Grade 3 pages/ELA_Department...2016-2017 English Language Arts/Reading Instructional Framework Grade...

2016-2017

English Language Arts/Reading Instructional Framework

Grade 3 Contributing Curriculum Alignment Teachers:

Mary Lozano (Ortiz Elementary), Cynthia Peña (Ortiz Elementary),

Alaine Ortiz (Yturria Elementary), and Ingrid Gonzales (Russell Elementary)

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2016-2017 CURRICULUM FRAMEWORKS

1st SIX WEEKS Subject: Reading Grade: 3rd

1

Week #1 TEKS &

Reporting Categories

Spiral Content/

Fluency

ELPS CCRS Concepts

Additional Resources Vocabulary Lesson Spelling/Grammar/Writing Tier II/III

Monday

Aug. 22, 2016

RC: 1,2

TEKS: 3.1C 3.4B, 3.8A-B, 3.17A 3.22B, 3.24A, (Fig. 19E)

Teacher Model :

Fluency Passage

Rapid Word Recognition Chart

ELPS:1A-I, 2A-G, 3A-F, 4A-I, 5A-G

CCRS:E/LAS II Reading A-D; E/LAS 1 Writing A

Academic: Sequence, Summarize, Explain, Plot, Main Events, Influence, Future Events

STAAR: Event, Detail, Problem, Paragraph, Diagram Cognate: absorb/absorber

Read Aloud Topic: School (See additional resources for suggested titles) Story Structure Map Comprehension Focus Skill: Story Structure Resource: FCRR-story structure C.003-C.007 Reach: Unit 1: “Happy to Help”

Spelling: Multiple Meaning Words Resource: FCRR Multiple Meanings

Grammar: Capitalization Writing: Write to Narrate (Brainstorm) Prompt: What can you create with a dot?Narrative writing-organizers Writer’s Workshop: Introduce Writer’s Workshop

HMH TPRI TEJAS LEE FCRR

Benchmark Education: Magic Carpet Ride Lost and Found Leveled Text

Suggested Readings: How to be cool in third grade by: Betsie Duffy Freckle Juice by: Judy Blume Amelia's Notebook by: Marissa Moss Magic Tree House: Monday with a Mad Genius by Mary Pope Osbourne The Dot by Peter H. Reynolds

Tuesday

Aug. 23, 2016

RC: 1,,2

TEKS:3.1C 3.4B, 3.8A-B, 3.17A 3.22B, 3.24A, (Fig. 19E)

Teacher Model: Rapid Word Recognition Chart Fluency Passage

ELPS:1A-I, 2A-G, 3A-F, 4A-I, r5A-G CCRS:E/LAS II Reading A-D; E/LAS 1 Writing A

Academic: Sequence, Summarize, Explain, Plot, Main Events, Influence, Future Events STAAR: Event, Detail, Problem, Paragraph, Diagram Cognate: absorb/absorber

Continue Read Aloud Character Analysis Graphic Organizer Comprehension Focus Skill: Understanding Characters Resource: FCRR-story structure C.003-C.007 Reach: Unit 1: “Happy to Help”

Spelling: Multiple Meaning Words Resource: FCRR Multiple Meanings Grammar: Punctuation Writing: Write to Narrate (Draft) Narrative writing-organizers Writer's Workshop: Session 1: Starting the Writer’s Workshop

HMH TPRI TEJAS LEE FCRR Benchmark Education: Magic Carpet Ride Lost and Found Leveled Text

Suggested Readings: How to be cool in third grade by: Betsie Duffy Freckle Juice by: Judy Blume Amelia's Notebook by: Marissa Moss Magic Tree House:

Monday with a Mad

Genius by Mary Pope

Osbourne

Wednesday

Aug. 24, 2016

RC: 1,2

TEKS:3.1C 3.4B, 3.8A-B, 3.17A 3.22B, 3.24A, (Fig. 19E)

(Student Practice) Rapid Word Recognition Chart and Punctuation Fluency Passage

ELPS:1A-I, 2A-G, 3A-F, 4A-I, 5A-G CCRS:E/LAS II Reading A-D; E/LAS 1 Writing A


Continue Read Aloud Sequence Graphic Organizer Comprehension Focus Skill: Sequencing Resource: FCRR-story structure C.003-C.007 Reach: Unit 1: “Happy to Help”

Spelling: Multiple Meaning Words Resource: FCRR Multiple Meanings Grammar: nouns in sentences Writing: Write to Narrate (Revise) Narrative writing-organizers Writer’s Workshop: Session 2: Generating More Writing


Suggested Readings: How to be cool in third grade by: Betsie Duffy Freckle Juice by: Judy Blume Amelia's Notebook by: Marissa Moss Magic Tree House: Monday with a Mad Genius by Mary Pope Osbourne

http://www.fcrr.org/curriculum/PDF/G2-3/2-3Comp_1.pdf


http://www.fcrr.org/curriculum/PDF/G2-3/2-3Vocab_5.pdf

http://www.scholastic.com/teachers/top-teaching/2014/03/graphic-organizers-personal-narratives


http://cnibisd.weebly.com/benchmark-education-leveled-texts.html













2

Thursday

Aug.25, 2016

RC: 1,2 TEKS:3.1C 3.4B, 3.8A-B, 3.17A 3.22B, 3.24A, (Fig. 19E)

(Student Practice) Rapid Word Recognition Chart and Phrasing Fluency Passage



Continue Read Aloud Summarizing Graphic Organizer Comprehension Focus Skill: Summarizing Resource: FCRR-story structure C.003-C.007 Reach: Unit 1: “Happy to Help”

Spelling: Multiple Meaning Words Assessment Grammar: Teacher Created Assessment Writing: Write to Narrate (Edit) Narrative writing-organizers Writer’s Workshop: Session 3: Creating a Heart Map of Neighborhood



Friday,

Aug. 26, 2016

RC: 1,2 TEKS:3.1C 3.4B, 3.8A-B, 3.17A 3.22B, 3.24A, (Fig. 19E)

Final Read Fluency Passage

ELPS:1A-I, 2A-G, 3A-F, 4A-I, 5A-G CCRS:E/LAS II Reading A-D; E/LAS 1 Writing


Comprehension Focus Skill: Story Structure, Character Analysis, Sequencing, Summarizing Teacher Created Assessment

Spelling: Multiple Meaning Words Assessment Grammar: Teacher Created Assessment Writing: Write to Narrate (Publish)








3

Week #2

TEKS & Reporting Categories

Spiral Content/ Fluency

ELPS CCRS Concepts


Monday Aug. 29,

2016

RC: 1, 2 TEKS: 3.1C 3.4B, 3.8A-B, 3.17A 3.22B, 3.24A, (Fig. 19E)

Cold Read Fluency Passage #1 LE: Day 1


Academic: summarize, explain, describe STAAR: detail, best describes Target:T16 Cognate:

acceleration/acceleración

HMH: Unit 1 Lesson:1 pg: T12-T21 Comprehension Focus Skill: Story Structure 3.8A, Summary (Fig. 19E) Resource: FCRR- summarization-C028-030

Reach: Unit 1: “Happy to Help”

Spelling: Short Vowels 3.1C,3.24A pg. T20 short vowel bingo Grammar: Subjects and Predicates 3.22B pg. T20 Writing: Write to Narrate (Brainstorm) Prompt: Describe one of your favorite places to someone who has never been there. Narrative writing-organizers Writer’s Workshop: Session 4: Qualities of Good Writing: FOCUS


Texas Write Source NG Reach Social Studies: www.pearsonrealize.com

Chapter 4 Chapter Opener Target Reading Skill Readworks: Characters Passages Readworks:Plot Passages Readworks: Setting Passages

STAAR Ready Instruction pg.25-32

Tuesday Aug. 30,

2016

RC: 1,2 TEKS:3.2A, 3.8A, 3.8B, 3.17A 3.22B, 3.24A (Fig. 19E)

Rapid Word Recognition Chart Fluency Passage #1 LE: Day 2


Academic: summarize, explain, describe STAAR: detail, best describes Target: T22 Cognate:


HMH: Unit 1 Lesson 1 pg.T22-T39 Comprehension Focus Skill: Story Structure 3.2A, 3.8A, Summary (Fig. 19E) Resource: FCRR- summarization-C028-030


Spelling: Short Vowels 3.24A pg. T40 short vowel bingo Grammar: Subjects and Predicates 3.22B pg. T40 subjects/predicates

Writing: Write to Narrate (Draft) Narrative writing-organizers Writer’s Workshop: Session 5: Qualities of Good Writing-Details


Texas Write Source NG Reach Social Studies Chapter 4 Skill Activity Summarize Readworks: Characters Passages Readworks:Plot Passages Readworks: Setting Passages




http://www.mrsmcgillen.com/images/Unit%201%20Lesson%201%20Spelling%20Bingo.pdf



http://www.pearsonrealize.com/

http://www.readworks.org/lessons/grade3/character


http://www.readworks.org/lessons/grade3/plot


http://www.readworks.org/lessons/grade3/setting





http://www.mrsmcgillen.com/images/Unit%201%20Lesson%201%20Subjects%20and%20Predicates.pdf










4

Wednesday Aug. 31,

2016

RC: 1,2 TEKS: 3.2A, 3.8A, 3.8B, 3.17A 3.22B, 3.24A (Fig. 19E)

Rapid Word Recognition Chart and Punctuation Fluency Passage #1 LE: Day 3

ELPS: 1A-I, 2A-G, 3A-F, 4A-I, 5A-G CCRS: E/LAS II Reading A-D; E/LAS 1 Writing A



HMH: Unit 1 Lesson 1

pg.T42-T47

Comprehension Focus Skill: Story Structure 3.8A, Summary

(Fig. 19E)

Resource: FCRR-

summarization-C028-030

Introduce Poetry

Suggested Resource: Measuring

up. 230-238


Spelling: Short Vowels 3.24A pg.T48 hort vowel bingo Grammar: Subjects and Predicates 3.22B pg. T48 subjects/predicates

Writing: Write to Narrate

(Revise)

Narrative writing-organizers

Writer’s Workshop:Session 6:

The Writer’s Job in a

Conference


Texas Write Source NG Reach Social Studies Chapter 4 TE:pages 150-151 Readworks: Characters Passages Readworks:Plot Passages Readworks: Setting Passages


Thursday Sept. 1,

2016

RC: 1,2 TEKS: 3.2A, 3.8A, 3.8B, 3.17A 3.22B, 3.24A (Fig. 19E)

Rapid Word Recognition Chart and Phrasing Fluency Passage #1 LE: Day 4




HMH: Unit 1 Lesson 1 pg: T50-T55 Vocabulary: Multiple Meaning Words 3.26A (ii) Comprehension Focus Skill: Story Structure, Summary (Fig. 19E) Resource: FCRR- summarization-C028-030


Spelling: Short Vowels 3.24A pg.T56 short vowel bingo Grammar: Subjects and Predicates 3.22B pg. T56 subjects/predicates

Writing: Write to Narrate (Edit) Narrative writing-organizers Writer’s Workshop: Session 7: Building Stories Step by Step


Texas Write Source NG Reach Social Studies Chapter 4 Lesson 1 144-149 Readworks: Characters Passages Readworks:Plot Passages Readworks: Setting Passages


Friday Sept. 2,

2016

RC: 1,2 TEKS: 3.4B, 3.8A, 3.8B, 3.17C-D, 3.24A, 3.22B (Fig. 19E)

Final Read Fluency Passage #1 LE: Day 5




HMH: Unit 1 Lesson 1 pg. T58-T61 Comprehension Focus Skill: Story Structure 3.8A, Summary (Fig. 19E) Assessment


Spelling: Short Vowels 3.24A pg. T62 Grammar: Subjects and Predicates 3.22B pg. T62-T63 Writing: Write to Narrate (Publish)


Texas Write Source NG Reach Social Studies Chapter 4 – Leveled Readers: Reading Skills Summarize Readworks: Characters Passages Readworks:Plot Passages Readworks: Setting Passages































5

Week # 3 TEKS &



ELPS CCRS Concepts


Monday Sept. 5,

2016

RC: 1, 2 TEKS:3.2A, 3.2A (Fig 19), 3.24A, 3.23D, 3.17A


ELPS: 1A-I, 2A-G, 3A-F, 4A-I, 5A-G CCRS:E/LAS II Reading A-D; E/LAS 1 Writing A

Academic: multiple-meaning words, homographs STAAR: Dictionary Entry, best fits, most closely Target: T100 Cognate:

accident/accidente

HMH: Unit 1 Lesson:2 pg: T100-T109 Comprehension Focus Skill: Conclusions 3.2A, 3.2B Infer and Predict 3.2A (Fig. 19D) Resource: Inferencing worksheets


Spelling: VCE 3.24A pg. T108 Spelling tic-tac-toe

Grammar: Kinds of Sentences 3.23 D pg. T108 kinds of sentences

Writing: Write to Narrate (Brainstorm) Model: Friendly Letter 3.17A pg. T109 Prompt: Write a letter to a friend or a family member about a humorous or interesting experience you had. Narrative writing-organizers Writer’s Workshop: Session 8: Choosing a Seed Idea

HMH TPRI TEJAS LEE FCRR Benchmark Education: Celebration The White House Leveled Text

Texas Write Source NG Reach Social Studies: Chapter 6 Opener Target reading skill: draw conclusions Readworks: Drawing Conclusions Passages Readworks: Predicting Passages

STAAR Ready Instruction pg.81-88 Unit 1 Reach Test

Tuesday Sept. 6,

2016

RC: 1, 2 TEKS: 3.2A, 3.2A (Fig 19), 3.24A, 3



Academic: multiple-meaning words, homographs STAAR: Dictionary Entry, best fits, most closely Target: T110 Cognate: accident/accidente

HMH: Unit 1 Lesson:2 pg: T110- T129 Comprehension Focus Skill: Conclusions 3.2A, 3.2B Infer and Predict 3.2A (Fig. 19D) Inferencing worksheets




Writing: Write to Narrate Model:(Draft) Pre-Write 3.17A pg. T129 Narrative writing-organizers Writer’s Workshop: Session 9: Revising Leads: Learning from Published Writing


Texas Write Source NG Reach Social Studies: Chapter 6 Target reading skill: draw conclusions Readworks: Drawing Conclusions Passages Readworks: Predicting Passages


http://www.ereadingworksheets.com/free-reading-worksheets/reading-comprehension-worksheets/inferences-worksheets/


http://www.mrsmcgillen.com/images/Unit%201%20Lesson%202%20TIC%20TAC%20TOE%20Board.pdf

http://www.mrsmcgillen.com/images/Kinds%20of%20Sentences.pdf



http://www.readworks.org/lessons/grade3/drawing-conclusions


http://www.readworks.org/lessons/grade3/predicting


http://assessment.ngreach.com/











6

Wednesday Sept. 7,

2016

TEKS:3.2A, (Fig. 19) 3.2B, 3.24A, 3.23D, 3.17A




accident/accidente

HMH: Unit 1 Lesson:2 pg: T130-T137 Comprehension Focus Skill: Conclusions 3.2A, 3.2B Infer and Predict 3.2A (Fig. 19D) Resource: Inferencing worksheets Poetry Focus: Poetry Vocabulary Suggested Resource: Forde Ferrier “Sick Day” p. 3




Writing: Write to Narrate, (Revise) Model: (Revise) Pre-Write 3.17A pg. T137 Narrative writing-organizers Writer’s Workshop: Session 10: Writing Discovery Drafts


Texas Write Source NG Reach Social Studies: Chapter 6 TE pages 226-227 Readworks: Drawing Conclusions Passages Readworks: Predicting Passages


Thursday Sept. 8,

2016

RC: 1,2 TEKS:3.2A-B, 3.24A, 3.23D, 3.17A




accident/accidente

HMH: Unit 1 Lesson:2 pg: T138-T145 Comprehension Focus Skill: Conclusions 3.2A, 3.2B Infer and Predict 3.2A (Fig. 19D) Resource: Inferencing worksheets




Writing: Write to Narrate, (Edit) Model: Draft 3.17A pg. T145 Narrative writing-organizers Writer’s Workshop: Session 11: Revising Endings: Learning From Published Writing


Texas Write Source NG Reach Social Studies: Chapter 6 Lesson 2 Pages 214-219 Readworks: Drawing Conclusions Passages Readworks: Predicting Passages


Friday Sept. 9,

2016

RC: 1, 2 TEKS: 3.2A-B, 3.2A (Fig. 19D), 3.24A, 3.23D, 3.17A




accident/accidente

HMH: Unit 1 Lesson:2 pg: T146-T153 Comprehension Focus Skill: Conclusions 3.2A, 3.2B Infer and Predict 3.2A (Fig. 19D) Assessments Resource: Inferencing worksheets


Spelling: VCE 3.24A pg. T150

Grammar: Kinds of Sentences 3.23 D pg. T150-T151

Writing: Write to Narrate, (Publish) Model: Revise and Edit 3.17A pg. T152-T153


Texas Write Source NG Reach Social Studies: Chapter 6 – Leveled Readers- Target Reading Skill: Draw Conclusions STAAR Ready Instruction pg.81-88























7

Week # 4 TEKS &



ELPS CCRS Concepts


Monday Sept. 12,

2016

RC: 1,2 TEKS: 3.8B. 3.24A, 3.23D, 3.17A



Academic: describe, relationships STAAR: best describes, best shows Target: T188

Cognate: active/activo

HMH: Unit 1 Lesson:3 pg: T188-T197 Comprehension Focus Skill: Understanding Characters 3.8B Analyze and Evaluate 3.8B Resource: Understanding characters Resource: text structure

Reach: Unit 4: “Let’s Work

Together”

Spelling: More Long A & E 3.24A pg. T196 Grammar: Sentence Fragments & Run-Ons 3.23 D pg. T196 fragments/runons Writing: Write to Narrate, (Brainstorm) Personal Narrative 3.17A pg. T197 Prompt: Write a personal narrative about a time you helped someone important to you. Narrative writing-organizers Writer’s Workshop: Session 12: Taking Charge of our Writing Work: Starting a Second Piece

HMH TPRI TEJAS LEE FCRR Benchmark Education: Can We Keep It? Grandma Moses Leveled Text

Texas Write Source NG Reach Social Studies 21

st Century Skills

Analyze Images STAAR Ready

Instruction pg.41-48

Tuesday Sept. 13,

2016

RC: 1,2 TEKS: 3.8B. 3.24A, 3.23D, 3.17A



Academic: describe, relationships STAAR: best describes, best shows Target: T198 Cognate: active/activo

HMH: Unit 1 Lesson:3 pg: T198-T219 Comprehension Focus Skill: Understanding Characters 3.8B Analyze and Evaluate 3.8B Resource: Understanding characters Resource: text structure Reach: Unit 4: “Let’s Work

Together”

Spelling: More Long A & E 3.24A pg. T218 Grammar: Sentence Fragments & Run-Ons 3.23 D pg. T218 fragments/runons Writing: Write to Narrate, (Draft) Voice 3.17A pg. T219 Narrative writing-organizers Writer’s Workshop: Session 13: Timelines as Tools for Planning Stories


Texas Write Source NG Reach STAAR Ready


http://www.ereadingworksheets.com/genre/genre-worksheets/


http://www.ereadingworksheets.com/text-structure-worksheets/identifying-text-structure-1.pdf

http://www.mrsmcgillen.com/images/Fragments%20and%20Run%20Ons.pdf










8

Wednesday Sept.14,

2016

RC: 1,2 TEKS: 3.8B. 3.24A, 3.23D, 3.17A



Academic: describe, relationships STAAR: best describes, best shows Target: T 220 Cognate: active/activo

HMH: Unit 1 Lesson:3 pg: T220-T227 Comprehension Focus Skill: Understanding Characters 3.8B Analyze and Evaluate 3.8B Resource: Understanding characters Resource: text structure Poetry Focus: Rhyme Suggested Resource: Forde Ferrier “Dinner with a Dinosaur” p. 9 Reach: Unit 4: “Let’s Work

Together”

Spelling: More Long A & E 3.24A pg. T226 Grammar: Sentence Fragments & Run-Ons 3.23 D pg. T226 fragments/runons Writing: Write to Narrate, (Revise) Prewrite 3.17A pg. T227 Narrative writing-organizers Writer’s Workshop: Session 14: Timelines as Tools for Developing Stories


Texas Write Source NG Reach Social Studies 21

st Century Skills

Evaluate Media Content STAAR Ready Instruction pg.41-48

Thursday Sept. 15,

2016

RC: 1,2 TEKS: 3.8B. 3.24A, 3.23D, 3.17A



Academic: describe, relationships STAAR: best describes, best shows Target: T228 Cognate: active/activo

HMH: Unit 1 Lesson:3 pg: T228-T235 Comprehension Focus Skill: Understanding Characters 3.8B Analyze and Evaluate 3.8B Resource: Understanding characters Resource: text structure Reach: Unit 4: “Let’s Work

Together”

Spelling: More Long A & E 3.24A pg. T234 Grammar: Sentence Fragments & Run-Ons 3.23 D pg. T235 fragments/runons Writing: Write to Narrate, (Edit) Draft 3.17A pg. T235 Narrative writing-organizers Writer’s Workshop: Session 15: Triple Timeline




Friday Sept. 16,

2016

RC: 1,2 TEKS: 3.8B. 3.24A, 3.23D, 3.17A



Academic: describe, relationships STAAR: best describes, best shows Target: T188236 Cognate: active/activo Assessment - Senderos

HMH: Unit 1 Lesson:3 pg: T236-T243 Comprehension Focus Skill: Understanding Characters 3.8B Analyze and Evaluate 3.8B Assessments Assessment- Texas Assessment Preparation Book Reach: Unit 4: “Let’s Work

Together

Spelling: More Long A & E 3.24A pg. T240 Grammar: Sentence Fragments & Run-Ons 3.23 D pg. T240-241 Writing: Write to Narrate, (Publish) Revise and Edit 3.17A pg. T242-243














https://app.box.com/s/sj3o6szsaouoo08g6q3duhe8fzwdl1oo

https://app.box.com/s/axiayjvhjzgf4bayet6atowim8ngpgqs

https://app.box.com/s/axiayjvhjzgf4bayet6atowim8ngpgqs



9

Week # 5 TEKS &



ELPS CCRS Concepts


Monday Sept. 19,

2016

RC: 1, 2 TEKS: 3.2B, Fig 19D, 3.24A, 3.22A(ii), 3.17A



Academic: distinguish, relevant meaning, context STAAR: matches, dictionary entry Target: T278 Cognate: adult/adulto

HMH: Unit 1 Lesson: 4 pg: T278-287 Comprehension Focus Skill: Compare and Contrast 3.2B Infer and Predict Fig. 19D Resource: compare/contrast organizers Reach: Unit 4: “Let’s Work

Together”

Spelling: More Long O 3.24A pg. T286 Long O bingo

Grammar: Common and Proper Nouns 3.22 A (ii) pg. T286 common and proper nouns Writing: Write to Narrate, (Brainstorm) Personal Narrative 3.17A pg. T 287 Prompt: Write about an experience or event that changed your life. Narrative writing-organizers

Writer’s Workshop: Session 16: Writing in Passages of Thought: Paragraphing to Support Elaboration

HMH TPRI TEJAS LEE FCRR Benchmark Education: The Carpenters The World of Bugs Leveled Text

Texas Write Source NG Reach Social Studies: Chapter 8 Chapter Opener Target Reading Skill: Compare/Contrast ReadWorks: Compare & Contrast Passages Readworks: Predicting Passages

Measuring Up 2013 page215-223

Tuesday Sept. 20,

2016





HMH: Unit 1 Lesson: 4 pg: T 288- T309 Comprehension Focus Skill: Compare and Contrast 3.2B Infer and Predict Fig. 19D Resource: compare/contrast organizers

Reach: Unit 4: “Let’s Work

Together”


Grammar: Common and Proper Nouns 3.22 A (ii) pg. T308 common and proper nouns

Writing: Write to Narrate, (Draft) Ideas 3.17A pg. T 309 Narrative writing-organizers Writer’s Workshop: Session 17: Developing the Heart of the Story: Revision


Texas Write Source NG Reach Social Studies: Chapter 8 Chapter 8 Skill Activity: Compare and Contrast ReadWorks: Compare & Contrast Passages Readworks: Predicting Passages


https://www.teachervision.com/graphic-organizers/printable/56506.html



http://www.mrsmcgillen.com/images/Common%20and%20Proper%20Nouns.pdf




http://www.readworks.org/books/passages?keys=compare+and+contrast&grade=40&lexile%5Bmin%5D=-1&lexile%5Bmax%5D=2201&domain=All&fiction_or_not=All&skill=All
















10

Wednesday Sept.21,

2016





HMH: Unit 1 Lesson: 4 pg: T310-T317 Comprehension Focus Skill: Compare and Contrast 3.2B Infer and Predict Fig. 19D Resource: compare/contrast organizers Poetry Focus: Rhythm Suggested Resource: Forde Ferrier Poems “Baby Bird” p. 14 Reach:

Unit 4: “Let’s Work Together”


Grammar: Common and Proper Nouns 3.22 A (ii) pg. T316 common and proper nouns

Writing: Write to Narrate, (Revise) Personal Narrative 3.17A pg. T317 Narrative writing-organizers Writer’s Workshop: Session 18: Using Editing Checklists


Texas Write Source NG Reach Social Studies: Chapter 8 TE pager 292-293 ReadWorks: Compare & Contrast Passages Readworks: Predicting Passages


Thursday Sept. 22,

2016





HMH: Unit 1 Lesson: 4 pg: T318-325 Comprehension Focus Skill: Compare and Contrast 3.2B Infer and Predict Fig. 19D Resource: compare/contrast organizers Reach:

Unit 4: “Let’s Work Together”


Grammar: Common and Proper Nouns 3.22 A (ii) pg. T324 common and proper nouns Reach Unit 4 Test

Writing: Write to Narrate, (Edit) Personal Narrative 3.17A pg. T325 Narrative writing-organizers Writer’s Workshop: Session 19: Publishing: A Writing Community Celebrates!


Texas Write Source NG Reach Social Studies: Chapter 8 Lesson 1 pages 286-291 ReadWorks: Compare & Contrast Passages Readworks: Predicting Passages



















http://assessment.ngreach.com/









11

Friday Sept. 23,

2016

End of the 1st six weeks





HMH: Unit 1 Lesson: 4 pg: T326-333 Comprehension Focus Skill: Compare and Contrast 3.2B Infer and Predict Fig. 19D Assessments

Spelling: More Long O 3.24A pg. T330

Grammar: Common and Proper Nouns 3.22 A (ii) pg. T330

Writing: Write to Narrate, (Publish) Personal Narrative 3.17A pg. T332


Texas Write Source NG Reach Social Studies: Chapter 8 Leveled readers Target Reading Skill: Compare and Contrast ReadWorks: Compare & Contrast Passages Readworks: Predicting Passages

Measuring Up 2013

page215-223







12

Components Seen This Six Weeks

Reporting Category

TEKS ELPS

English Language Proficiency Standards

CCRS College and Career Readiness Standards

☒1 – Understanding Across Genres

☒2 – Understanding and Analysis of Literary Texts

☒3 –Understanding and Analysis of Informational Texts

3.1C – decode words applying knowledge of common spelling patterns 3.2A – use ideas such as illustrations, titles, topic sentences, key words, and foreshadowing clues to make and confirm predictions 3.2B - ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text 3.4B – use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs. 3.8A – sequence and summarize the plot’s main events and explain their influence on future events 3.8B – describe the interaction of characters including their relationships and the changes the undergo3.10A – identify language that creates a graphic visual experience and appeals to the senses 3.17A – plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies such as brainstorming, graphic organizers, logs, and journals. 3.22A – use and understand the function of the following parts of speech in the context of reading, writing, and speaking, (ii) nouns (singular/plural, common/proper),3.22B – use the

Learning Strategies – 1A – prior knowledge 1B – self-corrective techniques 1C – memorizing/reviewing, concept mapping/drawing, comparing/contrasting 1D – requesting assistance, synonyms/circumlocution 1E – concept attainment with new words, language attainment with new words 1F – using accessible language 1G – formal and informal English

1H – deductive reasoning, inductive reasoning, patterns in language

Listening 2A – recognizes: correct pronunciation 2B – recognizes: sounds in words (phonemic awareness) 2C – recognize: words/phrases in discussion 2D – understand or seek help 2E – use technology to learn / review 2F – gist, main points, details 2H – implied info

2I – listening comprehension

Speaking 3A – correct pronunciation of words ____ 3B – use new vocabulary about topic 3C – use variety of sentence stems 3D – speak using newly taught vocab _____ 3E – share in cooperative groups about ____ 3F – ask / give info using words ____ 3G – give opinions about ___ using words, phrases 3H – narrate, describe, explain 3I – use in/formal English to say____

3J – oral response to variety of media about____

Reading 4A – letter-sounds & phonics 4B – directionality 4C – sight vocabulary 4D – BEFORE reading support

Reading: A. Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying lengths. 1. Use effective reading strategies to determine a written work’s purpose and intended audience. 2. Use text features and graphics to form an overview of informational texts and to determine where to locate information. 3. Identify explicit and implicit textual information including main ideas and author’s purpose. 4. Draw and support complex inferences from text to summarize, draw conclusion, and distinguish facts from simple assertions and opinions. 5. Analyze the presentation of information and the strength and quality of evidence used by the author, and judge the coherence and logic of the presentation and the credibility of the argument. 6. Analyze imagery in literary texts. 7. Evaluate the use of both literal and figurative language to inform and shape the perceptions of readers. 8. Compare and analyze how generic features are used across texts. 9. Identify and analyze the audience, purpose, and message of an informational or persuasive text. 10. Identify and analyze how an author’s use of language appeals to the senses, creates imagery, and suggests mood. 11. Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme. B. Understand new vocabulary and concepts and use them accurately in reading, speaking, writing. 1. Identify new words and concepts acquired through study of their relationships to other words and concepts. 2. Apply knowledge of roots and affixes to infer the meanings of new words.



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complete subject and complete predicate in a sentence 3.24A – use knowledge of letters sounds, word parts, word segmentation, and syllabication to spell 3.23A – write legibly in cursive script with spacing between words in a sentence Fig 19 D – Make inferences about text and use textual evidence to support understanding

4E – simplify text (to access content) 4F – pictures / semantics to support reading (predictable text) 4G – show comprehension individually or in groups 4H – demonstrate comprehension of text read silently 4I – develop basic reading skills that build comprehension 4J – make inferences about text & graphics

4K – analyze text

Writing 5A – use letter-sounds, phonics 5B – use new vocabulary 5C – spell correctly 5D – Edit writing 5E – simple & complex sentences 5F – use sentence frames & selected vocabulary

5G –narrate, describe, and explain in writing

3. Use reference guides to confirm the meanings of new words or concepts. C. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods. 1. Read a wide variety of texts from American, European, and world literatures. 2. Analyze themes, structure, and elements of myths, traditional narratives, and classical and contemporary literature. 3 Analyze works of literature for what they suggest about the historical period and cultural contexts in which they were written. 4. Analyze and compare the use of language in literary works from a variety of world cultures. D. Explain how literary and other texts evoke personal experience and reveal character in particular historical circumstances. 1. Describe insights gained about oneself, others, or the world from reading specific texts. 2. Analyze the influence of myths, folktales, fables, and classical literature from a variety of world cultures on later literature and film.

Grade 3 pages/ELA_Department...2016-2017 English Language Arts/Reading Instructional Framework Grade...

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