Teacher Resources for Instructional Planning


Grade 3, Language Arts Language Expression: Determine appropriate supporting sentences (COS 20, 25/ SAT10)

Lesson Plans: The Taste of Relevance Students will learn the importance of selecting relevant details by picking the right toppings for an ice cream sundae. This activity gives the students a concrete visual memory of what good details are. Stretch It Out Good writers stretch out the important scenes in a story to make them more interesting to their readers. In this lesson, students will learn to stretch out a scene by adding things that they see, hear, think, and say to others. Tomato In small groups, students are introduced to the writing of a paragraph. Buzz! Whiz! Bang! Using Comic Books to Teach Onomatopoeia Using comic books and strips, students will find onomatopoetic words, develop a vocabulary list from the words, and discuss why writers, especially writers of comics, use onomatopoeia. Students then use an online tool to create their own comic strips using onomatopoeia.

Resources: Magnetic Words: Students can practice making sentences using magnetic words on this site. After they have created their sentences, they could write them down on a sheet of paper and develop other sentences to go with it. The TEAMS Writing Process: Students progress through "brainstorming," a story web, and a rough draft to the final product. You can watch all of the video or just the segment on topic sentences. This is hosted on Discovery Education unitedstreaming, and to access it you must have your user name and password. All teachers in Alabama can get this information from their school's media specialist or technology support teacher. Paragraph Burger: Help your students remember how to build a paragraph with this activity. Suggestions for English Language Learners: (E/B=Entering/Beginning, D=Developing, E=Expanding) (E/B) Let students work with a buddy to do their writing together. The buddy can write down what they say. (E/B, D) Have students use a topic from a teacher-led map of ideas for prewriting, or their own writing map/graphic organizer. Allow students to draw a picture, only write a a few words, or write some words in their native language. (D, E) Let students work with a buddy to do their writing together. (E) Have students use a topic from a teacher-led map of ideas for prewriting, or their own writing map/graphic organizer.
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