RI.3.

1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).

Wednesday, October 5 Thursday, October 6

FQ: How and why can we form relevant questions
about what we read?
Assess:
Students ask and answer questions
Students glean information from a Storia text
FQ: How and why can we form relevant questions
about what we read?
Assess:
Students ask and answer questions
Students glean information from a Storia text

1. Guided Reading: Model how to access Google
Classroom Document where students are asking and
answering questions
2. Independent Reading: Read from their book
baskets
3. Google Classroom Focus Question: Ask and
answer questions from their shared Storia text
4. Technology/Collaboration Time: Use a Storia text
of their choice and begin reading to gain information
for a future research project
1. Guided Reading: Model how to access Seesaw as
a portfolio for reading conferences
2. Independent Reading: Read from their book
baskets
3. Google Classroom Focus Question: Ask and
answer questions from their shared Storia text
4. Technology/Collaboration Time: Use a Storia text
of their choice and begin reading to gain information
for a future research project

Friday, October 7 Monday, October 10

FQ: How and why can we form relevant questions
about what we read?
Assess:
Students ask and answer questions
Students glean information from a Storia text
FQ: How and why can we form relevant questions
about what we read?
Assess:
Students ask and answer questions
Students glean information from a Storia text

Procedures:
1. Guided Reading: Focus on MAP skills using their
Guided Reading Text (Focus on Data Sheet)
2. Independent Reading: Read from their book
baskets
3. Google Classroom Focus Question: Ask and
answer questions from their shared Storia text
4. Technology/Collaboration Time: Use a Storia text
of their choice and begin reading to gain information
for a future research project
Procedures:
1. Guided Reading: Focus on MAP skills using their
Guided Reading Text (Focus on Data Sheet)
2. Independent Reading: Read from their book
baskets
3. Google Classroom Focus Question: Answer
questions from their shared Storia text
4. Technology/Collaboration Time: Use a Storia text
of their choice and begin reading to gain information
for a future research project

Transfer: We use structure and patterns to make sense of and understand complex ideas and text.
 RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).

Tuesday, October 11 Wednesday, October 12

FQ: How and why can we form relevant questions
about what we read?
Assess:
Students ask and answer questions
Students glean information from a Storia text
FQ: How and why can we form relevant questions
about what we read?
Assess:
Students ask and answer questions
Students glean information from a Storia text

Procedures:
1. Guided Reading: Focus on MAP skills using their
Guided Reading Text (Focus on Data Sheet)
2. Independent Reading: Read from their book
baskets
3. Google Classroom Focus Question: Answer
questions from their shared Storia text
4. Technology/Collaboration Time: Use a Storia text
of their choice and begin reading to gain information
for a future research project
Procedures:
1. Guided Reading: Focus on MAP skills using their
Guided Reading Text (Focus on Data Sheet)
2. Independent Reading: Read from their book
baskets
3. Google Classroom Focus Question: Answer
questions from their shared Storia text
4. Technology/Collaboration Time: Use a Storia text
of their choice and begin reading to gain information
for a future research project

Thursday, October 13 Friday, October 14

FQ: How and why can we form relevant questions
about what we read?
Assess:
Students ask and answer questions
Students glean information from a Storia text
FQ: How and why can we form relevant questions
about what we read?
Assess:
Students ask and answer questions
Students glean information from a Storia text

Procedures:
1. Guided Reading: Model how to access Google
Classroom Document where students are asking and
answering questions
2. Independent Reading: Read from their book
baskets
3. Google Classroom Focus Question: Ask and
answer questions from their shared Storia text
4. Technology/Collaboration Time: Use a Storia text
of their choice and begin reading to gain information
for a future research project
Procedures:
1. Guided Reading: Focus on MAP skills using their
Guided Reading Text (Focus on Data Sheet)
2. Independent Reading: Read from their book
baskets
3. Google Classroom Focus Question: Answer
questions from their shared Storia text
4. Technology/Collaboration Time: Use a Storia text
of their choice and begin reading to gain information
for a future research project

Transfer: We use structure and patterns to make sense of and understand complex ideas and text.
 RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).

Monday, October 17 Tuesday, October 18

FQ: How and why can we form relevant questions
about what we read?
Assess:
Students ask and answer questions
Students glean information from a Storia text
FQ: How and why can we form relevant questions
about what we read?
Assess:
Students ask and answer questions
Students glean information from a Storia text

Procedures:
1. Guided Reading: Focus on MAP skills using their
Guided Reading Text (Focus on Data Sheet)
2. Independent Reading: Read from their book
baskets
3. Google Classroom Focus Question: Reread
chapter/section that was focused on during GR
4. Technology/Collaboration Time: Researching for
topic of their interest
Procedures:
1. Guided Reading: Focus on MAP skills using their
Guided Reading Text (Focus on Data Sheet)
2. Independent Reading: Read from their book
baskets
3. Google Classroom Focus Question: Pre-read
chapter/section and highlight details that support the
Main Idea
4. Technology/Collaboration Time: Researching for
topic of their interest

Wednesday, October 19 Thursday, October 20

FQ: How and why can we form relevant questions
about what we read?
Assess:
Students ask and answer questions
Students glean information from a Storia text
FQ: How and why can we form relevant questions
about what we read?
Assess:
Students ask and answer questions
Students glean information from a Storia text

Procedures:
1. Guided Reading: Conferencing using students JR
books with MAP skills
2. Independent Reading: Read from their book
baskets
3. Google Classroom Focus Question: Pre-read
chapter/section and highlight details that support the
Main Idea
4. Technology/Collaboration Time: Conferencing
with another student about their research (Use
question sheet)
Procedures:
1. Guided Reading: Students will work on organizing
details from Main Idea chapters
2. Independent Reading: Read from their book
baskets
3. Google Classroom Focus Question: Select a
chapter and students need to write 3 details and 1
detail from another chapter
4. Technology/Collaboration Time: Conferencing
with another student about their research (Use
question sheet)

Transfer: We use structure and patterns to make sense of and understand complex ideas and text.
 RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).

Monday, October 24 Tuesday, October 25 (Kevin Out)

FQ: How do text features support the main idea of the
text?
Assess:
Students can identify different text features
Students can identify the purpose of text
features
Students can identify the main idea
FQ: How do text features support the main idea of the
text?
Assess:
Students can identify different text features
Students can identify the purpose of text
features
Students can identify the main idea

Procedures:
1. Guided Reading: Focus on MAP skills using their
Guided Reading Text (Focus on Data Sheet)
2. Independent Reading: Read from their book
baskets
3. Google Classroom Focus Question: Reread
chapter/section that was focused on during GR
4. Technology/Collaboration Time: Text Feature
eBook
Procedures:
1. Guided Reading: Focus on MAP skills using their
Guided Reading Text (Focus on Data Sheet)
2. Independent Reading: Read from their book
baskets
3. Google Classroom Focus Question: Reread
chapter/section that was focused on during GR
4. Technology/Collaboration Time: Text Feature
eBook

Wednesday, October 26 Thursday, October 28

FQ: How do text features support the main idea of the
text?
Assess:
Students can identify different text features
Students can identify the purpose of text
features
Students can identify the main idea
FQ: How do text features support the main idea of the
text?
Assess:
Students can identify different text features
Students can identify the purpose of text
features
Students can identify the main idea

Procedures:
1. Guided Reading: Focus on MAP skills using their
Guided Reading Text (Focus on Data Sheet)
2. Independent Reading: Read from their book
baskets
3. Google Classroom Focus Question: Reread
chapter/section that was focused on during GR
4. Technology/Collaboration Time: Text Feature
eBook
Procedures:
1. Guided Reading: Focus on MAP skills using their
Guided Reading Text (Focus on Data Sheet)
2. Independent Reading: Read from their book
baskets
3. Google Classroom Focus Question: Reread
chapter/section that was focused on during GR
4. Technology/Collaboration Time: Text Feature
eBook

Transfer: We use structure and patterns to make sense of and understand complex ideas and text.
 RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).

Monday, October 31 Tuesday, November 1

FQ: How do text features support the main idea of the
text?
Assess:
Students can locate and make predictions about
set of directions
Students can locate details in an advertisement
Students can make inferences about the authors
purpose
Students can distinguish fact from opinion in
advertising
Students can identify the main idea
Procedures:
1. Guided Reading: Focus on MAP skills using their
Guided Reading Text (Focus on Data Sheet)
Spinnelli: Directions N & W focus: Creating
Kinney: Directions N & W focus: Creating
Osborne: Main Idea
Alder: Share out Directions
Silverstein: Pic Walk & new vocab
2. Independent Reading: Read from their book baskets
3. Google Classroom Focus Question: Actively Learn -
Jump!
4. Technology/Collaboration Time: Text Feature eBook
FQ: How do text features support the main idea of the
text?
Assess:
Students can locate and make predictions about
set of directions
Students can locate details in an advertisement
Students can make inferences about the authors
purpose
Students can distinguish fact from opinion in
advertising
Procedures:
1. Guided Reading: Focus on MAP skills using their
Guided Reading Text (Focus on Data Sheet)
Spinnelli: Directions focus: Sharing
Kinney: Directions focus: Sharing
Osborne: Directions N & W focus: Creating
Alder: Advertisement N & W Inferences about
author Facts v Opinions in chart
Silverstein: Reading strategy & read book
2. Independent Reading: Read from their book baskets
3. Google Classroom Focus Question:Actively Learn -
Jump!
4. Technology/Collaboration Time: Text Feature eBook

Wednesday, November 2 Thursday, November 3

FQ: How do text features support the main idea of the
text?
Assess:
Students can locate and make predictions about
set of directions
Students can locate details in an advertisement
Students can make inferences about the authors
purpose
Students can distinguish fact from opinion in
advertising
Procedures:
1. Guided Reading: Focus on MAP skills using their
Guided Reading Text (Focus on Data Sheet)
Spinnelli: Details in an Ad, Info N & W, Inferences
about author
Kinney: Details in an Ad, Info N & W, Inferences
about author
Osborne: Directions focus: Sharing
FQ: How do text features support the main idea of the
text?
Assess:
Students can locate and make predictions about
set of directions
Students can locate details in an advertisement
Students can make inferences about the authors
purpose
Students can distinguish fact from opinion in
advertising
Procedures:
1. Guided Reading: Focus on MAP skills using their
Guided Reading Text (Focus on Data Sheet)
Spinnelli: Create an advertisement - Halloween
candy
Kinney: Create an advertisement - Halloween
candy

Transfer: We use structure and patterns to make sense of and understand complex ideas and text.
 RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).

Alder: Using chart have discussion Why do you
think advertisers use both facts and opinions in
their advertisements? using success criteria
Silverstein: Discuss character feelings
2. Independent Reading: Read from their book baskets
3. Google Classroom Focus Question: Actively Learn -
Jump!
4. Technology/Collaboration Time: Text Feature eBook
Osborne: Details in an Ad, Info N & W, Inferences
about author
Alder: Create own advertisements using
Halloween candy
Silverstein: write
2. Independent Reading: Read from their book baskets
3. Google Classroom Focus Question: Actively Learn -
Jump!
4. Technology/Collaboration Time: Text Feature eBook

Friday: Conferencing individually with students based on needs from Guided Reading, F and P Data, and/or MAP
Skills.

Transfer: We use structure and patterns to make sense of and understand complex ideas and text.
 RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).

Wednesday, November 9 Thursday, November 10

FQ: How do text features support the main idea of the FQ: How do text features support the main idea of the
text? text?
Assess: Assess:
Students can locate and make predictions
about set of directions Procedures:
1. Guided Reading: Focus on MAP skills using their
Procedures: Guided Reading Text (Focus on Data Sheet)
1. Guided Reading: Focus on MAP skills using their Spinnelli: Create an advertisement -
Guided Reading Text (Focus on Data Sheet) Halloween candy
Spinnelli: Kinney: Create an advertisement - Halloween
Kinney: candy
Osborne: Osborne: Details in an Ad, Info N & W,
Alder: Inferences about author
Silverstein: Discuss character feelings Alder: Create own advertisements using
2. Independent Reading: Read from their book Halloween candy
baskets Silverstein: write
3. Google Classroom Focus Question: Actively Learn 2. Independent Reading: Read from their book
- Jump! baskets
4. Technology/Collaboration Time: Text Feature 3. Google Classroom Focus Question: Actively Learn
eBook - Jump!
4. Technology/Collaboration Time: Text Feature
eBook

Friday: Conferencing individually with students based on needs from Guided Reading, F and P Data, and/or MAP
Skills.

Transfer: We use structure and patterns to make sense of and understand complex ideas and text.