ELA- Instructional Framework

Third Grade
Tier 1: Whole Group Core Instruction: Comprehensive Core Reading Program
Tier 1: Small Group Differentiated Review: Differentiated Instruction (small group and independent)
Tier 1: Guided Reading: Rotations with extended instruction from the core and supplementary reading resources
(Guided Reading Groups, independent workstations reinforcing skills)
Tier 2: Skill Gap Interventions: Students who struggle need sustained, intensive support. This requires smaller, flexible groups
with supplemental and intervention resources. *Interventions will be reinforced outside of literacy block.

Unit 3 Week 1: Days 1-10

November 1-12

Ms. Tellez

Reference Standards and Student-Friendly Objectives (By the end of the lesson I Can…)

Reading

RL.3.1- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for
the answers.

• I can ask and answer question about a text.

RL.3.3- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute
to the sequence of events

• I can describe characters in a story.

RL.3.4- Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral
language.

● I can tell the difference between what I think and what the author or characters might think in a story.

RF.3.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

• I can use context clues for understanding.

L.3.1a- Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular
sentences.

• I can use nouns, pronouns, verbs, adjective and adverbs.

L.3.2c- Use commas and quotation marks in dialogue.

• I can use commas and quotations marks in dialogue.

SL.3.3- Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

• I can answer questions about information from a speaker.

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 Academic Vocabulary:
Unit Vocabulary Words

-disbelief -dismay -fabulous -features

-offered -splendid -watchful -unique

Skill Vocabulary

-reread -genre -folktale -perspective -features -unique -visualize -character -setting -plot -problem
-solution -non-fiction -sequence -author -tradition -generation --context clues -synonyms
Assessments:
● Formative Assessments: Observation during Kagan Structures, Teacher tracking the floor to check for
understanding...
ow How will I assess it?
● observation
● anecdotal notes of CC responses
● Stoplight Method post it
● filling out a graphic organizers
● Levels of Understanding
● collaborative conversation. Circulating the floor to listen to CC

● Summative Assessments: TDQ w/Checklists, Writing w/Checklists, Comprehension/Vocabulary Test,

Vocabulary 4 Square, Prefixes practice page, spelling/sort test...

Resources:

Wonders Digital Videos and Resources

Wonders Leveled Readers

Words Their Way: Word Sorts for Within Word Pattern

Spellers

Kagan Structures: Rally Robin, Hand Up/Pair Up or Mix-

Pair-Share, work the clock, Quiz-Quiz-Trade

Teach Like a Champ: Cold Call, SLANT, No Opt Out, work

the clock

ELA Interactive Notebook: Idioms

YouTube: Idioms

https://www.youtube.com/watch?v=qLodYg6kWn8

https://www.flocabulary.com/unit/idioms/

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 Flocabulary: Main Idea- 3:04

Instruction Student Grouping

Monday (11/1)

Day 1:
Tier 1: Teacher Preparation: in addition to the RESOURCES listed Whole Class
Whole Group above
Core Instruction 1. Write the Essential Question- What makes a different Partners
animals unique?
2. Collaborative Conversations- anchor chart, discussion Collaborative Groups
paddles, accountable talks anchor chart.
3. Genre *folktale
---------------------------------------------------------------------------------
IStation- ISIP for November must be completed Mon or
Tues
Phonics/Fluency L.3.2f
15mins- (group “a” and “b”)
Teacher explicitly teaches phonics rules, reads words aloud,
and draws a picture or synonym for the 1st 10 spelling words
for both groups.
modified list: Out of Words Their Way book (20 words)

on-level: Words with r-controlled vowels (20 words)

Introduce the concept 10mins

1. The Big Idea (Digital): What does it take to solve a

problem?
2. Essential Question: What makes a different animals
unique? p.T10-T11
3. Video and Photo (Digital)- SW listen and mentally
gather 3 words that will help complete Anchor Chart (p.
T11)
4. Graphic Organizer – (digital) Anchor Chart p.T11
5. Talk About It – Collaborative Conversation –
Reading/Writing Workshop (RWW) p.178-179
Introduce focus skills: 20 mins.
-Comprehension Strategy: Visualize T20, (RWW) p.188
● Focus on the 3 bullets listed on p. T20

-Comprehension Skill: Character, Setting, Plot: Problem

and Solution T22-T23, (RWW) p.189
● Focus on the 3 bullets listed on p. T22
● Interactive notebook: Idioms Entry

-Genre: Folktalet T24-T25 RWWS p.190

● Focus on the 3 bullets listed on p. T24

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 -Vocabulary Strategy: Synonyms T26-T27 RWWS p.191
● Focus on the 2 bullets listed on p. T26

Listening Comprehension 15 mins.

1. Interactive Read Aloud T12-T13: “Bear, Beaver, and
Bee”
Vocabulary 20 mins.
1. Words in Context T14-T15
2. RWW p.180-181
3. Follow Visual Vocabulary Cards Routine/
4. SW start make vocabulary cards (“I do”, “We do”)
5. Talk About it “Your Turn” p. 181

Tier 1: Will apply during week two of the unit. Independent

Small Group
Differentiated (Small group development of the standard and independent Small Group
Review- work)

Tier 1: Language Arts (for days 1-4) Whole Group

Whole Group: 1. Grammar- Wonders Grammar Practice Reproducibles I do, we do, you do
Language Arts a. Multiword Subjects p.12
2. Spelling- I can sort my spelling words by spelling
pattern.
Tier 1: Whole Group
Whole Group 1.Daily Wrap Up – Refer back to the focus wall. State one
Wrap Up fact about which skill you have improved on?
2. Use stop light method

Tier 2: Skill Gap ● Istation lessons “.....” Fluency passage for

Interventions ● Link below will navigate you to Tier II intervention Level 1 students pp.125
20-30 Minutes groups Lesson 24

https://docs.google.com/spreadsheets/d/15uZXtEjq16o5Th
W37R-
QVUKpf3xzQX3_ZoDYXWGgL6E/edit#gid=1386071141

*Interventions will be reinforced outside of the literacy

block.

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 Instruction Student Grouping
Tuesday (11/2)
Day 2
RI.3.1, RI.3.6, SL.3.1
Tier 1: Review Focus wall (10 mins) Whole Class
Whole Group
Core Instruction Partners
Comprehension- Shared Read: “Inchworm’s Tale” RWW 182-
187 30 mins. Collaborative Groups
● I can ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as
the basis for the answers. RL.3.1
1. Set a purpose before reading so students may come
prepared for a whole group discussion.(See pages T16-T19 for
Interactive Questions Response Routine)

2. Use discussion paddles to guide students in collaborative

conversations. Speak in complete sentences SL.3.1
3. 1st Read (follow Close Reading Routine on T16)
a. Introduce purpose for reading by analyzing
comprehension questions T19, to be completed
throughout the week, using text evidence (page &
paragraph) to support the response. RL.3.1
4. Reading/Writing Workshop
● T16-T19, RWW pp.182-187

Build Vocabulary 20 mins.

1. Continue working on vocabulary cards as guided

instruction. Follow Routine listed on the back of each
vocab. picture card. (“I do”, “We do”) take off, touch down

Tier 1: Language Arts (for days 1-4) 30 mins. Whole Group

Whole Group 1. Grammar- Wonders Grammar Practice Reproducibles (“I do”, “We do”, “You do”)
Language Arts a. Capitalization and Punctuation
b. Proofreading
2. Spelling- Blind sort. L.3.2f
Tier 1: Language Arts Whole Group- Check for
Whole Group 1. Daily Wrap Up – Refer back to the focus wall. Understanding
Wrap Up State one fact about which skill you have improved on?
2. Use stop light method

Tier 2: Skill Istation lessons

Gap
Interventions *Interventions will be reinforced outside of literacy block.
20-30 Minutes

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 Instruction Student Grouping
Wednesday (11/3)
Day 3
Tier 1: Whole Class
Whole Group Revisit focus board for unit skills 10mins
Core 1. Review the Essential Question by referring to the anchor Partners
Instruction chart from the previous day-What makes a different animals
unique? p.T10-T11 Collaborative Groups

Comprehension – Close Reading- 2nd read “Inchworm’s Tale”

RWW 182-187 30 mins.

1. Set a purpose before reading so students may come

prepared for a whole group discussion.
2. Reading/Writing Workshop “We read”
3. TW use text evidence to answer comprehension questions at
the bottom of T16-T19. RL.3.1
4. Answer Close Reading Questions page #1-11 (teacher
discretion which questions to complete)

Build Vocabulary 20 mins.

2. Continue working on vocabulary cards as guided instruction.

Follow Routine listed on the back of each vocab. picture
card. (“I do”, “We do”) take off, touch down

Tier 1: Language Arts (for days 1-4) Whole Group

Whole Group 3. Grammar- Day 3 of “Bell Work”
Language Arts 4. Spelling-Choose and activity from Word Study Routine
L.3.2f
Tier 1: 1. Daily Wrap Up – Refer back to the focus wall. Whole Group
Whole Group State one fact about which skill you have improved on?
Wrap Up 2. Use stop light method

Tier 2: Skill Istation lessons

Gap
Interventions *Interventions will be reinforced outside of literacy block.
20-30 Minutes

Instruction Student Grouping

Thursday (11/4)
Day 4

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Tier 1: Teacher Preparation: Whole Class
Whole Group 1. discussion paddles
Core 2. refer to resources listed above Partners
Instruction
Collaborative Groups
Close Reading Routine - first read- “Martina the Beautiful
Cockroach” Literature Anthology 194-213
● follow ACT’s posted throughout the bottom of T27A-T27T
● Set purpose for reading by taking a picture walk. SW make
inferences while practicing collaborative conversations to
make inferences.

Vocabulary Strategy- synonyms

Friday (11/05)

Day 5

Teacher Preparation:
1. discussion paddles
2. refer to resources listed above

Revisit focus board for unit skills 10mins

1. Review the Essential Question by referring to the anchor chart
from the previous day-What makes a different animals unique?
p.T10-T11
● refer to anchor chart

Close Reading Routine - continue reading- “Martina the

Beautiful Cockroach” Literature Anthology 194-213
● follow ACT’s posted throughout the bottom of T27A-T27T
● Set purpose for reading by taking a picture walk. SW make
inferences while practicing collaborative conversations to
make inferences.

Vocabulary Strategy- synonyms

Build Vocabulary 20 mins.

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 Continue working on vocabulary cards and sentences as guided
instruction. Follow Routine listed on the back of each vocab.
picture card. (“I do”, “We do”)

Assess- Spelling

Instruction Monday (11/8) Student Grouping

Day 6 30 min whole grp.
60 Learning Stations
Tier 1: Review focus wall (CCSS, Reading Genre, Vocabulary Strategy, Whole Class- Accountable
Whole Group Comprehension Skill, Comprehension Strategy) 8 mins. talks or discussion paddles
Core
Instruction Close Reading: Final Read of main selection “Martina the Partners-
Beautiful Cockroach” Literature Anthology 194-213
Collaborative Groups
Teacher 1. Complete “Idioms” RL.3.4 in Interactive Notebook.
Preparation: for SAT/SPED have notes prefilled, these SW highlight important
1. Have focus words as you discuss the notes for the whole group.
wall updated if 2. Set purpose for reading by referring students to The Story Arc.
needed ● by the end of the story SW plot the events of on the Story
2. Arc
Collaborative 4. Close Reading Routine - first read- follow ACT’s posted
Conversations throughout the bottom of T159A-T159T
throughout the
story. begin the writing assignment: to be completed throughout the
3. Story Arc
week
Persuasive- The disguised Turkey
1. Read A Plump and Perky Turkey
2. As guided instruction reteach the Writing Process
3. SW use graphic organizer to organize their ideas for their
writing
4. SW then continue by drafting. The Revising, editing, evaluating,
then publishing their piece. Each step will require teacher
feedback and guidance.

Tier 1: Language Arts Whole Group

Whole Group 1. Write 10 complete sentences using spelling words.
Language Arts 2. Grammar: Wonders Grammar Book p.
3. Spelling for SAT/SPED Words Their Way Sort 7 Pictures and
words for Short- and Long-Vowel Sounds
● Istation lessons
● Link below will navigate you to Tier II intervention groups

https://docs.google.com/spreadsheets/d/15uZXtEjq16o5ThW37R-
QVUKpf3xzQX3_ZoDYXWGgL6E/edit#gid=1386071141

*Interventions will be reinforced outside of literacy block.

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 Instruction Tuesday (11/9) Student Grouping
Day 7

Tier 1: Complete In The Following Order Assessments:

Whole Group
Core Instruction 1.Review focus wall (CCSS, Reading Genre, Vocabulary Strategy, Comprehension Selection
Comprehension Skill, Comprehension Strategy) Questions over Martina the
Beautiful Cockroach
Close Reading 3rd Read Literature Anthology- “Martina the
Teacher Beautiful Cockroach” Literature Anthology 194-213 A.R. quiz: Martina the
Preparation: Beautiful Cockroach
1.Essential 2. Close Reading Routine - follow ACT’s posted throughout the
Question and bottom of 194-213
(focus wall) Whole Class
2.Collaborative
Conversations - a. have students use discussion paddles, encourage Partners
Throughout the students to reply speaking in complete sentences and
lesson restate the questions being asked. Collaborative Groups
b. practice making predictions as the text is read.
c. check predictions as we read each page.
3. SW complete the Selection Test over “Martina the Beautiful
Cockroach” in Google Form

Tier 1: Language Arts Whole Group

Whole Group: 1. Grammar: - Wonders Grammar Practice Book
Language Arts 2. Spelling – choice of Word Study Routine page

Tier 2: Skill ● Istation lessons

Gap ● Link below will navigate you to Tier II intervention groups
Interventions
20-30 Minutes https://docs.google.com/spreadsheets/d/15uZXtEjq16o5ThW37R-
QVUKpf3xzQX3_ZoDYXWGgL6E/edit#gid=1386071141
*Interventions will be reinforced outside of literacy block.

Wednesday (11/10)
Day 8

1.Review focus wall (CCSS, Reading Genre, Vocabulary Strategy,

Comprehension Skill, Comprehension Strategy) 10mins

Close Reading: How Zebras Got Their Stripes

a. Guided instruction SW “mark up” the reading passage.

b. preview the 3 comprehension questions before reading the text.

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 c. add notes to the graphic organizer as we read each page.
i. words they don’t understand and questions they
may have and APOV
d.have students use discussion paddles, encourage students to
reply speaking in complete sentences and restate the questions
being asked.
e. SW answer the comprehension questions following the
Checklist of open-ended questions.

Tier 1: Language Arts Whole Group

Whole Group: 1. Grammar: - Wonders Grammar Practice Book
Language Arts 2. Spelling – choice of Word Study Routine page

Instruction Thursday(11/11) Student Grouping

Day 9
Writing
Tier 1: Complete In The Following Order Whole Class
Whole Group
Core Instruction Close Reading Partners
1.Review focus wall (CCSS, Reading Genre, Vocabulary Strategy,
Comprehension Skill, Comprehension Strategy) 10mins Collaborative Groups
Teacher
Preparation: Wonders On-Level Practice Book Comprehension passage:
1. “Express 1. reread The passage, How Zebras Got Their Stripes, as a
Yourself” whole group
reading passage 2. SW finish answering the comprehension questions using
for each student the TDQ checklist.
2. Students may
refer back to the Writing assignment:Persuasive- The disguised Turkey
story A Plump
1. SW use graphic organizer to organize their ideas for their
and Perky
Turkey Writing writing
Process 2. SW then continue by drafting. The Revising, editing, evaluating,
then publishing their piece. Each step will require teacher
feedback and guidance.
3. Students who finish may trade with one of their peers to Revise
his/her writing.
4. Students may conference with a different student to begin
editing their writing.
5. Publish final draft will be typed

Tier 1: 1. Daily Wrap Up – Refer back to the focus wall. Whole Group
Whole Group State one fact about which skill you have improved on?
Wrap Up 2. Use stop light method

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 Instruction Friday (11/12) Student Grouping
Day 10

Tier 1: Teacher Preparation: Assessments:

Whole Group 1. Complete Vocabulary test- link posted in Google
Core Instruction Classroom.
Spelling Test
2. Continue writing assignment
Vocabulary Test

Tier 1: Language Arts Whole Group

Whole Group 1. Grammar – Brain Work Quiz
Language Arts 2. Spelling –assess spelling words (application page)

Tier 1: 1. Daily Wrap Up – Refer back to the focus wall. Whole Group
Whole Group State one fact about which skill you have improved on?
Wrap Up 2. Use stop light method

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