Sam?” 354–355Test Strategy: Think and Search


Functional Documents, 353BPractice Book A-O-B, 204

R4, R6.1e



Strategy: Analyze Text StructureSkill: Problem and Solution

R6.1e


• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt Suppose you are

making a movie about your hero. Write down some ideas for a story.


W6.1, W6.2a-c, W1.1-W1.5

Grammar Daily Language Activities, 357I Adverbs That Tell How, 357J Grammar Practice Book, 176

W3.1, OL1.1

Spelling Words with Final /ә r/, 357HSpelling Practice Book, 177

W3.5c, OL1.1

Writing Daily Writing Prompt Think of the

places you have seen the United States’ flag. Write a poem about the flag.


W6.1, W6.2a-c, W1.1-W1.5

Grammar Daily Language Activities, 357IAdverbs That Tell How, 357JGrammar Practice Book, 177–178

W3.1, OL1.1


W3.5c, OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 6, Week 3, An American Hero Flies Again, 346A–357V

OK

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Workstation: The Telephone, 346JPS3.1, PS4.3

Social StudiesWorkstation: A Huge Honor, 346J

3.3Read Aloud, “Election Day,” 347

3.4Main Selection: An American Hero

Flies Again, 350-3533.4, 4.3






Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question How can animals

help people at work and in their daily lives? Build Background, 358Read Aloud: “The Giant Jam

Sandwich,” 359R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question Why does the

author call Helen Martini “mother to tigers”?

R4.2b, OL3.2

Listening/Speaking? Focus Question Read “Dogs for

the Deaf.” Compare it with Mother to Tigers. Compare how animals and humans help each other in each story.


• Vocabulary


Vocabularystrolled, pitiful, sleepy, crouch, official,

sleek, grace, 360Practice Book A-O-B, 207 Strategy: Word Parts: Suffixes -y and

-ly, 361R2.1, R2.2


R2

PhonicsWords with Suffixes -ful, -less, -ly,

383F Practice Book A-O-B, 213 R1.2

VocabularyReview Words in Context, 383CStrategy: Word Parts/Suffixes, 383DPractice Book A-O-B, 212

R2.1, R2.2


R1.2


• Fluency

“Dogs for the Deaf,” 360–361R2, R2.1, R4Comprehension, 361A–361B


R4.1a, R4.5a-c


R3.1

Mother to Tigers, 362–377R2.1, R3.2, R4.1a, R4.1b, R4.1c, R4.2a-b, R4.3a, R4.3c, R4.5a-c, R5.1a-b, VL1.2Comprehension, 362–379


R4.1a, R4.5a-c

Partner Reading, 358IExpression, 368

R3.1

Mother to Tigers, 362–377R2.1, R3.2, R4.1a, R4.1b, R4.1c, R4.2a-b, R4.3a, R4.3c, R4.5a-c, R5.1a-b, VL1.2Comprehension

Comprehension Check, 379Maintain Skill: Make and Confirm

Predictions, 379B R4.1b-c, R4.2b, R4.3a, R5.1b, OL3.2


R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling


paragraph about a time you worked together with someone. What did you do? How did you feel?

Expository Writing: Interview, 382-383B

W1.1-W1.5, W2.1, W3.2, W3.5

Grammar Daily Language Activities, 383I Adverbs That Tell When or

Where, 383IGrammar Practice Book, 179

W3.1, OL1.1


W3.5c, OL1.1

Writing Daily Writing Prompt What stories,

books, or shows do you know that have characters working together? Write a brief summary of one of them.


W1.1-W1.5, W2.1, W3.2, W3.5

Grammar Daily Language Activities, 383I Adverbs That Tell When or

Where, 383IGrammar Practice Book, 180

W3.1, OL1.1Spelling Words with Suffixes, 383G


Writing Daily Writing Prompt Tell how

students and teachers at your school could work together on a special cause.

Writer’s Craft: A Strong Opening, 383A



Activities, 383I Commas After Introductory

Words, 383JGrammar Practice Book, 181

W3.1, OL1.1Spelling Words with Suffixes, 383H


ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 6, Week 4, Mother to Tigers, 358A–383V

Mother to Tigers, 362–377

Vocabulary


OK

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Tig

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OKLAHOMA

VocabularyVocabulary WordsWord Parts: Suffixes


ComprehensionSkill: Author’s Purpose


• Listening

• Speaking

• Viewing

Listening/Speaking? Focus Question Compare the lion

in this fable with the cubs in Mother to Tigers. How are their problems similar? How are their problems different?

Expand Vocabulary: People Who Help Animals, 383F

R2, R4.2b, OL3.2

Listening/Speaking? Focus Question How is the author’s

purpose different in each selection?Speaking and Listening


• Vocabulary


VocabularyApply Vocabulary to Writing, 383FMovement Words, 383F

R2

PhonicsWord Building, 383E

R1.2


383FR2


• Fluency

“The Lion and the Mouse,” 380–381

R4.1a, R4.2b, R5.1a-b, R5.3Comprehension

Language Arts: FableLiterary Elements: Personification

and Moral, 380Practice Book A-O-B, 211

R4.1a, R5.3



Connect and Compare, 381R4.1a, R5.3


• Writing

• Grammar

• Spelling


you meet Helen Martini. Write the questions you would like to ask her. Then write how you think she might have answered.

Writing Trait: Sentence Fluency, 383BExpository Writing: Interview, 382-

383BW1.1-W1.5, W2.1, W3.2, W3.5Grammar Daily Language

Activities, 383I Adverbs That Tell When or

Where, 383JGrammar Practice Book, 182

W3.1, OL1.1Spelling Words with Suffixes, 383H


Writing Daily Writing Prompt Would you like

to work at a zoo someday? Write about why you would or would not like to work at a zoo.


W1.1-W1.5, W2.1, W3.2, W3.5

Grammar Daily Language Activities, 383IAdverbs That Tell When or

Where, 383JGrammar Practice Book, 183–184



ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 6, Week 4, Mother to Tigers, 358A–383V

OK

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Workstation: Two Animals Meet, 358JPS1.2, PS2.1; 2.1, 2.2

Main Selection: Mother to Tigers, 362-3792.2

Social StudiesWorkstation: Two Brothers

Invent, 358J1.1

Cross-Curricular: The Bronx Zoo, 3771.1, 1.2, 3.1





Lesson Plan

• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing? Focus Question Butterflies are

born on their own in nature. How can people help them to grow? Build Background, 384Read Aloud: “Chasing Butterflies,”

385R2, R5.1a, OL1, OL.2, OL3.2, VL1

Listening/Speaking? Focus Question How has growing

butterflies helped the community?R4.2b, OL3.2

Listening/Speaking? Focus Question Read “Save Our

Butterflies.” How is this selection similar to Home-Grown Butterflies? How are the two selections different?


• Vocabulary


Vocabularydisappear, protect, harming, involved,

supply, capture, enclosure, 386 Practice Book A-O-B, 214 Strategy: Dictionary: Multiple-

Meaning Words, 387R2.1, R2.4


R2

PhonicsDecode Words with Accented

Syllables, 403EPractice Book A-O-B, 220 R1.2

VocabularyReview Words in Context, 403CStrategy: Dictionary: Multiple-


R2.1, R2.4Phonics



• Fluency

“Save Our Butterflies,” 386–387R2, R2.1, R2.4, R4Comprehension, 387A–387B

Strategy: Monitor ComprehensionSkill: Draw ConclusionsPractice Book A-O-B, 215

R4.1a, R4.2b, R4.5a-c


R3.1

Home-Grown Butterflies, 388–397

R2.1, R2.4, R3.2, R4.1a, R4.1b, R4.1c, R4.2b, R4.4c, R4.5a-c, R5.1a-b, VL1.2Comprehension, 388–399

Strategy: Monitor ComprehensionSkill: Draw ConclusionsPractice Book A-O-B, 216

R4.1a, R4.2b, R4.5a-cPhrase-Cued Text, 395

Partner Reading, 384I R3.1


R2.1, R2.4, R3.2, R4.1a, R4.1b, R4.1c, R4.2b, R4.4c, R4.5a-c, R5.1a-b, VL1.2Comprehension

Comprehension Check, 399Maintain Skill: Problem and

Solution, 399BR4.2b, R4.3a, R5.1b, OL3.2


R3.1, R3.2, R3.3, R3.4

• Writing

• Grammar

• Spelling

Writing Daily Writing Prompt Using words

that appeal to the reader’s sense of touch and sight, write a description of a butterfly.

Expository Writing: Magazine Article, 402-403B

W1.1-W1.5, W2.1, W3.2, W3.5


Adjectives, 403IGrammar Practice Book, 185

W3.1, W3.1i , OL1.1


W3.5c, OL1.1


paragraph telling why or why not butterflies are important to our environment.


W1.1-W1.5, W2.1, W3.2, W3.5


Adverbs, 403IGrammar Practice Book, 104

W3.1, W3.1i , OL1.1

Spelling Words with Accented Syllables, 403GSpelling Practice Book, 187

W3.5c, OL1.1


all the facts you have learned about raising butterflies.

Writer’s Craft: Tone, 403AExpository Writing: Magazine Article,


Activities, 403I Review Commas, 403JGrammar Practice Book, 187

W3.1, W3.1i , OL1.1

Spelling Words with Accented Syllables, 403HSpelling Practice Book, 188

W3.5c, OL1.1

ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 6, Week 5, Home-Grown Butterflies, 384A–403V


Vocabulary


OK

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sson

Pla

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e-G

row

n B

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rflies

OKLAHOMA

VocabularyVocabulary WordsDictionary: Multiple-

Meaning Words


ComprehensionSkill: Draw Conclusions


• Listening

• Speaking

• Viewing

Listening/Speaking? Focus Question Which stage

in Home-Grown Butterflies does “Monarch Butterfly” relate to?

Expand Vocabulary: Raising Butterflies, 403F

R2, R4.2b, OL3.2

Listening/Speaking? Focus Question After reading the

selections what conclusions can you draw about butterflies and the environment?Speaking and Listening

Strategies, 403AR4.2b, OL1.1, OL2.1, OL2.5, OL3.1, OL3.2

• Vocabulary VocabularyApply Vocabulary to Writing, 403FWords with Prefix dis-, 403F

R2


Game, 403FR2


• Fluency

“Monarch Butterfly” and “The Caterpillar,” 400–401

R4.1a, R5.1a-b, R5.2, R5.3Comprehension

Poetry: Free Verse and Rhyming Poetry

Literary Elements: Personification and Assonance, 400

Practice Book A-O-B, 218 R4.1a, R5.2, R5.3


Self-Selected Reading, 384IR3.1, R4.2bComprehension

Connect and Compare, 401R4.1a, R5.2, R5.3


• Writing

• Grammar

• Spelling


project your class could do to raise money and help nature.

Writing Trait: Word Choice, 403BExpository Writing: Magazine Article,


Activities, 403I Sentence Combining with Adjectives

and Adverbs, 403JGrammar Practice Book, 188

W3.1, W3.1i , OL1.1Spelling Words with Accented

Syllables, 403HSpelling Practice Book, 189

W3.5c, OL1.1


you visited a butterfly farm. Write a postcard telling about your visit.


W1.1-W1.5, W2.1, W3.2, W3.5

Grammar Daily Language Activities, 403ISentence Combining with Adjectives

and Adverbs, 403JGrammar Practice Book, 189–190

W3.1, W3.1i , OL1.1Spelling Posttest, 403H


ORAL LANGUAGE

WORD STUDY

READING

LANGUAGE ARTS

Grade 3, Unit 6, Week 5, Home-Grown Butterflies, 384A–403V

OK

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Workstation: About Grasshoppers, 384JPS1.2, PS2.1; 2.1, 2.2

Workstation: Writing About Honeybees, 384J2.1, 2.2

Vocabulary: “Save Our Butterflies,” 386-3872.2

Main Selection: Home-Grown Butterflies, 388-3972.1, 2.2

Research and Inquiry: How to Help Butterflies, 396PS3.1, PS4.3

Leveled Reader Lessons, 403M-403V2.1, 2.2

Social StudiesWorkstation: Butterfly Places, 384J

1.1, 1.2Read Aloud: “Chasing

Butterflies,” 3854.3

Vocabulary: “Save Our Butterflies,” 386-3874.4

Research and Inquiry: How to Help Butterflies, 3964.4

Cultural Perspectives: Protecting the Environment, 3971.1, 1.2, 3.1, 4.4
