Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
ELAR Grade 03 Unit 01 Exemplar Lesson 01: Using Strategies to Understand Characters and Plot
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with
district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts
may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s
teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle
State Adopted Instructional Materials.)
Lesson Organizer
Lesson Synopsis
Performance Indicators
Students develop strategies for reading and writing by having a purpose for reading. Students monitor their
comprehension by making and confirming predictions. Students describe the interactions of characters and the
changes they undergo. They sequence and summarize the plot of stories, looking at how events are connected, and
predict future events. In writing, students apply what they learn about fiction to write a story (real or imagined) that
includes the elements of plot and interesting characters. Students continue to add to their Word Study Notebook and
learn to use a print dictionary purposefully.
Grade 03 ELAR Unit 01 PI 01
Using the writing process and the conventions of written language, generate an idea and write a real or imagined story with
interesting and believable characters, a detailed setting, and a plot that builds to a climax.
Standard(s): 3.17A , 3.17B , 3.17C , 3.17D , 3.17E , 3.18A , 3.19A
ELPS ELPS.c.5B , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
Grade 03 ELAR Unit 01 PI 02
Create a book with illustrations and text that sequences and summarizes the plot’s main events. Include descriptions of characters,
their relationships, and the changes they undergo in the story. In a paragraph or with a partner, explain how the main events influence
future events.
Standard(s): 3.8A , 3.8B , 3.20C , 3.Fig19E
ELPS ELPS.c.1C , ELPS.c.1E , ELPS.c.2D , ELPS.c.3H , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J
, ELPS.c.5B , ELPS.c.5E , ELPS.c.5G
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page 1 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Grade 03 ELAR Unit 01 PI 04
Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts and media.
Provide evidence from the text to support ideas.
Standard(s): 3.2A , 3.2B , 3.2C , 3.11A , 3.20C , 3.Fig19A , 3.Fig19B , 3.Fig19C , 3.Fig19D , 3.Fig19E
ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F
, ELPS.c.5G
Grade 03 ELAR Unit 01 PI 05
Record multiple entries in a Word Study Notebook to demonstrate knowledge of new words, their meanings, and relationships.
Standard(s): 3.4A , 3.4B , 3.4C , 3.4E
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.5B , ELPS.c.5F , ELPS.c.5G
Key Understandings
Authors use writer’s craft to engage and sustain the reader’s interest and enhance understanding.
Authors use conventions of written language to communicate clearly and effectively.
Understanding literary elements facilitates the reader’s ability to make meaning of the text.
Readers use strategies to support understanding of text.
An extensive vocabulary supports the development of oral and written communication.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates
that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas
Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
3.1
Reading/Beginning Reading Skills/Phonics.
Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to
decode written English. Students are expected to:
3.1B
use common syllabication patterns to decode words including:
3.1B.i
closed syllable (CVC) (e.g., mag-net, splen-did);
3.1B.ii
open syllable (CV) (e.g., ve-to);
3.1B.iii
final stable syllable (e.g., puz-zle, con-trac-tion);
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English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
3.1B.iv
r-controlled vowels (e.g., fer-ment, car-pool)
3.1B.v
vowel digraphs and diphthongs (e.g., ei-ther);
3.2
Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on
useful strategies as needed. Students are expected to:
3.2A
use ideas (e.g., 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
Supporting Standard
3.2C
establish purpose for reading selected texts and monitor comprehension, making
corrections and adjustments when that understanding breaks down (e.g., identifying clues,
using background knowledge, generating questions, re-reading a portion aloud).
3.4
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
3.4B
use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words
and homographs;
Readiness Standard
3.4C
identify and use antonyms, synonyms, homographs, and homophones.
Supporting Standard
3.4E
alphabetize a series of words to the third letter and use a dictionary or a glossary to determine the meanings,
syllabication, and pronunciation of unknown words.
3.8
Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and
draw conclusions about the structure and elements of fiction and provide evidence from text to
support their understanding. Students are expected to:
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page 3 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
3.8A
sequence and summarize the plot's main events and explain their influence on future events;
Readiness Standard
3.8B
describe the interaction of characters including their relationships and the changes they undergo
Readiness Standard
3.8C
identify whether the narrator or speaker of a story is first or third person.
3.11
Reading/Comprehension of Text/Independent Reading. Students read independently for sustained
periods of time and produce evidence of their reading. Students are expected to:
3.11A
read independently for a sustained period of time and paraphrase what the reading was
about, maintaining meaning and logical order (e.g., generate a reading log or journal;
participate in book talks).
3.17
Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
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 (e.g., brainstorming, graphic organizers, logs, journals).
3.17B
develop drafts by categorizing ideas and organizing them into paragraphs;
3.17C
revise drafts for coherence, organization, use of simple and compound sentences, and audience.
3.18
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real
or imagined people, events, and ideas. Students are expected to:
3.18A
write imaginative stories that build the plot to a climax and contain details about the
characters and setting
3.19
Writing/Personal. Students write about their own experiences. Students are expected to:
3.19A
write about important personal experiences.
3.20
Writing/Expository and Procedural Texts. Students write expository and procedural or workLast Updated
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English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
related texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
3.20C
write responses to literary or expository texts that demonstrate an understanding of the text.
3.22
Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
3.22A
use and understand the function of the following parts of speech in the context of reading,
writing, and speaking:
3.22A.i
verbs (past, present, and future);
3.22A.ii
nouns (singular/plural, common/proper);
3.22A.v
prepositions and prepositional phrases;
3.22B
use the complete subject and the complete predicate in a sentence
3.23
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write
legibly and use appropriate capitalization and punctuation conventions in their compositions.
Students are expected to:
3.23D
use correct mechanics including paragraph indentations.
3.24
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
3.24A
use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell;
3.24B
spell words with more advanced orthographic patterns and rules:
3.24B.v
complex consonants (e.g., scr-, -dge, -tch)
3.24C
spell high-frequency and compound words from a commonly used list;
3.24D
spell words with common syllable constructions (e.g., closed, open, final stable syllable).
3.24G
use print and electronic resources to find and check correct spellings.
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page 5 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
3.Fig19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
both assigned and independent reading to understand an author’s message. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
3.Fig19A establish purposes for reading selected texts based upon own or others’ desired outcome to
enhance comprehension;
3.Fig19B ask literal, interpretive, and evaluative questions of text;
3.Fig19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory
images, rereading a portion aloud, generating questions)
3.Fig19D make inferences about text using textual evidence to support understanding; (Literary Nonfiction, Poetry)
Readiness Standard (Fiction)
Supporting Standard (Literary Nonfiction and Poetry)
3.Fig19E summarize information in text, maintaining meaning and logical order (Literary Nonfiction, Poetry)
Readiness Standard (Fiction)
Supporting Standard (Literary Nonfiction and Poetry)
Ongoing TEKS
TEKS alignment coming soon.
Materials
Word Study Notebook (1 per student)
Reader’s Notebook(1 per student)
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Large alphabet for display (1)
Highlighter (1 per student)
Cardstock- 2 colors (1 of each color for every 2 students)
Large paper clip or rubber band (1 for every 2 students)
Two-color counter or penny (1 per student)
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page 6 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Dictionary (1 per 2-3 students)
Note card (2 per student)
Paper, white (several sheets per student)
Sticky notes (16 per student plus 10-15)
Craft stick (10 per student)
Scissors (1 per student)
Glue or stapler (1 per 2-3 students)
Chart paper
Variety of forms of text such as dictionaries, phone books, magazines, recipes, informational books,
newspapers, etc. (5 texts per 3 students)
Grade-appropriate text with 2-3 unfamiliar words (1)
4-6 grade-appropriate fictional stories for modeling (1 copy of each)
Grade-appropriate fictional texts written in first person for modeling (1)
Grade-appropriate fictional texts written in third person for modeling (1)
Grade-appropriate fictional short story or excerpt from a novel for modeling (1)
Teacher-selected grade-appropriate fictional text (1 copy per student)
Collection of grade-appropriate fictional stories for student selection
Collection of texts and environmental print for word hunting
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
keys are available in the district site and are not accessible on the public website.
Handout: Synonym Matching Game (1 for every 2 students)
Handout: Antonym Matching Game (1 for every 2 students)
Handout: R-Controlled Vowel Word Sort (1 per student)
Resources and References
None identified
Possible/Optional Literature
Selections
None identified
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page 7 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
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page 8 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Using Strategies to Understand Characters and Plot
Lesson Preparation
Daily Lesson #: 1
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
3.24C
3.2C
3.Fig19A
3.2C
3.Fig19A
3.11A
3.17A
3.22Ai,ii
Key Understandings and
Guiding Questions
• An extensive vocabulary supports
the development of oral and
written communication.
- How does studying words help
readers and writers?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Authors use writer’s craft to
engage and sustain the reader’s
interest and enhance
understanding.
- How do authors generate ideas
for writing?
Vocabulary of Instruction
• Word Study Notebook
• Purpose
• Purpose
• Independent Reading
• Reader’s Notebook
• Writer’s Notebook
• Noun
• Verb
Materials
• Word Study Notebook (1 per
student)
• Highlighter (1 per student)
• Glue or stapler (1 per 2­3
students)
• Chart paper (if applicable)
• Variety of forms of text such as
dictionaries, phone books,
magazines, recipes, informational
books, newspapers, etc. (5 texts
per 3 students)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Collection of grade­appropriate
fictional stories for student
selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Sticky note (4 per student)
• Chart paper (if applicable)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
Attachments and
Resources
Advance Preparation
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page 9 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 1
WORD STUDY
2. Locate a list of highfrequency words. If the
district or school system
does not already have a
common list of highfrequency words for third
grade, determine which
50-100 essential words
third graders need to spell
correctly and type them in
a list. Duplicate the list for
each student. (See
Teacher Notes)
3. Prepare a Word Study
Notebook for each
student.
Background Information
Word Study includes phonics,
vocabulary, and spelling TEKS.
Students acquire a large
vocabulary through repeated
exposure to new words during
Independent and Shared Reading.
It is also important for students to
study common patterns and parts
of words to help them with
decoding and spelling.
SHARED READING
INDEPENDENT READING
WRITING
2. Collect a variety of
2. Decide upon the
2. Decide on the
different texts that would
expectations for
expectations and
be read for different
Independent Reading.
organization for the
purposes. Some examples
Create a T-Chart with one
Writer’s Notebook.
would include:
side titled Looks Like and
3. Prepare a Writer’s
dictionaries, newspapers,
the other side Sounds
Notebook for each
telephone books,
Like.
student. Also, create a
informational books,
3. Prepare a Reader’s
Teacher Writer’s
novels, fictional short
Notebook for each
Notebook.
stories, poetry, recipes,
student.
maps, grocery lists, etc.
4. Create an Anchor Chart:
Verbs and an Anchor
Chart: Nouns. Write a
definition for each on
each chart and provide a
few examples.
There are many purposes for
reading: to learn something, for
enjoyment, to follow directions,
etc. Readers should be aware of
their purpose for reading before,
during, and after reading. Authors
also have a purpose for writing a
text. As readers are reading, they
need to ask themselves, “Does
my purpose for reading match the
author’s purpose? Am I getting
what I need from this text?”
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Independent Reading provides
students the opportunity to read
for an uninterrupted period of
time. Students need this time to
practice the reading skills learned
in the classroom and explore
different genre and texts in order
to develop into mature, proficient
readers.
The goal for Independent Reading
is to provide at least 15-20 minute
blocks, several times a week. You
may follow the Independent
The goal of Writing is to allow
students to become better writers
by practicing. This includes giving
them room to experiment with
ideas, styles, and the writing
process. Mini lessons should be
brief to allow students time for
writing.
The Writer’s Notebook is a place
for students (and teachers) to
house their ideas, drafts, and
revisions. Publishing should be
done outside of the Writer’s
page 10 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 1
Teacher Notes
WORD STUDY
SHARED READING
If the district or school system
does not have commonly used
high-frequency word lists, there
are many websites that have lists
of suggested words. Search using
the keywords “Third grade high­
frequency words.” This TEKS is
under the spelling section, so
choose words that you expect
students to be able to SPELL, not
just read.
The specificity in the IFD
recommends a list of 500 words.
Avoid overwhelming students by
giving them all 500 words at once.
Every 3-6 weeks, words can be
added to the lists.
Consider creating sections in the
Word Study Notebook, one section
for vocabulary work and one for
spelling work. The notebooks will
be used throughout the Language
Arts block, not just in the Word
Study lessons.
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INDEPENDENT READING
WRITING
Reading with time for a response
entry. In the beginning, you will
need to provide guidance for
student questions, but the goal is
for students to learn to reflect
independently on their reading.
Notebook.
Verb- a word that describes action
or state of being
Noun- names a person, place,
thing, or idea
The Reader’s Notebook is a
single location in which students
may reflect upon and respond to
their Independent Reading. The
teacher may use the Notebook to
assess student comprehension
and critical thinking skills.
Consider what the Reader’s
Notebook is going to look like.
Headings on pages of the
Reader’s Notebook could include:
date, title, author, pages read, and
responses.
Keep a Teacher Writer’s
Notebook to share with students.
It can be used to practice and
model the same strategies
students are expected to use.
Students will appreciate seeing
the teacher work through his/her
own writing. (Try not to show
perfect writing. Rather, show
where you, the teacher, are
struggling as a writer, too.)
In this Daily Lesson, students will
identify nouns and verbs. In Daily
Lesson 2, students will categorize
the collected nouns into
singular/plural or common/proper.
They will categorize the collected
verbs into past, present, or future.
page 11 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Instructional Routines
Daily Lesson # 1
WORD STUDY
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students read
and spell high frequency words.
Mini Lesson
1. Distribute Word Study
Notebooks. Explain to
students the purpose of
the notebook and the
expectations for their use.
SHARED READING
INDEPENDENT READING
WRITING
Suggested Duration: 15-20 min.
Content Objective: Students
determine author’s purpose and
their own purpose before, during,
and after reading to help with
comprehension and focus.
Suggested Duration: 40 min.
Content Objective: Students learn
the purpose and expectations for
Independent Reading and
determine author’s purpose for
writing the text and their own
purpose for reading the text.
Suggested Duration: 25 min.
Content Objective: Students
generate ideas for writing and
understand the functions of nouns
and verbs.
1. Display one of the texts
1. Review the purpose and
that were collected in
expectations for
Advanced Prep. Ask: Why
Independent Reading.
would I want to read
2. Set expectations for
this (book, magazine,
Independent Reading by
dictionary, etc.)?
2. Explain that there are
having students discuss
Discuss responses.
certain words that should
what independent reading
not be spelled by breaking 2. Explain that good readers
Looks Like and Sounds
them into parts. There are
think about their purpose
Like. Put responses on
some words that you need
and the author’s purpose
the T-Chart.
to know automatically
before, during, and after
3. Ask: Why do we have
because it makes writing
reading.
Independent Reading?
easier and faster.
Discuss responses.
3. Distribute the list of high4. Inform students that they
frequency words.
will be keeping a Reader’s
Notebook.
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1. Display the Anchor Chart:
Nouns and the Anchor
Chart: Verbs. Discuss the
definitions and the
examples on each chart.
2. Introduce the Writer’s
Notebook and review
expectations.
3. Ask: How do authors get
ideas for writing?
Discuss responses.
4. Tell students that many
times authors choose a
subject that they are very
familiar with to write about.
5. Inform students that they
will be writing about
themselves. They are
going to tell about
themselves so that the
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English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
class and the teacher can
get to know them better.
6. Model writing a list of
subjects, passions, and
hobbies that are unique to
the teacher into the
Teacher Writer’s
Notebook.
7. Using the list of generated
ideas, collect 2-3 nouns
and verbs to add to the
Anchor Chart: Nouns and
to the Anchor Chart:
Verbs.
Learning Applications
1. Students read the list and
ask for help if there are
any unknown words.
1. Distribute the variety of
texts to small groups of
students.
2. Students go through the
2. Students, in their groups,
list again with a highlighter
discuss why they might
and highlight the “tricky”
read the text and why the
parts of words, like the au
author may have written
in because. If they already
the text.
feel confident that they
know how to spell the
word, then they highlight
nothing.
3. Monitor and assist
students as needed.
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1. Students choose their
books for Independent
Reading.
1. Students write their own
list of subjects, passions,
and hobbies into their
Writer’s Notebooks.
2. Students read the title and
look at the pictures on the 2. Distribute sticky notes to
cover.
students. Students use
their list of writing ideas to
3. Ask: What is your
collect two nouns and two
reason/purpose for
verbs to add to the Anchor
reading this text?
Charts. If they do not have
Discuss responses.
enough ideas, they can
find words around the
4. Students record the date
room.
and title of the book and
their purpose for reading
the text in their Reader’s
Notebook.
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English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
5. Students read silently and
independently. Students
consider their own
purpose before, during,
and after reading to help
with comprehension and
focus.
6. Monitor and listen to
students read in order to
get to know the students
as readers.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students attach the list to
their Word Study
Notebook by either gluing
or stapling.
2. Tell students that they will
use the list during writing.
1. Each group shares what
type of text they have and
why they would read it.
2. On a chart, record the
various texts and their
purposes.
3. Explain that students will
be using what they learn
in Word Study to help
them in reading and
writing.
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1. As a class, reflect on the
Independent Reading
experience. Refer to the
T-Chart.
2. Ask: After reading, is
your purpose for
reading still the same
or has it changed?
Discuss responses.
1. Students share their lists
of ideas with a partner.
2. Students add their
selected nouns and verbs
on sticky notes to the
correct Anchor Chart.
Review the words on each
chart to be sure they are
nouns and verbs.
page 14 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Using Strategies to Understand Characters and Plot
Lesson Preparation
Daily Lesson #: 2
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
3.4C
3.2A
3.Fig19A,D
3.2A
3.Fig19D
3.11A
3.17A
3.22Ai
3.22Aii
Key Understandings and
Guiding Questions
• An extensive vocabulary supports
the development of oral and
written communication.
- How can studying words help
readers and writers?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Authors use writer’s craft to
engage and sustain the reader’s
interest and enhance
understanding.
- How do authors generate ideas
for writing?
Vocabulary of Instruction
• Synonym
• Inference
• Prior knowledge
• Prediction
• Inference
• Prior knowledge
• Prediction
• Verb
• Past
• Present
• Future
• Noun
• Singular
• Plural
• Common
• Proper
Materials
• Word Study Notebook (1 per
student)
• Cardstock (1 for every 2
students)
• Large paper clip or rubber band
• Grade­appropriate fictional short
story for modeling (1)
• Sticky note (2 per student)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Collection of grade­appropriate
fictional stories for student
selection
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
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page 15 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 2
WORD STUDY
SHARED READING
• Handout: Synonym Matching
Game (1 per 2 students)
Advance Preparation
1. Prepare to display visuals
as appropriate.
Background Information
WRITING
• Chart paper (if applicable)
(1 per 2 students)
• Chart paper (if applicable)
Attachments and
Resources
INDEPENDENT READING
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Duplicate the Handout:
2. Preview the selected story
Synonym Matching
for modeling. Determine
Game on card stock. Cut
places to stop and
out the pieces of each
make/confirm predictions.
game and keep the pieces
Half of the book will be
together with a paper clip
read in this Daily Lesson
or rubber band.
and the other half in Daily
Lesson 3 Shared
Reading.
2. Prepare to display the
Anchor Chart: Nouns and
the Anchor Chart: Verbs
from Daily Lesson 1
Writing. Add definitions
and examples for past
tense, present tense, and
future tense for verbs.
Add definitions and
examples for singular,
plural, common, and
proper for nouns.
Synonym - a word with a similar
meaning as another word (e.g.,
happy/glad, mad/angry)
Past tense verb - states an action
that already happened
Present tense verb - states an
action that is happening now
Future tense verb - states an
action that will happen
Singular noun - names a single
person, place, or thing (e.g., boy,
house, cat)
Plural noun - names more than
one person, place, or thing (e.g.,
Inference - a logical guess made Refer to Shared Reading
by connecting bits of information.
Readers make inferences by
drawing conclusions, making
generalizations, and making
predictions.
Drawing conclusions - a form of
inference in which the reader
gathers information, considers
the general thoughts or ideas
that emerge from the
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page 16 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 2
WORD STUDY
SHARED READING
INDEPENDENT READING
information, and comes to a
decision. The conclusion is
generally based on more than
one piece of information.
Teacher Notes
UNDERDEVELOPED
CONCEPT:
Many students think that making
predictions only happens at the
beginning of reading a story. It is
important for students to make
and confirm predictions
throughout a story. Even when a
story is over, a good reader
“wonders” what the characters
would do next. Making and
confirming predictions helps
readers monitor their
comprehension of a selection.
When predictions are way off
base, it is a signal that the reader
doesn’t understand what the
author is trying to say.
This lesson continues into Daily
Lesson 3.
Last Updated
WRITING
boys, houses, cats)
Common noun - a general name
of a person, place, thing, or an
idea (e.g., boy, city)
Proper noun - names a specific
person, place, thing, or idea and
is always capitalized (e.g., John,
Chicago)
Refer to Shared Reading
page 17 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Instructional Routines
Daily Lesson # 2
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Suggested Duration: 25 min.
Content Objective: Students make
and confirm predictions before,
during, and after reading.
Suggested Duration: 20-25 min.
Content Objective: Students make
and confirm predictions before,
during, and after reading.
Suggested Duration: 30 min.
Content Objective: Students
generate ideas for writing and
understand the functions of nouns
and verbs.
Duration and Objective
Suggested Duration: 20 min.
Content Objective: Students
identify synonyms in order to
expand vocabulary.
Mini Lesson
1. Ask: What is a synonym? 1. Ask: What does it mean 1. Remind students of what
1. Display Anchor Chart:
Discuss responses. Ask
to make predictions?
was learned in Shared
Nouns and Anchor Chart:
students to give examples
Discuss responses. Follow
Reading about making
Verbs. Discuss the new
or, if they are unable, give
up with some of the
predictions.
definitions and examples
them some examples.
following questions:
on each chart.
2. Tell students they will
When do people make
2. Explain that synonyms are
record their predictions in 2. Go through the list of
predictions besides
words with similar
their Reader’s Notebook.
collected nouns and verbs
reading? Possible
meaning.
Instruct students to record
and categorize them into
answers: weather,
the page number and the
the types of nouns and
sporting events, what’s in
prediction, then record a c
verbs they are. With the
a wrapped gift, when
if it is confirmed… or
verbs, change them to
driving, in a science
record another changed
make them past, present,
experiment
prediction if they are off
and future tense (e.g.,
What happens in your
track.
cooking, cooked, will
brain when you make a
cook).
prediction? Possible
3. If necessary, model what
answer: you get
the entry should look like. 3. Ask: How do writers
information, think about
decide what to write
what you know or what
about? Discuss
your experiences have
responses.
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page 18 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
been, then take a guess
In reading, why do
readers make
predictions? Possible
answers: make it more
exciting, to check yourself
In reading, when do you
make predictions?
Listen for misconceptions
about only making
predictions at the
beginning.
In reading, what do
readers do with their
predictions? Possible
answers: write them down,
check to see if you’re
right, change them as you
read
4. In the Teacher Writer’s
Notebook, brainstorm the
name of someone who is
important in your life.
Brainstorm memories
about that person.
5. Tell students they can
brainstorm new ideas
using the strategy of
thinking of a person, or
they can record other
ideas.
2. Display the selected book
for modeling and read the
title. Tell students that
good readers always
begin by making
predictions about the book
based on the title and
cover illustrations. The
author gives clues in the
title and illustrations.
Readers think about what
they know and their past
experience and make
Last Updated
page 19 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
connections to the clues in
order to make a
prediction.
Learning Applications
1. Divide students into pairs.
2. Distribute the Handout:
Synonym Matching
Game (which should be
already cut apart).
1. Students record their
predictions on a sticky
note. Collect and add the
notes to a chart. Ask the
students why they chose
their prediction.
1. Students choose their
independent books and
make/confirm predictions
in their Reader’s
Notebook.
1. Students generate new
ideas by thinking of a
special person and
recording memories of
them or students list other
ideas for writing.
3. Students play the
2. Read until the first
matching game. Students
stopping point. Go back to
turn all the cards face
the predictions and have
down. They take turns
kids give thumbs up if their
flipping two cards up,
predictions are coming
trying to find two words
true. Tell students this is
that are synonyms. If they
called “confirming”
find a match, they can
predictions. Put a c on
keep the words. If they do
predictions that were
not get a match, they flip
confirmed.
the cards back over and
let the other students take 3. Ask students if anyone
their turn. They play until
would like to change or
all matches have been
add to their predictions
found.
based on new clues. Let
them write their new
4. Students choose three
predictions on a sticky
words to record in their
note and add it to the
Word Study Notebook.
chart.
Students write the given
synonym for the words.
4. Read until the next
Students try to list more
stopping point (about
synonyms for the three
halfway through the book).
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page 20 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
words.
Ask students to check
their predictions. Give
them the opportunity to
add new predictions or
modify their old one and
add them to the chart.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Explain to students that
1. Review what was learned
readers and writers are
about predicting and
always thinking of
confirming. Tell students
synonyms. In reading, it
they will continue to
helps us understand what
practice this strategy in
we are reading. As writers,
Independent Reading.
it helps us write with more
interesting words.
Last Updated
1. Students discuss how
making predictions helps
them as a reader.
1. Students share their ideas
for writing.
page 21 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Using Strategies to Understand Characters and Plot
Lesson Preparation
Daily Lesson #: 3
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
3.4C
3.2A
3.Fig19D
3.2A
3.Fig19D
3.11A
3.17A
3.19A
Key Understandings and
Guiding Questions
• An extensive vocabulary supports
the development of oral and
written communication.
- How can studying words help
readers and writers?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Authors use writer’s craft to
engage and sustain the reader’s
interest and enhance
understanding.
- How do authors generate ideas
for writing?
Vocabulary of Instruction
• Antonym
• Inference
• Prior knowledge
• Prediction
• Inference
• Prior knowledge
• Prediction
Materials
• Word Study Notebook (1 per
student)
• Cardstock – different color from
Daily Lesson 2 (1 per 2 students)
• Paper clip or rubber band (1)
• Chart paper (if applicable)
• Grade­appropriate fictional short
story from Daily Lesson 2 for
modeling
• Sticky note (2 per student)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Collection of grade­appropriate
fictional stories for student
selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Two­color counter or penny (1
per student)
• Chart paper (if applicable)
Attachments and
Resources
• Handout: Antonym Matching
Game (1 per 2 students)
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
Last Updated
page 22 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 3
WORD STUDY
SHARED READING
INDEPENDENT READING
2. In the Teacher Writer’s
Notebook, brainstorm 2-3
experiences where a life
lesson was learned. For
example, a time when you
learned not to lie, or a
time when you learned not
to dive into deep water.
2. Duplicate the Handout:
Antonym Matching
Game on card stock
(different color from the
synonym game). Cut out
the pieces of each game
and keep the pieces
together with a paper clip
or rubber band.
Background Information
Teacher Notes
Antonym - a word that means the
opposite or nearly the opposite of
another word (e.g., son/daughter,
top/bottom)
This Instructional Routine partially
assesses Performance Indicator
05.
WRITING
Refer to Daily Lesson 2 Shared
Reading
Refer to Daily Lesson 2 Shared
Reading
Refer to Daily Lesson 2 Shared
Reading
Refer to Daily Lesson 2 Shared
Reading
Last Updated
This Daily Lesson has students
brainstorming ideas in groups of
3-4. Sometimes listening to
others’ ideas can spark even
more ideas. Students will each
get a talking chip (a two-color
counter or a penny). Each student
has to contribute a story, and
when they do, they put their talking
chip in the middle. No one can tell
a second story until everyone has
used their talking chip.
page 23 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Instructional Routines
Daily Lesson # 3
WORD STUDY
SHARED READING
INDEPENDENT READING
Suggested Duration: 20 min.
Content Objective: Students make
and confirm predictions before,
during, and after reading.
Suggested Duration: 20-25 min.
Content Objective: Students make
and confirm predictions before,
during, and after reading.
Suggested Duration: 2 min.
Content Objective: Students
generate ideas for writing.
1. Review what was learned
in Shared Reading about
making predictions.
1. Ask: How do you decide
what to write about?
Discuss responses.
2. Tell students they will
record their predictions in
their Reader’s Notebook.
Instruct students to record
the page number and the
prediction. Write a c if it is
confirmed, or record
another changed
prediction if they are off
track.
2. Tell students that another
way to generate ideas to
write about is to think of
times when they have
learned a lesson. Explain
that in many stories,
characters learn a lesson
in the end and this makes
for a very good story.
Duration and Objective
Suggested Duration: 20 min.
Content Objective: Students
identify antonyms in order to
expand vocabulary.
Mini Lesson
1. Ask: What is an
1. Review what was learned
antonym?Discuss
about making predictions
responses. Ask students
from Daily Lesson 2
to give examples or, if they
Shared Reading.
are unable, give them
some examples.
2. If it hasn’t been done in
the discussion, explain
that antonyms are words
with opposite meaning.
Learning Applications
1. Divide the students in
pairs.
1. Read the rest of the book, 1. Students choose their
stopping at specific points
independent books and
Last Updated
WRITING
3. Show students the
brainstormed ideas in the
Teacher Writer’s
Notebook.
1. Break students up into
groups of 3-4. Give each
page 24 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
2. Distribute the Handout:
Antonym Matching
Game (which should be
already cut apart).With a
partner, students play the
matching game. Students
turn all the cards face
down. They take turns
flipping two cards up,
trying to find two words
that are antonyms. If they
find a match, they can
keep the words. If they
don’t get a match, they flip
the cards back over and
let the other students take
their turn. They play until
all matches have been
found.
for students to make and
confirm predictions on
sticky notes.
make/confirm predictions
in their Reader’s
Notebook.
student a two-color
counter or a penny. This
is their talking chip.
Everyone must use their
talking chip, and the
person who is using their
talking chip MUST be the
one doing the talking while
the others listen.
2. In their groups, each
student will tell a story
about a time they learned
a lesson. After everyone
has had a turn to tell a
story, students may tell a
second story.
3. Students go to a clean
page in their Writer’s
Notebook and write Times
I’ve Learned a Lesson.
Students each write down
the idea from the story
they told in their groups
and then add more ideas.
3. Students choose three
words to put in their Word
Study Notebook. Students
write the antonym for the
words and try to list more
antonyms for the three
words.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Explain that Word Study,
including the study of
antonyms, helps to
1. Remind students that
good readers are always
predicting and confirming.
Last Updated
1. Students share their book
and predictions with a
partner.
1. Students share their ideas
with a partner that was not
in their group previously.
page 25 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
expand vocabulary in
order to become better
readers and writers.
They will continue to
practice this all year.
2. Collect the Word Study
Notebooks to assess for
student knowledge of
synonyms and antonyms.
Last Updated
page 26 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Using Strategies to Understand Characters and Plot
Lesson Preparation
Daily Lesson #: 4
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
3.4B
3.Fig19D
3.8B
3.Fig19D
3.8B
3.11A
3.20C
3.17A
3.19A
Key Understandings and
Guiding Questions
• An extensive vocabulary supports
the development of oral and
written communication.
- How do readers figure out the
meaning of unknown words?
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- How do readers use literary
elements to gain an
understanding of fiction text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- How do readers use literary
elements to gain an
understanding of fiction text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Authors use writer’s craft to
engage and sustain the reader’s
interest and enhance
understanding.
- How do authors generate ideas
for writing?
Vocabulary of Instruction
• Context clue
Materials
• Word Study Notebook (1 per
student)
• Chart paper (if applicable)
• Grade­appropriate fictional story
for modeling (1)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Collection of grade­appropriate
fictional stories for student
selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Attachments and
Last Updated
page 27 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 4
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare a chart with the
sentence: Joe got a
b_______.
2. Select a fiction book with
strong characters to read
aloud. Preview the book
and find places to stop
and discuss the
relationships between
characters.
2. Gather a collection of
fiction stories with strong
characters from which
students may choose.
2. Create a chart to display
with a list of emotion
words. Some possibilities:
happy, excited, brave,
sad, scared,
embarrassed, proud,
loved, angry, etc.
In second grade, students
described characters according to
their traits, motivations, and
feelings. In third grade, students
will be looking at characters and
their interactions, as well as their
relationships with other
characters and the changes they
undergo throughout the story.
This lesson will continue into
Daily Lesson 5. If the story is long,
split it into two days or use two
shorter stories.
Refer to Daily Lesson 4 Shared
Reading
Keep a Teacher Writer’s
Notebook to share with students.
Practice and model the same
strategies students are expected
to use. By keeping your own
notebook, you will understand the
thinking that needs to happen to
get the writing done. Students will
appreciate seeing the teacher
work through their own writing
(demonstrate where you are
struggling as a writer too).
Resources
Advance Preparation
Background Information
Context - the words, sentences,
or passages that precede or
follow a specific word, sentence,
or passage
Teacher Notes
This Daily Lesson does not focus
on unknown words, but on the
clues that students should be
noticing. Students will be able to
see how adding clues can change
the meaning of a sentence.
Last Updated
page 28 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Instructional Routines
Daily Lesson # 4
WORD STUDY
SHARED READING
INDEPENDENT READING
Duration and Objective
Suggested Duration: 20 min.
Content Objective: Students
identify the clues that authors give
to help the reader determine the
meaning of an unknown word.
Suggested Duration: 20 min.
Content Objective: Students make
inferences about the main
character including their
relationships with other
characters and provide text
evidence to support their
inference.
Suggested Duration: 25-30 min.
Content Objective: Students make
inferences about the main
character and their relationships
with other characters and provide
text evidence to support their
inference.
Suggested Duration: 25-30 min.
Content Objective: Students
generate ideas for writing.
Mini Lesson
1. Display the chart with the
sentence: Joe got a
b______. Ask: What
possible words would
make sense here?
Record responses on the
chart.
1. Review what was learned
about inferring in Daily
Lesson 3. Tell students
that they will be making
inferences about
characters today.
1. Review what was learned
in Shared Reading about
making inferences about
characters’ relationships.
1. Ask: What is the first
thing writers do before
they begin to write?
Discuss all answers.
2. Students select a fiction
story with strong
characters.
2. Explain that writers are
always collecting ideas to
write about. It is a step in
the writing process.
2. Add the words: at the
library to the end of the
sentence. Ask: Now what
do you think belongs in
the sentence? Answer:
book
3. Ask: Why do you think
book belongs in the
sentence? Discuss
responses.
4. Explain that authors give
2. Ask: What does it mean
to have a relationship
with someone? Discuss
responses. Possible follow
up questions: Do
relationships have to
be positive? Can a
relationship change?
What happens to
change a relationship?
Describe a relationship
you have with
someone.
Last Updated
WRITING
3. Students open their
Writer’s Notebook to the
next blank page. They
divide their paper by
drawing four boxes. Tell
them they will record ideas
in these boxes.
4. Display the list of emotion
words. Tell students that
some of the best stories
page 29 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
readers clues to what
words mean. Without the
clues, there were lots of
possibilities, but when the
clue was added, it was
easy to know what word fit
in the blank.
come from times that we
have had strong emotions.
3. Tell students that they will
be making inferences
about characters and their
relationships. They will
prove their idea
(inferences) with text
evidence.
5. In the Teacher Writer’s
Notebook or on a chart,
create four boxes. Model
choosing four emotion
words. Brainstorm 1-2
personal events that fit
under each emotion.
5. Using another
4. Read the story until there
brainstormed word,
is a good place to stop
change the clues in the
and discuss the
sentence. For example, if
relationship between two
the students listed bike,
of the characters.
the sentence could read,
For his birthday, Joe got a 5. Model the following
b____ with trick pegs on
process: Choose the main
the back tire. Underline
character and another
the clues.
character. Write key words
that describe their
relationship on a chart
along with their names.
Then, go back into the
story and read a sentence
that will provide evidence
of the description of the
relationship. Write a model
paragraph that describes
the relationship between
the characters and include
the text evidence.
Learning Applications
1. Students write the
following sentence in their
1. Students make an
inference using the same
Last Updated
1. Students read their story
independently.
1. Students choose four
emotion words to put in
page 30 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Word Study Notebook:
Ann was s_________.
2. With the students,
brainstorm words that
would make sense in the
sentence. Some possible
answers: Ann was s_____
and she apologized for
breaking the vase. Ann
was s____ when she
found out her dog died.
Ann was s_______ when
the thunder crashed.
main character, but with a
their boxes.
2. In their Reader’s
different secondary
Notebook, students record 2. Students brainstorm their
character. Read more of
the name of two
personal experiences for
the story if necessary. Use
characters from the story.
each of the emotion
the following prompt to
They write a paragraph
words.
begin the discussion:
describing their
Describe the
3. Monitor and talk to
relationship and provide
relationship between
students about their ideas.
text evidence from the
_____ and _____.
This is a great way to get
story.
to know the students.
2. Students turn to a partner
to discuss and provide text
evidence to support their
responses.
3. Students choose one of
their words and rewrite the
sentence with clues to
help the reader guess
what word belongs in the
blank.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. With a partner, students
share their sentences.
The partner needs to
guess the word.
2. Remind students to use
clues to predict what is
happening in the story
and to help them know
what words mean.
1. Ask students to share
their inference and
evidence.
2. Ask: Why do readers
want to think about
characters'
relationships? Discuss
responses.
Last Updated
1. Students share their
paragraph with a partner.
1. Students share their ideas
and memories with a
partner.
2. Collect student
paragraphs and evaluate 2. Explain to students that
which students need more
this is how they will be
support with this concept.
generating ideas for
writing. Any time that they
are stuck for ideas, they
can choose different
emotion words and think
page 31 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
of even more personal
experiences.
Last Updated
page 32 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Using Strategies to Understand Characters and Plot
Lesson Preparation
Daily Lesson #: 5
WORD STUDY
TEKS
Key Understandings and
Guiding Questions
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
3.4B
3.4B
3.Fig19D
3.8B
3.4B
3.Fig19D
3.8B
3.11A
3.20C
3.17A,B
3.19A
• An extensive vocabulary
supports the development of
oral and written
communication.
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- How do readers use literary
elements to gain an
understanding of fiction text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- How do readers use literary
elements to gain an
understanding of fiction text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Authors use writer’s craft to
engage and sustain the reader’s
interest and enhance
understanding.
- How do authors generate ideas
for writing?
• Grade­appropriate fictional story
for modeling (1)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Word Study Notebook (1 per
student)
• Collection of grade­appropriate
fictional stories for student
selection
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
- How do readers figure out the
meaning of unknown words?
Vocabulary of Instruction
• Context clue
Materials
• Word Study Notebook (1 per
student)
• Grade­appropriate text with 2­3
possible unfamiliar words (1)
• Chart paper (if applicable)
Last Updated
page 33 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 5
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
• Chart paper (if applicable)
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Preview the book to
determine the words that
students may not know,
which have some context
that allows the reader to
know what the word
means.
2. Choose to finish the
2. Gather a collection of
fictional story from Daily
fiction stories with strong
Lesson 4 Shared Reading
characters for students
or select a new text.
to select from.
If selecting a new fictional
3. Review students’
story for this Daily Lesson,
paragraphs from
preview for places to stop
Independent Reading in
and discuss character
Daily Lesson 4. Plan to
relationships.
meet with students who
are struggling.
3. Create an Anchor Chart:
Using Context Clues with
three columns. Title the
three columns: Unknown
Word, Context Clues, and
What I Think It Means.
Background Information
Teacher Notes
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
Refer to Daily Lesson 4 Word
Study
This lesson is a continuation of
Daily Lesson 4 Shared Reading.
Last Updated
Students will be generating ideas
and completing Quick Writes for
the next 4 Daily Lessons.
Students need to know that if they
finish something, they just start
over with a new idea. Students will
NEVER be “done” in writing. There
page 34 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 5
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
are always more ideas to think of
and write about.
These Quick Writes do not need
to be perfect. They are just getting
down some details about what
happened. These “mini” stories
may or may not become a full draft
later.
Last Updated
page 35 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Instructional Routines
Daily Lesson # 5
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students use
context clues to determine the
meaning of unfamiliar words.
Suggested Duration: 20 min.
Content Objective: Students make
inferences about the main
character and their relationships
with other characters and provide
text evidence to support their
inference.
Suggested Duration: 25-30 min.
Content Objective: Students make
inferences about the main
character and their relationships
with other characters and provide
text evidence to support their
inference.
Suggested Duration: 30 min.
Content Objective: Students
generate ideas for writing and
begin to develop drafts.
Mini Lesson
1. Review what was learned
about context clues in
Daily Lesson 4 Word
Study.
1. Review what was learned
in Daily Lesson 4 about
making inferences about
characters’ relationships
and providing text
evidence.
1. Review what was learned
in Shared Reading about
making inferences about
characters’ relationships.
1. Review the strategy for
generating ideas from
Daily Lessons 3 and 4
Writing.
2. Display Anchor Chart:
Using Context Clues and
describe each column.
2. Students select a new
2. Model adding two or three
fiction story with strong
more ideas to your four
2. Continue reading the story
characters or finish the
boxes (from Daily Lesson
from Daily Lesson 4 or
story they started in Daily
4) or start a new box with
3. Display the selected book
begin a new fictional story.
Lesson 4, focusing on a
new emotion words.
for modeling. Tell students
Stop periodically to
different character
that there may be words
3. Demonstrate choosing
discuss character
relationship.
that are unfamiliar to
one personal experience
relationships. Think about
them.
3. Remind students to record
that is important and
whether character
any unfamiliar words they
would make a good story.
relationships change over
4. Read the book or part of
come across in
the course of the story.
the book and record the
4. Model how to Quick
Independent Reading. Put
unknown words, clues,
Write. Take the personal
3. If there are any difficult or
them in the chart made in
and meaning on the chart.
experience and write what
unfamiliar words, use
Word Study.
happened. Write with as
context clues to figure out
many details as possible.
what they mean. Connect
to what was learned in
Word Study.
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page 36 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
4. After reading, write a
model paragraph that
describes the relationship
between the characters
and include the text
evidence.
Learning Applications
1. Students make a similar
chart in their Word Study
Notebook.
2. Let students know that
when they are reading
and they come across a
word they do not know,
they can record the word
in their Word Study
Notebook.
1. Students make an
1. Students read their story
1. Students begin writing.
inference using the same
independently.
They can either continue
main character, but with a
generating ideas for
2. In their Reader’s
different secondary
writing or if they have an
Notebook, students record
character. Read more of
idea that is ready for
the name of two
the story if necessary. Use
writing, they can begin
characters from the story.
the following prompt to
writing their first Quick
Then they write a
begin the discussion:
Write.
paragraph describing their
Describe the
relationship and providing 2. Monitor and assist
relationship between
text evidence from the
students with ideas by
_____ and _____.
story.
asking clarifying questions
2. Students turn to a partner
and giving advice.
3. Students may also record
to discuss and provide text
unfamiliar words in the
evidence to support their
chart in their Word Study
responses.
Notebook.
4. (Optional) Meet with
students who are
struggling to give more
support. Consider using a
familiar story.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: How do readers
figure out the meaning
1. Ask students to share
their inference and
Last Updated
1. Students share their
paragraph with a partner.
1. Students share either their
ideas for writing or their
page 37 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
of unknown words?
Discuss responses.
evidence.
Quick Write.
2. Ask: Why do readers
want to think about
characters’
relationships? Discuss
responses.
Last Updated
page 38 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Using Strategies to Understand Characters and Plot
Lesson Preparation
Daily Lesson #: 6
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
3.24A,Bv
3.2B
3.Fig19B,C
3.20C
3.2B
3.Fig19B,C
3.11A
3.20C
3.17A,B
3.19A
Key Understandings and
Guiding Questions
• An extensive vocabulary supports
the development of oral and
written communication.
- Why is spelling important?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Authors use writer’s craft to
engage and sustain the reader’s
interest and enhance
understanding.
• Authors use conventions of
written language to communicate
clearly and effectively.
- How do authors generate ideas
for writing?
Vocabulary of Instruction
• Complex consonant
Materials
• Word Study Notebook (1 per
student)
• Chart paper (if applicable)
• Sticky note or Reader’s
Notebook (1 per student)
• Sticky note (10­15)
• Grade­appropriate fictional short
story or excerpt from a novel for
modeling (1)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student) or sticky note (5 per
student)
• Collection of grade­appropriate
fictional stories for student
selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Attachments and
Last Updated
page 39 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 6
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Create an Anchor Chart:
Three Letter Consonant
Clusters. Make several
columns on the chart. Add
several examples of three
letter consonant clusters
that occur both at the
beginning and at the end
of words. Possible
examples include: str-,
spr-, spl-, scr-, thr-, chr-, tch, -dge, -nch, -lch
2. Preview the selected story
for modeling. While
reading, think about
places where a reader
may have questions.
Some of the questions
should be literal (the
answer will come from the
text) and some should be
interpretive (trying to
figure out what something
means).
Resources
Advance Preparation
Background Information
Teacher Notes
2. Continue to add ideas for
writing to the Teacher
Writer’s Notebook.
Asking questions is an important
metacognitive skill that proficient
readers do naturally in their head.
Questioning the author gives them
focus and anticipation for reading.
The TEKS specify that readers ask
three types of questions: literal,
interpretive, and evaluative. See
the IFD for more specificity about
these types of questions.
Be aware that students may get
confused with r-controlled vowels
connected with two-letter blends.
Be prepared to discuss the
For now, students don’t need to
know what type of questions they
are asking. They just need to be
asking questions, especially
Last Updated
page 40 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 6
WORD STUDY
SHARED READING
difference. For example, scraped
vs. scared. R-controlled vowels
will be discussed later in this unit.
when things aren’t making sense.
Last Updated
INDEPENDENT READING
WRITING
page 41 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Instructional Routines
Daily Lesson # 6
WORD STUDY
SHARED READING
INDEPENDENT READING
Duration and Objective
Suggested Duration: 20 min.
Content Objective: Students spell
words with triple blends at the
beginning of words.
Suggested Duration: 15-20 min.
Content Objective: Students ask
questions before, during, and after
reading in order to maintain good
comprehension.
Suggested Duration: 25-30 min.
Content Objective: Students ask
questions before, during, and after
reading in order to maintain good
comprehension.
Mini Lesson
1. Read the following words
aloud and ask students to
listen for what the words
have in common: spring,
spray, sprite, sprig,
sprung, spruce, spree.
WRITING
Suggested Duration: 25-30 min.
Content Objective: Students
generate ideas for writing and
begin to develop drafts.
1. Explain that good readers 1. Remind or ask students
1. Review the strategy for
also ask questions before,
about what they learned in
generating ideas. Think of
during, and after reading.
the Shared Reading
an emotion word, then
Ask: Why do you think
lesson.
think of personal
readers should ask
experiences associated
2. Inform students that they
questions as they
with that word.
will be asking questions
read? Discuss responses.
2. Ask: What did the words
before, during, and after
2. Model adding two or three
have in common?
2. Using a Think Aloud,
reading. They will record
more ideas to your four
Discuss responses.
read a portion of the
their questions on sticky
boxes or start a new box
selected fiction story.
notes or in their Reader’s
with new emotion words.
3. Read the following words
Model asking questions
Notebook.
aloud and ask students to
3. Demonstrate choosing
while reading. Record
listen for what the words
3. Students select a book
one personal experience
your questions on sticky
have in common: lunch,
from the collection of
that is important and
notes in the book.
bench, pinch, munch,
fiction books to read
would make a good story.
stench, punch, ranch.
independently.
4. Ask: What did the words
have in common?
Discuss responses.
5. Inform students that they
are going to brainstorm
words that begin and end
with three consonants to
Last Updated
page 42 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
help with spelling.
6. Display the Anchor Chart:
Three Letter Consonant
Clusters. Write thr- in the
first column. Ask students
to brainstorm words that
begin with thr-. Hint: Ask
students to say different
vowel sounds after the
blend to trigger words in
the brain. So instead of
saying /thr/, say /thrĕ/.
Then try to add different
consonants to make
words: thread, threat.
Record other three letter
consonant clusters in the
other columns on the
Anchor Chart.
Learning Applications
1. Students duplicate the
1. Provide each student their 1. Students read
1. Students begin writing.
same Anchor Chart: Three
own sticky note or ask
independently and record
They can add a couple of
Letter Consonant Clusters
them to open their
questions before, during,
ideas to the emotion
columns in their Word
Reader’s Notebook.
and after reading on sticky
boxes. Then, they can
Study Notebook.
notes or in their Reader’s
begin writing a Quick
2. Read another portion of
Notebook.
Write from one of their
2. Students work individually
the fiction story.
ideas.
or with partners to
3. Students record questions
brainstorm words under
2. Monitor and assist
about what was read on
each of the columns.
students with ideas by
the sticky note or in their
asking clarifying questions
Reader’s Notebooks.
and giving advice.
Last Updated
page 43 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share the words 1. Students share some of
they brainstormed in each
their questions.
of the columns. Write the
2. Tell students that they will
words with correct spelling
be practicing asking
on the Anchor Chart. If
questions before, during,
students have the words
and after reading today
misspelled in their Word
during Independent
Study Notebook, have
Reading.
them correct them.
1. Ask: How does asking
1. Ask students to share
questions help you as a
their ideas and drafts with
reader? Discuss
a partner.
responses.
2. Remind students that they
will always ask questions
while reading.
2. Remind students that they
now have more words to
help them when they are
writing and editing.
Last Updated
page 44 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Using Strategies to Understand Characters and Plot
Lesson Preparation
Daily Lesson #: 7
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
3.1Bi
3.24A,D
3.Fig19E
3.8A
3.Fig19E
3.8A
3.11A
3.20C
3.17A,B
3.19A
Key Understandings and
Guiding Questions
• An extensive vocabulary supports
the development of oral and
written communication.
- How do readers and writers use
syllables to help them read and
write?
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- How do readers use literary
elements to gain an
understanding of fiction text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- How do readers use literary
elements to gain an
understanding of fiction text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Authors use writer’s craft to
engage and sustain the reader’s
interest and enhance
understanding.
- How do authors generate ideas
for writing?
Vocabulary of Instruction
• Closed syllable
• Plot
• Problem
• Solution
• Event
• Climax
• Plot
• Problem
• Solution
• Event
• Climax
Materials
• Word Study Notebook (1 per
student)
• Chart paper (if applicable)
• Grade­appropriate fictional story
that has been read in previous
lessons or a familiar story like
Jack and the Beanstalk or Little
• Reader’s Notebook (1 per
student)
• Grade­appropriate fictional story
that students have read
Last Updated
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
page 45 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 7
WORD STUDY
SHARED READING
INDEPENDENT READING
Red Riding Hood (1)
• Chart paper (if applicable)
previously in Independent
Reading (1 per student)
• Chart paper (if applicable)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
WRITING
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals
as appropriate.
2. Create a chart with a list of 2. Select a sequential
two-syllable words that
graphic organizer to model
includes closed syllables
labeling the problem of the
(CVC). For example: magselected story, the main
net, cam-pus, bash-ful,
events that affect the
con-test, sub-ject, fal-con.
problem, and the solution.
These words will be used
to model and practice
decoding using syllables.
1. Prepare to display visuals
as appropriate.
2. Continue to add ideas for
writing to the Teacher
Writer’s Notebook.
3. On a separate piece of
paper, create another list
of two-syllable words with
closed syllables. These
words will be used to
model and practice
spelling using syllables.
Background Information
Closed syllable - a syllable with a
short vowel ending in a consonant
Plot - the basic sequence of
events in a story. In conventional
stories, plot has three main
parts: rising action, climax, and
falling action. The plot includes
Last Updated
Refer to Shared Reading
This Instructional Routine partially
assesses Performance Indicator
04.
page 46 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 7
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
the problem and solution.
Teacher Notes
This should be a review for third
grade students. Second grade
TEKS also address open and
closed syllables in decoding, but
not in spelling.
The reading TEKS dealing with
plot (3.8A) does not require
students to know and understand
the climax of a story, but students
are required to write imaginative
stories that build a plot to a climax
(3.18A). So, these Daily Lessons
on plot will include teaching
students to recognize the climax of
a story in order to support them in
Writing.
Last Updated
Be sure to have students use a
previously read book/story so that
they are already familiar with what
happens. This will save a lot of
time.
page 47 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Instructional Routines
Daily Lesson # 7
WORD STUDY
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use
syllables to help them decode and
spell words.
Mini Lesson
1. Ask: What is a syllable?
Practice saying students’
names and counting
syllables.
SHARED READING
Suggested Duration: 20-25 min.
Content Objective: Students
summarize and sequence the
plot’s main events in order to
improve comprehension.
INDEPENDENT READING
Suggested Duration: 25-30 min.
Content Objective: Students
summarize and sequence the
plot’s main events in order to
improve comprehension.
1. Display the selected
1. Remind or ask students
sequential graphic
about what they learned in
organizer.
Shared Reading.
Explain that most stories
2. Tell students that they will
have a plot that includes a
2. Display the chart and
be choosing a fictional
problem, important events
model decoding a couple
story that they have read
that relate to the problem,
of words using syllables.
in previous lessons.
and a solution.
Explain that these
Explain that they will be
syllables are “closed”
2. Use a familiar story, one
creating a sequential
syllables. They have a
that has been read in a
graphic organizer in their
short vowel surrounded by
previous lesson or one
Reader’s Notebook or on
consonants.
that everyone would be
a separate piece of paper.
familiar with (like Jack and
Instruct students to record
3. Using the second list,
the Beanstalk).
the story’s plot on the
model spelling a couple of
graphic organizer,
words by breaking them
3. Read the story aloud until
including the problem, the
into syllables.
the problem is revealed.
main events, and the
Write the problem on the
solution. Tell them to put a
graphic organizer. Explain
star by the event that is
that many times the
the climax of the story.
problem is something that
the main character wants
or needs.
Last Updated
WRITING
Suggested Duration: 30 min.
Content Objective: Students
generate ideas for writing and
begin to develop drafts.
1. Review the strategy for
generating ideas. Think of
an emotion word, then
think of personal
experiences associated
with that word.
2. In the Teacher Writer’s
Notebook, add two or
three more ideas for the
boxes or start a new box
with new emotion words.
3. Demonstrate choosing
one personal experience
that is important and
would make a good story.
4. Begin another Quick
Write from one of the
ideas from the Teacher
Writer’s Notebook.
page 48 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
4. Continue to read the story
aloud until the next main
event happens. Discuss
how the event affects the
problem. Ask: Does this
event make the
problem worse? Or is
this event part of the
solution? Discuss
responses and add the
event to the graphic
organizer.
5. Continue to read the story
aloud, stopping to discuss
and record each main
event.
6. When the story is finished,
ask: How was the
problem solved? Did
the character get what
he wanted or did
he/she change his/her
mind? Discuss responses
and record the solution on
the graphic organizer.
7. Explain that stories usually
have an event that is very
important to the problem
being solved. That event
is called the climax.
Usually, it is a very intense
Last Updated
page 49 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
moment in the story when
things get turned around.
Ask: Which event on the
graphic organizer
would be the climax of
the story? Discuss
responses and label that
event with a star or put a
box around it.
Learning Applications
1. With a partner, students
practice decoding with
syllables using the
remaining words on the
chart.
2. Read the words on the
prepared list aloud.
1. With a partner, students
discuss a story they have
read recently or a familiar
story (like Little Red
Riding Hood). Students
discuss the problem, the
main events, the climax,
and the solution.
3. In their Word Study
Notebooks, students
practice spelling with
syllables.
1. Students independently
1. Students add a couple of
reread a familiar story and
ideas to the emotion
create a graphic organizer
boxes started in previous
in their Reader’s
lessons. Then, they can
Notebook, or on a
begin writing a Quick
separate piece of paper,
Write from one of their
that includes the story’s
ideas.
problem, the main events,
2. Monitor and assist
and the solution. Students
students with ideas by
put a star next to the
asking clarifying questions
climax of the story.
and giving advice.
4. Monitor and assist
students as needed.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: How do readers
and writers use
syllables to help them
read and write? Discuss
responses.
1. Students share what was
discussed with their
partner.
2. Tell students that they will
be using a graphic
organizer in Independent
Last Updated
1. Ask: How does knowing
the plot help you as a
reader? Discuss
responses.
1. Students share their
writing with a partner.
2. Collect Reader’s
Notebooks to evaluate
page 50 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Reading to identify the
problem, the main events,
and the solution.
Last Updated
how students are doing
and who may need more
support in sequencing and
summarizing the plot of a
story.
page 51 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Using Strategies to Understand Characters and Plot
Lesson Preparation
Daily Lesson #: 8
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
3.1Bii
3.24A,D
3.Fig19E
3.8A
3.Fig19E
3.8A
3.11A
3.20C
3.17A,B
3.19A
Key Understandings and
Guiding Questions
• An extensive vocabulary supports
the development of oral and
written communication.
- How do readers and writers use
syllables to help them read and
write?
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- How do readers use literary
elements to gain an
understanding of fiction text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- How do readers use literary
elements to gain an
understanding of fiction text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Authors use writer’s craft to
engage and sustain the reader’s
interest and enhance
understanding.
- How do authors generate ideas
for writing?
Vocabulary of Instruction
• Open syllable
• Plot
• Problem
• Solution
• Event
• Climax
• Plot
• Problem
• Solution
• Event
• Climax
Materials
• Word Study Notebook (1 per
student)
• Chart paper (if applicable)
• Grade­appropriate short fictional
story for modeling (1)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Collection of grade­appropriate
short fictional stories for student
Last Updated
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
page 52 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 8
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
selection
• Chart paper (if applicable)
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Create a chart with a list of 2. Select a sequential
two syllable words that
graphic organizer to model
include open syllables
labeling the problem of the
(CV). For example: ve-to,
selected story, the main
ba-by, pa-per, be-gin, loevents that affect the
cate. These words will be
problem, and the solution.
used to model and
3. Preview the short fiction
practice decoding using
story and think about the
syllables.
problem, main events,
3. On a separate piece of
climax, and solution.
paper, create another list
of two-syllable words with
open syllables. These
words will be used to
model and practice
spelling using syllables.
Prepare to display.
Background Information
Teacher Notes
Open syllable - a syllable that
Refer to Daily Lesson 7 Shared
ends with one vowel that is usually Reading
long
These plot lessons will continue
through Daily Lesson 10. If
Last Updated
1. Prepare to display visuals
as appropriate.
2. Continue to add ideas for
writing to the Teacher
Writer’s Notebook.
Refer to Daily Lesson 7 Shared
Reading
This is not a time for students to
be reading novels. Plot lines of
Students should have a minimum
of three Quick Writes by the end
page 53 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 8
WORD STUDY
SHARED READING
INDEPENDENT READING
necessary, finish the selected
story in Daily Lesson 9 or start a
new story in Daily Lesson 9. Try to
get through at least two stories by
the end of Daily Lesson 10.
novels are much more
complicated for third graders to
put into a graphic representation.
Last Updated
WRITING
of this Daily Lesson.
page 54 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Instructional Routines
Daily Lesson # 8
Duration and Objective
Mini Lesson
WORD STUDY
Suggested Duration: 15 min.
Content Objective: Students use
SHARED READING
Suggested Duration: 20-25 min.
Content Objective: Students
INDEPENDENT READING
WRITING
Suggested Duration: 20-25 min.
Content Objective: Students
Suggested Duration: 30 min.
Content Objective: Students
syllables to help them decode and summarize and sequence the
spell words.
plot’s main events and determine
how the events connect to one
another and how the plot could
affect future events.
summarize and sequence the
plot’s main events in order to
improve comprehension.
generate ideas for writing and
begin to develop drafts.
1. Display the chart and
1. Students discuss the
model decoding a couple
elements of plot: problem,
of words using syllables.
main events, and solution.
Explain that these
2. Read the short fictional
syllables are open
story aloud and write the
syllables. They have a
events as they happen on
long vowel and are not
the selected graphic
“closed” in by consonants.
organizer. Place a star
2. Using the second list,
next to the climax.
model spelling a couple of
words by breaking them
into syllables.
1. Tell students that they will 1. Review the strategy for
be choosing a book or
generating ideas. Think of
short story that they have
an emotion word, and then
not read. They will be
think of personal
creating their own
experiences associated
sequential graphic
with that word.
organizer in their Reader’s
2. In the Teacher Writer’s
Notebook or on a
Notebook, add two or
separate piece of paper.
three more ideas for the
Tell them to put a star by
boxes or start a new box
the event that is the climax
with new emotion words.
of the story.
3. Demonstrate choosing
one personal experience
that is important and
would make a good story.
4. Begin another Quick
Write from one of the
ideas from the Teacher
Writer’s Notebook.
Last Updated
page 55 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Learning Applications
1. With a partner, students
practice decoding with
syllables using the
remaining words on the
chart.
2. Read the words on the
prepared list aloud.
3. In their Word Study
Notebooks, students
practice spelling with
syllables.
4. Monitor and assist
students as needed.
1. Using two events on the
1. Students begin reading
1. Students begin writing.
graphic organizer created
and recording the events
They can add a couple of
in the Mini Lesson, ask:
on a sequential graphic
ideas to the emotion
How are these two
organizer in their Reader’s
boxes. Then, they can
events connected?
Notebooks or on a
begin writing a Quick
How could these two
separate piece of paper.
Write from one of their
events affect the future
Students put a star next to
ideas.
events? Discuss
the climax of the story.
2. Monitor and help students
responses.
with ideas by asking
2. Students turn to a partner
clarifying questions and
and discuss the events
giving advice.
and how they connect to
each other and how they
could affect future events.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Remind students that they 1. Students share their
will be using syllables to
thoughts on the events of
help them read and write.
the story.
1. Students share their
graphic organizers with a
partner.
1. Students share their
writing with the class.
2. Ask: How does knowing
the plot of a story help
a reader? Discuss
responses.
Last Updated
page 56 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Using Strategies to Understand Characters and Plot
Lesson Preparation
Daily Lesson #: 9
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
3.4E
3.Fig19E
3.8A
3.Fig19E
3.8A
3.11A
3.20C
3.17A,B
3.18A
3.19A
Key Understandings and
Guiding Questions
• An extensive vocabulary supports
the development of oral and
written communication.
- Why is being able to alphabetize
important?
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- How do readers use literary
elements to gain an
understanding of fiction text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- How do readers use literary
elements to gain an
understanding of fiction text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Authors use writer’s craft to
engage and sustain the reader’s
interest and enhance
understanding.
- How do authors plan for and
develop stories with plot?
Vocabulary of Instruction
• Alphabetical
• Plot
• Problem
• Solution
• Event
• Climax
• Plot
• Problem
• Solution
• Event
• Climax
• Plot
• Problem
• Solution
• Event
• Climax
Materials
• Word Study Notebook (1 per
student)
• Note card (1 per student)
• Craft stick (10 per student)
• Grade­appropriate short fictional
story (the story from Daily Lesson
8 or a new one if it was finished)
for modeling (1)
• Reader’s Notebook (1 per
student)
• Collection of grade­appropriate
short fictional stories for student
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Last Updated
page 57 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 9
WORD STUDY
SHARED READING
INDEPENDENT READING
• Large alphabet for display (1)
• Rubber band or bag (1 per
student)
• Chart paper (if applicable)
• Chart paper (if applicable)
selection
• Chart paper (if applicable)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
WRITING
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals
as appropriate.
2. Write student names
2. If using a new story (not
2. Review students’ plot lines 2. Reread the Quick Writes
(either first or last) on note
the one from Daily Lesson
from Daily Lesson 8 to
in the Teacher Writer’s
cards.
8), prepare to display a
determine students who
Notebook and choose one
new sequential graphic
may need support in this
to develop into a
3. Group the craft sticks into
organizer.
lesson.
story. Select an idea that
a set of ten. Choose a
has some of the elements
category. Write a word
of plot or where the
that fits the category on
elements of plot could be
each stick. For example,
added to the story. Begin
names of animals: giraffe,
plotting the events onto a
gorilla, goat, beaver, lion,
sequential graphic
tiger, llama, turtle,
organizer.
antelope, and leopard. Be
sure to make a group of
sticks for each student.
Rubber band or bag each
set of sticks together.
4. If there is not a large
alphabet already
displayed at the front of
the room, write each letter
Last Updated
page 58 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 9
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
on paper and tape it to the
wall at the front of the
room.
Background Information
This Instructional Routine partially
assesses Performance Indicator
05.
Third graders are required to
alphabetize to the third letter.
Teacher Notes
If students struggle with
alphabetizing, they may need to
have the alphabet in front of them
as they organize their words.
Refer to Daily Lesson 7 Shared
Reading
This Instructional Routine partially
assesses Performance Indicator
04.
Refer to Daily Lesson 7
Independent Reading
Allow students to finish stories
from Daily Lesson 8 if necessary.
If students are finished, they can
start a new story and new plot
line.
Last Updated
Students are going to take one of
their Quick Writes and turn it into
a full story, complete with plot
elements. If their ideas don’t have
all the elements to build a plot,
they can make up events or
characters and put in imaginative
elements to make their stories
build to a climax, then fall to a
resolution. Teachers will need to
model how to add those
imaginative elements so that
stories don’t go overboard with
imaginative elements, but are still
believable and easy to follow.
This lesson will continue into
Daily Lesson 10. So the graphic
organizers do not need to be
finished in this Daily Lesson.
page 59 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Instructional Routines
Daily Lesson # 9
Duration and Objective
Mini Lesson
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Suggested Duration: 20 min.
Content Objective: Students
alphabetize words to the third
letter in order to be able to use a
Suggested Duration: 20-25 min.
Content Objective: Students
summarize and sequence the
plot’s main events and determine
Suggested Duration: 25 min.
Content Objective: Students
summarize and sequence the
plot’s main events in order to
Suggested Duration: 30 min.
Content Objective: Students plan
to write imaginative stories that
include characters, setting, and a
dictionary efficiently.
how the events connect to one
another and how the plot could
affect future events.
improve comprehension.
plot.
1. Distribute note cards with
students’ names to the
student it belongs to.
1. Review learning from Daily 1. Review and discuss
1. Tell students that writers
Lesson 8. Ask students to
learning from Shared
often lay out the plot or
discuss the elements of
Reading.
sequence of events
plot.
before writing a story.
2. Students stand under the
2. Tell students that they will
Putting events on a
letter that their name
2. Read the short fictional
choose a different book or
sequential graphic
begins with.
story aloud and write the
short story that they have
organizer is a way to plan
events as they happen on
not read, or they may
for writing.
3. If there is more than one
the selected graphic
finish the story they
student under a letter
organizer. Place a star
started in Daily Lesson 8. 2. Model the process. Use
(hopefully there are),
next to the climax.
They will be creating their
previous Quick Writes to
discuss with students to
own sequential graphic
choose one that lends
then look at the second
organizer in their Reader’s
itself to a quality story.
letter to help determine
Notebook or on a
who goes first. If there are
3. Show students how to take
separate piece of paper.
students with the same
a Quick Write and place
Tell them to put a star by
second letter, then explain
the important events on a
the event that is the climax
to look at the third letter to
sequential graphic
of the story.
determine order.
organizer. Be sure to
include all the elements of
4. Once all the students are
plot. Let students know
in order, record the order
that they can make
of names on a chart.
something up to make
Last Updated
page 60 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
their story better. Add
imaginative elements
where appropriate.
Learning Applications
1. Distribute a set of craft
1. Using two events on the
1. Students begin reading
1. Students reread their
sticks to each student. Tell
graphic organizer created
and recording the events
Quick Write entries. They
them they are going to
in the Mini Lesson, ask:
on a sequential graphic
choose one of their
organize the sticks in
How are these two
organizer in their Reader’s
entries to become a “real”
alphabetical order.
events connected?
Notebook or on a
story.
How could these two
separate piece of paper.
2. Students organize their
2. Students use their idea in
events affect the future
Students put a star next to
sticks in alphabetical order
their Quick Write and put
events? Discuss
the climax of the story.
and write the words in
the important events on a
responses.
order in their Word Study
sequential graphic
Notebook.
2. Students turn to a partner
organizer. Students may
and discuss the events
add imaginative elements
3. When students have
and how they connect to
where appropriate.
recorded the list in their
each other and how they
Word Study Notebook,
could affect future events.
they try to guess the
category of the words and
add it to their list of words.
4. If students finish early,
students repeat the
process with another set
of sticks.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Collect Word Study
Notebooks to assess
students’ entries.
2. Ask: Why do we need to
learn to alphabetize?
1. Students share their
1. Students share their plot
thoughts on the events of
line with a partner.
the story and how it helps
2. Collect students’ plot lines
them understand the story
to assess how students
better.
are doing. Be sure
Last Updated
1. Students share their
graphic organizer with a
partner.
page 61 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
When might we need to
use this skill? Discuss
responses.
students are focusing on
only the main events in
order and summarizing,
not giving every detail.
Last Updated
page 62 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Using Strategies to Understand Characters and Plot
Lesson Preparation
Daily Lesson #: 10
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
3.4E
3.Fig19E
3.8A
3.Fig19E
3.8A
3.11A
3.20C
3.17A,B
3.18A
3.19A
Key Understandings and
Guiding Questions
• An extensive vocabulary supports
the development of oral and
written communication.
- Why is being able to alphabetize
important?
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- How do readers use literary
elements to gain an
understanding of fiction text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- How do readers use literary
elements to gain an
understanding of fiction text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Authors use writer’s craft to
engage and sustain the reader’s
interest and enhance
understanding.
- How do authors plan for and
develop stories with a plot?
Vocabulary of Instruction
• Alphabetical
• Alphabetize
• Plot
• Problem
• Solution
• Event
• Climax
• Plot
• Problem
• Solution
• Climax
• Plot
• Problem
• Solution
• Event
• Climax
Materials
• Word Study Notebook (1 per
student)
• Chart paper (if applicable)
• Grade­appropriate short fictional
story (the story from Daily Lesson
8 or a new one if it was finished)
for modeling (1)
• Reader’s Notebook (1 per
student)
• Collection of grade­appropriate
short fictional stories for student
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Last Updated
page 63 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 10
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
• Chart paper (if applicable)
selection
• Chart paper (if applicable)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
Allow students to finish stories
from Daily Lesson 9, if necessary.
If students are finished, they can
start a new story and a new plot
line.
This is a continuation of Daily
Lesson 9. Students need to finish
their plot lines in this Daily
Lesson.
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals
as appropriate.
2. Check students’ Word
2. If using a new story (not
Study Notebooks
the one from Daily Lesson
(alphabetizing lists) from
8), prepare to display a
Daily Lesson 9 to see if
new sequential graphic
any students are
organizer.
struggling. Meet with these
students in small groups.
3. Prepare to use the craft
sticks from Daily Lesson 9.
Background Information
This Instructional Routine partially
assesses Performance Indicator
05.
Refer to Daily Lesson 7 Shared
Reading
Teacher Notes
Last Updated
page 64 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Instructional Routines
Daily Lesson # 10
Duration and Objective
Mini Lesson
WORD STUDY
Suggested Duration: 15 min.
Content Objective: Students
alphabetize words to the third
letter in order to be able to use a
dictionary efficiently.
1. Review what was learned
about alphabetizing from
Daily Lesson 9 Word
Study.
2. Tell students they are
going to continue to
practice alphabetizing
today.
Learning Applications
1. Distribute a set of craft
SHARED READING
INDEPENDENT READING
WRITING
Suggested Duration: 20-25 min.
Content Objective: Students
summarize and sequence the
plot’s main events and determine
how the events connect to one
Suggested Duration: 20-25 min.
Content Objective: Students
summarize and sequence the
plot’s main events and determine
how the events connect to one
Suggested Duration: 30 min.
Content Objective: Students plan
to write imaginative stories that
include characters, setting, and a
plot.
another and how the plot could
affect future events.
another and how the plot could
affect future events.
1. Review what was learned
in Daily Lesson 9 Shared
Reading. Ask students
to discuss the elements of
plot.
1. Review and discuss
learning from Shared
Reading.
2. Read the short fictional
story aloud and write the
events as they happen on
the selected graphic
organizer. Place a star
next to the climax.
1. Using two events on the
Last Updated
1. Review what was learned
in Daily Lesson 9 Writing.
Authors can use
sequential graphic
organizers to help them
plan their stories.
2. Inform students that they
will choose a different
book or short story that
they have not read, or
2. Show students how to take
they may finish the story
a Quick Write and place
they started in Daily
the important events on a
Lesson 9. They will be
sequential graphic
creating their own
organizer. Be sure to
sequential graphic
include all the elements of
organizer in their Reader’s
plot. Let students know
Notebook or on a
that they can make
separate piece of paper.
something up to make
Tell them to put a star by
their story better. Add
the event that is the climax
imaginative elements
of the story.
where appropriate. Identify
the climax of the story and
label it with a star.
1. Students begin reading
1. Students use their idea in
page 65 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
sticks to each student. Tell
them they are going to
organize the sticks in
alphabetical order.
graphic organizer created
in the Mini Lesson, ask:
How are these two
events connected?
How could these two
events affect future
events? Discuss
responses.
2. Students organize their
sticks in alphabetical order
and write the words in
order in their Word Study
Notebook.
2. Students turn to a partner
and discuss the events,
3. When students have
how they connect to each
recorded the list in their
other, and how they could
Word Study Notebook,
affect future events.
they try to guess the
category of the words and
add it to their list of words.
and recording the events
on a sequential graphic
organizer in their Reader’s
Notebooks or on a
separate piece of paper.
Students put a star next to
the climax of the story.
their Quick Write and put
the important events on a
sequential graphic
organizer. Students may
add imaginative elements
where appropriate.
Students identify the
climax of their story and
label it with a star.
4. If students finish early,
students repeat the
process with another set
of sticks.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Tell students that in the
next lesson they will have
the opportunity to use this
skill in a dictionary.
2. Collect Word Study
Notebooks to assess
students’ entries.
1. Students share their
thoughts on the events of
the story and how it helps
them better understand
the story.
Last Updated
1. Students share their
graphic organizer with a
partner.
1. Students share their
graphic organizer with a
partner.
page 66 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Using Strategies to Understand Characters and Plot
Lesson Preparation
Daily Lesson #: 11
WORD STUDY
TEKS
Key Understandings and
Guiding Questions
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
3.4E
3.24G
3.4E
3.24G
3.Fig19D
3.8B
3.11A
3.20C
3.17A,B
3.18A
3.19A
3.23D
• An extensive vocabulary
supports the development of
oral and written
communication.
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- How do readers use literary
elements to gain an
understanding of fiction text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- How do readers use literary
elements to gain an
understanding of fiction text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Authors use writer’s craft to
engage and sustain the reader’s
interest and enhance
understanding.
- How do authors plan for and
develop stories with plot?
• Grade­appropriate fictional story
read previously in lessons that
has a completed sequential
graphic organizer (1)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Grade­appropriate fictional
stories that have already been
read by students and that have
completed sequential graphic
organizers (1 per student)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
- Why do readers and writers use
a dictionary?
Vocabulary of Instruction
• Dictionary
• Guide word
Materials
• Word Study Notebook (1 per
student)
• Dictionary (1 per 2­3 students)
• Note card (minimum of 1 per
student)
• Chart paper (if applicable)
Last Updated
page 67 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 11
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
• Chart paper (if applicable)
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Write a variety of gradeappropriate words on note
cards for students to look
up in the dictionary.
3. Prepare to display a
dictionary page (with guide
words).
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Collect stories and
graphic organizers that
were completed in
previous lessons by
students.
2. In the Teacher Writer’s
Notebook, use the plot
line to decide how to
begin writing the story.
Background Information
Teacher Notes
Students repeat this activity in
Daily Lesson 12 for extra practice.
Students repeat this activity in
Daily Lesson 12 for extra practice.
Last Updated
This is the first time students are
expected to indent paragraphs, so
don’t expect mastery at this time,
but look for students attempting to
use indentation for paragraphs.
Be sure to keep the modeling to
no more than 10 minutes to be
sure students are getting time to
write. It is okay sometimes to write
before the lesson and then share
with students as a model in order
to save time.
page 68 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Instructional Routines
Daily Lesson # 11
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Suggested Duration: 20 min.
Content Objective: Students make
inferences about the main
character and the changes they
undergo and provide text evidence
to support their inference.
Suggested Duration: 25-30 min.
Content Objective: Students make
inferences about the main
character and the changes they
undergo and provide text evidence
to support their inference.
Suggested Duration: 30 min.
Content Objective: Students
develop drafts of their stories and
use paragraph indentations.
1. Review what was
previously learned about
making inferences about
characters and their
relationships. Tell
students that they will still
2. Explain the organization of
be inferring today, but the
a dictionary to students.
focus will be on character
changes.
3. Display a page of the
dictionary. Draw students’
2. Re-introduce the selected
attention to the guide
story and its sequential
words.
graphic organizer. Make
connections between plot
4. Show students how to use
and charactersthe guide words to find a
characters move the plot
word.
along with their decisions.
1. Instruct students to
choose a story that they
have already read and for
which they have already
completed a sequential
graphic organizer.
1. Model using the
sequential graphic
organizer to begin drafting
a story. During writing,
show students how to put
like ideas into paragraphs.
Explain that authors use
indentation to show a new
paragraph. Each event on
the graphic organizer will
be its own paragraph.
Duration and Objective
Suggested Duration: 20 min.
Content Objective: Students use
guide words to find words in a
dictionary.
Mini Lesson
1. Hold up a dictionary. Ask:
Why do readers and
writers use a
dictionary? Discuss
responses.
2. Tell students to choose a
place in the story where a
character underwent a
change (even a small
one). Instruct students to
record their inferences
with text evidence in their
Reader’s Notebook.
3. Discuss how characters
can change emotionally
and physically.
4. Model the process for
determining character
Last Updated
page 69 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
change:
Select an event from
the graphic organizer.
Describe how the
character changed
because of that
particular event
(physically and/ or
emotionally).
Record changes on the
chart and provide
evidence from the text
that confirms the
inference.
Learning Applications
1. Distribute the words that
have been written on note
cards.
2. Students work either in
pairs or triads (depending
upon number of
dictionaries) to find the
words on their note cards.
3. Monitor and assist
students having difficulty.
4. Students record the word
and the page number
where they found the word
in their Word Study
Notebook. Tell them not to
1. Select another event on
the graphic organizer to
analyze for changes or
ask students to analyze
how the character
changed from the
beginning of the story to
the end of the story.
2. Students share their
inferences about changes
with a partner. Be sure
they discuss evidence
from the text.
Last Updated
1. Students reread their
stories and record
inferences about
character changes and
provide text evidence in
their Reader’s Notebook.
1. Students use their
sequential graphic
organizers to begin
drafting their stories.
Students attempt to use
paragraphs and
indentation.
2. Monitor students and
conference with students
individually and in small
groups about their writing.
page 70 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
write on note cards
because they will be used
again in Daily Lesson 12.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Remind students of why
readers and writers use a
dictionary.
1. Students share their
thinking about character
changes with the class.
2. Collect students’ note
cards.
Last Updated
1. Students share their
inferences about
character changes with a
partner.
1. Students share their drafts
with a partner.
2. Ask: What went well?
What has been
challenging? Discuss
responses.
page 71 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Using Strategies to Understand Characters and Plot
Lesson Preparation
Daily Lesson #: 12
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
3.4E
3.24G
3.Fig19D
3.8B
3.Fig19D
3.8B
3.11A
3.20C
3.17A,B
3.18A
3.19A
3.23D
Key Understandings and
Guiding Questions
• An extensive vocabulary supports
the development of oral and
written communication.
- Why do readers and writers use
a dictionary?
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- How do readers use literary
elements to gain an
understanding of fiction text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- How do readers use literary
elements to gain an
understanding of fiction text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Authors use writer’s craft to
engage and sustain the reader’s
interest and enhance
understanding.
- How do authors plan for and
develop stories with plot?
• Authors use conventions of
written language to communicate
clearly and effectively.
- Why are paragraphs important
when writing?
Vocabulary of Instruction
• Dictionary
• Guide word
Materials
• Word Study Notebook (1 per
student)
• Dictionary (1 per 2­3 students)
• Chart paper (if applicable)
• Grade­appropriate fictional story
read previously in lessons that
has a completed sequential
graphic organizer (1)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Grade­appropriate fictional
stories that have already been
read by students and that have
completed sequential graphic
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Last Updated
page 72 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 12
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
organizers (1 per student)
• Chart paper (if applicable)
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare to display a page
from a dictionary.
3. Prepare to use the note
cards with gradeappropriate words from
Daily Lesson 11 Word
Study.
Background Information
Teacher Notes
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Collect books and
sequential graphic
organizers that were
completed in previous
lessons by students.
2. Work on writing a story in
the Teacher Writer’s
Notebook using the
sequential graphic
organizer developed in
previous Daily Lessons.
This Instructional Routine partially
assesses Performance Indicator
05.
It is suggested that the story and
sequential graphic organizer used
in this Daily Lesson be different
than the one used in Daily Lesson
11, but if it is necessary to use the
same story, focus the discussion
on changes that have not been
previously discussed.
Last Updated
page 73 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Instructional Routines
Daily Lesson # 12
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 20 min.
Content Objective: Students use
guide words to find words in a
dictionary.
Suggested Duration: 20 min.
Content Objective: Students make
inferences about the main
character and the changes they
undergo and provide text evidence
to support their inference.
Suggested Duration: 25 min.
Content Objective: Students make
inferences about the main
character and the changes they
undergo and provide text evidence
to support their inference.
Suggested Duration: 30 min.
Content Objective: Students
develop drafts of their stories and
use paragraph indentations.
Mini Lesson
1. Review what was learned
about dictionaries in Daily
Lesson 11 Word Study.
1. Review what was
previously learned about
making inferences about
character changes.
1. Instruct students to
choose a story that they
have already read and for
which they have already
completed a sequential
graphic organizer.
1. Model using a sequential
graphic organizer to draft
a story. During writing,
show students how to put
like ideas into paragraphs.
Explain that authors use
indentation to show a new
paragraph. Each event on
the sequential graphic
organizer will be its own
paragraph.
2. Ask students to explain
the organization of a
dictionary.
3. Display the dictionary
page. Draw students’
attention to the guide
words.
4. Show students how to use
the guide words to find a
word.
2. Re-introduce the book
and sequential graphic
organizer that will be used
in this lesson. Make
connections between plot
and characterscharacters move the plot
along with their decisions.
3. Model the process for
determining character
change:
2. Tell students to choose a
place in the story where a
character underwent a
change (even a small
one). Instruct students to
record their inferences
with text evidence in their
Reader’s Notebook.
Select an event from
the sequential graphic
organizer.
Describe to the
students how the
character changed
Last Updated
page 74 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
because of that
particular event.
Record changes on the
chart and provide
evidence from the text
that confirms the
inference.
Learning Applications
1. Distribute words that have 1. Select another event on
been written on note
the graphic organizer to
cards. Be sure that
analyze for changes or
students have a different
have students analyze
word/card than they had in
how the character
Daily Lesson 11.
changed from the
beginning of the story to
2. Students work either in
the end of the story.
pairs or triads (depending
upon number of
2. Students share their
dictionaries) to find the
inferences about changes
words on their note cards.
with a partner. Be sure
they discuss evidence
3. Monitor and assist
from the text.
students having difficulty.
1. Students reread their
stories and record
inferences about
character changes and
provide text evidence in
their Reader’s Notebook.
1. Students use their
sequential graphic
organizers to begin
drafting their stories.
Students attempt to use
paragraphs and
indentation.
2. Monitor and conference
with students individually
and in small groups about
their writing.
4. Students record the word
and page number where
they found the word in
their Word Study
Notebook. Tell them not to
write on the note cards
because they will be used
in future lessons.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Last Updated
page 75 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Closure
1. Remind students of why
readers and writers use a
dictionary.
1. Students share their
thinking about character
changes.
2. Collect students’ note
cards and their Word
Study Notebooks to
assess their entries.
Last Updated
1. Students share their
inferences about
character changes with a
partner.
1. Students share their drafts
with a partner.
2. Ask: What went well?
What has been
challenging? Discuss
responses.
page 76 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Using Strategies to Understand Characters and Plot
Lesson Preparation
Daily Lesson #: 13
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
3.1Biii
3.Fig19E
3.8A
3.Fig19E
3.8A
3.11A
3.20C
3.17A,B
3.18A
3.19A
3.23D
Key Understandings and
Guiding Questions
• An extensive vocabulary supports
the development of oral and
written communication.
- How do readers decode multisyllable words?
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- How do readers use literary
elements to gain an
understanding of fiction text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- How do readers use literary
elements to gain an
understanding of fiction text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Authors use writer’s craft to
engage and sustain the reader’s
interest and enhance
understanding.
- How do authors plan for and
develop stories with plot?
• Authors use conventions of
written language to communicate
clearly and effectively.
- Why are paragraphs important
when writing?
Vocabulary of Instruction
• Final stable syllable
• Summary
• Summary
Materials
• Word Study Notebook (1 per
student)
• Chart paper (if applicable)
• Grade­appropriate fictional story
read in a previous lesson that has
a completed sequential graphic
organizer (1)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Grade­appropriate fictional
stories that have already been
read by students and that have a
completed sequential graphic
organizer (1 per student)
Last Updated
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
page 77 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 13
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
• Chart paper (if applicable)
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Create an Anchor Chart:
2. Create an Anchor Chart:
Final Stable Syllable.
Writing a Summary. List
Record the definition for
the criteria for a good
final stable syllable (refer
summary. (See
to Background
Background Knowledge)
Information). Create three
3. (Optional) Practice writing
columns on the chart. Add
summaries based on what
the following words to the
has been read so far in
first column: dimple,
this unit on fiction text.
candle, fumble, handle,
apple, sniffle, kettle, little,
middle, turtle. Add the
following words to the
second column: able, rifle,
stable, title, beetle, ladle,
staple, steeple. Add the
following words to the third
column: fiction, action,
contraction, instruction,
nation, lotion, fraction.
Background Information
Final stable syllable - a syllable
with a non-phonetic, but reliable
pronunciation
Summarize - to reduce large
sections of text to their essential
points and main idea. Note: It is
Last Updated
1. Prepare to display visuals
as appropriate.
2. Work on writing a story in
the Teacher Writer’s
Notebook using the
sequential graphic
organizer developed in
previous Daily Lessons.
Refer to Shared Reading
This Instructional Routine partially
assesses Performance Indicator
page 78 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 13
Teacher Notes
WORD STUDY
SHARED READING
INDEPENDENT READING
The final stable syllable –le is
usually combined with the final
consonant in the other part of the
word. If the word has two
consonants in the middle of the
word, the first syllable will be
closed with a short vowel. If the
word has only the one consonant
in the middle, the consonant is
paired with –le, leaving the first
syllable open with a long vowel.
The final stable syllable -tion is an
unaccented final syllable that is
stable, and always pronounced
/shun/ (e.g., contraction, fiction,
transition, etc.).
still important to attribute
04.
summarized ideas to the original
source.
An effective summary needs to
include brief sentences (usually 35 sentences) that are in logical
order. The sentences should
include something from the
beginning, middle, and end.
Usually, the beginning sentence
includes the main character and
their problem/conflict. The middle
sentences sum up the events
leading to the resolution. The last
sentence includes the resolution
and any changes the character
undergoes.
In third grade, students are
learning about final stable
syllables in order to help them
with decoding multi-syllable
words, but they may be able to use
this information in spelling as
well, if they are ready.
This is the first time students will
See Daily Lesson 13 Shared
be introduced to writing
Reading
summaries. In second grade, they
were required to retell or act out
important events in logical order.
Now, students are going to have
to learn to summarize the events.
This TEKS is taught all throughout
the year, so don’t expect mastery
at this point.
Last Updated
WRITING
page 79 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Instructional Routines
Daily Lesson # 13
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students
decode multi-syllable words using
final stable syllables.
Suggested Duration: 20 min.
Content Objective: Students
summarize a story that maintains
meaning and logical order in
order to show good
comprehension.
Suggested Duration: 25 min.
Content Objective: Students
summarize a story that maintains
meaning and logical order in
order to show good
comprehension.
Suggested Duration: 30 min.
Content Objective: Students
develop drafts of their stories and
use paragraph indentations.
Mini Lesson
1. Display the Anchor Chart:
Final Stable Syllable.
Discuss the definition for
final stable syllable.
1. Display a sequential
graphic organizer for a
story that has already
been read in a previous
Shared Reading lesson.
1. Review the Anchor Chart:
Writing a Summary with
the criteria for writing a
good summary.
1. Model using a sequential
graphic organizer to draft
a story. During writing,
show students how to put
like ideas into paragraphs.
Explain that authors use
indentation to show a new
paragraph. Each event on
the sequential graphic
organizer will be its own
paragraph.
2. Read the first word
2. Students choose a
(dimple) from the first
2. Tell students that they are
previously read story with
column of the chart aloud
going to learn to write
a completed sequential
to the students. Ask them
good summaries, and that
graphic organizer.
to clap the syllables. Ask:
the sequential graphic
What is the first
organizer will help. Ask:
syllable? What is the
What is a summary?
second syllable? Either
Where do you see
rewrite the word putting a
summaries? What
dash between the
makes a good
syllables (dim-ple) or put a
summary? Discuss
line through the word
responses.
separating the syllables.
3. Display the Anchor Chart:
3. Explain that –le is a
Writing a Summary.
Last Updated
page 80 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
syllable that gets
4. Using the sequential
connected with the LAST
graphic organizer, model
consonant of the word
writing a summary using
(before the –le). In dimple,
the criteria on the chart.
the last consonant before
–le is p, so the p goes with
the –le. Then say /ple/ for
the second syllable. The
letters that are left are a
CVC syllable, which is a
closed syllable (refer to
Daily Lesson 7 Word
Study) which means the
vowel is short, /dĭm/. Put it
together /dĭm­ ple/.
4. Continue reading the
words in the first column,
breaking the words into
syllables and decoding
each syllable.
5. Read the first word (able)
from the second column of
the Anchor Chart: Final
Stable Syllable. Instruct
students to break the word
into syllables. Point out
that this word has only
one consonant (b) before
the –le. Again tell them
that the b goes with the
–le, leaving the a alone.
That means the first
Last Updated
page 81 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
syllable is open, which
makes the vowel long, /ā­
ble/.
6. Continue reading the
words in the second
column, breaking them
into syllables and
decoding each syllable.
7. Read the first word
(fiction) from the third
column of the Anchor
Chart: Final Stable
Syllable. Instruct students
to break the word into
syllables. Discuss the
sound of the final stable
syllable /shun/. Discuss
whether the first syllable is
open or closed.
8. Continue reading the
words in the third column,
breaking them into
syllables and decoding
each syllable.
Learning Applications
1. With a partner, students
practice reading through
the words on each list.
1. With a partner, students
discuss the qualities of a
good summary.
2. In their Word Study
Notebook, students record
each of the words and the
Last Updated
1. Students reread the story. 1. Students use their
sequential graphic
2. Using their sequential
organizers to draft their
graphic organizer,
stories. Students attempt
students write a summary
to use paragraphs and
in their Reader’s Notebook
indentation.
using the criteria set in
page 82 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
rule.
Shared Reading.
2. Monitor and conference
with students individually
and in small groups about
their writing.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Remind students that
when they see a word in
reading with –le or -tion at
the end, they can use
these rules to help them
decode the word.
1. Tell students they will be
writing a summary of a
story that they have
already read in
Independent Reading.
Last Updated
1. Students share their
summaries with a partner.
1. Students share their
writing with a partner.
2. Collect the summaries to
be sure students are on
the right track.
2. Ask: What went well?
What has been
challenging? Discuss
responses.
page 83 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Using Strategies to Understand Characters and Plot
Lesson Preparation
Daily Lesson #: 14
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
3.1Bv
3.Fig19E
3.8A
3.Fig19E
3.8A,B
3.11A
3.20C
3.17B,C
3.18A
3.19A
3.22B
Key Understandings and
Guiding Questions
• An extensive vocabulary supports
the development of oral and
written communication.
- How can studying word patterns
help readers and writers?
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- How do readers use literary
elements to gain an
understanding of fiction text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- How do readers use literary
elements to gain an
understanding of fiction text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Authors use writer’s craft to
engage and sustain the reader’s
interest and enhance
understanding.
- How do authors plan for and
develop stories with plot?
• Authors use conventions of
written language to communicate
clearly and effectively.
- How are sentences
constructed?
Vocabulary of Instruction
• Vowel digraph
• Vowel diphthong
• Plot
• Problem
• Solution
• Event
• Climax
• Revise
• Subject
• Predicate
Materials
• Word Study Notebook (1 per
student)
• Collection of texts and
• Paper, white (several sheets per
student)
• Teacher­selected grade­
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Grade­appropriate fiction story
read in a previous lesson that has
a completed sequential graphic
Last Updated
page 84 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 14
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
environmental print for word
hunting
• Chart paper (if applicable)
organizer (1)
• Chart paper (if applicable)
appropriate fictional text (1 copy
per student)
• Chart paper (if applicable)
• Chart paper (if applicable)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Choose a fictional short
story for students to use
for the Performance
Indicator. Duplicate if
necessary.
2. Finish the story in the
Teacher Writer’s
Notebook. It does not
have to be perfect, but be
sure it includes all of the
plot elements.
Attachments and
Resources
Advance Preparation
2. Create an Anchor Chart:
2. Prepare to display the
Vowel Digraphs. Make
Anchor Chart: Writing a
several columns on a
Summary from Daily
chart. Write a vowel
Lesson 13 Shared
digraph on the top of each
Reading.
column. Then, write the
3. (Optional) Practice writing
one-syllable anchor word.
summaries based on what
The following are vowel
has been read so far in
digraphs and anchor
this unit on fiction text.
words:
ai=aim
ay=play
ee=see
ea=eat
oa=oat
ei=either
3. Add any others that
students may need.
Underline the vowel
digraph in each anchor
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English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 14
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
word or write the digraph
in a different color.
4. Brainstorm other words
that include vowel
digraphs and put them in
the correct category. Try
to include some examples
of multiple-syllable words
with vowel digraphs:
trainer, playful, retreat,
sleepy, loafer, etc.
Consider using the
internet as a resource for
finding words. Also,
brainstorm some words
that have the vowel pair,
but don’t say the same
sound as the anchor word
(Ex: bread, great).
5. Create another Anchor
Chart: Vowel Diphthongs.
Make several columns on
a chart. Write a vowel
diphthong on the top of
each column. Then write
the one-syllable anchor
word. The following are
vowel diphthongs and
anchor words:
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page 86 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 14
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
This Instructional Routine partially
assesses Performance Indicator
02.
Revise - changing, adding, or
deleting words, phrases, or
sentences to clarify and/or to
enhance the message based on
the intended audience
Editing is making corrections to
writing. This includes correcting
grammar, capitalization,
punctuation, and spelling.
Coherent – logically ordered,
with consistent relations of parts
to the whole (e.g., a coherent
essay)
oi=oil
oy=toy
ou=out
ow=owl
oa=oat
6. Underline the vowel
diphthong in each anchor
word or write the
diphthong in a different
color.
7. Brainstorm other words
that include vowel
diphthongs and put them
in the correct category.
Refer to step #3 for other
considerations.
Background Information
Digraph - two successive letters
(vowels) that represent a single
speech sound
Diphthong - a combination of two
vowel sounds in one syllable to
form a new phoneme
Refer to Daily Lesson 13 Shared
Reading
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page 87 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 14
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Every complete sentence
contains two parts: a subject and
a predicate. The subject is what
(or whom) the sentence is about,
while the predicate tells
something about the subject.
Imperative sentence – a sentence
that gives a command and may
end in a period or exclamation
mark
Teacher Notes
Be careful when using the saying,
“When two vowels go walking, the
first one does the talking.” There
are many exceptions to the rule.
Students have studied vowel
digraphs and diphthongs in
second grade, so this lesson
should be a review.
Refer to Daily Lesson 13 Shared
Reading
Last Updated
In this Daily Lesson, students will
be assigned a story for reading.
Using this method, the teacher
does not have to read 22 different
stories in order to assess the
Performance Indicator.
Keep in mind the reading level of
the students. Teachers may want
to select three stories at different
levels in order to differentiate for
those who are not performing at
grade level and for those
performing above grade level.
This Daily Lesson is focused on
revising, not editing. Be sure
students are clear on the
difference.
page 88 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Instructional Routines
Daily Lesson # 14
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students
decode words with vowel
digraphs and vowel diphthongs.
Suggested Duration: 15-20 min.
Content Objective: Students
summarize a story that maintains
meaning and logical order in
order to show good
comprehension.
Suggested Duration: 25-30 min.
Content Objective: Students
sequence and summarize a plot’s
main events and describe the
characters' relationship and the
changes they undergo.
Suggested Duration: 35 min.
Content Objective: Students revise
their drafts for clarity, coherence,
and complete sentences.
Mini Lesson
1. Display the Anchor Chart:
Vowel Digraphs. Ask
students if they know how
to pronounce the most
common sound for the
vowel digraphs.
1. Review the Anchor Chart:
Writing a Summary.
Review the criteria for
writing a good summary.
1. Assign a short story for
students to read in order
to complete the
Performance Indicator.
1. Explain to students what
revision is and why authors
spend time revising their
work.
2. Re-introduce the
2. Explain that they will read 2. Read the first draft of the
story/book and the
the story. Then, they will
story in the Teacher
2. Discuss the anchor word
sequential graphic
create a sequential
Writer’s Notebook. Ask
for each digraph.
organizer that goes with it.
graphic organizer. They
students to listen and think
will use that sequential
about places that they may
3. Display the rest of the
3. Using the sequential
graphic organizer to
have questions or may not
words. Ask students to
graphic organizer, model
create a book that
be sure what is happening.
turn to a partner and read
writing a summary using
sequences and
(decode) the words to
the criteria on the chart.
3. Tell students that readers
summarizes all of the
each other. Remind them
can become confused
points on the sequential
to use the anchor word to
when sentences are not
graphic organizer. Each
help them if they are
written correctly.
page needs to contain
stuck.
words and pictures
4. Explain that correctly
describing
the
event
in
the
4. Discuss words that do not
written sentences must
plot.
follow the same sound as
have a subject and a
the anchor words.
predicate.
3. Inform students that they
also need to include in
5. Display the Anchor Chart:
5. Display two to three
their book the
Vowel Diphthongs. Ask
sentences, such as:
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page 89 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
relationships that the
character has with other
characters and the
changes that the
characters undergo.
Remind them not to tell
the whole story with every
detail, but to summarize
the important events
relating to the plot. They
will have two days to
complete the assignment.
students if they know how
to pronounce the most
common sound for the
vowel diphthongs.
6. Discuss the anchor word
for each diphthong.
7. Display the rest of the
words. Ask students to
turn to a partner and read
(decode) the words to
each other. Remind them
to use the anchor word to
help them if they are
stuck.
8. Discuss words that do not
follow the same sound as
the anchor words.
The girl sang.
The boy cried.
The sun shone.
6. Explain that the subject is
who or what the sentence is
about and that the
predicate tells something
about the subject. Circle
the subject of each
sentence (girl, boy, sun),
and underline the predicate
(sang, cried, shone):
7. Using the displayed
sentences, add more detail
to the predicate:
8. Explain that in longer
sentences, the predicate
might be a string of words.
Underline the additional
words in each sentence:
sang beautifully, cried when
the dog ate his homework,
and shone on the baking
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page 90 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
desert.
9. Explain that sometimes the
subject can have more than
one thing and it is called a
compound subject. Display
the following example: The
girl and the boy ate
breakfast. Discuss how the
subject includes both the
girl and the boy.
10. Discuss imperative
sentences: sentences that
give a command and may
end in a period or
exclamation mark. These
may not include a subject.
11. Emphasize that if a
sentence is missing either a
subject or a predicate, that
the sentence is most likely
incomplete and will need
revision.
12. Model revising a part of the
story in the Teacher
Writer’s Notebook where
the message is not clear or
coherent.
Learning Applications
1. Students record the vowel 1. With a partner, students
digraphs and diphthongs
discuss and review the
along with the anchor
qualities of a good
Last Updated
1. Students read the story
and begin completing the
Performance Indicator.
1. Ask students to locate at
least two sentences in their
drafts that contain a subject
page 91 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
words in their Word Study
Notebooks.
summary.
and a predicate. Students
will circle the subject and
underline the predicate of
the sentences.
2. Students use texts and
environmental print to
search for more examples
that can be added to the
chart and their Word
Study Notebooks.
2. Assist students as needed
in revising sentence
fragments.
3. Students finish drafting
their stories using their
sequential graphic
organizers. Students
attempt to use paragraphs
and indentation.
4. Students read their story to
a partner. Their partner
asks questions and gives
advice for making the story
clearer.
5. Students make revisions
based on their partner’s
advice.
6. Monitor students and
conference with students
individually and in small
groups about their writing.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Review the sounds of all
the vowel digraphs and
1. Students share what they
discussed about qualities
Last Updated
1. Collect student work
(incomplete or complete).
1. Students share a revision
they made to their story.
page 92 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
diphthongs.
of a good summary.
Last Updated
2. Remind students they will
have time to complete the
work in Daily Lesson 15.
page 93 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Using Strategies to Understand Characters and Plot
Lesson Preparation
Daily Lesson #: 15
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
3.1Biv
3.8C
3.Fig19E
3.8A,B
3.20C
3.17A,B,C
3.18A
3.19A
3.22Av
Key Understandings and
Guiding Questions
• An extensive vocabulary supports
the development of oral and written
communication.
- How can studying word patterns
help readers and writers?
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- How do readers use literary
elements to gain an
understanding of fiction text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- How do readers use literary
elements to gain an
understanding of fiction text?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to understand text?
• Authors use writer’s craft to
engage and sustain the reader’s
interest and enhance
understanding.
- How do authors plan for and
develop stories with plot?
• Authors use conventions of
written language to communicate
clearly and effectively.
- Why are conventions important
when writing?
Vocabulary of Instruction
• R­controlled vowel
• First person
• Third person
• Narrator
• Point of view
• Plot
• Problem
• Solution
• Event
• Climax
• Revise
• Preposition
Materials
• Word Study Notebook (1 per
student)
• Scissors (1 per student)
• Grade­appropriate fictional texts • Paper, white (several pieces per
written in first person for modeling student)
(1)
• Teacher­selected grade­
Last Updated
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
page 94 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 15
WORD STUDY
• Chart paper (if applicable)
SHARED READING
INDEPENDENT READING
• Grade­appropriate fictional texts
written in third person for
modeling (1)
• Grade­appropriate fictional texts
read previously in other Daily
Lessons
• Chart paper (if applicable)
appropriate fictional text (1 per
student)
• Chart paper (if applicable)
• Chart paper (if applicable)
1. Prepare to display visuals
as appropriate.
Attachments and
Resources
• Handout: R-Controlled Vowel
Word Sort (1 per student)
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Duplicate Handout: RControlled Vowel Word
Sort (1 per student) in
color.
2. Choose two fictional texts,
one written in first person,
and one written in third
person.
2. Review the work done by
students in Daily Lesson
14. Determine if there are
any students who are off
track and will need
guidance in this Daily
Lesson.
3. Gather all the
stories/books that have
been read so far in
Shared Reading.
Background Information
WRITING
Point of view - the perspective
from which the events in the
story are told- the vantage point
or stance.
First-person - narrated by a
character or characters inside the
story using the pronoun I
Third-person - narrated by
someone who is not directly
Last Updated
This Instructional Routine
assesses Performance Indicator
02.
Preposition - a word that relates
its object to another word in the
sentence (e.g., at in at school or
of in of your writing)
Prepositional phrase - a phrase
that begins with a preposition
and is followed by an object (e.g.,
on the road and by now)
page 95 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Daily Lesson #: 15
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
involved in the story and is usually
not identified by name and refers
to the characters by their name or
personal pronouns (e.g., he, she,
they)
Teacher Notes
Students studied r-controlled
vowels in second grade, so this
will be review for most students.
Pay attention to students who are
struggling, as they may need
additional practice in a small group
setting.
This TEKS is brand new to third
grade students, so they will come
with very limited background
knowledge.
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page 96 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
Instructional Routines
Daily Lesson # 15
WORD STUDY
Duration and Objective
Suggested Duration: 20 min.
Content Objective: Students
decode multi-syllable words with
r-controlled vowels.
Mini Lesson
1. Distribute Handout: RControlled Vowel Word
Sort to each student.
SHARED READING
INDEPENDENT READING
WRITING
Suggested Duration: 20 min.
Content Objective: Students
identify whether the narrator or
speaker of the story is first or third
person.
Suggested Duration: 30 min.
Content Objective: Students
sequence and summarize a plot’s
main events and describe the
characters' relationship and the
changes they undergo.
Suggested Duration: 25-30 min.
Content Objective: Students revise
their drafts for clarity.
1. Review the expectations
for the Performance
Indicator provided in Daily
Lesson 14.
1. In the Teacher Writer’s
Notebook, continue to
model making revisions to
the first draft using
comments and questions
from students.
1. Read an excerpt from one
of the fictional texts. Ask:
Who is telling the
story? How do you
2. Draw students’ attention to
know? Discuss
the words that have red
responses.
letters. Read the words to
the students (or have a
2. Explain the difference
student read them), and
between first and third
ask students to isolate the
person (see Background
sound of the red letters.
Information). Write the
information on a chart.
3. Explain that these letter
combinations are called r- 3. Ask: Was the story in
controlled vowels. Tell
first or third person?
them that it is hard to hear
Discuss responses.
the vowel because the r is
4. Read an excerpt from the
controlling the sound.
second fictional text that
Point out that –er, –ir, and
has the opposite point-of–ur sound the same.
view. Ask: Was the story
in first or third person?
How do you know?
Discuss responses.
Last Updated
2. Introduce the concept of
prepositions by asking
students to come up with
two words that describe
things that they can do
with a playground slide.
3. Brainstorm these words
and record them on a
chart. Most of the words
will be prepositions.
(Examples: inside, into,
under, by, over, beneath,
beside)
4. Students identify the
prepositions in each of the
page 97 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
5. Review Point of View: the
perspective from which the
events in the story are
told- the vantage point or
stance.
following sentences: She
put the cookies into the
oven; The dog hid the
bone under the house;
The magician waved his
wand over the hat.
Discuss the correct
responses: into, under,
over.
5. Discuss the types of
prepositions as they relate
to time, location, direction,
and position.
Learning Applications
1. Students cut out the words 1. Distribute previously read
in Handout: R-Controlled
stories to small groups of
Vowel Word Sort
students.
2. Students sort the words
under each of the anchor
words.
3. Students decode each
word thinking about where
the word breaks into
syllables. (If students
struggle with this, model
for them how to break the
words into syllables.)
Students can do this
independently or with a
partner.
2. Each group determines if
the stories are written in
first or third person and
provides tex evidence to
support their choice.
1. Students continue working 1. Students read their story
on the Performance
to a partner. Their partner
Indicator from Daily
listens and asks questions
Lesson 14.
and gives advice for
making the story clearer.
2. Students make revisions
based on their partner’s
advice.
3. Students underline three
prepositions in their draft.
If the student has no
prepositions in his draft,
assist him/her in adding
some.
4. Monitor and conference
with students individually
and in small groups about
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page 98 of 102 Grade 3
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-15
their writing.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students record all five rcontrolled vowels in their
Writer’s Notebook along
with a couple of examples
of words containing each
of them.
1. Each group shares the
title and point of view and
provides text evidence to
support their responses.
1. Collect students'
completed books to
assess the Performance
Indicator.
1. Students share a revision
they made to their story,
as well as any
prepositions that they
identified in their story.
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated
page 99 of 102 Third Grade
English Language Arts and Reading
Unit: 01 Lesson: 01
Synonym Matching Game
dirty
polite
dog
brave
gross
canine
huge
grumpy
large
heroic
street
wellmannered
wealthy
unclean
disgusting
draw
illustrate
grouchy
road
rich
©2011, TESCCC
06/08/12
page 1 of 1 Third Grade
English Language Arts and Reading
Unit: 01 Lesson: 01
Antonym Matching Game
bumpy
awake
autumn
filthy
full
decrease
sooner
smooth
loud
spring
clean
find
asleep
best
quiet
later
lose
worst
empty
increase
©2012, TESCCC
06/08/12
page 1 of 1
Third Grade
English Language Arts and Reading
Unit: 01 Lesson: 01
R-Controlled Vowel Word Sort
car
her
girl
for
turn
forty
target
direct
fender
popcorn
order
burger
normal
partner
newborn
serving
cartoon
morning
perform
forgive
passport
person
circle
pepper
market
further
forest
landmark
©2011, TESCCC
06/08/12
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