Activating Learning Strategy: Cognitive Teaching Strategies

Teacher:C.McBride Date:9/21 through 9/25 Block: Reading/Language/Spelling/Writing

Alabama COS: standards
SL.3.1b—SL.3.2—SL3.1c—SL.3.1d--
L.3.6—L.3.4a—L.3.4d—L.3.1i—L3.5b
RI.3.1, RI.3.4, RI.3.8, RI.3.10
RL.3.4—RL.3.7—RL.3.1—RL.3.3—RL.3.7—RL.3.2—RL3.10--
RF.3.3c—RF.3.4b---Know and apply grade-level phonics and word analysis skills in decoding words.(Daily)
W.3.3a:Select a real or imaginary experience or event to narrate. (Daily Journal Writing) W.3.8

ACTIVATING LEARNING STRATEGY: COGNITIVE TEACHING STRATEGIES:

KWL / Word Splash / Anticipation Guide / Lecture / Graphic Organizer/VLT / Poem, Rhymes, etc.
Survey / Possible Sentence / Think-Pair-Share / Reading / Pictograph / Acronyms/Word
First Word / Concept Map / Vocabulary Overview / Model / Diagram / Other: ______
Word Map / Frayer Model / Daily Language Practice (DLP)______/ Hands-on / Mind Map/Visual Guide
Engagement Strategies:
- Collaborative Group Work - Writing to Learn - Literacy Groups Other:______
- Questioning Techniques - Scaffolding Text -Classroom Talk
Technology Integration: Smart board Document Camera IPADS Mac Books Computers Kindles Interactive Tablets Digital/ Video Camera Clickers ACCESS Computer Program: Accelerated Reader___--Moby Max—Global Scholars___and overhead projector ______Other:____Read books as often as possible to students.______
Morning Work: AR Reading Time Journal Writing every day.

PROCEDURAL CONTENT (application)

Monday / Tuesday / Wednesday-Social Studies / Thursday-Social Studies / Friday
Essential Question /

Why is working together a good way to solve a problem?

/
Objective: / I can follow agreed upon rules for discussions; determine the main idea and supporting details of a text; acquire and use accurately grade appropriate words and phrases; learn meanings of new vocabulary words; / I can determine the meaning of words and phrases as they are used in a text; explain how specific aspects of a text’s illustrations contribute to the story; I can ask and answer questions to demonstrate understanding of a text; / I can describe characters in a story; explain how specific aspects of a text’s illustrations contribute to the story; recount stories including fables, folktales and myths; use sentence level context as a clue to the meaning of a word or phrase; use glossaries both print and digital. / I can describe characters in a story; explain how specific aspects of a text’s illustrations contribute to the story; recount stories including fables, folktales and myths; use sentence level context as a clue to the meaning of a word or phrase; use glossaries both print and digital. / I?can do well on my vocabulary test.
I can do well on my reading test.
Preview
(Before) / Bell Ringer: What is a folktale?
Think-Pair-Share: Discuss the bell ringer with partner.
Word Wall Activity: Introduce new voc. Words. / Bell Ringer: What is a folktale?
Think-Pair-Share: Discuss bell ringer with partner.
Word Wall Activity: Introduce new sight words. / Bell Ringer: What is a folktale?
Think-Pair-Share: Discuss the bell ringer with partner.
Word Wall Activity: Introduce and review reading voc. Words. / Bell Ringer:What is a folktale?
Think-Pair-Share: Discuss the bell ringer with partner.
Word Wall Activity: Introduce and review voc. Words. / Bell Ringer: What is folktale?
Think-Pair-Share: Discuss the bell ringer with partner.
TTWord Wall Activity: Introduce and review voc. Words.
Instruction
(During)

(After) / Whole Group: 60 min.
T10---T19 Read Story ask questions.
Small Group: 60 min
1. Jaguars
2. Tigers
3. Lions
Seatwork:
Finish journal writing, copy in spiral notebook every vocabulary word and its definition, copy voc. Words and sentences, then copy each spelling word 10 times.
Centers: Choose a different center each day.
Exit Slip:
Show journal writing / Whole Group: 60 min.
T21 –T25
Small Group: 60 min
1. Jaguars
2. Tigers
3. Lions
Seatwork:
Finish journal writing, copy in spiral notebook every vocabulary word and its definition, copy voc. Words and sentences, then copy each spelling word 10 times.
Centers: Choose a different center each day.
Exit Slip:
Show journal writing / Whole Group:60 min.
T290—T291 Read Story
Small Group: 60 min
1. Jaguars
2. Tigers
3. Lions
Seatwork:
Finish journal writing, copy in spiral notebook every vocabulary word and its definition, copy voc. Words and sentences, then copy each spelling word 10 times.
Centers: Choose a different center each day.
Exit Slip:
Show journal writing / Whole Group: 60 min.
Begin Reading Assessment Review.
Small Group: 60 min
1. Jaguars
2. Tigers
3. Lions
Seatwork:
Finish journal writing, copy in spiral notebook every vocabulary word and its definition, copy voc. Words and sentences, then copy each spelling word 10 times.
Centers: Choose a different center each day.
Exit Slip: Show Journal Writing / Whole Group: 60 min.
Give Reading Assessment
And vocabulary Test
Small Group: 60 min
1. Jaguars
2. Tigers
3. Lions
Seatwork:
Finish journal writing, copy in spiral notebook every vocabulary word and its definition, copy voc. Words and sentences, then copy each spelling word 10 times
Centers: Choose a different center each day.
Exit Slip: Show Journal Writing.
vocabulary / Carved, clues, grand, landmark, massive, monument, national, traces / Carved, clues, grand, landmark, massive, monument, national, traces / Carved, clues, grand, landmark, massive, monument, national, traces / Carved, clues, grand, landmark, massive, monument, national, traces / Carved, clues, grand, landmark, massive, monument, national, traces
Homework / Practice book page 41handwriting Worksheet / Practice book page 48
Handwriting worksheet

Summarizing: 3-2-1 Ticket out the Door The Important Thing Cue Cards Teacher Questions Student Summary Other:______

EXPLICIT INSTRUCTION

Monday / Tuesday / Wednesday / Thursday / Friday
Spelling Words: / Grammar:
Unit 2 Nouns page 60 textbook
Page 60 Seatwork
Page workbook
Spelling:
Coast, coal, sold, broke, slow, float, soak, scold, note, show,toad,gold, slope, bone, foe, reclean /

Grammar:

Unit 2 Nouns
Page re-teaching workbook page
Page 17 Homework
Spelling:
Coast, coal, sold, broke, slow, float, soak, scold, note, show,toad,gold, slope, bone, foe, reclean / Unite 2 Nouns
Page 61 seatwork
Homework page 11 and handwriting sheet
Language Test review.
8
Spelling:
Coast, coal, sold, broke, slow, float, soak, scold, note, show,toad,gold, slope, bone, foe, reclean /

Grammar:

Language Test
Page 17
Spelling Test
Coast, coal, sold, broke, slow, float, soak, scold, note, show,toad,gold, slope, bone, foe, reclean