EAST ALLEN COUNTY SCHOOLS
Bundle 6
Grade 3
Language Arts
Thinking
Strategically
Big Idea: Perseverance
Enduring Understandings
Essential Questions
We can be successful if we take risks, work hard, and persevere.
How do we decide when we have given our best effort?
Directions give guidance.
Why is it necessary to persevere?
Even when under pressure, we take our time and think strategically.
How do we determine what information is important?
Readers make sure they search for evidence before, during, and after they read
to support their thinking.
How does following instructions impact our success?
When responding to literature, writers provide evidence from the story to support
their thinking.
CC/Learning Targets
RI.1
RI.3
RI.7
3.2.7
RL.1
RL.5
RL.6
W.1
W.4
W.10
L.1
L.4
3.1.1
3.1.4
3.5.3
3.6.5
Core Vocabulary
logical order
Links to Technology
Learn the Grammar! (app)
Tic Tac Toe (app)
Phonics Genius (app)
Free Books
Bluster (app)
Build a Word Express (app)
A+ Spelling Test (app)
Bundle Performance Task(s)
Students will use the strategies learned in this bundle, combined with prior knowledge, to complete multiple types of assessment, including ISTEP.
While reading, students will:
While writing, students will:
Ask/answer questions to demonstrate understanding
Produce writing appropriate to task and purpose
Describe relationships between events, ideas/concepts, or steps
Write routinely over extended and shorter time frames for a
Use information from illustrations and words in the text for comprehension
range of tasks, purposes, and audiences
Recall major point in the text
Follow multiple-step written instructions
Students will also :
Determine theme/author’s message
Form/use regular and irregular plural nouns
Refer to evidence in the text
Determine meanings of words (homophones/homographs)
Distinguish their own point of view
Use context clues
Know and use word families when reading
Grade 3
LA Bundle 6
Quarter 3
Feb.-Mar.
Recommended Read-Alouds
G3 - Bundle 6
Big Idea: Perseverance
Title
Relates to…
Author
Food Chain
M.P. Robertson
Ask and answer questions
From Seed to Plant
Gail Gibbons
Ask and answer questions
Humpty Dumpty Egg-Splodes
Kevin O’Malley
Ask and answer questions
See You Later, Procrastinator (Get It Done!)
Pamela Espeland and Elizabeth Verdick
Ask and answer questions, perseverance
What Makes Day and Night
Franklyn M. Branley
Context clues
The Moon Book
Gail Gibbons
Context clues
A Chocolate Moose for Dinner
Fred Gwynne
Homographs
Good Night, Good Knight
Shelly Moore Thomas
Homophones
If You Were a Homonym or Homophone
Loewen
Homophones, homonyms
The Fungus That Ate My School
Arthur Dorros
Identify answers in text
Deputy Dan and the Bank Robbers
Joseph Rosenbloom
Multiple-step instructions
Amelia Bedelia
Peggy Parish
Multiple-step instructions
A Mink, A Fink, a Skating Rink, What is a Noun?
Brian Cleary
Nouns
The Important Book
M. Wise Brown
Organization
Alice Ramsey’s Grand Adventure
Don Brown
Parts of speech
Recommended Read-Alouds
G3 - Bundle 6
If You Were a Plural Word
Trisha Speed Shaskan
Plural nouns
Bad Kitty
Nick Bruel
Point of view
Two Bad Ants
Chris Van Allsburg
Point of view
Wilma Unlimited: How Wilma Rudolph Became the World’s Fastest
Woman
Kathleen Krull
Response to literature
Mirette on the High Wire
Emily Arnold McCully
Response to literature
The Clown in the Gown Drives the Car With the Star
Brian P. Cleary
Word families
A Symphony of Whales
Steve Schuch
Word families
Reading Workshop
G3 - Bundle 6
CC/Learning Targets
RI.1
(3.2.2)
(3.2.3)
Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis
for the answers.
Recognize that non-fiction
informational texts are important
resources for finding facts.
Investigate a question by using
non-fiction informational texts to
develop understanding.
Demonstrate knowledge of nonfiction informational text features
to locate relevant information
quickly and easily (skim and
scan).
Resource of Ideas
Ask/Answer Questions
-Strategies That Work 2 pp. 81, 110-121, 140-141,197
-Comprehending and Fluency pp. 23-24, 538
-Learning Structures: modules 8-13 Workbook by Ruby Payne pp.63-68
-The ComprehensionToolkit: Summarize and Synthesize Lesson 22
-The ComprehensionToolkit: Determine Importance Lesson 16
-The ComprehensionToolkit: Infer Meaning Lesson 11
-The Continuum of Literacy Learning pp. 186-187
-Guiding Readers and Writers pp. 291, 295-298
-The Café
Ask Questions pp. 160
Infer and Support with Evidence pp. 162
-Food Chain by M.P. Robertson
-See You Later, Procrastinator (Get It Done!) by Pamela Espeland and
Elizabeth Verdick
-From Seed to Plant by Gail Gibbons
-Questioning practice
Reading Wonders - Unit 6
-(WK 2) pp.T78 – T89, R/W Workshop The Big Blizzard pp. 420 - 423
-(WK2) pp. T89A – T93, Anthology Nora’s Ark pp. 482 - 503
Identify Answers in Text
-Strategies That Work 2 pp. 81-82, 112-113, 116-117
-Learning Structures: modules 8-13 Workbook by Ruby Payne pp.48-50
-Units of Study for Teaching Writing Book 5
-The ComprehensionToolkit: Monitor Comprehension Lesson 3
-The Fungus That Ate My School by Arthur Dorros
Evidence of Learning
Ask/Answer Questions
-Reading Wonders assessments
-The ComprehensionToolkit:
Summarize and Synthesize
Lesson 22 assessment, rubric
and checklists pp. 67-71
-The ComprehensionToolkit:
Determine Importance Lesson 16
assessment, rubric and checklist
pp. 67-68
-The ComprehensionToolkit: Infer
Meaning Lesson 11 assessment,
rubric and checklist pp. 69-73
-Anecdotal records taken from
literature discussions
-Interview
-Play Jeopardy
-Research student-generated
science questions in nonfiction
books
-Conduct an experiment to find a
conclusion to a question
Identify Answers in Text
-Strategies That Work 2:
Assessing What We’ve Taught
pp. 84-89,125-129
-The ComprehensionToolkit: Infer
Meaning Lesson 11 assessment,
rubric and checklist pp. 69-73
-Reading Wonders assessments
-Anecdotal records from Guided
Reading
Reading Workshop
G3 - Bundle 6
-Identify important and unimportant details
-Locating information in a story
Reading Wonders - Unit 1
-(WK 5) pp.T278 – T289, R/W Workshop A Natural Beauty pp. 86 - 89
-(WK5) pp. T289A – T293, Anthology A Mountain of History pp. 94 - 99
-Short answer and/or multiple
choice
-Quiz
-Highlight answers in text
-Use think-marks with post-its
-Create a mobile with
answers/illustrations/page
number where the evidence was
found
RI.3
Describe the relationship between a
series of historical events, scientific
ideas or concepts, or steps in technical
procedures in a text, using language that
pertains to time, sequence, and
cause/effect.
Relationship Between Events/Ideas/Procedures
-6 + 1 Traits of Writing pp. 91-94
-Interactive Writing pp. 140-146
-Guiding Readers and Writers pp. 402-404
-Comprehending and Fluency p. 58
-The Continuum pp. 128-133
Relationship Between
Events/Ideas/Procedures
-Mix It Up activity from 6 + 1 Traits
of Writing p. 94
-Putting It in Order activity from 6
+ 1 Traits of Writing p. 94
-Step by Step activity from 6 + 1
Traits of Writing p. 94
-Complete a transition chart with
transitional words and phrases
found in informational text (6 + 1
Traits of Writing p. 93).
RI.7
Use information gained from illustrations
(e.g., maps, photographs) and the words
in a text to demonstrate understanding of
the text (e.g., where, when, why, and
how key events occur).
Identify Answers in Text
-Strategies That Work 2 pp. 81-82, 112-113, 116-117
-The ComprehensionToolkit: Infer Meaning Lesson 11
-Learning Structures: modules 8-13 Workbook by Ruby Payne pp.48-50
-Units of Study for Teaching Writing Book 5
Identify Answers in Text
-Strategies That Work 2:
Assessing What We’ve Taught
pp. 84-89, 125-129,
-Reading Wonders Assessments
- The ComprehensionToolkit:
Infer Meaning Lesson 11
assessment, rubric and checklist
pp. 69-73
-Anecdotal records from Guided
(3.2.3)
-The Fungus That Ate My School by Arthur Dorros
-Identify important and unimportant details
-Locating information in a story
Reading Workshop
G3 - Bundle 6
Reading Wonders - Unit 5
-(WK 5) pp.T270 – T281, R/W Workshop Here Comes Solar Power pp.
390 - 393
-(WK5) pp. T281A – T285, Anthology It’s All in the Wind pp. 456 - 461
3.2.7
Follow simple multiple-step written
instructions.
Follow Multi-step Written Instructions
-Guiding Readers and Writers pp. 461-482 (Testing Genre)
-The Continuum of Literacy Learning pp. 186-187
-Deputy Dan and the Bank Robbers by Joseph Rosenbloom
-Amelia Bedelia books by Peggy Parish
-Follow directions using a map game (click play game)
-Follow multiple step instructions game (click play game)
-Write Source pp. 362-369
RL.1
Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis
for the answers.
Ask/Answer Questions
-Guiding Readers and Writers pp. 291-294, 471
Strategies That Work 2 pp. 81, 110-121, 140-141,197
-Comprehending and Fluency pp. 23-24, 538
-Learning Structures: modules 8-13 Workbook by Ruby Payne pp.63-68
-The ComprehensionToolkit: Summarize and Synthesize Lesson 22
-The ComprehensionToolkit: Determine Importance Lesson 16
-The ComprehensionToolkit: Infer Meaning Lesson 11
-The Continuum of Literacy Learning pp. 186-187
-The Café
Ask Questions Throughout the Reading Process pp. 160
Reading
-Short answer and/or multiple
choice
-Quiz
-Highlight answers in text
-Use think-marks with post-it-notes
-Create a mobile with
answers/illustrations/page
number where the evidence was
found
Follow Multi-step Written
Instructions
-Student demonstration
-Use a recipe to make a snack
-Read and follow directions to a
play a game or make a craft
-Follow a partner’s written
instructions
-Read and follow instructions for a
science experiment
Ask/Answer Questions
-Reader’s Notebook
-Play a Jeopardy game about a
story
-Pass a “Question Ball or Cube” in
a circle. Answer the question
nearest the catcher’s thumb about
a story
-Create a board game with
question and answer card
Reading Workshop
G3 - Bundle 6
-Humpty Dumpty Egg-Splodes by Kevin O’Malley
RL.5
Refer to parts of stories, dramas, and
poems when writing or speaking about a
text, using terms such as chapter, scene,
and stanza; describe how each
successive part builds on earlier
sections.
Refer to Excerpts
-Guided Readers and Writers pp. 133, 281, 471
-Comprehending and Fluency pp.10, 237-251, 287
-The Café
Summarize Text pp. 164
Refer to Excerpts
-Reader’s Notebook
-Students can participate in small
group or whole group discussions
-Highlight or write think-notes that
specify the evidence used to
support an answer to a question
RL.6
Distinguish their own point of view from
that of the narrator or those of the
characters.
Identify the Speaker/Narrator
-Comprehending and Fluency pp. 243, 355, 357
-Units of Study for Teaching Writing Grades 3-5 Book 2
Identify the Speaker/Narrator Highlight or write think-notes
of context clues that identify the
speaker or narrator
-Teacher observation from
literature discussions
-Short answer quiz
(3.3.6)
-Bad Kitty by Nick Bruel
-Two Bad Ants by Chris Van Allsburg
-Lesson on point of view
Reading Wonders - Unit 6
-(WK 5) pp.T270 – T281, R/W Workshop The Camping Trip, Bubble Gum
pp. 462 - 465
-(WK5) pp. T281A – T285, Anthology Ollie’s Escape pp. 546 - 551
Reading Workshop
3.1.1
Know and use more difficult word
families when reading unfamiliar words.
Find in reading texts spelling
patterns most commonly used in
English Language.
Use knowledge of these spelling
patterns as a strategy for figuring
out an unfamiliar word in the
context of authentic texts.
G3 - Bundle 6
Know and Use Word Families
-Launching the Writing Workshop pp. 45-47
-Continuum of Literacy Learning pp. 210-211
-Word Matters Appendix 15
-Prompting Guide pp. 7-9, 12-14, 33
-Words Their Way pp. 154-156 (pace & sequence), 170-179,
198-214, 244 (games), 384-392 (word lists)
-A Symphony of Whales by Steve Schuch
-FCRR Activities
-Word find puzzle maker
-Create a crossword puzzle
-Create your own rap with Shock's Beatbox
Correlating CC/Learning Targets
RI.2
RI.4
RI.5
RI.10
3.2.4
RL.2
RL.3
RL.4
RL.7
RL.10
3.3.1
3.3.8
RF.3
RF.4
Teacher Notes
Know and Use Word Families
-Word Study Lessons Teaching
Resources pp. 121, 124
-Words Their Way pp. 170-179
-Buddy Spelling activities
-Anecdotal records from Guided
Reading
-Observation of students playing
word family games
-Read nonsense words
Writing Workshop
G3 - Bundle 6
CC/Learning Targets
W.1
(3.5.6)
(3.5.7)
Write opinion pieces on topics or texts,
supporting a point of view with reasons.
Consider letters, essays,
advertisements, and speeches are
some of the genres writers use to be
persuasive.
Explain that to write persuasively
writers must identify issues for which
they feel passionate.
Recognize that to be persuasive
writers think about their audience.
a. Introduce the topic or text they are writing
about, state an opinion, and create an
organizational structure that lists reasons.
Resource of Ideas
Write Persuasive Pieces
-Learning Structures: modules 8-13 Workbook by Ruby Payne p. 62
-Units of Study for Teaching Writing Book 3
-The Continuum of Literacy Learning pp. 128-133
-Don’t Let the Pigeon Drive the Bus by Mo Williems
-Fine, Fine School by Sharon Creech
-I Wanna Iguana by Karen Kaufman
-Can I Keep Him by Steven Kellogg
-Earrings by Judith Viorst
-Hey Little Ant by Phillip M. Hoose and Hanna Hoose
c. Use linking words and phrases (e.g.,
because, therefore, since, for example) to
connect opinion and reasons.
-Persuasive letter organizer from teachingvision.org (click on TIME for
Kids
graphic organizers, click on persuasive letter organizer)
-The writing teacher strategy guide (scroll down to page 20, It’s Just a
Matter of Opinion)
-Organizers for writing on writingfun.com
-Forms of writing
d. Provide a concluding statement or section.
-Write Source 182-223
b. Provide reasons that support the opinion.
Reading Wonders - Unit 3
-(WK 6) pp.T352 –T363
Lucy Calkins eDocs
Unit 4: Opinion Writing: Persuasive Reviews and Speeches/Letters pp. 58-72
Unit 7: Genre Studies (Articles) pp. 107
Write Responses to Literature
-Launching the Writing Workshop p. 70
-Comprehending and Fluency pp. 372, 439-499
-Units of Study for Teaching Writing Book 5
Evidence of Learning
Write Persuasive Pieces
-Units of Study for Teaching
Writing Assessment Rubric
-ISTEP rubric or 6+1Traits of
Writing rubric assessment
-Writing sample
Write Responses to Literature
-The ComprehensionToolkit:
Determine Importance pp. 62-63,
67-71
-Units of Study for Teaching
Writing Assessment Rubric
-Written reflection
-Oral/written summary
-Write a letter to the author
-Short answer quiz
-Evidence from Reader’s
Notebook
Writing Workshop
G3 - Bundle 6
-The ComprehensionToolkit: Determine Importance Lesson 21
-The Continuum of Literacy Learning pp. 80-81, 128-133
-Wilma Unlimited: How Wilma Rudolph Became the World’s Fastest
Women by Kathleen Krull
-Mirette on the High Wire by Emily Arnold McCully
-The writing teacher strategy guide (scroll down to page 24, Writing in
Reading with W-W-H
-Personal written response to literature
-Write Source pp. 232- 265, 306-309
Reading Wonders - Unit 1
-(WK 1) pp.T31
-(WK 3) pp. T163
W.4
(3.4.3)
(3.4.9)
With guidance and support from adults,
produce writing in which the development and
organization are appropriate to task and
purpose. (Grade-specific expectations for
writing types are defined in standards 1-3
above.)
Create Single Paragraphs
-The Important Book by M. Wise Brown
-Tips for writing a paragraph
-How to write a paragraph
-Sandwich paragraph planner
-Developing Paragraph Writing Smekens
-Write Source pp. 42-57, 60-63, 90-93, 136-137, 226-231
Organize Ideas
-Writing | Organization Smekens
-Tips for writing a paragraph
-How to write a paragraph
-Sandwich paragraph planner
Create Single Paragraphs
-Writing sample
-Highlight topic sentence in writing
sample
-Writing conferences
-Evidence from letters in Reader’s
Notebook
Organize Ideas
-Writing sample
-Highlight topic sentence in writing
sample
-Writing conferences
-Rubric assessment
-Evidence from letters in Reader’s
Notebook
Writing Workshop
G3 - Bundle 6
-Write Source pp. 130-131, 176-179, 220-223, 262-264, 306-309
W.10
(3.5.5)
Write routinely over extended time frames
(time for research, reflection, and revision)
and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific
tasks, purposes, and audiences.
Write Responses to Literature
-Launching the Writing Workshop p. 70
-Comprehending and Fluency pp. 372, 439-499
-Units of Study for Teaching Writing Book 5
-The ComprehensionToolkit: Determine Importance Lesson 21
-The Continuum of Literacy Learning pp. 80-81, 128-133
-Wilma Unlimited: How Wilma Rudolph Became the World’s Fastest
Woman by Kathleen Krull
-Mirette on the High Wire by Emily Arnold McCully
-The writing teacher strategy guide (scroll down to page 24, Writing in
Reading with W-W-H
-Personal written response to literature
Write Responses to Literature
-The ComprehensionToolkit:
Determine Importance pp. 62-63,
67-71
-Units of Study for Teaching
Writing Assessment Rubric
-Written reflection
-Oral/written summary
-Write a letter to the author
-Short answer quiz
-Evidence from Reader’s
Notebook
-Write Source pp. 232- 265, 306-309
Reading Wonders - Unit 1
-(WK 1) pp.T31
-(WK 3) pp. T163
3.5.3
Write personal, persuasive, and formal
letters, thank-you notes, and invitations that:
show awareness of the knowledge and
interests of the audience, establish a purpose
and context, include the date, proper
salutation, body, closing, and signature.
Write persuasive letter.
Write Letters
-The Continuum of Literacy Learning pp. 128-133
-Don’t Let the Pigeon Drive the Bus by Mo Williems
-Writing a persuasive letter
-Write Source 188-203, 232-265
Write Letters
-ISTEP rubric, 6+1Traits of
Writing, or the Lucy Calkins rubric
assessment
-Writing sample
-Writing conferences
Writing Workshop
G3 - Bundle 6
Lucy Calkins eDocs
Unit 4: Opinion Writing; Persuasive Reviews and Speeches/Letter pp. 5872
Correlating CC/Learning Targets
W.5
W.6
W.7
3.4.4
3.5.3 b
Teacher Notes
Language and Word Study
CC/Learning Targets
L.1
(3.6.5)
G3 - Bundle 6
Resource of Ideas
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
Regular/Irregular Plural Nouns: Correctly Use Parts of Speech
-Continuum of Literacy Learning pp. 210-211
b. Form and use regular and irregular plural
nouns.
-A Mink, A Fink, a Skating Rink, What is a Noun? By Brian Cleary
-Alice Ramsey’s Grand Adventure by Don Brown
-If You Were a Plural Word by Trisha Speed Shaskan
-Grammar.ccc.commnet.edu
-Practice capitalizing proper nouns
-Capitalizing proper nouns lesson
-Capitalizing proper nouns game
-A landscape picture to locate nouns (use this picture to locate common
and proper nouns only)
-Studyzone for irregular plurals
Evidence of Learning
Regular/Irregular Plural Nouns:
Correctly Use Parts of Speech
-Identify and highlight in text
-Interactive edit
-Writing sample
-Writing conferences
-Buddy Spelling activities
-Fill in the blank quiz
-Evidence in writing sample
-Treasures Assessments
-Write Source pp. 374, 476, 518 (Plural Nouns)
Reading Wonders - Unit 2
-(WK 3) pp.T168 – T169,
-(WK3) pp. T197
3.1.4
Determine the meanings of words using
knowledge of synonyms, antonyms,
homophones, and homographs.
Define homophones and
homographs.
Recognize homophones (to, two,
too) and homographs in familiar
texts.
Infer the meaning of synonyms,
antonyms, homophones, and
Homophones/Homographs
-Word Study Lessons pp.285-296
-Continuum of Literacy Learning p. 58-59, 210
-Word Matters Appendices 25-26
-Comprehending and Fluency pp. 532-534
-Words Their Way pp. 214-216, 242, 246 (games), 396 (word lists)
-Good Night, Good Knight by Shelly Moore Thomas
-A Chocolate Moose for Dinner by Fred Gwynne
-If You Were a Homonym or Homophone by Loewen
Homophones/Homographs
-Word Study Lesson Teaching
Resources pp. 59-60
-Reading Wonders assessments
-Words Their Way pp. 214-216,
242, 246
-Draw illustrations of
homophones and define each
word
-Identify and highlight in text
Language and Word Study
homographs by reading them in
the context of authentic text.
-internet4classrooms
-Super match game with homophones (click on play game)
-Homophone slideshow quiz
-Homophones its, it's, there, their, and they're quiz
-Write Source pp. 494-509
Reading Wonders - Unit 5
-(WK 2)(Homographs) pp.T88 – T89, T109
G3 - Bundle 6
-Match pictures with words
-Write sentences using
homophones and homographs
-Student generated homophones
crossword
-Teacher observation of students
playing homophone/homograph
games (Solitaire, Concentration
and Win, Lose, or Draw)
-Play I Have/Who Has using
Homophones
Reading Wonders - Unit 4
-(WK 4)(Homophones) pp.T228 – T229
Reading Wonders - Unit 5
-(WK 5) (Homophones) pp.T280 – T281
Reading Wonders - Unit 1
-(WK 1) (Synonyms) pp.T26 – T27, T40 – T41
Reading Wonders – Unit 2
-(WK 1) (Antonyms) pp.T40 – T41
L.4
(3.1.6)
Determine or clarify the meaning of unknown
and multiple-meaning word and phrases
based on grade 3 reading and content,
choosing flexibly from a range of strategies.
a. Use sentence-level context as a clue to
the meaning of a word or phrase.
Use Context to Find Meaning
-Strategies That Work 2 pp.139, 140-141
-Continuum of Literacy Learning p. 211
-Prompting Guide pp. 7, 9, 13, 14
-The ComprehensionToolkit: Infer Meaning Lesson 10
-The Café
Use Word Parts pp. 187
Use Context to Find Meaning
-Strategies That Work 2:
Assessing What We’ve Taught
pp. 148-153
-The Comprehension Toolkit: Infer
Meaning Lesson 10 assessment,
rubric and checklist pp. 69-73
Language and Word Study
G3 - Bundle 6
Tune Into Interesting Words pp. 185
Use Prior Knowledge pp. 188
Use Pictures pp. 186
-What Makes Day and Night by Franklyn M. Branley
-The Moon Book by Gail Gibbons
-internet4classrooms
-FunBrain
-Context clues millionaire game (click on play HTML version)
-Anecdotal records from Guided
Reading
-Think-Pair-Share to discuss
possible meanings of unknown
words
-Quiz
-Think-notes in the margin or on
post-it-notes for unknown words
-Cloze activities
-Guess the covered word
-Write Source pp. 434-435, 437
3.1.1
Know and use more difficult word families
when reading unfamiliar words.
Find in reading texts spelling
patterns most commonly used in
English Language.
Use knowledge of these spelling
patterns as a strategy for figuring out
an unfamiliar word in the context of
authentic texts.
Know and Use Word Families
-Launching the Writing Workshop pp. 45-47
-Continuum of Literacy Learning pp. 210-211
-Word Matters Appendix 15
-Prompting Guide pp. 7-9, 12-14, 33
-Words Their Way pp. 154-156 (pace & sequence), 170-179,
198-214, 244 (games), 384-392 (word lists)
-Word Study Lessons pp. 481-484
-The Clown in the Gown Drives the Car With the Star by Brian P. Cleary
-internet4classrooms
-Word find puzzle maker
-Create a crossword puzzle
-Create your own rap with Shock's Beatbox
Correlating CC/Learning Targets
L.2
L.3
L.4
L.6
3.1.3
3.6.1
SL.1
SL.2
Teacher Notes
Know and Use Word Families
-Word Study Lessons Teacher
Resources pp. 121, 124
-Words Their Way pp. 170-179
-Buddy Spelling activities
-Anecdotal records from Guided
Reading
-Observation of students playing
word family games
Language and Word Study
3.1.2
3.6.3
3.6.4
SL.3
SL.4
SL.6
G3 - Bundle 6