- Unit 6
- Level 1
- 6 days
- N/A
- Download Lesson
Standards Addressed:
- L.3.1
- L.3.1.g
- L.3.2
- L.3.4
- L.3.5
- RF.3.3
- RF.3.3.c
- RF.3.3.d
- RF.3.4
- RI.3.8
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.7
- RL.3.9
- SL.3.1
- SL.3.6
- W.3.1
- W.3.1.a
- W.3.1.b
- W.3.1.c
- W.3.1.d
- W.3.2
- W.3.4
- W.3.5
- W.3.6
Lesson Materials/Resources
No Materials/Resources attachedObjectives
Idioms have moved to 4th grade CC standards so you can skip Red and Her Friends. Students need to know the difference between literal and nonliteral meanings of words (Gr. 3 CC stnds.)
Follow Treasures TE guidelines to teach Reading Foundations:
Note: Focus on identifying, using idioms is a CC Gr. 4 standard; Gr. 3 is literal/non- literal use of language
Phonics: vowel team syllables, multisyllabic words, Latin prefix uni-, fluency
Vocabulary Words: magnificent, masterpiece, ingredients, recipes, tasty, tradition, schedule, sequence, profits
Vocabulary skills: prefixes/ suffixes,
Spelling: r-controlled vowel words
Grammar: adjectives and articles, conventions of standard English
Journal Entry: If Rooster and his friends wanted to rename their special shortcake, what name would you suggest and explain how the story helped you with the new name.
Assessment/CFU
Instructional Activities:
Reading Foundations:
- Phonics: r-controlled vowel, prefixes/suffixes, Greek dia- and - gram, TE348N
- Vocabulary skills: dictionary, literal/non- literal use of language
- Multisyllabic Words TE 348O
- Spelling: r-controlled vowel syllables
- Grammar: Adverbs, Conventions of standard English
- Academic Vocabulary (in text, context, or lesson: flour, sift, cut, splat, squawk, chicken coop, prance, Fahrenheit, Celsius, flavor, shove, grumble,
Expert, degrees, measure, tablespoon, teaspoon, beat, ship, stack, tilt
Read Cook-a-Doodle-Doo using the CAG resource packet and the Treasures TE guidelines
This story is at a low-end lexile level for third grade. You might consider giving all students 20 min. or so to read this story on their own before reading and discussing as a class. This gives those who can read independently a chance to experience the story on their own and those who have difficulties can apply skills and strategies to attempt to build meaning of the story. (Model reading to self during 20 minutes.)
Discuss this story using TE guidelines, CAG suggestions and resource packet.
Journal Entry: If Rooster and his friends wanted to rename their special shortcake, what name would you suggest and explain how the story helped you with the new name.
Opening/Warmup/Connecting Prior Knowledge
Activities:
Following the reading of story have students make connections to other books with similar characters or characteristics (Little Red Hen).
One key feature of Cook-A-Doodle-Do is a recipe. Use recipe writing as a way to teach “How-to” Writing.
Whole Group Activity:
Writing a Recipe for Fantasy:
Using the posted comparison matrix, review the components of a fantasy. As a class, write a recipe on chart paper about what is needed to create a fantasy. Include ingredients and instructions.
Independent Activity:
Elements of a Personal Recipe
Review and/or model the format for developing or writing a recipe. Focus on ingredients and sequential procedures.
Have students then independently write a recipe for an activity that they enjoy doing (skateboarding, skiing, playing chess, etc.) They might begin with a draft recipe on a file card, pair/share for feedback, and a revision recipe on a larger card or paper.
Students should take this how-to piece to a final copy. Use explicit writing strategies to teach the process of making revisions and editing. You might want to use a graphic organizer for students to order and document their procedures. Option: Include graphic, illustration, or demonstration.
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