Wichita falls ISD
Third Grade ELAR
Genre: Humorous Fiction
Lesson Planner
Time Frame: [Week 2]
Objectives
Skills: The student will be able to…
Reading:
 Use the relationships between letters and sounds, spelling patters, and morphological analysis to
decode written English
 Comprehend a variety of texts drawing on useful strategies as needed
 Read grade level texts with fluency and comprehension
 Understand new vocabulary and use it when reading
 Identify and use antonyms and synonyms
 Summarize the plot’s main events
 Describe the interaction of characters
 Figure 19—Use a flexible range of meta-cognitive reading skills in both assigned and independent
reading to understand and author’s message. Students will continue to apply earlier standards
with greater depth in increasingly more complex texts as they become self-directed critical
readers. ** Figure 19 will be consistently spiraled throughout the year.
Grammar/Writing
 Use elements of the writing process
 Plan a first draft and generating ideas through a range of strategies (brainstorming; graphic
organizers)
 Write literary texts to express their ideas and feelings about real or imagined people, events,
and ideas
 Write about their own experiences
 Use and understand the function of nouns
 Write legibly and use appropriate capitalization and punctuation conventions in their
compositions
Spelling:
 Students spell correctly
ELPS –Students will:
 Demonstrate listening comprehension
 Use new vocabulary in stories
 Show comprehension through basic reading skills
 Narrate, describe and explain in writing
 Spell familiar English words
Wichita Falls ISD (2014-2015)
TEKS
Reading:
3.1; 3.2; 3.3;
3.4; 3.4C;
3.8A-B
Figure 19
Grammar/
Writing:
3.17; 3.17A;
3.18; 3.19;
3.22A(ii);
3.23
Spelling:
3.24
ELPS:
2I; 3B; 4I;
5C; 5G
Lesson Information
Activities
Vocabulary
Monday – NO SCHOOL
Academic Vocabulary:
Tuesday-
humorous fiction: a realistic fiction text
that is full of fun and meant to entertain
Reading
 Review parts of the text book: table of contents, glossary, where to
find target skill, target strategy, genre information, and information
about the author and illustrator
 Introduce skill: fiction summary/plot (Somebody Wanted But So
Then strategy) with anchor chart
o Summary anchor charts
o Summary packet (foldable included)
 Listen to “A Fine, Fine School” on CD
 Guided practice: create a story summary using “A Fine, Fine School”
o Story summary activity
 Introduce vocabulary: (teacher guided practice: glossary, vocabulary
card, etc.)
 Finish assessing student’s site word knowledge using list 1
Spelling:
 Spelling Connections Unit 2: short e/short o
o Guided practice introduce Unit 2 spelling words p. 20
o Send differentiated spelling list home; p. 7-12 (Spelling
Connections Teacher Resource Book)
Writing and Grammar:
 Review end punctuation with Write Source Student Book p. 507, 508
 Interactive notebook punctuation foldable activity
 Independent practice Write Source Skills Book p. 7
 Guided practice Write Source Skills Book p. 8
WednesdayReading:
 Guided practice: create a story summary using a story from p. 75-78
from the Developing Readers CD
 Watch Synonyms & Antonyms Flocabulary Video
 Introduce skill: synonym/antonym with anchor chart posters
o Interactive notebook activity
 Oral reading “A Fine, Fine School” (partner read, table read, whole
group read)
 Guided practice: “Grab and Go” comprehension test. Utilize this
time to show students how to go back in the story and find the
answers and well as introduce test taking strategies.
Spelling:
 Spelling Connections Unit 2: short e/short o
o Guided practice Unit 2 spelling words p. 22
Writing and Grammar:
 Introduce why writers write and how to become a writer p. 8-9 Write
Source Student Book
Wichita Falls ISD (2014-2015)
story elements: (review characters and
setting)
summary/plot: the events and actions,
the conflict, and the order in which this
information is presented in a fiction text
(problem, solution)
summary: a summary is a short paragraph
retelling the most important ideas and
supporting details in the text
ThursdayReading:
 Independent practice: create a story summary using a story from p.
75-78 from the Developing Readers CD
 Independent Practice: Fill in story map using “A Fine, Fine School”
(fiction/non-fiction, characters, and setting)
 Guided Practice: Fill in story map (summary)
 Synonym/antonym activity-choose from the activity list
Spelling:
 Spelling Connections Unit 2: short e/short o
o Guided practice Unit 2 spelling words p. 21
o Differentiated spelling homework p. 13-16 (Spelling
Connections Teacher Resource Book)
Writing and Grammar:
 Introduce nouns using Multisensory Grammar and Written
Composition teacher manual p. 1 (nouns will always be color coded
yellow)
 Whole group activity: complete activities A, B and C on p. 1
 Independent practice: Write Source Daily Oral Language Workout
p. 4 (GT Extension p. 77)
synonym: words with same or similar
meanings
antonym: words with different meanings
FridayReading:
 Summary Assessment: use a story from p. 75-78 from the Developing
Readers CD with Summary graphic organizer
 Synonym/antonym assessment
Spelling:
 Spelling test over Unit 2: short e/short o
Writing and Grammar:
 Introduce prewriting as the first step of the writing process:
prewriting p. 10-11 Write Source Student Book
o Writing process posters
Parts of Speech:
Nouns names a person, place or thing
Activity List:
Spelling:
 Tic-tac-toe board
 Tic-tac-know boards
 Activity menu board
 Roll and spell activity board
 Spelling Sparkle game video
Journeys Vocabulary:
 Unit 1 lesson 1 word list
 Unit 1 lesson 1 concentration
 Unit 1 lesson 1 dominoes


Guided practice: use a graphic organizer to prewrite about “me”
o Bubble map
o Circle map
Independent practice: allow students to use a graphic organizer to
prewrite about themselves
Synonym/antonym:
 Synonym/antonym honeycomb game
 Synonym/antonym shaker game
 Synonym/antonym “I have, who
has?”
Technology/Video Resource List:
 Synonym/antonym internet game
 Apples & Pairs App
 Synonyms & Antonyms Flocabulary
Video
Wichita Falls ISD (2014-2015)
Parent Resources
 Practice spelling words
 Spelling City
 Read to or with your child for ten minutes every night.
 Have your child write three sentences about their school day
 Websites:
o WFISD Livebinders
o Tumblebooks
o RazKids
o USATestPrep
Wichita Falls ISD (2014-2015)