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Language Arts Grade 3
Standard 1: Students engage in the research process
Standard 2: Students engage in the reading process
Standard 3: Students engage in the writing process
Standard 4: Students engage in the speaking and listening process
Standard 5: Students understand media
Standard 6: Students understand and use principles of language
| Standard 2: Students engage in the reading process | ||
| LITERACY/INFORMATIONAL GENRES AND ELEMENTS | FLP Lessons | Activity that Addresses this Benchmark |
| 3.2.1 - Identify the elements of a fiction text; i.e., setting, character developments, events, problem, resolution/solution | Chewsy Choices | Students read and perform a play about the five food groups and the nutrients that they each provide for the student's body. |
| Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. | |
| 3.2.2 - Identify characteristics of expository text; i.e., headings, subheadings, captions, graphics, tables, and conventions of print | Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. |
| 3.2.3 - Identify characteristics of multi-cultural texts from various genres; i.e., realistic fiction, historical fiction, poetry, folktales, fantasy, fairy tales, plays, non-fiction | ||
| 3.2.4 - Use glossaries, table of contents, and indexes to locate information | ||
| WORD RECOGNITION/VOCABULARY | ||
| 3.2.5 - Use word recognition strategies to determine the meaning of unfamiliar words and make sense of text; i.e., synonyms/antonyms, prefixes/suffixes, words with multiple meanings, context clues | The Plant and Me | Through discussing, observing and role-playing students learn that plants and people have similar needs for survival. Word recognition strategies are used to determine the meaning of unfamiliar words. |
| Fruits and Veggies | Students identify and compare fruits and other edible plant parts through a fast-paced game. When necessary they use word recognition strategies to determine the meaning of unfamiliar words. | |
| Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. | |
| Root, Root for Life | Students learn about the importance of roots and identify three ways in which roots help plants. When discussing unfamiliar words, word recognition strategies might be used. | |
| From Apple Cores to Healthy Soil | Students perform a composting experiment that reveals how soil organisms, temperature, air and water are able to decompose organic waste and enrich soil. Word recognition strategies are used to determine the meaning of unfamiliar words. | |
| Tomatoes to Ketchup, Chickens to Omelettes | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. They analyze the processes raw foods undergo when processed. Word recognition strategies are used throughout the lessons to help determine the meaning of new words. | |
| We're into Pumpkins | Students will describe pumpkins, including their parts, colors, sizes and shapes. They also learn new words for describing pumpkins. Recognition strategies may be used when learning the new words. | |
| Buzzy, Buzzy Bee | Students review the process and sequence of plant pollination. Word recognition strategies are used to determine the meanings of unfamiliar words. | |
| Tree-mendous | Students play a fast -paced word classification game that helps them to gain an appreciation for the variety of ways people use and benefit from trees. | |
| 3.2.6 - Use word reference aids to determine word meaning; e.g. dictionary, thesaurus, and glossary | The Plant and Me | Through discussing, observing and role-playing students learn that plants and people have similar needs for survival. Dictionaries are used to determine the meaning of unfamiliar words. |
| Fruits and Veggies | Students identify and compare fruits and other edible plant parts through a fast-paced game. When necessary they use a dictionary to determine the meaning of unfamiliar words. | |
| Germ Busters | Students conduct an experiment about microbail growth. When learning new terms, word recognition strategies may be used. | |
| Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. | |
| Root, Root for Life | Students learn about the importance of roots and identify three ways in which roots help plants. When discussing unfamiliar words, word reference aids might be used. | |
| From Apple Cores to Healthy Soil | Students perform a composting experiment that reveals how soil organisms, temperature, air and water are able to decompose organic waste and enrich soil. Dictionaries are used to determine the meaning of unfamiliar words. | |
| Tomatoes to Ketchup, Chickens to Omelettes | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. They analyze the processes raw foods undergo when processed. When necessary, the students use a dictionary or glossary to determine the meaning of unfamiliar words. | |
| We're into Pumpkins | Students will describe pumpkins, including their parts, colors, sizes and shapes. They also learn new words for describing pumpkins. Dictionaries may be used when learning the new words. | |
| Buzzy, Buzzy Bee | Students review the process and sequence of plant pollination. Reference aids are used to determine the meanings of unfamiliar words. | |
| READING STRATEGIES FOR MEANING | ||
| 3.2.7 - Use reading strategies to increase and monitor comprehension; i.e. building background with connections, main idea/details, fact/opinion, predicting, inferring, questioning, synthesizing, summarizing, visualizing/verbalizing | Seed Surprises | Students create a list of what they know about seeds, then listen to stories about seeds and plants. They then add new knowledge to the list. |
| Root, Root for Life | Students learn about the importance of roots and identify three ways in which roots help plants. When discussing unfamiliar words, word reference aids might be used. | |
| Seasons Through the Year | Students read books about seasons, in order to build awareness of seasonal change. | |
| 3.2.8 - Demonstrate fluency, reading in meaningful phrases: clear, at an appropriate rate, with expression and accuracy | Seed Surprises | Students create a list of what they know about seeds, then listen to stories about seeds and plants. They then add new knowledge to the list. |
| Root, Root for Life | Students learn about the importance of roots and identify three ways in which roots help plants. When discussing unfamiliar words, word reference aids might be used. | |
| Seasons Through the Year | Students read books about seasons, in order to build awareness of seasonal change. | |
| PURPOSE FOR READING | ||
| 3.2.9 - Read for a variety of purposes, including to gain information, for enjoyment, and to form an opinion; e.g., role-playing, journals, diaries, etc. | Seed Surprises | Students create a list of what they know about seeds, then listen to stories about seeds and plants. They then add new knowledge to the list. |
| School Ground Caretakers | Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful caretakers of their outdoor environment. Students journal about their observations and reflections when in their own special place. | |
| Seasons Through the Year | Students read books about seasons, in order to build awareness of seasonal change. | |
| Buzzy, Buzzy Bee | Students review the process and sequence of plant pollination. They then play a game in which they pretend to be honeybees and apple trees to continue to learn about pollination. | |
| Chewsy Choices | Students read and perform a play about the five food groups and the nutrients that they each provide for the student's body. | |
| 3.2.10 - Reflect on and respond to texts from various genres and cultures | ||
| Standard 3: Students engage in the writing process | ||
| PREWRITING | FLP Lessons | Activity that Addresses this Benchmark |
| 3.3.1 - Select ideas and information to persuade, entertain, or inform using a specific genre of writing; i.e., narrative, personal persuasive, traditional tale, poetry | We're Into Pumpkins | Students explore what they already know about pumpkins and imagine all the possible uses for pumpkins, today and far in the past. |
| Germ Busters | Students share their findings of microbial growth on three potatoes (one that has not been handled, one that has been handled with unwashed hands, and one that has been handled with washed hands) in a variety of ways, ranging from illustrations to narrations, all of which can be displayed in the school and community. | |
| Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. | |
| From Apple Cores to Healthy Soil | Students list reasons for recycling organic waste. | |
| Investigating Insects | Students observe and record at least five behaviors of insects. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| Seasons Through the Year | Students write about aspects of each season in agricultural communities, urban communities & their own communities. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| 3.3.2 - State and organize prior knowledge and experience to produce a written text; e.g., webbing, listing, gathering information, taking notes | Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. |
| We're Into Pumpkins | Students brainstorm ideas for possible used of pumpkins. | |
| Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. | |
| School Ground Caretakers | Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful caretakers of their outdoor environment. Students journal about their observations and reflections when in their own special place. | |
| Seasons Through the Year | Students discuss what they already know about the four seasons, then later create Venn diagrams illustrating the similarities and differences between seasons in agricultural and urban areas. | |
| DRAFTING | ||
| 3.3.3 - Use characteristics of different genres in writing; i.e. narrative, personal persuasive, traditional tales, poetry | Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. |
| School Ground Caretakers | Students find own special place on school ground and journal about it. | |
| Root, Root for Life | Students observe and explain functions and types of roots. | |
| Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Investigating Insects | Students observe and record the behaviors of at least five insects. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| Seasons Through the Year | Students write about aspects of each season in agricultural communities, urban communities & their own communities. | |
| Banking on Seeds | Students observe and record the characteristics of seeds. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| 3.3.4 - Use a variety of sentence structures; i.e., simple and compound sentences | Seasons Through the Year | Students write about aspects of each season in agricultural communities, urban communities & their own communities. |
| Let's Celebrate! | Students gather and analyze information about favorite celebrations and describe three or four things people do to celebrate. | |
| Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| School Ground Caretakers | Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful caretakers of their outdoor environment. Students journal about their observations and reflections when in their own special place. | |
| Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. They also perform a play through which they learn what nutrients each food group provides to them. | |
| Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. | |
| 3.3.5 - Organize and develop paragraphs with topic sentences, supporting details, indentation, punctuation, and capitalization | Seasons Through the Year | Students write about aspects of each season in agricultural communities, urban communities & their own communities. |
| Let's Celebrate! | Students gather and analyze information about favorite celebrations and describe three or four things people do to celebrate. | |
| Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. They also perform a play through which they learn what nutrients each food group provides to them. | |
| Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. | |
| 3.3.6 - Incorporate vocabulary in writing | Seasons Through the Year | Students write about aspects of each season in agricultural communities, urban communities & their own communities. |
| Root, Root for Life | Students observe and explain the function and types of roots. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| We're into Pumpkins | Students describe pumpkins, including their parts, colors, sizes and shapes. They also learn new words for describing pumpkins. Dictionaries may be used when learning the new words. | |
| Let's Celebrate! | Students gather and analyze information about favorite celebrations and describe three or four things people do to celebrate. | |
| From Apple Cores to Healthy Soil | Students keep an observation log of a composting experiment. They incorporate the new vocabulary they have learned into the log. | |
| School Ground Caretakers | Students incorporate vocabulary into their journals as they observe and reflect about their school ground from their own special place. | |
| Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. They also perform a play through which they learn what nutrients each food group provides to them. Students incorporate new terms that they learn into their writing. | |
| Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. They incorporate the terms they have learned for parts of a plant. | |
| REVISING | ||
| 3.3.7 - Review organization for elaboration, description, and syntax to improve the meaning and focus of a written text based on audience feedback | Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. |
| EDITING | ||
| 3.3.8 - Use proofreading marks to edit written text for capitalization, punctuation, spelling, sentence structure, grammar, and paragraph indentation | Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| 3.3.9 - Use reference tools to edit writing; i.e., dictionary, thesaurus, word wall, classroom library, word processor. | Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| FINAL DRAFT | ||
| 3.3.10 - Compose written text that demonstrates understanding of purpose and audiences using a specific genre of writing; I.e., narrative, personal persuasive, traditional tale, poetry. | Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. |
| Seasons Through the Year | Students write and illustrate books with pages representing each seasons unique offerings. | |
| Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. They also perform a play through which they learn what nutrients each food group provides to them. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| PUBLICATION/PRESENTATION | ||
| 3.3.11 - Evaluate writing process/product using a variety of assessment tools; e.g., checklist, rubric | Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. |
| Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. They also perform a play through which they learn what nutrients each food group provides to them. | |
| Seasons Through the Year | Students write and illustrate books with pages representing each seasons unique offerings. The book is graded with a rubric. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| 3.3.12 - Share final copy with peers, teachers, and /or family members | Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. |
| Seasons Through the Year | Students write and illustrate books with pages representing each seasons unique offerings. | |
| Standard 4: Students engage in the speaking and listening process | ||
| PLANNING FOR AN AUDIENCE/PURPOSE | FLP Lessons | Activity that Addresses this Benchmark |
| 3.4.1 - Organize information and ideas for an oral presentation to inform, demonstrate, entertain, or persuade; i.e. narrative, personal persuasive, poetry | Let's Celebrate | Students discuss the reasons people celebrate and how they celebrate. The students also interview friends and family members about favorite holidays. They then share the stories orally. |
| School Ground Caretakers | Students collect objects from their school ground then present their object to the class. | |
| Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. They also perform a play through which they learn what nutrients each food group provides to them. | |
| Expression Connection | Students share "farm stories" as an intro to word associations and writing poetry about farming. | |
| 3.4.2 - Develop a presentation to inform, demonstrate, entertain, or persuade; i.e., narrative, personal persuasive, poetry | Let's Celebrate | Students interview friends and family about their favorite holidays, then share the holiday stories orally. |
| Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. They also perform a play through which they learn what nutrients each food group provides to them. | |
| Expression Connection | Students share "farm" stories as an intro to word associations and poetry writing about farming. | |
| VERBAL AND NONVERBAL COMMUNICATION | ||
| 3.4.3 - Use appropriate speaking vocabulary | The Plant and Me | Students use the correct vocabulary terms when discussing the parts of a plant. |
| Seed Surprises | Students learn to identify parts of a plant (stem, roots and leaves) and then use the appropriate names for each part when talking about it. | |
| Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. They also perform a play through which they learn what nutrients each food group provides to them. | |
| Expression Connection | Students share "farm stories" as an intro to word associations and writing poetry about farming. | |
| From Apple Cores to Healthy Soil | Students discuss their findings in a composting experiment. They use the new vocabulary that they have learned when doing so. | |
| Seasons Through the Year | Students use the appropriate terms when discussing the characteristics of different seasons. | |
| Tomatoes to Ketchup, Chickens to Omelettes | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. They analyze the processes raw foods undergo when processed. When discussing the processes, the students use appropriate speaking vocabulary. | |
| Fruits and Veggies | Students learn to distinguish between fruits and vegetables, and the proper terminology to use when describing them. | |
| We're Into Pumpkins | Students learn and use appropriate terminology regarding pumpkins. | |
| 3.4.4 - Use pitch, volume, and tone appropriate to the speaking situation | The Plant and Me | Students use the appropriate pitch, volume and tone when discussing the parts of a plant. |
| Chewsy Choices | Students perform a play about the foods eaten at a family dinner and learn about the nutrients provided by each food. | |
| 3.4.5 - Use nonverbal communication skills such as gestures and eye contact | The Plant and Me | Students use nonverbal communication skills when discussing the parts of a plant. |
| Chewsy Choices | Students perform a play about the foods eaten at a family dinner and learn about the nutrients provided by each food. | |
| CONVERSATION, GROUP DISCUSSION, AND ORAL PRESENTATION | ||
| 3.4.6 - Participate as an active listener and speaker in group discussions ***(While all Food Land People lesson provide opportunities for group discussions, these are the lessons that best utilize discussion.) | The Plant and Me | Students learn about plants through discussing how the needs of a plant are similar and different from the needs of a person, and role playing. |
| Seed Surprises | Students discuss seeds and how plants grow, before and after observing the growth of seeds. | |
| Chewsy Choices | Students discuss the food pyramid. | |
| Tomatoes to Ketchup, Chickens to Omelettes | Students sort food pictures according to raw food source, create a collage that illustrates a specific raw food and its products and analyze and discuss the processes raw foods undergo when processed. | |
| We're Into Pumpkins | Students discuss the origin and uses of pumpkins. During a brainstorming activity they imagine all the possible uses of pumpkins, today and in the distant past. The class then shares their ideas with each other. | |
| School Ground Caretakers | Students discuss importance of their school ground and being respectful of it. | |
| Fruits and Veggies | Students discuss the differences between fruits and vegetables. | |
| Seasons Through the Year | Students discuss the characteristics of the four seasons in order to build awareness of seasonal change. | |
| Root, Root for Life | Students discuss ways in which roots help plants, explain how roots help the soil and tell why roots are important to people. | |
| Let's Celebrate | Students discuss holidays and how they are celebrated. | |
| Don't Use It All Up! | Students discuss the many ways in which water is used and the effects that the demands of a large population have on natural resources. Students also discuss how everyone can conserve or give water back to the environment. | |
| Germ Busters | Students discuss the effects of germs in their lives and the role hand washing plays in preventing illness. | |
| Buzzy, Buzzy Bee | Students play a game that teaches them about pollination and discuss the important role that bees play in the process. | |
| From Apple Cores to Healthy Soil | Students discuss how organic waste is decomposed and enriches the soil. | |
| Perc Through the Pores | Students describe and discuss the three main types of soil particles. | |
| Banking on Seeds | Students have discussions about the importance of seeds throughout history and now. | |
| Could It Be Something They Ate? | Students discuss the importance of safe food handling and analyze their own and others behavior to determine who might get sick from contaminated food. | |
| Feed the Need | Students discuss all aspects of hunger in groups and report to the class. | |
| Gala Fiesta Jamboree | Students discuss the role of celebrations in diverse cultures, their class, and the local community. | |
| Investigating Insects | Students discuss ways in which some insects are beneficial to people. | |
| Standard 5: Students understand media | ||
| MEDIA GENRES | FLP Lessons | Activity that Addresses this Benchmark |
| 3.5.1 - Recognize existing and developing media | ||
| Recognize characteristics of common types of media; e.g., books, magazines, newspapers, cartoons, radio, television, films, electronic sources | ||
| USING MEDIA FOR A PURPOSE | ||
| 3.5.3 - Construct different samples of media genres to inform and entertain an audience; i.e., posters, newsletters, brochures | Tomatoes to Ketchup, Chickens to Omelettes | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. They analyze the processes raw foods undergo when processed. |
| 3.5.4 - Evaluate media products of peers and self using a rubric | ||
| INTERPRETING MEDIA | ||
| 3.5.5 - Describe elements in media to establish meaning; i.e., main idea, supporting details, fact and opinion | ||
| Standard 6: Students understand and use principles of language | ||
| LANGUAGE CONVERSIONS/MECHANICS | FLP Lessons | Activity that Addresses this Benchmark |
| 3.6.1 - Use parts of speech; i.e., noun, verb, pronoun, adjective, adverb, prepositions, and conjunctions | The Plant and Me | Students learn that plants and people have similar needs through discussing, observing, and role playing. They then write a story about the interdependence of plants and people. |
| Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. | |
| Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. They also perform a play through which they learn what nutrients each food group provides to them. | |
| Germ Busters | Students make predictions for a controlled experiment, then record observations of the experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| School Ground Caretakers | Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful caretakers of their outdoor environment. Students journal about their observations and reflections when in their own special place. | |
| Let's Celebrate! | After studying celebrations from a variety of cultures, students write a description of a celebration that would be meaningful to them. | |
| 3.6.2 - Use subjects and predicates in simple and compound sentences | The Plant and Me | Students learn that plants and people have similar needs through discussing, observing, and role playing. They then write a story about the interdependence of plants and people. |
| Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. | |
| Germ Busters | Students make predictions for a controlled experiment, the record observations of the experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| School Ground Caretakers | Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful caretakers of their outdoor environment. Students journal about their observations and reflections when in their own special place. | |
| Let's Celebrate! | After studying celebrations from a variety of cultures, students write a description of a celebration that would be meaningful to them. | |
| 3.6.3 - Use verb tenses; i.e., past, present, future | The Plant and Me | Students learn that plants and people have similar needs through discussing, observing, and role playing. They then write a story about the interdependence of plants and people. |
| Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. | |
| Germ Busters | Students make predictions for a controlled experiment, then record observations of the experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| School Ground Caretakers | Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful caretakers of their outdoor environment. Students journal about their observations and reflections when in their own special place. | |
| Let's Celebrate! | After studying celebrations from a variety of cultures, students write a description of a celebration that would be meaningful to them. | |
| 3.6.4 - Use capitalization; e.g., proper nouns, titles of books, magazines | The Plant and Me | Students learn that plants and people have similar needs through discussing, observing, and role playing. They then write a story about the interdependence of plants and people. |
| Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. | |
| Germ Busters | Students make predictions for a controlled experiment, then record observations of the experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| School Ground Caretakers | Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful caretakers of their outdoor environment. Students journal about their observations and reflections when in their own special place. | |
| Let's Celebrate! | After studying celebrations from a variety of cultures, students write a description of a celebration that would be meaningful to them. | |
| 3.6.5 - Use conventions of punctuation; i.e., ending punctuation, commas - in a series, with a conjunction, dates, city and state, greeting and closing of a letter, direct quotations, and titles of books | The Plant and Me | Students learn that plants and people have similar needs through discussing, observing, and role playing. They then write a story about the interdependence of plants and people. |
| Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. | |
| Germ Busters | Students make predictions for a controlled experiment, then record observations of the experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| School Ground Caretakers | Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful caretakers of their outdoor environment. Students journal about their observations and reflections when in their own special place. | |
| Let's Celebrate! | After studying celebrations from a variety of cultures, students write a description of a celebration that would be meaningful to them. | |
| 3.6.6 - Use principles of spelling; e.g. double final consonant following short vowel, contractions, homophones | The Plant and Me | Students learn that plants and people have similar needs through discussing, observing, and role playing. They then write a story about the interdependence of plants and people. |
| Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. | |
| Germ Busters | Students make predictions for a controlled experiment, then record observations of the experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| School Ground Caretakers | Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful caretakers of their outdoor environment. Students journal about their observations and reflections when in their own special place. | |
| Let's Celebrate! | After studying celebrations from a variety of cultures, students write a description of a celebration that would be meaningful to them. | |
| FIGURATIVE LANGUAGE | ||
| 3.6.7 - Use and interpret similes, metaphors, onomatopoeia and alliteration in oral and written messages | ||