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Act It Out
LITERARY RESPONSE
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
PHONEMIC AWARENESS
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
library
and
patrol
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
122a
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
classroom.
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
notebooks.
Have students work
in pairs to answer
the Critical Thinking
questions. Be sure
that they record their
answers, using complete
sentences, in their
notebooks.
Beginning
Intermediate
Advanced
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
Visual
/
Spatial
Standards
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
www.santillanausa.com.
Common Core State Standards
Reading: Literature
RL.3.4.
Determine the meaning of words and
phrases as they are used in a text, distinguishing
literal from non-literal language.
Speaking & Listening
SL.3.1.
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.
SL.3.1.d.
Explain their own ideas and
understanding in light of the discussion.
Meeting Individual Needs
boxes
includes activities in every lesson for
different modalities of learning.
Sound it Out
sections and
Spotlight
Online
activities throughout the unit
develop phonemic awareness and
phonics skills.
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