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It provides classroom strength and growth reflections, goal planning for working with parents and improving self-regulation and problem solving, and individualized concern tracking. Lesson structures include connecting, processing, and personalizing activities with discussion supports, artifact categorization, and student drawing/writing tasks, alongside measurable learning questions and big ideas about how communities change over time and how technology affects daily life.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":46,"@type":70,"position":76},"https://docshare.wps.com/template/paper-templates/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/grade-3-social-studies-lesson-and-goal-planning-templates-community-and-pioneer-communities/243856/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/grade-3-social-studies-lesson-and-goal-planning-templates-community-and-pioneer-communities/243856.png","ImageObject",442,249,{"name":88,"@type":89},"McGucket","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-02","2026-09-12",true,{"@type":98,"interactionType":99,"userInteractionCount":79},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What is the unit big question for Grade 3 Social Studies in this resource?","Question",{"text":108,"@type":109},"The big question is: What is a community? It also explores how communities meet needs and wants and how pioneer communities compare to today’s communities.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How does the lesson matrix support students during the connecting activity?",{"text":113,"@type":109},"Students use interactive read-aloud strategies and card prompts to make connections to community words and personal experiences, with materials such as books and category pictures.",{"name":115,"@type":106,"acceptedAnswer":116},"What learning objectives and goals are emphasized beyond content knowledge?",{"text":117,"@type":109},"The planning emphasizes working with parents/parental involvement and increasing self-regulation and problem solving, supported by decisions such as introducing a regulation program and sending a classroom newsletter for volunteer sign-up.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},243856,1790292629,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":45,"category_name":46,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":79,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":76},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Grade 3 Social Studies  \nRTI Triangle  \nCo-­‐planning for All Shelley Moore 2013  \nClass Review (Brownlie & King, 2000)  \nLearning in Safe Schools  \nClass Review Recording Form  \n\n| Classroom Strengths\u003Cbr>-­‐Very social\u003Cbr>-­‐Enjoy working together\u003Cbr>-­‐Caring\u003Cbr>-­‐AcSve |\n| --- |\n|  |\n\n\n| Classroom Stretches\u003Cbr>-­‐Help staying focused\u003Cbr>-­‐Lack of parental commitment\u003Cbr>-­‐difficulty independently solving problems |\n| --- |\n|  |\n\n| Teacher:\u003Cbr>Class: Grade 3 |  |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| |  |  |  | |  |  |  |\n|  |  |  |  |  |  |  |  |\n| Goals\u003Cbr>-­‐Working with parents/ parental involvement\u003Cbr>-­‐Increase self regulaSon and problem solving |  |  |  |  | Decisions\u003Cbr>-­‐Contact resource teacher to introduce zones of regulaSon program\u003Cbr>-­‐send a classroom newsleZer with a parental volunteer sign up.\u003Cbr>-­‐Brain breaks throughout the day |  |  |\n|  |  |  |  |  |  |  |  |\n| Individual Concerns |  |  |  |  |  |  |  |\n| Medical\u003Cbr>Mark-­‐Allergy to almonds | Language Jess-­‐ Dev. delay Go-­‐ ESL | Learning\u003Cbr>Keri-­‐Modified Zuri-­‐ giMed |  |  |  | Socio-Emotional Lindset-­‐ dad just died\u003Cbr>Kim-­‐ high anxiety | Other\u003Cbr>Brian-­‐ behaviour Ana-­‐ High level of absence |\n\nJason-­‐ foster child  \nGoal Planning Template  \n\n| Unit: Pioneers/CommuniSes -­‐ Grade 3 Big Ques>on: What is a community?\u003Cbr>Big Ideas: CommuniSes have changed over Sme . |  |  |  |  |\n| --- | --- | --- | --- | --- |\n| PLOs\u003Cbr>B1-­‐changes in community over Sme\u003Cbr>B2-­‐Describe the importance of communiSes\u003Cbr>B3-­‐IdenSfy cultural similariSesand differences\u003Cbr>D1-­‐Compare ways in which needs and wants are met in communiSes\u003Cbr>D2-­‐Assess how technologies affects Individuals and communiSes |  | Ideas/ Concepts\u003Cbr>CommuniSes\u003Cbr>Culture\u003Cbr>Living\u003Cbr>Technology |  | Ques>ons\u003Cbr>1. What is a community?\u003Cbr>2. What are the wants and needs of a community?\u003Cbr>3. What is a pioneer?\u003Cbr>4. What is a pioneer community?\u003Cbr>5. How is a pioneer community the same or different than my community?\u003Cbr>6. How has daily life changed over Sme?\u003Cbr>Extended Goals\u003Cbr>6. Explain how technology has changed over Sme.\u003Cbr>7. Would you want to live in pioneer days or today ? Why? |\n\nAll/ Most/ Few  \nALL  \nALL  \nALL  \nALL  \nMOST  \nMOST  \nFEW  \nFEW  \nCo-­‐planning for All Shelley Moore 2013  \nModified Goal Planning Template  \nCourse: Social Studies modified goal  \n\n| PLOs\u003Cbr>B1-­‐changes in community over Sme\u003Cbr>|\n| --- |\n| PLO(s) (grade Pre K-­‐emergent)\u003Cbr>-­‐IdenSfy objects and pictures of a pioneer community. |\n\nUnit: Essen>al Ques>on:  \nWhat is a community?  \nIdeas/ Concepts  \nWhat is a community?  \nQues>ons  \n1. -­‐What is a community?  \n2. What are the wants and needs of a community?  \n3. What is a pioneer?  \n4. What is a pioneer community?  \nAll/ Most/ Few  \nAll  \nAll  \nAll  \nAll  \nCo-­‐planning for All Shelley Moore 2013  \nLesson Matrix  \n\n| Class: Grade 3 Social Studies | Lesson Objec>ve: What is a pioneer community? |  |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| Lesson | All | Some | Few | Materials needed | Role of the EA |\n| Connecting Activity | -­‐InteracSve read aloud: Read a book to class about a community | -­‐When you hear something about community hold up your cards | -­‐Make connecSons from your card to your life | -­‐Book about community\u003Cbr>-­‐Pictures for each group showing words (Travel, food, dress house, job) | -­‐Help modified student to choose cards to hold up |\n| Processing Activity | -­‐Introduce 5 arSfacts and have shoulder partner discussion about which category in community that would be and teach about each arSfact | -­‐Sort addiSonal pictures of travel, dress, home, jobs, food into categories | -­‐Add 2 or 3 more things to each categories (leveled/ alternaSve texts available) | -­‐5 arSfacts\u003Cbr>-­‐5 categories\u003Cbr>-­‐AddiSonal pictures labeled with words of\u003Cbr>5 categories\u003Cbr>-­‐Leveled/ alternaSve text\u003Cbr>-­‐Share addiSonal texts and pictures | -­‐Monitor shoulder partner discussion and help to share category |\n","cbCaie5UdWjE3WCq","https://ap.wps.com/l/cbCaie5UdWjE3WCq","pdf",151683,8,"English","# Classroom Review and Planning\n## Classroom Strengths and Stretches\n## Goals and Decisions\n## Individual Concerns\n# Unit Framework: Pioneers and Communities\n## Big Question and Big Ideas\n## PLOs and Concepts\n## Questions and Extended Goals\n# Lesson Matrix\n## Connecting Activity\n## Processing Activity\n## Transforming/Personalizing Activity","[{\"question\":\"What is the unit big question for Grade 3 Social Studies in this resource?\",\"answer\":\"The big question is: What is a community? It also explores how communities meet needs and wants and how pioneer communities compare to today’s communities.\"},{\"question\":\"How does the lesson matrix support students during the connecting activity?\",\"answer\":\"Students use interactive read-aloud strategies and card prompts to make connections to community words and personal experiences, with materials such as books and category pictures.\"},{\"question\":\"What learning objectives and goals are emphasized beyond content knowledge?\",\"answer\":\"The planning emphasizes working with parents/parental involvement and increasing self-regulation and problem solving, supported by decisions such as introducing a regulation program and sending a classroom newsletter for volunteer sign-up.\"}]","Grade 3 Social Studies - Lesson and Goal Planning Templates - Community and Pioneer Communities | PDF",1789209356]