Al Qemma Cycle One

My identity as a UAE national and an international citizen

Theme: Back to school
Concept:

Week: 7 and 8
Date: 11-22 October 2015

Grade: 3 boys

LITERACY

MATH

ADECs Learning Outcome(s):

3WTT1 write a recount with well sequenced events using a
range of descriptive words.
3WC2 write legibly in both manuscript and cursive handwriting
with appropriate spacing.
3LP3 recognize and use (oo,oi,oy,ow,aw,au) vowel sounds when
reading and writing.
3WWP3 Edit and proofread for conventions by making simple
corrections
3RRM1 explain the main idea of a text and support it with
evidence from text
3SLP3 recognize the use phonograms with long vowel sounds
when reading and writing
3RV2-identify, read and write compound words
3SLLC2- recite poems and tell stories innovatively.
Specific Learning Intentions:
(What are the children learning?)
* Students will:
* write a well-developed recount text
* write legibly in manuscript and cursive
* use and understand letter-sound information to read and write
words
* be immersed in a print rich environment
* read, write and use compound words
* use speaking skills effectively in a variety of ways

ADECs Learning Outcome(s):

3NAS7 simulate making purchases involving whole dirhams *
see below
3NWN2- skip count 2, 3, 4, 5, 10, 25, 50 and 100 forwards and
backwards
3NWN3- write and read numbers up to 4 digits in numerals and
words
3PA1- build, continue and create repeating and creating patterns
3SGP2- give and follow directions showing movement on a grid
Introduce Classroom Economy
Reward system

ADECs Learning Outcome(s):

3ES3- investigate and describe ways in which humans can
change the surface of the land
3ES4- describe methods needed to conserve resources

Specific Learning Intentions:

(What are the children learning?)
* Students will:
* skip count forward and backward
* read and write numbers from 0-100 in numbers and words
* buy a small group of items, priced in whole dirhams and adding
up the cost of the items.
*build patterns to show groups of objects

Specific Learning Intentions:

(What are the children learning?)
* Students will:

Assessment: Observation, Work Sample, etc.

(How will you know the children know?)
* Inquiry
* Observation
* Performance task
* Presentation

Assessment: Observation, Work Sample, etc.

(How will you know the children know?)
* Inquiry
* Observation
* Performance task
* Presentation

SCIENCE

* identify and describe ways that humans have impacted

animal habitats by changing the surface of the land.
* identify and describe how humans affect vegetation
growth by changing the surface of the land.
*identify ways to re-use and recycle plastic containers.
*identify ways to minimize trash in the school.
*investigate the negative effects of water desalination and
how they can be reduced.
*identify ways to lower water consumption in the school
community and at home.
Assessment: Observation, Work Sample, etc.
(How will you know the children know?)
* Inquiry
* Observation
* Performance task
* Presentation
* Project
* Science Assessment task

Whole Class, Small-Group, Peer, Independent:

Whole Class, Small-Group, Peer, Independent:

Whole Class, Small-Group, Peer, Independent:

Week 7
SUNDAY
3WC2 write legibly in both manuscript and cursive handwriting
with appropriate spacing.
3LP3 recognize and use (oo,oi,oy,ow,aw,au) vowel sounds when
reading and writing.
3SLP3 recognize the use phonograms with long vowel sounds
when reading and writing

Sunday
3NWN2- skip count 2, 3, 4, 5, 10, 25, 50 and 100 forwards and
backwards
Starter and Plenary are provided in the Teachers Guide

SUNDAY

* Song of sounds Stage 1

Starter:

Students start from any multiple of the number for

the first time e.g. skip counting by 3s starting from 21
(21, 24, 27, 30, ).
skip count by 2s, 3s, 4s, 5s, 10s, 25s, 50s and 100s,
forwards and backwards, starting from any
multiple of the number

Provide students with white boards and model proper letter

formation.
Students will repeat steps as you model the proper way to form a
letter.
Now call various students to the board to repeat what they
observed. Tell students writing neat and correct more important
than finishing first.
Main:
Have students complete handwriting worksheet. Put emphasis
on correct starting and ending point of the letter. If available,
students should practice writing their names on journal writing
page.
Plenary:
Select a few students to come forward to write on the large white
board. Students will have to say if the size and placement are
correct.
Word work on new spelling words:
book
grow
took
own
soon
show
food
away
follow
because
Teachers will choose activities to be used with students:
Word sort
Partner spelling
Writing on white boards
Rainbow spelling
ABC order
Circle the vowels

skip count forwards and backwards by 2s, 5s, 10s,

and 100s

MONDAY
* Song of sounds Stage 1
3WC2 write legibly in both manuscript and cursive handwriting
with appropriate spacing.
3SLLC2- recite poems and tell stories innovatively.
Model reading poetry with expression and fluency. Provide
opportunities for students to practice performing poetry in large
and small groups. Poems that focus on concepts that are familiar
and that of interest to students will be good choices. Encourage
students to use different voices, props and sound effects when
reciting poems.
There are several resources available or teachers to choose from:
Story sacks
Grade appropriate poems

MONDAY
3NWN2- skip count 2, 3, 4, 5, 10, 25, 50 and 100 forwards and
backwards
Starter and Plenary are provided in the Teachers Guide

TUESDAY
* Song of sounds Stage 1
Introduce the Story Bugs (cross curricular with Science
pollution caused by humans)
3SLLC2- recite poems and tell stories innovatively.
3RRM1 explain the main idea of a text and support it with
evidence from text
3WTT1 write a recount with well sequenced events using a
range of descriptive words.
3RV2-identify, read and write compound words
Ask students to look at the cover together. Discuss what
they think bugs are, and what they do
Ask students to read the poem aloud in pairs,
emphasizing, expression, rhythm and rhyme
Challenge students to find words that are made of more
than one word, e.g. useful, someone, everywhere, indoor,

Student Book pg. 10-11

Teachers Guide pg. 11-15

Students start from any multiple of the number for

the first time e.g. skip counting by 3s starting from 21
(21, 24, 27, 30, ).
skip count by 2s, 3s, 4s, 5s, 10s, 25s, 50s and 100s,
forwards and backwards, starting from any
multiple of the number
skip count forwards and backwards by 2s, 5s, 10s,
and 100s

Student Book pg. 12-13

Teachers Guide pg. 16-19
TUESDAY

MONDAY
3ES3- investigate and describe ways in which humans can
change the surface of the land
Starter and Plenary are provided in the Teachers Guide
How do people impact the environment?
Fertilizers are added to soil to improve plant growth
Student Book pg. 56-59
Teachers Guide pg. 60-62

TUESDAY

outdoor, underground

WEDNESDAY
3WC2 write legibly in both manuscript and cursive handwriting
with appropriate spacing.
3WWP3 Edit and proofread for conventions by making simple
corrections
3LP3 recognize and use (oo,oi,oy,ow,aw,au) vowel sounds when
reading and writing.
Song of sounds Stage 1
Review spelling words Make sentences with the
words given.
Play Site Word BINGO

WEDNESDAY
3NWN3- write and read numbers up to 4 digits in numerals and
words

Students need to write numbers in numerals e.g.

376 and words e.g. three hundred and seventy six.
Students need to include zero when reading and
writing numbers.
When students are reading aloud, they need to say 43 as
forty three (not four three); 17 as seventeen (not one
seven) etc

Student Book pg. 11-15

Teachers Guide pg. 23-27

THURSDAY

THURSDAY

Observance of Islamic New Year

SUNDAY
3SLP3 recognize the use phonograms with long vowel sounds
when reading and writing
3RV2-identify, read and write compound words
Song of sounds Stage 1
Discuss and review sheets on phonic work
Teacher may use choice of activities to review compound
words

WEDNESDAY
3ES3- investigate and describe ways in which humans can
change the surface of the land
Transforming desert land to agricultural land is one of the
solutions being researched to help solve some of the
worlds food problems.
Student Book pg. 60-61
Teachers Guide pg. 63-65

SUNDAY
3PA1- build, continue and create repeating and creating patterns

SUNDAY

increasing patterns are introduced for the first time.

These are not number patterns (number patterns are in
3PA2) but are patterns with groups of objects.
e.g.

At all levels of achievement, continuing and creating

patterns should involve using concrete objects, not
diagrams on a worksheet. Students are required to
build their pattern to show the groups of objects.
Suitable manipulatives include counters, blocks, towers
of cubes etc. Students should not be making
matchstick patterns at this grade level.
An important idea when students are creating patterns
is that the same pattern can be represented in more
than one way e.g. using different manipulatives.
For Mastered, students need to find missing elements
in patterns.
e.g.

Student Book pg. 62-63

Teachers Guide pg. 140-144
MONDAY
3RRM1 explain the main idea of a text and support it with
evidence from text
3SLLC2- recite poems and tell stories innovatively
3WC2 write legibly in both manuscript and cursive handwriting
with appropriate spacing

MONDAY

MONDAY
3ES4- describe methods needed to conserve resources
Starter and Plenary are provided in the Teachers Guide
Cross Curricular with English
Story Bugs.

Model correct letter formation, encourage students to focus on

proper writing instead of finishing first.
Song of sounds Stage 1
The teacher may either choose the suggested story or use a
poem of choice and develop activities to meet the strand.

The students should be able to say that humans create a

lot of waste and rubbish. If this is not managed carefully it
can cause problems in the environment.
Student Book pg. 74-75
Teachers Guide pg. 79-81

TUESDAY
* Song of sounds Stage 1
3SLLC2- recite poems and tell stories innovatively.
3RRM1 explain the main idea of a text and support it with
evidence from text
3WTT1 write a recount with well sequenced events using a
range of descriptive words.
3RV2-identify, read and write compound words
Introduce and read the story I Want A Pet
Ask students to look at the cover together. Ask students to read
the poem aloud in pairs, emphasizing, expression, rhythm and
rhyme

TUESDAY
3SGP2- give and follow directions showing movement on a
grid

TUESDAY

WEDNESDAY
3WC2 write legibly in both manuscript and cursive handwriting
with appropriate spacing.
3WWP3 Edit and proofread for conventions by making simple
corrections
3LP3 recognize and use (oo,oi,oy,ow,aw,au) vowel sounds when
reading and writing.
Song of sounds Stage 1
Review spelling words Make sentences with the
words given.

WEDNESDAY

WEDNESDAY
3ES4- describe methods needed to conserve resources
Industrial waste usually has to be treated to make it
safe.
In places where water is scarce, such as the UAE,
methods have been developed to desalinate salty
water for drinking
Student Book pg. 77-78
Teachers Book pg. 85-87

THURSDAY
3WC2 write legibly in both manuscript and cursive handwriting
with appropriate spacing.
3LP3 recognize and use (oo,oi,oy,ow,aw,au) vowel sounds when
reading and writing.
3SLP3 recognize the use phonograms with long vowel sounds
when reading and writing
Song of sounds Stage 1
Review of skills learned over this period

THURSDAY
3NAS7 simulate making purchases involving whole dirhams

THURSDAY

Students will move themselves or concrete objects

(counters, game pieces, blocks) around a wide variety
of grids. This can include playing board games,
moving spaces on a hundreds square, on a calendar,
on a chess board, on a grid drawn on the playground,
using the tiles on the classroom floor ...)
Language of movement includes forwards,
backwards, sideways, over, towards, back and forth,
across, away from, right and left.
For Emerging, simple directions are either horizontal
or vertical but not both. e.g. Move the counter 4
squares to the right. Walk up 3 floor tiles. Move
across 2 numbers on the hundreds board.
For Developing, directions can be both vertical and
horizontal and a given number of squares. e.g. Move
4 squares up and 2 to the right. Go across 2
numbers to the left and down 1 on the hundreds
board. Where are you?
For Mastered, students must be able to give directions
as well as follow them. e.g. How did the red counter
move from here to here? It went up 6 and right 4
spaces.
Student Book pg. 90-93
Teachers Guide pg. 210-217

Students must be buying replicas of real items, not

blocks or multilink cubes. i.e. empty cans of beans, soup,
bottles of milk, cereal packets
For Emerging, students need to add up the cost of their
purchases and pay with the correct amount, working
with 1 AED coins and a variety of notes. They can be
encouraged to pay with a variety of combinations of

notes and coins.

For Developing, students add up the cost of their
purchases and pay with a note greater than the value of
the items. e.g. 20 AED to pay for items worth 18 AED.
For Mastered, the seller is giving the correct change for
items paid with notes. e.g. Giving 2 AED change for the
purchase of 18 AED paid with 20 AED.
Student Book pg. 42-43
Teachers Guide pg. 87-89

English Resources:
* Reading time Bugs and I Want a Pet
* Worksheets
*Journals
* CD player
*Promethean board

Math Resources:
Math Around You
Worksheets
Manipulatives
Monopoly money ( 1s, 5s, 10s, )

Science Resources:
Science Around You
Small cups
seeds
soil
fetrlizer