Grade 3

Language Arts: Week 3 Period 2

Lesson Objectives Lesson Title
1. Given a set of three words differing only by medial vowel sound, Unit 1 Week 2:
students will be able to circle the word that is read by the teacher. Phonics and Vocabulary
Of the eight questions, at least six will be answered correctly.

2. With teacher assistance, given a short text (several sentences) whose

theme is one of the week’s vocabulary words, students will be able
to determine the meaning of the word and correctly answer the
multiple choice question following the text.

3. Having been asked a Wh-question whose theme is one the week’s

vocabulary words, students will be able to answer the question with
an answer of at least one well-formed sentence in length.
Vocabulary Phonics Key Texts
1. celebrate 5. pride 1. short e - /ĕ/ - as in beg or head none
2. courage 6. remind 2. short o - /ŏ/ - as in bog or watch
3. disappointment 7. symbol 3. short u - /ŭ/ - as bug
4. precious 8. tradition
Form Focus Materials
none 1. Phonics Notebook
Week 3 Phonics Pronunciation Guide PDF (teacher only)
Skill Focus 2. Minimal Pairs PDF (one per student, document contains 2)
Identifying Medial Sound 3. Vocabulary PDF (one per student)\
Determining Meaning From Context 4. Vocabulary PDF (one per student)
Asking Questions 5. Full House Deck (Full) PDF (1 deck per group of 3)
Answering Questions OR
Full House Deck (Lite) PDF (1 deck per group of 3)
Homework
1. G3 Week 3 LA P2 HW (ELL Reproducibles p. 17)
2. Write a sentence for each vocabulary word from Week 3.
Notes
none
 Lesson Guide
1. Presentation (7 min.) Point to the picture of the watch.
“Short e,” “Short o,” and “Short u” Ask:
Display Slide 1 of Phonics Notebook on IWB. Explain to
What is this?
students that today, they will learn about three more vowel
sounds : “short e,” “short o,” and “short u.” Point to the Touch the picture of the watch to make the picture say its
picture of the bed and follow the routine below: name.

1. Ask: What is this? Ask:

Call on a student to answer.
2. Touch the picture of the bed to make the picture say
its name.
Ask: How many sounds does “bed” have? What is
the middle sound? What letter makes this
sound? How many letters does “bed” have?
Call on individual students to answer each question.
3. Practice making /ĕ/ sound together. As students are
making /ĕ/ sound, FT and CT circulate to monitor and
assist, correcting mouth shape and tongue position as
necessary.
Cf. Week 3 Phonics Pronunciation Guide PDF for
information regarding the short vowel sounds studied
in Week 3.
4. Segment, blend, then read “bed” together.
5. Repeat for steps 1-4 for “short o” (pot) and “short
u” (sun)
How many sounds does “watch” have?
What is the middle sound?
What letter makes this sound?
What other letter can make this sound?
How many letters does “watch” have?
Explain that sometimes a can make a “short o” sound.
Ask:
What other sound can “a” make?
* Below is a picture of the “Short e” Tab from Slide 1 of
Phonics Notebook explaining all of its audio features.
These features are found on all of the Phonics Tabs in
Phonics Notebook.
Touch for Smart Notebook
to name the picture.

Advance to Slide 2. Point to the picture of the head. Touch for Smart Notebook
Ask: to pronounce the
letter/multigraph.
What is this?

Touch the picture of the head to make the picture say its
name.

Touch for Smart Notebook

Ask:
to pronounce the
denoted vowel sound.
How many sounds does “head” have?
What is the middle sound?
What letters make this sound?
What other letter can make this sound?
How many letters does “head” have?

Explain that sometimes ea can make a “short e” sound.

Ask:

What other sound can “ea” make?

 2. Practice (7 min.) 4. Presentation/ Controlled Practice (13 min.)
Minimal Pairs Determining Meaning From Context
Display Minimal Pairs PDF on IWB. Explain to students Display the Question Section of Vocabulary PDF on IWB.
that beside each number there are three words. The words Explain to students that each question is about one of their
are the same except for their medial vowel sound. You vocabulary words this week. They will read the sentences
read a word. Students circle the word read. Do an that precede each question. These sentences will help
example with students on IWB before distributing Minimal them in determining the meaning of the vocabulary words
Pairs to students. and figuring out the correct answer to the questions.
Explain to students that although everyone must complete a
Distribute Minimal Pairs to students. Word the words Vocabulary, they may work together with a partner.
listed below. Students circle the word read. Read each
word twice. Distribute Vocabulary to students and allow them to begin.
As students are working, FT and CT circulate to monitor
Word List and assist. Observe each student carefully. Different
1. nut 5. mess students will need assistance with different words. The
2. head 6. bog role of the teacher here is to supplement the material in
3. drum 7. bot Vocabulary where needed. Also, ask the questions below
4. swap 8. lud to check for comprehension. Encourage students to use the
vocabulary words in their answers.

After the script has been read, allow students to check their
answers with a classmate then call on students to circle the Comprehension Check Questions
correct answer on IWB. When reporting an answer to the 1. What holidays or festivals do you celebrate in China?
class, student: How do you celebrate (festival)?
2. When do you need courage?
1. Circles answer on Minimal Pairs on IWB. 3. When was the last time you felt disappointment?
2. Reads the word. 4. What is something you have that is precious to you?
3. Identifies the medial short vowel. Why is it precious to you?
Example: “Nut” has “short u” in the middle. 5. What makes you feel pride?
6. What does your teacher sometimes have to remind
3. Preview (4 min.) you to do?
Unit 1 Week 2: Vocabulary 7. What is a symbol of China?
Put students into pairs. Display Vocabulary PDF on IWB. 8. What is your favorite Chinese tradition?
Tell students that before they read The Dream Catcher, they
are going to learn some new words. Explain that you will
teach them how to say the new words, but they will be * If some students finish Vocabulary PDF far ahead of
learning about the new words on their own. others, you may consider tracking these students into
Stage 5 rather than waiting for the entire class to finish
Zoom in on Vocabulary PDF so that the Word Box at the before moving onto Stage 5.
top of Page 1 is as large as possible. Read each of the
vocabulary words; students repeat. Read each word twice.
If a word has multiple forms, drill each form twice. For
example, a noun will have both the singular and plural form.
Each form should be drilled for pronunciation.
 5. Freer Practice (14 min.)
Full House
Before Class
Print, cut out, and laminate either Full House Deck (Full)
PDF or Full House Deck (Lite) (one deck per group). If
Full House Deck (Full) PDF is used, printing must be
Double Sided. The difference between the two documents
is that the cards on Full House Deck (Full) PDF have a
front and back. The cards on Full House Deck (Lite) PDF
only have fronts.

Put students into groups of 3-4 (4 is preferable) and tell

them that they are going to play a game. With CT and a
student to assist, demonstrate how to play Full House.

Full House
1. Choose a Dealer. Dealer shuffles Full House Deck
and deals four cards to each player. The remainder
of the deck goes in the center. This is the yard.
2. The goal of the game is to acquire a card for each
vocabulary word learned in today’s lesson.
3. Player to the left of the dealer goes first. She may
ask any player for a card. She chooses a player then
asks: Do you have (vocabulary word).
Example: Do you have “precious?”
4. If the player asked has the card, he shows it to the
group, reads the word on the card then asks the
question on the card. The player who asked for the
card must answer the question to get the card. After
the question is answered, the card is handed over and
play passes to the left. If the question cannot be
answered, the player cannot receive the card.
5. If the player asked does not have the card, the player
who asked for the card must draw the top card from
the yard. She shows the card to the group, reads the
word on the card then asks the question on the card.
She must answer this question to keep the card,
otherwise she must replace the card in the deck,
putting at the bottom. Play passes to the left.
6. The first player to acquire all eight vocabulary words
puts the set of eight down face up and says “Full
House!”

Distribute Full House Deck to each group, assign a dealer,

and allow students to begin. As students are playing, FT
and CT circulate to monitor and assist, making sure that
questions are being answered appropriately with
well-formed sentences.