Goals

STW read and discuss the learning objectives.

C.O. SWBAT use syllable patterns to decode multi-syllabic words.
C.O. SWBAT identify prefixes and understand the meaning.
C.O. SWBAT identify suffixes and understand the meaning.
C.O SWBAT read with sufficient accuracy and fluency to support comprehension.
C.O. SWBAT read on-level text with purpose and understanding.
C.O. SWBAT identify and understand literal text and non-literal text.
L.O. I can decode multi-syllabic words.
L.O. I can identify and understand the meaning of prefixes.
L.O. I can identify and understand the meaning of suffixes.
L.O. I can identify literal and non-literal text.
L.O. I can identify idioms.
L.O. I can figure out the literal meaning of idioms.

Assess prior knowledge

*TW review that when the students first come into the classroom for reading group, they will take out their reading notebooks
then practice silent reading from their AR books until teacher begins lesson.
*TW review rules of group discussions and different Kagan strategies (round robin, think-pair-share, talking chips).
*TW review syllable types for the CLOVER chart (closed, open, vowel team, silent e, and r controlled).
*TSW review what prefixes and suffixes are.
*TW review prefixes and suffixes previously discussed in class.

New Information
Prefixes: non- not, opposite of and mis- wrong
Suffixes: -es: plural, more than one (after x, ch, sh, -f or fe change f to v and add es,consonant followed by o (-es),
vowel followed by o (-s))
-ed: past tense (doubling (CVC))
TW introduce literal and non-literal text.
Literal:taking

words in their usual or most basic sense without metaphor or allegory

Non-Literal:not using or taking words in their usual or most basic sense.
TW introduce idioms
Idioms: a type of figurative language that uses non literal words or phrases.

Application
PHONICS:
* TW review the steps to decode multisyllabic words by reviewing the CLOVER chart. TW use Explicit Phonics and provide the
students with the following words to decode: nap-kin,he-ro, cape, ex-plain, tur-tle, lit-tle.
High Group: SW have 3 minutes to work with their group to decode the given words. We will then check them as a class.
Words to add: be-have, rab-bit, fin-ger

*TW introduce new prefixes to add to their prefix chart. TW provide words for the students and have them practice identifying
the prefix and the meaning of the word. We will use the following words: mistake (to be wrong about), misunderstand (to
wrongly understand), nonfiction (not made up), nonsense (not having sense).
*TW introduce new suffixes to add to their suffix chart. TW provide words for the students and have them practice identifying
the suffix and the meaning of the word. We will use the following words: stopped, hopped, boxes, beaches
High group: SW be given words with both suffixes and prefixes. SW identify and label the parts of the given words: misguided,
unreliable
WIPR BLOCK
Set Purpose:
Introduce and start identifying idioms.
Method of Instruction:
SW discuss and share words/phrases (idioms) shown.
SW copy idioms chart into reading notebooks.
SW fill in "I think the meaning is...." section of the chart.
TSW read and discuss the words or phrases (idioms).
TW tell students that those words/phrases are called idioms. Tell students idioms are figurative language.
TSW discuss literal and non-literal text.
TSW read the objective for the day.
Application:
TSW read the book "More Parts". While reading, STW discuss the idioms in the book and we will discuss the literal meaning of
the given idioms.
TW begin anchor chart on literal vs. non literal text. SW discuss in partners what they think the given idioms literal meaning is.
Independent Reading/Conference:.
-Select 12 students to receive books directly related to idioms. The remainder of the students will read their fiction text and
determine if they have any idioms.
Remind them to look for idioms as they are reading. Students should be able to read silently for 20 minutes.
*SW practice reading silently in their fiction books at their desks for 20 minutes to increase their reading stamina (No walking
No Talking).
*TW pull students to do Tier 2 instruction (Yomari, Joshua E, Kiyana).
*SW take their AR quizzes during the last 5 minutes of independent reading.
*TW conference with the students for 1 minute to check their understanding of idioms.
Guided Practice/Reflection:
Students that have idiom books will pair with a student who read their fiction book. Partner A will share the idioms they found
and what they think it means. Partner B will give feedback and discuss the meaning of the idiom. Partners will reverse roles. If
partner B does not have idioms, students can discuss different idioms they have heard. (6 minutes)
-SW join the teacher back on the carpet. We will discuss the idioms they found aloud and write them on our anchor chart.

-High Group: If time permits, students will do an activity "I have, Who Has" based on idioms.

Generalize
SW understand literal and non literal text.
SW identify idioms.
SW be able to figure out the literal meaning of idioms.
SW independently read fiction books for 20 minutes.

Kagan
Face/ Shoulder partner
Think-Pair-Share

Materials
Fiction Books
Anchor Chart
Idiom Based Books
"I have, Who Has" Cards
Assessment: Informal assessment through independent conferencing

Related Standards/Course Objectives:

X RL.3.4 - Determine the meaning of words and phrases as they are used in a text, distinguishing literal from
nonliteral language.
X RI.3.4 - Determine the meaning of general academic and domain-specific words and phrases in a text
relevant to a grade 3 topic or subject area.
X SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
X RF.3.3 - Know and apply grade-level phonics and word analysis skills in decoding words.
X RF.3.3a - Identify and know the meaning of the most common prefixes and derivational suffixes.
X RF.3.3c - Decode multisyllable words.
X RF.3.4c - Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
X SL.3.1a - Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.
X SL.3.1b - Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the topics and texts under discussion).
X L.3.4b - Determine the meaning of the new word formed when a known affix is added to a known word (e.g.,
agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
X L.3.5a - Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).