Oxford International School

Annual plan 2023

Teachers Name/ Ericka Juárez, Ruth Rodríguez, Maruquel Barrios, Date/ Fecha 02/ 07 / 2023
Luis Rodríguez, Ilka Venencia
Assignment/ ELA
Level/ Third Grade

General objectives:
1. The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety
of texts.
2. Students are expected to recognize and correctly use nouns, pronouns, verbs, adjectives, adverbs, conjunctions, and
contractions in their writing. a. Singular, plural, and possessive forms of nouns
3. Demonstrate command of the conventions of Standard English Grammar and usage when reading, writing, and speaking
4. The student will apply sound-symbol relationships to decode words.
5. Vocabulary: The student will develop and expand knowledge of words and word meanings to increase vocabulary
6. The student will express ideas effectively in written modes for a variety of purposes.
7. The student will use the writing process to write coherently.
 1st Bimester
SPECIFIC OBJECTIVES CONTENT ACTIVITIES RESOURCES

Grammar Grammar Grammar Pictures

Identify: · Present Simple for Facts · Complete sentences
Worksheets
· Present Simple verbs in · Present continuous orally.
sentences · Compound Sentences · Illustrate each part of Whiteboards and
· Past Continuous use in · Common and Proper the sentence Smartboards
sentences Nouns · Build sentences using
· Sound verbs different · Past Continuous: subject and predicate. My Book
uses in sentences. was/were + verb + ing · Mix fragments to create
· Present and past tense · Plural Nouns -s and -es complete sentences. Internet Resources
of verbs. · Simple Past and Past · People, place or object Teaching Support Material
· Present Continuous use Continuous interactive games.
in a sentence. · What is a verb and Verb · Draw pictures to match
Tenses comparative adjectives.
· Demonstrate some
verbs through a variety
of kinetic
performances.

Writing Writing
Writing Workshops
· Revise the elements in Narrative Pictures
the writing process. · Write a review to a
 Personal favorite movie, book, Worksheets
Narrative show or toy. Whiteboards and
Smartboards

· Learn the steps to write My Book

a letter Correspondence · Write a letter to a
· Use exact words to  Letter family member. Internet Resources
describe thoughts or · Create a blog article
feelings in a descriptive explaining how Teaching Support Material
Essay Informational Text
  Descriptive something works.
Essay

Spelling /Phonics
Spelling /Phonics
· Use common spelling
· Understand, recite, Spelling /Phonics patterns to write
spell and write the Apresto words.
alphabet. · The Alphabet · Write sentences on the
· Identify and write board and underline
specific sounds vowel sounds.
correctly.
· Decode, read, spell and · Dictation.
write multisyllable
words with: ·
o Short vowels. Module #1, 2 , and 4 · Illustrate words.
o Long vowels in · Work on practice book
the VCV pattern. (check book for specific
o Long o spelled Long and Short Vowels: pages)
oa, ow.
o Long i, ie, igh. ▪ Short a, e, i, o,
o VCV words. u.
▪ Long a, e, i, o, u.
o Diphthongs ow, ▪ Long o spelled
ou. oa, ow
o Au, aw, al, o. ▪ Long I, ie, igh
o Vowel
diphthongs oi
and oy. Consonant diagraph /
ch/
Vowels diphthongs ow,
ou.
 Vowels au,aw,
al, o; sound / aw
/

Reading Reading Reading

  Students will
 Identify Module # 1 make a graphic
elements of the organizer to identify
story’s structure.  Lesson # 1 the Literary
 Point out that elements.
readers may make Marisol Doesn´t Match
predictions based  Literary  Read and
on what they know Elements. Comprehend Use
about a genre. For  Make Confirm the READ FOR
example, realistic Predictions UNDERSTANDING
fiction usually routine to guide
features a problem Module #2 students to read the
for characters to selection. Use the
solve. Readers can Lesson # 1 prompts in your
predict or guess Teaching Pal to
what that problem Dear Primo gauge students’
might be based on  Text or Graphic understanding and
the story’s title and Feature. to have them make,
a preview of the  Character correct, and confirm
text. predictions.

 Explain that
 good readers get
the most out of a
story by stopping
periodically to
check, or monitor,
their understanding.
When
comprehension
breaks down, they
take steps to
correct, or clarify,
the problem.
 Explain that a Module # 4
theme is different Lesson #4
from the topic or Two Bears Cubs
plot of a story.  Elements of drama
Provide an example  Theme
such as the
following: a story
may be about an
animal (its topic),
but its theme is the
message that
readers learn
through the events,
thoughts, and
feelings the animal
may go through.

2nd Bimester
 Notebook
Whiteboards and
Grammar Grammar Grammar Smartboards
Interactive games
· Utilize the correct · Using commas · Complete activities provided by the
verb+adj or · Pronouns and from Reader’s teacher.
verb+like+noun Antecedents Notebook.
form to express · Verbs of Perception · Practice the use of
ideas about · Plural Nouns adjectives through a
perceptions of some · Writing Quotations variety of interactive
surroundings. · Subject-Verb games.
· Learn the different Agreement · Create sentences by
uses of money · Pronoun-Verb using the correct
related Agreement adjectives, comparative
terminologies · Phrasal Verbs and superlative nouns
(being verbs, and verbs.
adjectives or nouns) · Match the correct
for a better use subject to a verb that
through everyday demonstrates
conversations. agreement between
· Identify the the the two of them.
different uses of
comparative,
superlative and
irregular adjectives
when analyzing two
or more aspects.
· Identify the correct
use of comparative
and superlative
adjectives when
utilize for the
differentiation of
nouns within a
sentence. As well as
adverbs that
compare.
· Apply the correct
use of some
essential phrasal
verbs (carry on,
cheer up, find out,
etc.) in order to
create a better
handle of them for
language
improvements.
· The use in commas
in sentences, as well
as the correct use of
quotation marks.

Writing
Writing Writing
Module 5-6-7
Argument
· Identify the  Persuasive · Write about a game
characteristics of Letter that you played
· Develop experiences recently.
and events through Informational Text
dialogue.  Expository Essay · Add new ideas to your
· Identify the notebook.
characteristics of a Argument
good opinion
paragraph · Opinion Essay · Write about an
investigation you
conducted on a subject.

Spelling/Phonics
Spelling/Phonics
 · Vowel Diphthongs Spelling/Phonics
· Decode, read, spell
and write words · Use common spelling
with · Homophones patterns to write
/oi, / oy/, sound / words.
oi/ · Apply each word on
each sentence correctly
· Blend, read and · Contractions through an array of
write homophones. activities.
· Complete Reader’s
· Blend, read, spell Notebook activities
and write words · Words with individually or
with contractions ar,or,ore,er,ir,ur,or - collectively.
n’t, ‘d, ‘ve. sound + / r / · Write sentences on the
board and notebook
· Decode, read, spell using the vocabulary
and write words.
multisyllable ar, or, · Compound words · Illustrate words.
and ore words.
· Decode, read, spell · Abbreviations
and write
multisyllable words · Irregular plurals
with /ar/ spelled air,
ear and are and /ir/
ear.

Reading

Module #5
Reading
 Reading

 Share information  Set a purpose

and ideas about a for viewing. Make
topic under connections to the
discussion. Module 5 topic.
 Ask relevant
 Play the video.
questions to clarify
Lesson # 1 Tell students to face
information.
Soccer Shootout the video screen
 Recognize
 Author purpose and be prepared to
characteristics of
 Ask Question think about the
realistic fiction.
video as they view
 Language Answer
Module #6 it.
questions using
The Siberian Tiger Cub.  Respond to the
module vocabulary.
 Text Structure video. Ask students
 Central Idea to use THINK-PAIR-
 Identify and explain
main Idea. SHARE to respond
the author’s
to questions such
purpose
Module # 7 as:
 Recognize a variety
Farmer will Allen and the  Are you on a
of text structures.
Growing table. team? How do you
 Analyze the use of
 Point of View help make it
text structure to
 Text Structure stronger?
achieve specific
 The narrator of
purposes.
the video uses the
phrase “come
 Ask and answer together” several
questions to times. What do you
deepen think this phrase
understanding and means?
gain information.  Think about the
 Identify text Essential Question.
structure and point How do the people
of view. in the video work
together?
3rd Bimester
Grammar Grammar Grammar Reader’s Notebook
· Identify the correct · What are Adjectives · Complete activities Student’s notebook
use of and Articles? from Reader’s Notebook
· relative clauses that · Adjectives that Notebook or any other Whiteboards and
help differentiate Compare worksheet the teacher Smartboards
people and things. · Using the Verb be and provides. Interactive games
· Emphasize the use Helping Verbs · Execute interactive provided by the
of different · Irregular Verbs games that promote teacher.
adjectives that · What is an Adverb? the practice of the
relate to one · Adverbs that compare correct adjectives or
another. · Some Technology verbs in a sentence.
· Utilize the correct Nouns and Adjectives · Create sentences that
infinitive verb or · The use of may/might encourages the student
gerund when to utilize a variety of
expressing an different technological
infinitive form. nouns and adjectives to
· The correct describe better
application of functions of them.
technological nouns · Written practice that
and adjectives in allows the student to
sentences or verbal show a better
expositions. understanding of the
· The correct use of use of may/might.
uncertain future
predictions in order
to express
possibilities.
· The proper use of
certain verbs and
adverbs in
sentences.

Writing Writing
 Module # 8,9,10 Writing
· Give information to Informational Text
explain a topic.  Research Report · List ideas for things you
· Use reasons to Poetry might want to write
support a  Poem change or improve
persuasive Narrative from your school.
paragraph idea.  Imaginative · Write Persuasive
· Write responses Story Paragraph to convince
using details and your mom or dad about
examples. something.
· Write a Response
paragraph about a
reading from My Book.

Spelling/Phonics Spelling/Phonics Spelling/Phonics

· Decode and identify · Review Prefixes and · Guess games.

common suffixes – suffixes. · Use common spelling
ful, -y, -ous, -ly, -er. patterns to write
· Words with -ed, and – words.
· Blend, spell and ing. · Complete activities on
write multisyllable Reader’s Notebook.
words with –s, -es, - · Identify the correct
ed, and –ing. suffix for base words.

· Decode and identify · Prefixes -re, -un, and

common suffixes – suffixes -less, -ness.
less, -ness and –
able. · Plurals
 Changing y to I,
· Blend, spell and and add ( es)
write multisyllable
words with –s, -es, -
ed, and –ing.
 Words with
· Decode, read, spell
and write syllables,
augh, ough
augh, ough.

· Decode, read, spell

 Words with / J /,
and write words
and / S /
with /J/, and / S/

Reading

Module # 8
Reading
Timeless How Thomas Edison Reading
Change our lives.
 Identify the
 Central Idea  Ask question
main Ideas and
 Ideas and about the text.
supporting
Support  Reading aloud
details in an
 Answer
informational
Module # 9 question about the
text.
How did that get in my lunch? text
 Analyze the
 Central Idea  Retell the story
Important
 Text Structure using their own
details in the
words.
story.
Module # 10  Students will
 Identify the
When the Giant Stirred use example to
theme of the
 Theme identify the themes,
story
 Make inference Main Idea, and
learn how to make
inference
4th Bimester
Grammar Grammar Grammar Reader’s Notebook
· Utilize the correct · Making Comparisons · Complete activities Student’s notebook
present perfect · Possessive Nouns and from Reader’s Notebook
form to denote Pronouns Notebook. Whiteboards and
experiences. · Complex Sentences · Practice the use of Smartboards
· Reinforce the use of · Words that Compare present perfect and Interactive games
some past · Present Perfect for past participle through provided by the
participles verbs Experiences a variety of interactive teacher.
that express past · The use of too much games, worksheets and
experiences. and too many in online assessments.
· Practice the correct sentences · Create sentences by
use of have + past using the correct use of
participle within too much, too many,
sentences. how much and how
· Demonstrate the many by completing
correct use of different practices,
ever/never when worksheets and tests.
determine certain
aspects in a
sentence.
· Describe the use of
too many, too
much, how much
and how many
correctly when
differentiating
certain aspects.
· The correct use of
possessive nouns
and pronouns in
sentences.
· The use of complex
sentences.
 Writing Writing
· Identify the Writing · Draw and write a
characteristics of a Narrative fictional narrative you
good Expository  Imaginative Story enjoy.
Paragraph Argument · Write a narration about
· Use vivid details to  Persuasive Essay a day in your classroom.
create a clear Informational Text · List ideas for things you
picture for readers.  Biographical Essay might want to write a
· Draft a persuasive persuasive essay about.
essay · Write about the kinds
of stories or topics that
you are interested in
reading about.

Spelling/Phonics Spelling/Phonics
Spelling/Phonics
· Blend, spell and · Guess games.
write base words  Final stable syllables - · Use common spelling
and endings –tion, - tio,-sure-ture. patterns to write
sure, and -ture words.
· Complete activities on
· Identify, select Reader’s Notebook.
VCCV syllables  VCCV Syllables division · Identify the correct
Division pattern. pattern. suffix for base words.

· Identify words with

 Words with double
double consonant
words. consonant words.

· Identify words with

ending, in, -le, -ol, -  Ending in -le, -ol, -el,-
el- -er. er.
 · Identify based
spelling.

· Words that begin  Position based spellings

with-o, -be.  Words that begin with -
o, -be.
· Open and closed  Open and closed
syllables syllables review.

Reading
Reading
 Recognize and Reading
describe the  Read aloud
characteristics of Module # 11  Answer question about
informational text. Genre Study the test.
Analyze texts for  Informational  Encourage students to
characteristics of Text use the titles and text
 Opinion Text
informational text. clues they remember
Recognize and describe the from the selections to
characteristics of poetry. Module # 12 explain how they know
Analyze texts for Genre Study which ones are
characteristics of poetry.  Poetry informational texts.
 Traditional tales  Use T.J. The Siberian
 Realistic fictions Tiger Cub on myBook,
Book 2, page 74, to
review an example of
informational text.
 Guide students to find
these features in the
text as you discuss
them:
 photos with captions
 content-area words
  facts, such as the
weight of the tigers
 Turn to the Table of
Contents in my Book,
Book 1 and Book 2 (pp.
5–9) and have a
discussion about the
poetry they have read.
 Encourage students to
use the titles and text
clues they remember
from the selections to
explain how they know
which ones are poetry.

 Use Adventures with

Words on my Book
page 146 of Book 1 to
review an example of
the poetry genre in “I,
Like You.” Guide
students to find these
features in the text as
you discuss them:
title
structure: stanzas, lines
sound devices: rhythm, rhyme
poetic structure: free verse,
rhymed verse, haiku, limerick