Connection: I always start by connecting today’s lesson to something kids have previously learned so that it triggers their schema and background knowledge. Since this is the second day they are learning about Theme, I make a connection to the introduction lesson we did yesterday. I remind students that the strategy we are working on this week is called Theme. They love to repeat words so I ask them to say it with me again. Of course, I want to remind them what Theme is, which is the message, moral, or lesson learned in a story. I refer to the Theme anchor chart from the day before to review the definition and some common ones found in many texts.
Students read the stories, identify the lesson or message, and then explain their answers. Theme Worksheet 3 – Practice identifying themes in five short stories. Read each story, determine the theme, and explain the answer. Suggested reading level for this text: Grade 4-8 Theme Worksheet 3 RTF Theme Worksheet 3 PDF. Play this game to review Reading. How many themes are there in I-learn Smart Start Grade 3? In I-learn Smart Start Grade 3? Are taught in lesson 5? Free, printable theme worksheets and identifying theme practice worksheets to help students to practice & improve reading skills. Available for grade 3 to grade 8. Students can read the story, determine the theme and explain the theme of the story in their answer. THEME 3: FAMLY Lesson 1 I/ OBJECTIVES By the end of the lesson, sts will be able to identify family members Practice speaking and listening skill II/ PROCEDURES Topic-language target Resources and teaching.
![Smart Start Grade 3 Theme 3 Lesson 5 Smart Start Grade 3 Theme 3 Lesson 5](https://beebom.com/wp-content/uploads/2020/10/Motorols-Tech3-3-in-1-Smart-TWS-Earbuds-Launched-in-India-at-Rs.9999.jpg)
Teaching Point: This is when I tell kids explicitly what we will be working on. I say, “Today, we are going to determine the Theme in some of our favorite Read Aloud books. Vuescan pro 9 6 01. When I want to model a strategy, I copy a page from 4 different books that we’ve already read together in class. This way, they are already familiar with the text and understand the context of the excerpts that I’ve chosen. I usually staple the excerpts in a small packet that I hand out to each student so they can follow along as I model the strategy. I then use the “To, With, and By” method of instruction to scaffold their learning. With the first example, I read the excerpt TO the class and model the strategy by thinking out loud. I am teaching the strategy TO them. I write down the Theme on the corresponding page in the packet. With the second example, I do the strategy WITH them. They read along with me and then I ask them to identify the Theme. We write down their thoughts on the corresponding page in the packet. With the third example, I want the students to do it BY themselves, which leads us to the active engagement.
Active Engagement: This is where students get to try out the strategy that I just taught them. I ask them to read the third excerpt and try the strategy on their own. Since we are working on Theme, they are supposed to identify the story’s message and write their thoughts on the corresponding page in the packet. I give the students a few minutes then call on someone to share.
Link to Ongoing Work: During this portion of the mini-lesson, I give the students a task that they will focus on during Independent Reading time. Now that they’ve practiced Theme, I tell them that during Independent Reading, their job is to finish the last excerpt in the packet. I want to give them one last opportunity to practice the strategy with text that I’ve chosen before they apply it to a text of their choice, which will happen the next day. This task is short and sweet so the students know that once it is completed, they read from their browsing box for the remainder of Independent Reading time. At the end of Reader’s Workshop, they will meet with their assigned reading partner to discuss what they wrote in the packet. I remind them that I will randomly choose a few students to share so that they make sure to complete their task.
Connection: I always start by connecting today’s lesson to something kids have previously learned so that it triggers their schema and background knowledge. Mocha pro 6 0 1 download free. Since this is the third day they are practicing Theme, I make a connection to the scaffolding lesson we did yesterday. I ask students what strategy we are working on this week and wait for them to say Theme. This time, I want them to remind me what Theme is, which is the message, moral, or lesson learned in a story.
Teaching Point: This is when I tell kids explicitly what we will be working on. I say, “Today, I want you to determine the Theme in whatever book you are reading on your own.” I use our current chapter Read Aloud book and model the use of a sticky note to identify the Theme. I always write my name and class # at the top of the sticky note, then the title of the book underneath my name before I model the task at hand.
Smart Start Grade 3 Theme 5 Lesson 1
Active Engagement: This is where students get to try out the strategy that I just taught them. I ask them to think about their life goals. If they could choose a Theme to match their future and what they hope to contribute to this world, what would it be? After a minute or two of thinking time, I tell them to turn and talk to their partner to share some ideas. I give the students a few minutes then call on some to share.
Smart Start Grade 3 Theme 7 Lesson 5
Link to Ongoing Work: During this portion of the mini-lesson, I give the students a task that they will focus on during Independent Reading time. Now that they are familiar with Theme, I tell them that during Independent Reading, their job is to prepare a sticky note for our Post-It Parking Lot with any book of their choice. The day before, they practiced the strategy with text that I chose so today they get an opportunity to apply the strategy to the books that they choose. I expect them to have their sticky note prepared by the end of Independent Reading time. When they finish their task, they should continue reading books from their browsing box. At the end of Reader’s Workshop, they will place their sticky note on the Post-It Parking Lot and then gather at the carpet to share a few examples. I remind students that I will only share sticky notes that are complete and correct.