Mr. O's Bilingual Resource and 3rd Gr. Site.
Class Scheduling Grades Home Work Reading Assessment Journal Calendar
Free Electronic Grade Book Free Multiple Choice Test Builder HISD Bilingual Discussion
Science Research Template TAAS Objectives Calendar Reading Resources
Student Published Stories Class Science Research Web TEKS
| Sept. 6 | Monday | Tuesday | Wednesday | Thursday | Friday |
| 7:45 - 8:00 | Labor Day | Homework | Homework | Homework | Homework |
| 8:00 - 8:15 | Labor Day | DOL, Spelling Quiz | DOL, Spelling Quiz | DOL, Spelling Quiz | DOL, Spelling Quiz |
| 8:15 - 9:30 | Labor Day | SFA Day 1,2 Vocab review and LC focus on summarization and predicting. Predict Abuelita Lobo. Read first page aloud, team reading (p37-49), silent reading, treasure hunt I discussion partner then class. | SFA Day 3 Vocab review and LC focus on summarization and predicting. Predict what will happen to Abuelita Lobo. Read first page aloud, team reading (p49-59), silent reading, treasure hunt I discussion partner then class. | SFA Day 4 Vocab review and LC focus on summarization and predicting. Begin to construct meaningful sentences. Review Abuelita Lobo. Go over the test for Friday. Summarize the story, ask the writer's questions. | SFA Day 5 Oral vocab test and last-chance story discussion. Story and Vocab Test. Plus Mapa Del Cuento. Picture preview of the next story "Animales". If story map cannot be copied then TAAS work. |
| 9:30 - 10:10 | Labor Day | Writing: Review "Flecha al Sol" think about why it is a good story. Fill out a writer's criticism form as a group. Review their own story map beginnings. | Writing: Explain the concept of a peer conference, model behavior and note taking, allow 15 minutes for discussion and 15 for story rewriting. | Writing: Model the writer's rough draft and allow for students to fill out their own form. Begin writing process. Focus on sentence construction. | Writing: Continue writing process and allow those who are done to commence with the layout stage. Model my own story. Focus on sentence construction. |
| 10:10 - 10:18 | Labor Day | Bathroom | Bathroom | Bathroom | Bathroom |
| 10:18 - 10:30 | Labor Day | Science: Review ch.1 go over every question p.26-27 (re-teaching) | Science Read Aloud p.28-31 growth and changes in-class summarization and Q&A | Science Read Aloud p.32-36 growth and change in-class summarization and Q&A | Science Read Aloud p.38-41 growth and change in-class summarization and Q&A |
| 10:30 - 11:15 | Labor Day | Enrichment | Enrichment | Science cont. see above | Enrichment |
| 11:15 - 11:40 | Labor Day | Science cont. see above | Science cont. see above | ESL - Preview the second chapter. Compare and contrast the farm and the city. Vocabulary building. | Handwriting: Under curve and over curve. |
| 11:40 - 12:10 | Labor Day | Lunch | Lunch | Lunch | Lunch |
| 12:15 - 1:10 | Labor Day | Math: Re-teach Tables and Problem Solving (p.8-9). Focus make a table about the likes and dislikes of the class, use TV viewing to explain the homework. | 12:30 Library Orientation 30min. Math: Re-teach regrouping and segway into story problem manipulation with subtraction. p.10,11,15,38-43 | Math: Estimation p.24-27 Focus - use math beans to show the advantages of estimation. | Math: Test over tables, subtraction and estimation. Math games and challenges TAAS related. |
| 1:10 - 1:18 | Labor Day | Bathroom | Bathroom | Bathroom | Bathroom |
| 1:18 - 2:00 | Labor Day | Math cont. | Math cont. | Social Studies | Math cont. |
| 2:00 - 2:30 | Labor Day | ESL - Elicit their previous knowledge. Review ch. 1 talk about animal names and sounds, roll-playing Read pages 2-6 | ESL - ch. 1 read pages 7-15. sing the songs and incorporate TPR | Block cont. | ESL: Work on wkbk pages. For chapter 1 and 2. ESL TPR Challenge. |
| 2:30 - 2:40 | Labor Day | Clean Up / Daily Review | Clean Up / Daily Review | Clean Up / Daily Review | Clean Up / Daily Review |
| 2:40 - 2:45 | Labor Day | Dismiss | Dismiss | Dismiss | Dismiss |
Home Work: Plan for it, do it, love it. (Correct it).
| Sept. 6 | Monday | Tuesday | Wednesday | Thursday | Friday |
| Math | Labor Day | Make a table about how much TV your family or friends watch. | Make a table about the amount of sleep your family gets. | Make a table about how many glasses of water your family drinks. | |
| Reading | x | One meaningful sentence. | Mapa del Cuento | ||
| Comunidades | x | p.66-67 #1-4 | p.68-73 #1-3 | p.74-75 #1-5 | p.76-77 #1-3 |
| Special Adjs. | N. RedBook Vecindario | N. RedBook Vecindario | N. RedBook Vecindario | ||
| ESL | x | ||||
| Science | x | p.26 #1-11
p.27 #1-8,1-5,1-2 |
L.1 p.318 #1-3 | L.2 p.318-319 #1-16 | L.3 p.319 #1-10 |
| 9.6.99 | TEKS | |||
| Reading Objectives 3,4,5 | Reading | |||
| Word Meaning | x | TEKS | ||
| Supporting Ideas | ||||
| Summarization | x | |||
| Relationships and Outcomes | ||||
| Inferences and Generalizations | ||||
| Point of View Fact/Non-Fact | ||||
| Mathematics | 9.6.99 | Math | ||
| Number Concepts | x | |||
| Relations and Functions | ||||
| Geometric Properties/Relations | ||||
| Measurements and Concepts | ||||
| Probability and Statistics | TEKS | |||
| Addition to Solve Problems | ||||
| Subtraction to Solve Problems | x | |||
| Multiplication to Solve Problems | ||||
| Division to Solve Problems | ||||
| ProblemSolving Est. & Reasonableness | x | TEKS | ||
| ProblemSolving Solution Strategies | ||||
| ProblemSolving MathRepresentation | ||||
| Writing | 9.6.99 | Writing | ||
| Sentence Construction | x | TEKS | ||
| Language Usage | ||||
| Spelling Capitalization Punctuation | ||||
| How-To | ||||
| Narrative | ||||
| Persuasive | x | |||
| Classificatory |
Notes and Goals:
Writing: get them to analyze literature and think about what makes it work so that they can write their own stories. So far they each have an idea in "story map" form in a folder. We need to read other books as a class and discuss why the book works or why it didn't for them. Look at what happens in a book or story, use the SFA story for the week and ask the writer's questions 1. What is the plotline? 2. Does what happened make since? 3. Do I care? Why do I care? 4. What would I change? By the end of the week the class should have conferenced with their peers, and have written two criticisms of a book and a rough draft of the outline with the aim of improved sentence construction. Introduce the successful writer's beliefs.
Reading: SFA "Wings" format. Story Abuelita Lobo. Listing Comps should focus on summarization (micro and macro). Add three * words to the spelling list. Work on TAAS format summarization as well.
Mathematics: Estimation, subtraction, and number concepts, Need work on tables and problem solving with tables (p.8-9). Subtraction for solving problems (p.10-11) (p.15) (38-43). Estimation (p.24-27).
ESL: Continue social classroom language in english. Use ESL book while focusing on summarization as well. By the end of the week children should be able to describe life on a farm. This follows up work already done in "Comunidades". (p.2-15) Then preview chapter 2 "life in the city". Compare and contrast...
Science: Review chapter 1 (plants), move on to ch. 2 (animals). Begin with questions, talk about research project which is coming up. Read chapter together (focusing on summarization). Go over student guide in back of the book. By the end of the week children should be able to outline and summarize the basic stages of growth animals go through on their way to adulthood.
Social Studies: Comunidades: Continue assigning readings for home, begin going over the answers in class.
Handwriting: Incorporate b, h, p, d, and o into their repertoires (cursive).
Spelling: Add three SFA words to the list. As well as our high frequency words. Trancar, ronca, astuto, nada, significa, llorar, dibujos, todos, fuerte. Add new words to word wall.
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