I can identify strategies to overcome reading challenges to become an independent and proficient reader. (W.3.5, SL.3.5)
I can analyze someone reading aloud effectively to generate criteria for reading fluency. (RF.3.4)

Explore your own straight-line motion using a motion sensor to generate distance versus time graphs of your own motion. Learn how changes in speed and direction affect the graph, and gain an understanding of how motion can be represented on a graph.

This web-based graphing activity explores the similarities and differences between Velocity vs. Time and Position vs. Time graphs. It interactively accepts user inputs in creating "prediction graphs", then provides real-time animations of the process being analyzed. Learners will annotate graphs to explain changes in motion, respond to question sets, and analyze why the two types of graphs appear as they do. It is appropriate for secondary physical science courses, and may also be used for remediation in preparatory high school physics courses. This item is part of the Concord Consortium, a nonprofit research and development organization dedicated to transforming education through technology. Users must register to access full functionality of all the tools available with SmartGraphs.

Make waves with a dripping faucet, audio speaker, or laser! Add a second source or a pair of slits to create an interference pattern.

I can write proof paragraph 1 of my reading contract. (W.3.2a, W.3.2b)
I can fluently read an excerpt of text aloud for an audiobook. (RF.3.4, SL.3.5)

Purpose of lesson and alignment to standards:

In this lesson, students write proof paragraph 2 of their reading contracts. This is written in pieces with students saying each part aloud before writing. A template has also been provided for those students who may need it (W.3.2a, W.3.2b).
At the end of the lesson, students continue to practice reading their fluency excerpt. This time, they read in book groups. This is to provide students with practice reading in the same sequence they will read for the audio recording for the end of unit assessment. When listening to students, use common issues as teaching points in this lesson (RF.3.4, SL.3.5).
If there are not complete groups for reading fluency practice, invite students who feel comfortable doing so to take over the missing parts, but emphasize that they won't be assessed on the extra parts they are reading.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to overcoming challenges in access to education, books, and reading near and far. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

In this lesson, students write the concluding paragraph of their reading contracts. Since this paragraph is very similar for all students, this is written as a group, and students add their individual challenges at the end (W.3.2d).
At the end of the lesson, students use the Peer Critique protocol when practicing their reading fluency in book groups in preparation for Part I of the End of Unit 3 Assessment in the next lesson (RF.3.4, SL.3.5). If you noticed any common issues when listening to students read aloud in the previous lesson, use these as teaching points in this lesson.
If there are not complete groups for reading fluency, invite students who feel comfortable doing so to take over the missing parts. Ensure they understand that they won't be assessed on the extra parts they are reading.
In this lesson, the habit of character focus is on working to become an ethical person. The characteristic students are reminded of specifically is integrity, as it relates to them completing their research reading homework.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to overcoming challenges in access to education, books, and reading near and far. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

I can write an introductory paragraph for my reading contract. (W.3.2a)
I can fluently read an excerpt of text aloud for an audiobook. (RF.3.4, SL.3.5)