03/26/2017 - 04/01/2017

2016-2017
Week View

Monday Tuesday Wednesday Thursday Friday

03/27/2017 03/28/2017 03/29/2017 03/30/2017 03/31/2017

Reading for Results/ Reading for Results/ Reading for Results/ Reading for Results/ Reading for Results/
Breakfast 7:25am - Breakfast 7:25am - Breakfast 7:25am - Breakfast 7:25am - Breakfast 7:25am -
7:45am 7:45am 7:45am 7:45am 7:45am
NO SCHOOL DAY Read Aloud Read Aloud Read Aloud Read Aloud
Goosebumps Novel Goosebumps Novel Goosebumps Novel Goosebumps Novel
Language Arts
7:45am - 9:15am Language Arts Language Arts Language Arts Language Arts
7:45am - 9:15am 7:45am - 9:15am 7:45am - 9:15am 7:45am - 9:15am
Science/Social
Studies/ Health Story: Sarah, Plain Story: Wagons of the Review Day Test Day
9:15am - 9:28am and Tall Old West (T54) Story: Sarah, Plain Assessments:
and Tall. Read story Comprehension,
Resource 9:29am - Vocaubalary: Prefix Vocaubalary: Prefix with a partner and Spelling, Vocabulary.
10:09am non-, introduce and non-, review. Comple complete NB page Phonics, and
dicuss (T18) page 99 as a whole 95-96 Grammar Tests
SPL Math 10:09am -
Story: Read story as group.
10:49am Standards
a whole group and Story: Read "Wagons Vocaubalary: review
Computer 10:50am - discuss of the Old West" as a ELA.3.R.C1.1
Voc. words by
11:30am Spelling: Words with - whole group. Students will ask and
utilizing the marker
ed and -ing, Compare/Contrast answer questions to
Lunch 11:35am - boards and flash
introduce. NB page with weekly story by demonstrate
12:05pm cards
92 creating a graphic understanding of a
Story: review for
Whole Group Math Phonics: Base words organizer literary text, referring
comprehension test
12:10pm - 12:59pm with -ed and -ing NB Spelling: Words with - explicitly to the text
Spelling: Review by
page 89 ed and -ing, as the basis for the
SPL Reading Groups playing spelling
introduce. NB page answers.
1:00pm - 1:40pm basketball
Grammar: Adverbs 98 and 101 ELA.3.R.C1.2
Recess 1:45pm - That Compare. Phonics: Base words Students will recount
Introduce and with -ed and -ing. NB Standards
2:15pm stories, including
discuss. NB Page 90 page 89 as a whole ELA.3.R.C1.1 fables, folktales and
Dismissal 2:20pm - and 91 group. Students will ask and myths from diverse
2:45pm answer questions to cultures; determine
Standards
Grammar: Adverbs demonstrate the central message,
ELA.3.R.C1.1 understanding of a
That Compare NB. lesson or moral and
Students will ask and literary text, referring
Page 97 explain how it is
answer questions to explicitly to the text
demonstrate Standards conveyed through
as the basis for the key details in the
understanding of a ELA.3.R.C1.1 answers.
literary text, referring Students will ask and literary text.
explicitly to the text answer questions to ELA.3.R.C1.2 ELA.3.R.C1.3
as the basis for the demonstrate Students will recount Students will describe
answers. understanding of a stories, including characters in a
literary text, referring fables, folktales and literary story (e.g.,
ELA.3.R.C1.2 myths from diverse
Students will recount explicitly to the text their traits,
as the basis for the cultures; determine motivations or
stories, including the central message,
fables, folktales and answers. feelings) and explain
lesson or moral and how their actions
myths from diverse ELA.3.R.C1.2 explain how it is
cultures; determine Students will recount contribute to the
conveyed through sequence of events.
the central message, stories, including key details in the
lesson or moral and fables, folktales and literary text. ELA.3.R.C1.4
explain how it is myths from diverse Students will ask and
conveyed through cultures; determine ELA.3.R.C1.3 answer questions to
key details in the the central message, Students will describe demonstrate
literary text. lesson or moral and characters in a understanding of an
literary story (e.g.,

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2016-2017
Week View

ELA.3.R.C1.3 explain how it is their traits, informational text,

Students will describe conveyed through motivations or referring explicitly to
characters in a key details in the feelings) and explain the text as the basis
literary story (e.g., literary text. how their actions for the answers.
their traits, ELA.3.R.C1.3 contribute to the ELA.3.R.C2.3
motivations or Students will describe sequence of events. Students will
feelings) and explain characters in a ELA.3.R.C1.4 distinguish their own
how their actions literary story (e.g., Students will ask and point of view from
contribute to the their traits, answer questions to that of the narrator or
sequence of events. motivations or demonstrate those of the
ELA.3.R.C1.4 feelings) and explain understanding of an characters in a
Students will ask and how their actions informational text, literary text.
answer questions to contribute to the referring explicitly to ELA.3.R.C3.1
demonstrate sequence of events. the text as the basis Students will explain
understanding of an ELA.3.R.C1.4 for the answers. how specific aspects
informational text, Students will ask and ELA.3.R.C2.3 of a literary text's
referring explicitly to answer questions to Students will illustrations contribute
the text as the basis demonstrate distinguish their own to what is conveyed
for the answers. understanding of an point of view from by the words in a
ELA.3.R.C2.3 informational text, that of the narrator or story (e.g., create
Students will referring explicitly to those of the mood, emphasize
distinguish their own the text as the basis characters in a aspects of a
point of view from for the answers. literary text. character or setting).
that of the narrator or ELA.3.R.C2.3 ELA.3.R.C3.1 ELA.3.R.C3.3
those of the Students will Students will explain Students will use
characters in a distinguish their own how specific aspects information gained
literary text. point of view from of a literary text's from illustrations
ELA.3.R.C3.1 that of the narrator or illustrations contribute (e.g., maps,
Students will explain those of the to what is conveyed photographs) and the
how specific aspects characters in a by the words in a words in an
of a literary text's literary text. story (e.g., create informational text to
illustrations contribute ELA.3.R.C3.1 mood, emphasize demonstrate
to what is conveyed Students will explain aspects of a understanding of the
by the words in a how specific aspects character or setting). text (e.g., where,
story (e.g., create of a literary text's ELA.3.R.C3.3 when, why and how
mood, emphasize illustrations contribute Students will use key events occur).
aspects of a to what is conveyed information gained ELA.3.R.C3.5
character or setting). by the words in a from illustrations Students will
ELA.3.R.C3.3 story (e.g., create (e.g., maps, compare and contrast
Students will use mood, emphasize photographs) and the the most important
information gained aspects of a words in an points and key details
from illustrations character or setting). informational text to presented in two
(e.g., maps, ELA.3.R.C3.3 demonstrate informational texts on
photographs) and the Students will use understanding of the the same topic.
words in an information gained text (e.g., where, ELA.3.W.C9.1
informational text to from illustrations when, why and how Students will write
demonstrate (e.g., maps, key events occur). opinion pieces on
understanding of the photographs) and the ELA.3.R.C3.5 topics or texts,
text (e.g., where, words in an Students will supporting a point of
when, why and how informational text to compare and contrast view with reasons.
key events occur). demonstrate the most important introduce the topic
ELA.3.R.C3.5 understanding of the points and key details or text they are
Students will text (e.g., where, presented in two writing about,
compare and contrast state an opinion

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2016-2017
Week View

the most important when, why and how informational texts on and create an
points and key details key events occur). the same topic. organizational
presented in two ELA.3.R.C3.5 ELA.3.W.C9.1 structure that lists
informational texts on Students will Students will write reasons.
the same topic. compare and contrast opinion pieces on provide reasons
ELA.3.W.C9.1 the most important topics or texts, that support the
Students will write points and key details supporting a point of opinion.
opinion pieces on presented in two view with reasons. use linking words
topics or texts, informational texts on introduce the topic and phrases (e.g.,
supporting a point of the same topic. or text they are because,
view with reasons. writing about, therefore, since,
ELA.3.W.C9.1 for example) to
introduce the topic Students will write state an opinion
or text they are and create an connect opinion
opinion pieces on and reasons.
writing about, topics or texts, organizational
state an opinion structure that lists provide a
supporting a point of concluding
and create an view with reasons. reasons.
organizational provide reasons statement or
introduce the topic section.
structure that lists or text they are that support the
reasons. writing about, opinion. ELA.3.W.C9.3
provide reasons state an opinion use linking words Students will write
that support the and create an and phrases (e.g., narratives to develop
opinion. organizational because, real or imagined
use linking words structure that lists therefore, since, experiences or
and phrases (e.g., reasons. for example) to events using effective
because, provide reasons connect opinion technique, descriptive
therefore, since, that support the and reasons. details and clear
for example) to opinion. provide a event sequences.
connect opinion use linking words concluding establish a
and reasons. and phrases (e.g., statement or situation and
provide a because, section. introduce a
concluding therefore, since, ELA.3.W.C9.3 narrator and/or
statement or for example) to Students will write characters;
section. connect opinion narratives to develop organize an event
ELA.3.W.C9.3 and reasons. real or imagined sequence that
Students will write provide a experiences or unfolds naturally.
narratives to develop concluding events using effective use dialogue and
real or imagined statement or technique, descriptive descriptions of
experiences or section. details and clear actions, thoughts
events using effective event sequences. and feelings to
ELA.3.W.C9.3 develop
technique, descriptive Students will write establish a
details and clear situation and experiences and
narratives to develop events or show
event sequences. real or imagined introduce a
establish a narrator and/or the response of
experiences or characters to
situation and events using effective characters;
introduce a organize an event situations.
technique, descriptive use transitional
narrator and/or details and clear sequence that
characters; unfolds naturally. words and
event sequences. phrases to signal
organize an event establish a use dialogue and
sequence that descriptions of event order.
situation and provide a sense of
unfolds naturally. introduce a actions, thoughts
use dialogue and and feelings to closure.
narrator and/or
descriptions of characters; develop ELA.3.W.C10.1
actions, thoughts organize an event experiences and Students will, with
and feelings to sequence that events or show guidance and support
develop unfolds naturally. the response of from adults, produce

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2016-2017
Week View

experiences and use dialogue and characters to writing in which the

events or show descriptions of situations. development and
the response of actions, thoughts use transitional organization are
characters to and feelings to words and appropriate to task
situations. develop phrases to signal and purpose. (grade-
use transitional experiences and event order. specific expectations
words and events or show provide a sense of for writing types are
phrases to signal the response of closure. defined in objectives
event order. characters to ELA.3.W.C10.1 in text types and
provide a sense of situations. Students will, with purposes.)
closure. use transitional guidance and support
ELA.3.W.C10.1 words and from adults, produce Science/Social
Students will, with phrases to signal writing in which the Studies/ Health
guidance and support event order. development and 9:15am - 9:28am
from adults, produce provide a sense of organization are Life Science
writing in which the closure. appropriate to task Science Weekly
development and ELA.3.W.C10.1 and purpose. (grade- week 6
organization are Students will, with specific expectations
appropriate to task guidance and support for writing types are Read and Discuss
and purpose. (grade- from adults, produce defined in objectives Introduce and
specific expectations writing in which the in text types and discuss mini labs
for writing types are development and purposes.) Standards
defined in objectives organization are
S.3.GS.1 plan and
in text types and appropriate to task Science/Social conduct an
purposes.) and purpose. (grade- Studies/ Health investigation to
specific expectations 9:29am - 10:09am provide evidence of
Science/Social for writing types are Life Science the effects of
Studies/ Health defined in objectives Science Weekly balanced and
9:15am - 9:28am in text types and week 6 unbalanced forces on
Life Science purposes.)
the motion of an
Science Weekly Read and Discuss object.
week 6 Science/Social Introduce and
Studies/ Health S.3.GS.12 use
discuss mini labs
9:15am - 9:28am evidence to construct
Read and Discuss Standards an explanation for
Introduce and Life Science
S.3.GS.1 plan and how the variations in
discuss mini labs Science Weekly
conduct an characteristics
Standards week 6
investigation to among individuals of
S.3.GS.1 plan and provide evidence of the same species
Read and Discuss
conduct an the effects of may provide
Introduce and
investigation to balanced and advantages in
discuss mini labs
provide evidence of unbalanced forces on surviving, finding
the effects of Standards the motion of an mates, and
balanced and S.3.GS.1 plan and object. reproducing.
unbalanced forces on conduct an S.3.GS.12 use S.3.GS.14 obtain
the motion of an investigation to evidence to construct and combine
object. provide evidence of an explanation for information to
S.3.GS.12 use the effects of how the variations in describe climates in
evidence to construct balanced and characteristics different regions of
an explanation for unbalanced forces on among individuals of the world.
how the variations in the motion of an the same species
characteristics object. may provide Resource 9:29am -
among individuals of S.3.GS.12 use advantages in 10:09am
the same species evidence to construct surviving, finding
may provide an explanation for SPL Math 10:09am -
10:49am

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2016-2017
Week View

advantages in how the variations in mates, and IPADS

surviving, finding characteristics reproducing. students will be in
mates, and among individuals of S.3.GS.14 obtain their small groups
reproducing. the same species and combine using IPADS
S.3.GS.14 obtain may provide information to app- Fractions folder
and combine advantages in describe climates in with related games
information to surviving, finding different regions of
mates, and Computer 10:50am -
describe climates in the world.
reproducing. 11:30am
different regions of
the world. S.3.GS.14 obtain SPL Math 10:09am - Lunch 11:35am -
and combine 10:49am 12:05pm
SPL Math 10:09am - information to Title I math small Whole Group Math
10:49am describe climates in group working on 12:10pm - 12:59pm
Title I math small different regions of related skills using
the world. Assessment:
group working on Eureka Math
Equivalent/
related skills using classroom teacher-
Resource 9:29am - Comparing Fraction
Eureka Math small group- weekly
10:09am Test - page 172-173
classroom teacher- skills
small group- weekly SPL Math 10:09am - others working SPL Reading Groups
skills 10:49am independently in 1:00pm - 1:40pm
others working workstations with
Title I math small Myers and Cundiff
independently in correlating activities
group working on pull out small group
workstations with for weekly skills
related skills using
correlating activities
Eureka Math Resource 10:50am - classroom teacher
for weekly skills
classroom teacher- 11:30am small group with
Resource 10:50am - small group- weekly weekly skills
skills Lunch 11:35am - others independent
11:30am
others working 12:05pm workstations with
Lunch 11:35am - independently in correlated activities
Whole Group Math
12:05pm workstations with for weekly skills
12:10pm - 12:59pm
Whole Group Math correlating activities
Review Comparing Recess 1:45pm -
12:10pm - 12:59pm for weekly skills
Fractions and 2:15pm
Fractions- Students Bible 10:50am - Equivalent Fractions outside recess at
will use fraction bar 11:30am playground (weather
kits to help solve - Math Journal 2 permitting)
word problems for Lunch 11:35am - page 194, students
12:05pm if not, inside recess
fractions will complete using (board games)
Whole Group Math the fractions cards
- Complete page 12:10pm - 12:59pm - Math Masters: Page Dismissal 2:20pm -
378-379 Complete 256. 2:45pm
Equivalent Fractions-
and discuss as a - Student will play an
Students will use
whole group online learning game
fraction bar kits
- Student Journal relating to fractions
complete today's
page 200 on the smart board.
assignment
SPL Reading Groups SPL Reading Groups
1:00pm - 1:40pm - Complete page 1:00pm - 1:40pm
380-381 using the
Myers and Cundiff computer lab
fraction bar kit and
pull out small group (Tide website-
fraction cards
practice/sample
- Students will play
classroom teacher tests) for 3rd grade
an online learning
small group with groups
game on the smart
weekly skills
board relating to
comparing fractions

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2016-2017
Week View

others independent SPL Reading Groups students will have

workstations with 1:00pm - 1:40pm assigned seating in
correlated activities Myers and Cundiff lab based on their
for weekly skills pull out small group small groups

Recess 1:45pm - classroom teacher Recess 1:45pm -

2:15pm small group with 2:15pm
outside recess at weekly skills outside recess at
playground (weather others independent playground (weather
permitting) workstations with permitting)
if not, inside recess correlated activities if not, inside recess
(board games) for weekly skills (board games)

Dismissal 2:20pm - Recess 1:45pm - Dismissal 2:20pm -

2:45pm 2:15pm 2:45pm
outside recess at
playground (weather
permitting)
if not, inside recess
(board games)

Dismissal 2:20pm -
2:45pm

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