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Act It Out


Divide the class into groups. Choose a section of the text for each group to act

out. Allow students time to write, prepare, and rehearse their scenes. Then, have

each group act out their scenes in front of the class. Have the class guess which

part of the story each group is acting out. Then, have them describe what clues

led them to their deductions.

Sound It Out


Explain to students that consonant blends are two consonants blended together

in a word. Often, consonant blends appear at the beginning or end of a word.

Sometimes they occur in the middle of a word. Write the words




on the board or on chart paper. Read the words to the class. Then, have students

choral read the words with you. Have the class identify the consonant blends

in each word. Ask students to say the sound of each letter in the blend. Remind

students that, when two sounds are blended, you hear each sound that each

consonant normally makes. Divide the class into groups. Have each group create

a list of words that contain a consonant blend. Tell the groups that the blends can

be at the beginning, middle, or end of their words. Then, ask each group to share

their list of words with the class.

My Community

Unit 4


Class Collage

Tell students that their class is like a tree —

it absorbs knowledge like the roots absorb

water, and each student, like each leaf, is a

different size and shape. Use posterboard or

heavy paper to cut out the shape of a tree.

Have students use magazines or other media

to cut out at least two pictures that represent

themselves. Then, have students glue the

pictures to the tree. Display the tree in the


Targeting Proficiency Levels

Help students answer

the Critical Thinking

questions as a group.

Record their answers on

the board or chart paper.

Then, have them copy the

questions and answers in

their notebooks.

Have students work

independently to answer

the Critical Thinking

questions, using complete

sentences, in their


Have students work

in pairs to answer

the Critical Thinking

questions. Be sure

that they record their

answers, using complete

sentences, in their





Meeting Individual Needs

You may wish to assist students who exhibit difficulty with auditory comprehension

by providing a written copy of the track script to facilitate dual processing.

Multiple Intelligences





For a more complete and detailed description of

these and other national and state standards as

they relate to this unit of

Spotlight on English


please visit our Web site at


Common Core State Standards

Reading: Literature


Determine the meaning of words and

phrases as they are used in a text, distinguishing

literal from non-literal language.

Speaking & Listening


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.


Explain their own ideas and

understanding in light of the discussion.

Meeting Individual Needs


includes activities in every lesson for

different modalities of learning.

Sound it Out

sections and



activities throughout the unit

develop phonemic awareness and

phonics skills.