This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials * A copy of Grandfather Tang's Story by Ann Tompert * One set of tangrams for each student (see note in commentary) * A set of tangrams for t...

This is a cross-curricular activity that uses the story Alexander, Who Used to Be Rich Last Sunday to practice money and decimal skills in addition to reading and writing skills. After reading or hearing the story, students will complete the attached worksheet. (If it's read aloud, students would need a way to refer back to the story to answer the questions. The worksheet has a mixture of reading and math questions. It can be edited if you choose. It can be used for either 3rd or 4th grade. With slight modifications, it could also be used for middle school EL students to learn about currency.  

This lesson combines ELA story elements and coding on a student-friendly BrainPOP Jr. Platform. Students can take a book they have read and use the BrainPOP Jr. platform for a variety of story map to demonstrate their comprehension of the material chosen.

3rd Students will complete a novel study on Charlotte's Web.  At the end of 3 chapters, students will complete and independent assessment.  

As some of the foundational texts for beginning readers, fairy tales are a staple of many classrooms. This lesson allows students to engage with fairy tales from different regions around the world and compare important cultural elements of these stories.

This unit continues the yearlong theme of what it means to be a good person in a community by pushing students to think about how the lessons and morals from traditional stories and folktales connect to their own lives and communities. The unit launches by listening to the book A Story, A Story, in which students see the power of storytelling not only for entertainment, but also for learning valuable life lessons. Over the course of the unit, students will explore lessons and morals about hard work, happiness, friendship, honesty, and humility. Through discussion and writing, students will be challenged to connect their own lives with the sometimes-abstract lessons and stories in order to build character and a strong community. It is our hope that this unit, in connection with other units in the sequence, will help students internalize the idea that we not only learn from our own experiences, but we also learn and grow by hearing the experiences of others.

In reading, this unit builds on the foundation set in unit 1. Students will continue to practice asking and answering questions about key details in partners, individually, and in discussion, although questions will require a deeper and more nuanced understanding of the text than in unit 1. Students will learn to use the text and illustrations to both identify the setting of a story and think about why the setting is important to the story. Students will also be pushed to deeply analyze characters traits, actions, and feelings and how those change and evolve over the course of the story. Once students have a deep understanding of the setting and character motivation, students will grapple with figuring out the lessons the characters learn and how they learn them. Finally, in this unit students will begin to notice the nuanced vocabulary authors use to help a reader visualize how a character is feeling or acting.

In writing, students will continue to write daily in response to the text. The focus of this unit is on ensuring that students are answering the question correctly and using correct details from the illustrations and text to support their answer.

Using the available commands, students will design a sequence of events that will efficiently move the student to the restroom through the obstacles on the grid.  Use repeated patterns when appropriate.  The students will work with a partner or small group to design a program to move a “student” through a classroom with obstacles.  The student will be a paper avatar.  The classroom will be a 8 by 8 grid with pictures of obstacles the student must move through to get to different destinations.  The students will try to move through with the least number of steps.  As an extension, they can rename a loop of multiple steps, and it will become one st

In this lesson we will discuss the story of  The Three Little Pigs and the types of houses that they built.  Which ones were stronger and why?   How do people protect themselves?  In Ancient China they used a wall. Did that wall protect them?  How?  What are other ways people protect themselves?  In today’s world we need to protect ourselves using strong passwords.  How do we make a strong password?  Today you will build a strong password.  Then you will build a great wall that is as strong as the password that you created!

This lesson sequence offers students and teachers a way to explore gender and cultural identity through analyzing children’s literature and coding with Scratch, specifically exploring the importance of names to our identities. Through read-aloud activities and self-differentiated Scratch projects, students learn about the importance of names in reference to both gender and culture, and have a chance to explore and express ideas about their own names, brainstorm creating school environments supportive of diversity, and reflect on their own bravery and resilience. This sequence is broken into seven lessons, though your students may need additional class time to work on their projects.This lesson sequence is part of CodeVA's committment to the U.S. Department of Education "YOU Belong in STEM" initiative. 

As 3rd grade students have been learning about History SOL 3.13 - this lesson integrates the content that American people have different ethnic origins and come from different countries (immigration) as well as the reading strategy of reading the author’s words and determining whether the information is directly stated (right there) or inferred based on clues from the author’s words.