Grade 3 Daily Plan -----English TuesdayThursday, October 13,

2019
T1-Unit 1-L1-Week 3 Room to Grow
Day 3 5 (100 100 min)

 Build Background (15 min)

Predictive Writing RWW p. 54+ ELD p 13
I’ll have students take a picture walk through the pages of the story and
have them discuss what they see in each picture. Then I’ll have them
predict what the story might be about. (Written)

 Listening Comprehension (20 min)

Interactive Read Aloud p T144, T145
Connect to concept: Communities Formatted: Indent: Left: 0.5", No bullets or

The teacher tells students that art is one way people can make a
contribution to their community. I’ll tell students that as they listen
to a passage about an artist who tells stories with paintings and
quilts, they will be asking and answering questions about the text.
Preview Genre: Narrative Non-fiction
The teacher explains that the passage she will read aloud is a
biography which is a kind of narrative non-fiction. The teacher
discusses the features of biographies.
Preview Comprehension Strategy: Ask and Answer Questions
The teacher points out that readers can ask questions before they
read to help them understand what the text will be about. As they
continue to read, they can ask and answer questions to help them
 monitor their comprehension ad stay on track. The teacher should
use the Think Alouds on page T145 to model the strategy.
 Phonics(15 min)
Short Vowels e, o, and u do IPB p 29
 Grammar(20 min)
Commands and Exclamations: T 103 Day (5) correct IPB p 26

Formatted: Left

 BKG p T142, T143 (change picture to food) & fill 62+ Display EQ Formatted: Font color: Purple

(20min)
Formatted: Font color: Purple
Essential Question: How do people from different cultures
contribute to a community?
The teacher asks the students to open their RWW page 50-51. The
teacher points to the Essential Question written on the top. Pointing to
the weekly concept (communities) and connecting them together. Then
she asks her students to focus on the picture of this page. Next, the
teacher reads the content of page 51. Last, the teacher will be asked to
fill the graphic organizer by the student’s responses according to the
discussion that took place in the class.
The teacher explains that many people from different cultures
contribute to a community. Then she discusses with the students the
main ideas and details of the photograph of the children. The teacher
should focus on how the children are sharing culture with their
community.
 Vocabulary(10 min)
Room to Grow T146-147 Vocab (community; contribute)
The teacher introduces each vocabulary word using the vocabulary
routine found on the Visual Vocabulary Cards.
RWW p 53 Your Turn choose a word and ask a question for your partner
to answer.

 RFF(20 min)
Recite Formatted: Font color: Blue
Formatted: Bulleted + Level: 1 + Aligned at: 0.75" +
Indent at: 1"
 Phonics(20 min) Formatted: Font color: Text 1

Short Vowels e, o & u T95 Inflectional Endings

Explain: Adding -s, -ed, and –ing makes new verb forms and tenses.
 For many base words, adding –s, -ed, and –ing does not change the
spelling of the base word: packs, packed, packing.
 For most base words that end with a vowel and a consonant, the
final consonant is doubled before adding –ed, and –ing: step,
stepped, stepping.
Model: I’ll write and say clapped. I’ll have students repeat it. I’ll point
out the double p and model finding the base word by covering the
second p and the ending –ed.
I’ll apply Guided Practice.
Correct IPB p 20+ do YTP p 18 A (1-2) B (1-2)
 Grammar (20 min)
Exclamation T 102 Day(2) + Do IPB p 18 (1 to 5)
Formatted: Bulleted + Level: 1 + Aligned at: 0.75" +
Indent at: 1"
Formatted: Font: 16 pt
Assignments
 RFF YTP p3study IPB p 17 to 19
 Submit IPB p 15 or prepared worksheet