Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
ELAR Grade 03 Unit 03 Exemplar Lesson 02: Learning with Expository Text
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 begin to explore the research process by selecting a topic and generating open-ended questions. Students
skim and scan text features in expository text to locate information to answer their research questions. Students
gather information related to their research topic and questions by taking simple notes. Students organize their notes
into categories. Students continue through the writing process as they write an expository composition, incorporating
expository transition words and phrases and including a topic sentence and a conclusion. Students practice fluency
and give a Book Talk to a small group of students. In Word Study, students continue to learn spelling patterns and
build vocabulary by examining homographs, homophones, playful language, roots and affixes.
Grade 03 ELAR Unit 03 PI 01
Locate and read multiple texts on a topic of personal interest. Use text features to locate important information. On a poster, sort and
categorize the information gathered from the texts. Include 2 or more relevant text features on the display.
Standard(s): 3.2A , 3.2B , 3.2C , 3.4B , 3.12A , 3.13A , 3.13B , 3.13D , 3.25A , 3.25B , 3.26B , 3.26C , 3.Fig19A
, 3.Fig19B , 3.Fig19C , 3.Fig19D , 3.Fig19E , 3.Fig19F , 3.26A.ii , 3.26A.iii
ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4E , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.5G
Grade 03 ELAR Unit 03 PI 02
Using a teacher-provided prompt, write a one-page expository composition that includes a central idea in a topic sentence,
supporting details, and a concluding statement.
Standard(s): 3.17A , 3.17B , 3.17C , 3.17D , 3.17E , 3.20A.i , 3.20A.ii , 3.20A.iii
ELPS ELPS.c.1C , ELPS.c.1E , ELPS.c.5C , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
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page 1 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Grade 03 ELAR Unit 03 PI 03
Choose an expository text that has been read independently. Organize and present to a small group a book talk on the selected text.
Using appropriate fluency and oral conventions, read a portion of the text aloud to the class or small group. Listen and participate as
other students present a book talk.
Standard(s): 3.1E , 3.3A , 3.11A , 3.30A , 3.Fig19A , 3.Fig19B , 3.Fig19C , 3.Fig19D , 3.Fig19E
ELPS ELPS.c.1B , ELPS.c.1D , ELPS.c.1G , ELPS.c.2C , ELPS.c.2D , ELPS.c.2E , ELPS.c.2G , ELPS.c.2I
, ELPS.c.3C , ELPS.c.3D , ELPS.c.3E , ELPS.c.3F , ELPS.c.3G , ELPS.c.3H , ELPS.c.3I , ELPS.c.4G , ELPS.c.4I
, ELPS.c.4J , ELPS.c.5G
Grade 03 ELAR Unit 03 PI 05
Record multiple entries in a Word Study Notebook that demonstrate knowledge of new words, their meanings, and relationships.
Standard(s): 3.4A , 3.4B , 3.4C , 3.4D , 3.4E
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.4A , ELPS.c.5B , ELPS.c.5F
, ELPS.c.5G
Grade 03 ELAR Unit 03 PI 04
Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of expository 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
Key Understandings
Authors use conventions of written language to communicate clearly and effectively.
Authors choose structure to organize information to construct meaning.
An extensive vocabulary supports the development of oral and written communication.
Readers use strategies to support understanding of text.
Readers create connections to make text personally relevant and useful.
The ability to decode patterns supports the development of word reading, fluency, and comprehension.
Effective listening and speaking builds background knowledge and supports collaboration.
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
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English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
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:
3.1A
Decode multisyllabic words in context and independent of context by applying common
spelling patterns including:
3.1A.i
dropping the final "e" and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable).
3.1A.ii
doubling final consonants when adding an ending (e.g., hop to hopping).
3.1A.iii
changing the final "y" to "i" (e.g., baby to babies).
3.1A.iv
using knowledge of common prefixes and suffixes (e.g., dis-, -ly)
3.1A.v
using knowledge of derivational affixes (e.g., -de, -ful, -able).
3.2
Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on
useful strategies as needed. Students are expected to:
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:
3.4A
Identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the
meaning of roots.
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English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Readiness Standard
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
3.4D
Identify and apply playful uses of language (e.g., tongue twisters, palindromes, riddles).
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.
3.13
Reading/Comprehension of Informational Text/Expository Text. Students analyze, make
inferences and draw conclusions about expository text and provide evidence from text to support
their understanding. Students are expected to:
3.13A
Identify the details or facts that support the main idea.
Readiness Standard
3.13B
Draw conclusions from the facts presented in text and support those assertions with textual evidence.
Readiness Standard
3.13C
Identify explicit cause and effect relationships among ideas in texts.
Readiness Standard
3.13D
Use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions
about contents of text.
Readiness Standard
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English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
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:
3.17B
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.
3.17D
Edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric.
3.20
Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
3.20A
Create brief compositions that:
3.20A.i
establish a central idea in a topic sentence.
3.20A.ii
include supporting sentences with simple facts, details, and explanations
3.20A.iii
contain a concluding statement.
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.vii
coordinating conjunctions (e.g., and, or, but)
3.22A.viii time-order transition words and transitions that indicate a conclusion.
3.22C
Use complete simple and compound sentences with correct subject-verb agreement.
3.23
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write
legibly and use appropriate capitalization and punctuation conventions in their compositions.
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English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Students are expected to:
3.23A
Write legibly in cursive script with spacing between words in a sentence.
3.23B
Use capitalization for:
3.23B.i
geographical names and places.
3.23B.ii
historical periods
3.23C
Recognize and use punctuation marks including:
3.23C.i
apostrophes in contractions and possessives
3.23C.ii
commas in series and dates
3.23D
Use correct mechanics including paragraph indentations.
3.24
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
3.24B
Spell words with more advanced orthographic patterns and rules:
3.24B.iv
double consonants in middle of words.
3.24B.vi
abstract vowels (e.g., ou as in could, touch, through, bought).
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).
3.24E
Spell single syllable homophones (e.g., bear/bare; week/weak; road/rode).
3.24F
Spell complex contractions (e.g., should've, won't).
3.25
Research/Research Plan. Students ask open-ended research questions and develop a plan for
answering them. Students are expected to:
3.25A
Generate research topics from personal interests or by brainstorming with others, narrow to
one topic, and formulate open-ended questions about the major research topic.
3.25B
Generate a research plan for gathering relevant information (e.g., surveys, interviews,
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English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
encyclopedias) about the major research question.
3.26
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant
sources addressing a research question and systematically record the information they gather.
Students are expected to:
3.26A
Follow the research plan to collect information from multiple sources of information, both
oral and written, including:
3.26A.ii
data from experts, reference texts, and online searches
3.26A.iii
visual sources of information (e.g., maps, timelines, graphs) where appropriate.
3.26B
Use skimming and scanning techniques to identify data by looking at text features (e.g., bold
print, captions, key words, italics).
3.26C
Take simple notes and sort evidence into provided categories or an organizer.
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.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)
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English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Readiness Standard (Fiction)
Supporting Standard (Literary Nonfiction and Poetry)
3.Fig19F Make connections (e.g., thematic links, author analysis) between literary and informational
texts with similar ideas and provide textual evidence.
Ongoing TEKS
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:
3.1E
Monitor accuracy in decoding.
3.3
Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are
expected to:
3.3A
Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate
phrasing) and comprehension.
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:
3.17E
Publish written work for a specific audience.
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:
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English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
3.22A.i
verbs (past, present, and future).
3.22A.ii nouns (singular/plural, common/proper).
3.22A.iii adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the).
3.22A.iv adverbs (e.g., time: before, next; manner: carefully, beautifully).
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:
3.23B
Use capitalization for:
3.23B.iii official titles of people.
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.i
consonant doubling when adding an ending.
3.24B.ii dropping final "e" when endings are added (e.g., -ing, -ed).
3.24B.iii changing y to i before adding an ending.
3.24B.v complex consonants (e.g., scr-, -dge, -tch)
3.24G
Use print and electronic resources to find and check correct spellings.
3.29
Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others
in formal and informal settings. Students will continue to apply earlier standards with greater
complexity. Students are expected to:
3.29A
Listen attentively to speakers, ask relevant questions, and make pertinent comments.
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English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
3.29B
Follow, restate, and give oral instructions that involve a series of related sequences of action.
3.30
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions
of language. Students will continue to apply earlier standards with greater complexity. Students
are expected to:
3.30A
Speak coherently about the topic under discussion, employing eye contact, speaking rate,
volume, enunciation, and the conventions of language to communicate ideas effectively.
3.31
Listening and Speaking/Teamwork. Students work productively with others in teams. Students will
continue to apply earlier standards with greater complexity. Students are expected to:
3.31A
Participate in teacher- and student-led discussions by posing and answering questions with
appropriate detail and by providing suggestions that build upon the ideas of others.
Materials
Word Study Notebook (1 per student)
Reader’s Notebook (1 per student)
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Sticky note (5-10 per student)
Sticky note (4)
Note card (several per student, optional)
Note cards (100 or more)
Colored pen or pencil (1 per student)
Dictionary (class set)
Publishing paper (several sheets per student)
Poster board (1 per student)
Chart paper
Grade-appropriate book with examples of tongue twisters (1, optional)
3-5 grade-appropriate resources for research on the teacher-selected topic (1 copy of each)
Grade-appropriate resources to use for research (3-5 per student)
2 grade-appropriate literary texts with similar ideas/themes as a previously read expository text (1 copy of
each)
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English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
3 grade-appropriate expository texts with concluding sentences that summarizes the central idea (1 copy of
each)
Grade-appropriate text for modeling (1)
Grade-appropriate expository text for modeling (1)
2 grade-appropriate excerpts from an expository text for modeling (1 copy of each)
Collection of grade-appropriate literary and expository texts with similar ideas and themes for student selection
Collection of grade-appropriate expository texts for student selection
Collection of grade-appropriate texts for student selection
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.
Adding Endings (-er and -est)
Teacher Resource: Adding Endings (-er and -est)_KEY (1)
Handout: Double Or Nothing (1 per student)
Teacher Resource: Double Or Nothing_KEY (1)
Resources and References
None identified
Possible/Optional Literature
Selections
None identified
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page 11 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Learning with Expository Text
Lesson Preparation
Daily Lesson #: 11
WORD STUDY
TEKS
3.24Biv
Key Understandings and
Guiding Questions
Ongoing
TEKS
3.24A
3.24Bi
• Authors use conventions of
written language to communicate
clearly and effectively.
• An extensive vocabulary supports
the development of oral and
written communication.
- How can studying word parts and
patterns help as readers and
writers?
Vocabulary of Instruction
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
3.Fig19E
3.13A
3.Fig19E
3.13A
3.20C
3.1E
3.3A
3.11A
• Readers use strategies to
support understanding of text.
- How and why do readers
summarize what they read?
• Readers use strategies to
support understanding of text.
- How and why do readers
summarize what they read?
• Summary
Materials
• Word Study Notebook (1 per
student)
• Chart paper (if applicable)
Attachments and
Resources
• Handout: Double Or Nothing (1
per student)
Advance Preparation
1. Prepare to display visuals
WRITING
TEKS
Ongoing
TEKS
3.17B
3.20Aii
3.22Aviii
3.23A
• Authors choose structure to
organize information to construct
meaning.
- How should information be
organized in expository writing?
• Time­order transition word
• Reader’s Notebook (1 per
student)
• Grade­appropriate previously
read expository text (class set)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Grade­appropriate previously
read expository text (class set)
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
1. Prepare to display visuals
1. Prepare to display visuals
1. Prepare to display visuals
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English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Daily Lesson #: 11
WORD STUDY
as appropriate.
2. Prepare to display the
Anchor Chart: Doubling
the Consonant Spelling
Rule from Unit 02, Lesson
01, Daily Lesson 1 Word
Study.
SHARED READING
as appropriate.
as appropriate.
WRITING
as appropriate.
2. Select a previously read
2. Select a previously read
expository text. Consider
expository text. Consider
using the texts from either
using the texts from either
Daily Lesson 5 or 6
Daily Lesson 5 or 6
Shared Reading. Students
Shared or Independent
have already determined
Reading. Students have
the main idea in these
already determined the
texts. This would make
main idea in these texts.
writing the summary
This would make writing
easier.
the summary easier.
3. Create an Anchor Chart:
Qualities of a Good
Summary. Write a
description or bulleted list
of what needs to be
included in a good
summary. (Refer to
Background Information)
Background Information
INDEPENDENT READING
2. Locate the Anchor Chart:
Time Order Transition
Words from Unit 02,
Lesson 02, Daily Lesson 7
Writing. Add transitional
words and phrases used
in expository texts.
Possible transitions could
include: first, to begin with,
additionally, secondly,
also, lastly, thirdly, in
3. Prepare to display Anchor
conclusion, finally, to
Chart: Qualities of a Good
summarize, etc.
Summary from Shared
Reading.
Summarize - to reduce large
sections of text to their essential
points and main idea. Note: It is
still important to attribute
summarized ideas to the original
source.
Summaries include, but are not
limited to:
Brief, coherent
sentences that
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English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Daily Lesson #: 11
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
communicate the key
information in logical
order
Main ideas from the
beginning, middle, and
end
Teacher Notes
This Daily Lesson is a review of
the following spelling principle as
it relates to double consonants in
the middle of words:
If using the 4th grade STAAR
expository writing rubric (refer to
Daily Lesson 9 Writing), the focus
of this Daily Lesson could be on
the third bullet under
Organization/Progression, which
focuses on presenting ideas in a
logical order and using
meaningful transitions. Another
focus could be on the first bullet
under Development of Ideas,
which focuses on using details
that are specific, and appropriate
to the purpose.
This Daily Lesson will be
continued in Daily Lesson 12
Writing.
When a base word
ends with one vowel
and one consonant,
the consonant is
usually doubled before
–ed or –ing is added.
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English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Instructional Routines
Daily Lesson # 11
WORD STUDY
SHARED READING
Duration and Objective
Suggested Duration: 10-15 min.
Content Objective Students spell
words with the double consonants
in the middle of words by doubling
consonants when adding an
ending.
Suggested Duration: 20-25 min.
Content Objective: Students
summarize information in text,
maintaining meaning and logical
order.
Suggested Duration: 20-25 min.
Content Objective: Students
summarize information in text,
maintaining meaning and logical
order.
Mini Lesson
1. Review the rule for
doubling a consonant
when adding an ending.
1. Display the Anchor Chart:
Qualities of a Good
Summary. Discuss what
makes a good summary.
1. Display the Anchor Chart:
Qualities of a Good
Summary. Review what
makes a good summary.
2. Display the Anchor Chart:
Doubling the Consonant
2. Distribute the selected
Spelling Rule from Unit 02,
previously read expository
Lesson 01, Daily Lesson
text. Tell students to turn
01.
to a partner and discuss
what the text was mostly
3. Provide additional words
about.
that follow the rule. Explain
that this is one way that
3. Ask: Did you discuss all
double consonants can
the details or just the
occur in the middle of
most important parts?
words.
Did you tell the
important parts in
4. Tell students that they will
order? Discuss
continue to practice this
responses.
skill with new words.
4. Think Aloud about what
the beginning of the text
was mostly about. Write
one sentence that
Last Updated 04/25/2013
INDEPENDENT READING
WRITING
Suggested Duration: 25-30 min.
Content Objective: Students
develop an expository
composition by categorizing
ideas, facts, and details and
organizing them into paragraphs.
1. Continue the routine for
handwriting practice.
Model correct formation
and slant of cursive
letters. Students practice
2. Distribute the selected
cursive writing using
previously read expository
correct letter formation
text.
and slant.
3. If students need more
2. Display the graphic
modeling, use the
organizer with information
selected previously read
categorized in the
expository text to model
Teacher Writer’s
writing the first sentence
Notebook from Daily
of the summary. (optional)
Lesson 8 Writing.
3. Reread the topic sentence
and paragraph written in
the Teacher Writer’s
Notebook.
4. Display the Anchor Chart:
Time Order Transition
Words. Review time-order
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English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
summarizes the beginning
of the expository text.
transition words and why
authors use them.
5. Ask: What was the
middle mostly about?
Discuss responses and
write 1-2 sentences that
summarize the middle.
5. Explain that in narratives,
authors use time-order
transition words to tell the
reader that the events are
in chronological order.
6. Display Anchor Chart:
Expository Transition
Words and Phrases.
Discuss that in expository
writing, authors use
transition words to join
sentences and thoughts
together in a way that
makes sense to the
reader. Invite students to
add any additional words
or phrases to the list.
7. Model writing another
paragraph using the
categorized information
from the graphic
organizer. Demonstrate
how to include transitions
to connect ideas together.
Learning Applications
1. Distribute the Handout:
Double or Nothing.
1. Ask: What was the end
mostly about? Students
Last Updated 04/25/2013
1. Either with or without a
partner, students reread
1. Students reread the
sorted information and
page 16 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
2. Students complete the
handout, referring to the
Anchor Chart: Doubling
the Consonant Spelling
Rule and their Word Study
Notebooks, as needed.
discuss with a partner and
write a sentence that
summarizes the end in
their Reader’s Notebook.
the selected expository
text.
ideas on their graphic
organizer from Daily
Lesson 8.
2. Students write a summary
of the text that maintains
2. Students reread the topic
meaning and logical order.
sentence and
paragraph(s) in their
Writer’s Notebook.
3. Students continue to write
paragraphs using the
categorized information
and ideas on the graphic
organizer.
4. As students write their
paragraphs, remind them
to include transition words
and phrases.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Collect the completed
Handout: Double or
Nothing.
2. Remind students to use
this rule when writing.
1. Students share their
sentences.
2. Combine responses and
write one sentence that
summarizes the end.
1. Students share their
summaries with the class
or a small group.
1. Students share their topic
sentence and
paragraph(s) with a
partner.
3. Reread the entire
summary. Ask: Does this
summarize the entire
story? Why do you think
that? Discuss responses.
Use the Anchor Chart:
Qualities of a Good
Last Updated 04/25/2013
page 17 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Summary to evaluate the
summary.
Last Updated 04/25/2013
page 18 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Learning with Expository Text
Lesson Preparation
Daily Lesson #: 12
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
TEKS
Ongoing
TEKS
3.4B,C
3.2B
3.Fig19B
3.25A
3.Fig19E
3.13A
3.20C
Key Understandings and
Guiding Questions
• An extensive vocabulary supports
the development of oral and
written communication.
- How do readers use the context
to figure out the meaning of
words?
• Authors choose structure to
organize information to construct
meaning.
- How do researchers locate
important information in texts?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to help in the comprehension of
expository text?
• Authors choose structure to
organize information to construct
meaning.
- How should information be
organized in expository writing?
Vocabulary of Instruction
• Homograph
• Brainstorming
• Research • Topic
• Open­ended research question
• Narrow
Materials
• Word Study Notebook (1 per
student)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Teacher Reader’s Notebook (1)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Grade­appropriate previously
read expository text for modeling
(optional)
• Collection of grade­appropriate
expository texts for student
selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Last Updated 04/25/2013
3.1E
3.3A
3.11A
WRITING
3.17B
3.20Aii
3.23A
page 19 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Daily Lesson #: 12
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 to display the
2. Prepare a chart entitled
Anchor Chart:
“Brainstorming.”
Homographs from Daily
3. Prepare to model a topic
Lesson 2 Word Study. Add
and create a list of openmore homographs to the
ended research
chart. Possible
questions.
homographs could include
digest, recall, seal, rest,
chest, lead, stand, leaves,
object, digest, race, fine,
well, tip, bank, clip, order,
fast, trip, mark, ground,
does, dove, contract,
sound, ball, kid, park, etc.
2. Prepare to display Anchor
Chart: Qualities of a Good
Summary from Shared
Reading.
Attachments and
Resources
Advance Preparation
3. Write two to three
sentences (depending on
how many different
possible meanings) for
one of the homographs.
Leave a blank where the
homograph would go. For
example, I got to _______
the car in the very first
spot near the store. We
went to the ________ for
Last Updated 04/25/2013
page 20 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Daily Lesson #: 12
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
If several students are struggling
with writing summaries, plan to
continue modeling writing
summaries in the Mini Lesson. If
it is just a few students, plan to
pull them in a small group to
provide further instruction and
assistance.
Refer to Daily Lesson 11 Writing
This Daily Lesson is a
continuation of Daily Lesson 11
Writing. Continue to model writing
in paragraphs.
a picnic.
Background Information
Teacher Notes
Homograph - a word that is
spelled the same as another
word, but that has a different
meaning, (e.g., read [present
tense] and read [past tense])
Brainstorming - a technique in
which many ideas are generated
quickly and without judgment or
evaluation, usually as part of a
problem-solving process or to
inspire creative thinking.
Brainstorming may be done in a
classroom, with a small group,
or individually.
After brainstorming, the list of
possible topics must be narrowed
to one topic for the research
project.
Open-ended research question a type of question used to
encourage many possible
responses rather than a single
directed one (e.g., What are the
effects of watching TV while
studying?)
Throughout the rest of Unit 03,
students will choose a topic to
research, develop questions to
research, and gather and organize
information to answer the
research questions. The result
will be a poster that organizes the
information they have gathered.
This is not a full-blown research
Last Updated 04/25/2013
page 21 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Daily Lesson #: 12
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
project.
Future units will address more indepth research. This unit’s
activities focus on students’
practice with asking questions,
using text features to locate
information, and note taking.
Last Updated 04/25/2013
page 22 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Instructional Routines
Daily Lesson # 12
WORD STUDY
SHARED READING
Duration and Objective
Suggested Duration: 10-15 min.
Content Objective: Students use
context to determine the meaning
of homographs.
Suggested Duration: 25-30 min.
Content Objective: Students
generate research topics and
formulate open-ended questions.
Mini Lesson
1. Display the Anchor Chart: 1. Explain that students will
1. Display the Anchor Chart:
Homographs. Review what
conduct a mini research
Qualities of a Good
a homograph is and give
project.
Summary. Review what
some examples. Ask:
makes a good summary.
2. Tell students that, to begin
What is the difference
a research project, they
2. If students need more
between a homograph
need to choose a topic.
modeling, use the
and a homophone?
selected previously read
Discuss responses and
3. Discuss topics that would
expository text to model
clear up any
be interesting to research
writing a summary.
misconceptions.
and record the
(optional)
suggestions on a chart.
2. Display the prepared
sentences with the
4. Narrow the topics and
homograph left blank. Ask:
choose one to research.
What homograph would
Think Aloud how to find a
fit in both sentences?
topic that lends itself to
Discuss answers.
generating questions and
finding information.
3. Ask: In the first
sentence, what does
5. Explain that open-ended
Last Updated 04/25/2013
INDEPENDENT READING
Suggested Duration: 20-25 min.
Content Objective: Students
summarize information in text,
maintaining meaning and logical
order.
WRITING
Suggested Duration: 25-30 min.
Content Objective: Students
develop an expository
composition by categorizing
ideas, facts, and details and
organizing them into paragraphs.
1. Continue the routine for
handwriting practice.
Model correct formation
and slant of cursive
letters. Students practice
cursive writing using
correct letter formation
and slant.
2. Display the graphic
organizer with information
categorized in the
Teacher Writer’s
Notebook from Daily
Lesson 08.
3. Reread the topic sentence
and paragraph written in
the Teacher Writer’s
Notebook.
page 23 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
the homograph mean?
Discuss and record the
meaning next to the
sentence.
questions encourage
many possible responses
rather than a single
directed one.
4. Model writing another
paragraph using the
categorized information
from the graphic
organizer.
4. Ask: In the second
6. Display a limited, narrowly
sentence, what does
focused question (e.g.,
the homograph mean?
How fast do bats fly?) and
Discuss and record the
an open-ended question
meaning next to the
(e.g., In what ways do bats
sentence. Repeat this
move?).
step with other sentences,
7. Model writing five openif applicable.
ended questions in the
Teacher Reader’s
Notebook.
Learning Applications
1. With a partner, students
select a homograph from
the Anchor Chart:
Homographs.
1. Students choose a topic
from the brainstorming
chart to research.
1. Students select an
expository text to read
independently.
2. In their Reader’s
2. Students read
2. In their Word Study
Notebooks, students write
independently and record
Notebooks, students write
at least five open-ended
a summary of what they
2-3 sentences using the
research questions on
read in their Reader’s
homograph in different
their topic.
Notebook.
contexts. Students leave a
3. Assist students in writing
blank where the
their open-ended
homograph would go.
questions to make sure
3. Students exchange Word
everyone has questions to
Study Notebooks with
research.
another student. Students
read the sentences and
guess the homograph that
Last Updated 04/25/2013
1. Students reread the
sorted information and
ideas on their graphic
organizer from Daily
Lesson 08.
2. Students reread the topic
sentence and
paragraph(s) in their
Writer’s Notebook.
3. Students continue to write
paragraphs using the
categorized information
and ideas on the graphic
organizer.
page 24 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
fits in the sentences.
Students write what the
homograph means next to
each sentence.
4. Students return the Word
Study Notebooks and
check each other’s work.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: How does studying
homographs help us as
readers and writers?
Discuss responses.
1. Students share chosen
topics and research
questions with a small
group.
Last Updated 04/25/2013
1. Students share their
summaries with a partner.
1. Students share their topic
sentence and
paragraph(s) with a
partner.
page 25 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Learning with Expository Text
Lesson Preparation
Daily Lesson #: 13
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
TEKS
3.17B
3.20Aiii
3.23A
Ongoing
TEKS
3.4D
3.25B
3.Fig19C,F
3.20C
Key Understandings and
Guiding Questions
• An extensive vocabulary supports
the development of oral and
written communication.
- How does studying words help
us as readers and writers?
• Authors choose structure to
organize information to construct
meaning.
- How do researchers locate
important information in texts?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to help in the comprehension of
expository text?
• Readers create connections to
make text personally relevant and
useful.
- How do readers make
connections that help enhance
understanding of texts?
• Authors choose structure to
organize information to construct
meaning.
- How should information be
organized in expository writing?
Vocabulary of Instruction
• Alliteration
• Tongue twister
• Research
• Relevant
• Connection
• Concluding statement
• Transition
Materials
• Word Study Notebook (1 per
student)
• Grade­appropriate book with
examples of tongue twisters (1,
optional)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Teacher Reader’s Notebook (1)
• 3­5 grade­appropriate resources
for research on the teacherselected topic (1 copy of each)
• Grade­appropriate resources to
• Reader’s Notebook (1 per
student)
• Grade­appropriate literary text
with similar ideas/theme as a
previously read expository text (1)
• Collection of grade­appropriate
literary and expository texts with
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• 3 grade­appropriate expository
texts with concluding sentences
that summarize the central idea (1
copy of each)
Last Updated 04/25/2013
3.1E
3.3A
3.11A
WRITING
page 26 of 78 3.22B
Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Daily Lesson #: 13
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
use for research (3-5 per student)
• Chart paper (if applicable)
similar ideas and themes for
student selection
• 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. Create an Anchor Chart:
Tongue Twisters. Provide
examples of tongue
twisters on the chart.
Possible tongue twisters
might include:
2. Gather resources based
2. Prepare a collection of
on the students’ research
literary and expository
topics and questions.
texts that can be paired by
Each student will need 3-5
similar ideas and themes.
resources. If 3-5
Note: Literary texts can be
resources cannot be
fictional stories, poems,
found, then the student
literary nonfiction, and
needs to consider
dramas (plays).
changing topics. Be sure
to include a variety of
resources including books
by experts, online
resources, encyclopedias,
etc.
Attachments and
Resources
Advance Preparation
Peter Piper picked a
peck of pickled
peppers!
She sells seashells by
the seashore.
Toy boat! Toy boat!
Toy boat!
Rubber baby buggy
bumper!
Background Information
Tongue twister - a group of words
difficult to articulate rapidly usually
because of a succession of
similar consonant sounds (e.g.,
Peter Piper picked a peck of
Last Updated 04/25/2013
page 27 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Daily Lesson #: 13
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
pickled peppers.)
Alliteration - the repetition of the
same sounds at the beginning of
two or more adjacent words or
stressed syllables (e.g., furrow
followed free in Coleridge’s The
Rime of the Ancient Mariner)
Teacher Notes
When generating a research plan,
students should be determining
what resources will be best for
gathering information about the
research topic/questions (e.g.,
surveys, interviews,
encyclopedias, web-based
articles, books, newspaper, local
experts).
This Daily Lesson could take
place in a library where students
could gather their own relevant
reference materials.
Last Updated 04/25/2013
If there are limited paired texts
Consider using the same texts
available, consider assigning
used in Daily Lesson 9 Writing to
teacher-selected texts to students. show students examples of good
concluding statements.
page 28 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Instructional Routines
Daily Lesson # 13
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Suggested Duration: 25 min.
Content Objective: Students make
connections between literary and
informational texts with similar
ideas and provide textual
evidence.
Suggested Duration: 20-25 min.
Content Objective: Students create
a brief composition with a
concluding statement that
summarizes the central idea.
Duration and Objective
Suggested Duration: 20-25 min.
Content Objective: Students use
tongue twisters in order to learn
about playful language in writing.
Suggested Duration: 20-25 min.
Content Objective: Students
generate a research plan to find
relevant information.
Mini Lesson
1. Review what students
already know about
tongue twisters. Ask:
What is a tongue
twister? Discuss
responses.
1. Display the chosen topic
1. Display the previously
1. Continue the routine for
and open-ended
read expository text. Ask:
handwriting practice.
questions from the
What was this text
Model correct formation
Teacher Reader’s
mostly about? Discuss
and slant of cursive
Notebook in Daily Lesson
responses.
letters. Students practice
12 Shared Reading.
cursive writing using
2. Display the literary text
Explain that having a topic
correct letter formation
with similar ideas. Ask:
and research questions is
and slant.
What do you think this
the first step in the
text is going to be
2. Reread the topic sentence
research process.
about? Discuss
and paragraphs
2. Ask: How will we find
responses.
developed in the Teacher
reliable and relevant
Writer’s Notebook.
3. Read aloud a portion of
information to answer
the text. Ask: What does 3. Explain that authors
our questions? Discuss
this text remind you of?
usually end their
responses.
What are some
expository pieces with a
3. Think Aloud about what
similarities between
concluding sentence that
resources would be
this text and the
tells the reader what the
helpful in gathering
expository text? Discuss
text was mostly about.
2. Display the Anchor Chart:
Tongue Twisters.
3. Choral Read the first
tongue twister.
4. Ask: What do you notice
about these words?
Discuss responses.
Explain that when two or
more words begin with the
same letter, it is called
alliteration.
Last Updated 04/25/2013
page 29 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
5. Explain that tongue
twisters are difficult to say
quickly because they
require your mouth to
move in different positions
to say each word.
6. Choral Read the
remaining tongue twisters.
7. Display and read a book
that has examples of
tongue twisters. (optional)
Learning Applications
1. In their Word Study
Notebooks, students
record the definition for
tongue twisters.
2. Students select one of
information about the
chosen topic, including
encyclopedias, expository
texts, magazine articles,
interviewing experts,
websites (internet
articles), surveys, etc.
4. Display 3-5 resources
chosen to use for
gathering information on
the research topic. Think
Aloud about why each
was chosen and discuss
what information might be
gleaned from the
resources.
responses.
4. Read examples of strong
4. Model writing a response
concluding sentences
that shows the
from the three selected
connections between the
expository texts. Remind
two texts and provides text
students of expository
evidence to support the
transition words and
response.
phrases that are used to
conclude an essay (e.g.,
5. Tell students that they are
in conclusion, to sum it up,
going to read an
to summarize, finally).
expository text and literary
text with similar ideas.
5. Ask: What do you notice
Instruct them to write a
about the concluding
response that shows the
sentences? Discuss
connections with text
responses.
evidence.
6. Model writing a concluding
sentence in the Teacher
Writer’s Notebook that
summarizes the central
idea of the composition.
Be sure to model a
sentence with a complete
subject and complete
predicate include an
appropriate transition that
shows a conclusion.
1. Students select 3-5
1. Students select an
resources to use to gather
expository text and literary
information about their
text with similar ideas.
chosen topic.
2. Students read the
expository and literary
Last Updated 04/25/2013
1. Students reread their topic
sentence and paragraphs.
2. Students write a
concluding sentence for
their expository
page 30 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
their initials.
texts independently.
3. Students brainstorm a list
of words that begin with
the letter they chose.
3. Students write a response
in their Reader’s Notebook
that shows the
connections between the
two texts and provides text
evidence to support the
students’ thinking.
4. Students generate a
tongue twister from the list
of words.
composition that
summarizes the central or
main idea. Students write
the concluding sentence
with a complete subject
and complete predicate.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: What is a tongue
twister? Discuss
responses.
2. Students share their
tongue twister with the
class. Students Echo
Read each tongue twister
shared.
1. Ask: What types of
materials did you
choose and why?
Discuss responses.
Last Updated 04/25/2013
1. Students share their
response with a partner.
1. Students share their
expository composition
with a partner. Ask: Did
the concluding
statement summarize
the main idea of the
composition? Partners
discuss their responses.
page 31 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Learning with Expository Text
Lesson Preparation
Daily Lesson #: 14
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
TEKS
3.17C
3.20Ai-iii
3.22Avii,viii,C
3.23A
Ongoing
TEKS
3.4E
3.13D
3.26Aii,iii,B
3.Fig19C,F
3.20C
Key Understandings and
Guiding Questions
• An extensive vocabulary supports
the development of oral and
written communication.
- What resources help readers
develop vocabulary?
• Authors choose structure to
organize information to construct
meaning.
- How do researchers locate
important information in texts?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to help in the comprehension of
expository text?
• Readers create connections to
make text personally relevant and
useful.
- How do readers make
connections that help enhance
understanding of texts?
• Authors choose structure to
organize information to construct
meaning.
- How should information be
organized in expository writing?
Vocabulary of Instruction
• Dictionary
• Glossary
• Syllabication
• Pronunciation
• Skimming
• Scanning
• Connection
• Revision
• Conjunction
Materials
• Word Study Notebook (1 per
student)
• Dictionary and/or glossary (class
set)
• Reader’s Notebook (1 per
student)
• Teacher Reader’s Notebook (1)
• Sticky note (5­10 per student)
• Reader’s Notebook (1 per
student)
• Grade­appropriate literary text
with similar ideas/theme as a
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Last Updated 04/25/2013
3.1E
3.3A
3.11A
WRITING
page 32 of 78 3.22Ai-v,B
Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Daily Lesson #: 14
WORD STUDY
SHARED READING
INDEPENDENT READING
• Example of glossary (1)
• Chart paper (if applicable)
• 3­5 grade­appropriate resources
for research on the teacherselected topic from Daily Lesson
13 (1)
• Grade­appropriate resources to
use for research from Daily
Lesson 13 (3-5 per student)
• Chart paper (if applicable)
previously read expository text (1,
optional)
• Collection of grade­appropriate
literary and expository texts with
similar ideas and themes for
student 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
2. Create a chart with a list of
words for students to
divide into syllables. Select
words from texts used in
Reading or use the
following possible words:
table, booklet, student,
partner, chalkboard,
remember, quietly, library,
stadium, cafeteria,
gymnasium, mathematics,
etc.
1. Prepare to display visuals
as appropriate.
2. Prepare a collection of
2. Prepare to display the
literary and expository
Anchor Chart:
texts that can be paired by
Coordinating Conjunctions
similar ideas and themes.
from Unit 02, Lesson 02,
Note: Literary texts can be
Daily Lesson 08. Write
fictional stories, poems,
additional examples of
literary non-fiction, and
sentences without
dramas.
conjunction. Prepare to
show students how to
combine sentences using
a coordinating
conjunction.
3. Prepare to display a
dictionary entry and an
example of a glossary.
Background Information
Coordinating conjunction -
Last Updated 04/25/2013
page 33 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Daily Lesson #: 14
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
connects words, phrases, and
two independent clauses (e.g.,
and, nor, but, for, yet, so, or)
Example of usage:
Students sat on the floor at the
assembly, but teachers sat on
chairs.
Teacher Notes
If several students are struggling
with making connections, plan to
continue modeling making
connections in the Mini Lesson. If
it is just a few students, plan to
pull them in a small group to
provide further instruction and
assistance.
Last Updated 04/25/2013
page 34 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Instructional Routines
Daily Lesson # 14
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students use a
dictionary and/or glossary to
determine syllabication and
pronunciation of unknown words.
Suggested Duration: 25-30 min.
Content Objective: Students follow
their research plan and skim and
scan text features to locate
possible relevant information.
Suggested Duration: 20-25 min.
Content Objective: Students make
connections between literary and
informational texts with similar
ideas and provide textual
evidence.
Suggested Duration: 20-25 min.
Content Objective: Students revise
their drafts for use of simple and
compound sentences.
Mini Lesson
1. Review what students
already know about a
dictionary. Ask: What is a
dictionary? What
information is found in
a dictionary? Discuss
responses.
1. Display one of the
1. Review what was modeled 1. Continue the routine for
resources chosen to
in Daily Lesson 13
handwriting practice.
gather information on the
Independent Reading
Model correct formation
teacher-selected research
about making connections
and slant of cursive
topic.
between literary and
letters. Students practice
informational texts.
cursive writing using
2. Display the list of
correct letter formation
questions modeled in the 2. If applicable, model writing
and slant.
2. Display the selected
Teacher Reader’s
another response that
dictionary entry.
Notebook from Daily
demonstrates making
2. Ask: What does it mean
Lesson 12 Shared
connections between a
to revise? Discuss
3. Explain the text features of
Reading. Reread the
previously read expository
responses.
a dictionary: entry word,
questions.
text and a literary text.
syllables, pronunciation,
3. Ask: What do we revise
(Optional)
parts of speech, definition, 3. Model how to skim and
for? Discuss responses.
Last Updated 04/25/2013
page 35 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
etc.
4. Show students how dots
and spacing are used to
indicate syllable breaks.
Ask: Why is it useful to
know how a word is
divided into syllables?
Discuss responses
including knowing
syllables helps you figure
out pronunciation and
spell words.
scan the text features to
locate places in the text
where relevant information
could be gathered to help
answer the research
questions. Place a sticky
note to mark the place
where deeper reading will
need to take place.
4. Repeat with each
resource.
4. Display the Anchor Chart:
Coordinating
Conjunctions. Review the
concept of using
conjunctions to create
compound sentences.
5. Reread the expository
composition from the
Teacher Writer’s
Notebook.
6. Think Aloud about the
sentence variety in the
composition. Remind
students that there needs
to be both simple and
compound sentences in
their composition. Model
revising a simple
sentence(s) into a
compound sentence using
a conjunction.
5. Explain that the
pronunciation guide tells
you how the word should
sound when spoken. Point
out that dictionaries have
pronunciation keys that
help you read the
phonetic spellings.
6. Select a few words and
Choral Read the syllables
using the pronunciation
key.
7. Display the selected
example of a glossary.
Discuss where readers
can find glossaries
(normally at the end of an
expository text). Ask:
What information can
Last Updated 04/25/2013
page 36 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
be found in both the
glossary and
dictionary? What does
one have that the other
doesn’t? Discuss
responses.
Learning Applications
1. Display the list of words
created in the Advanced
Preparation.
2. Students use a dictionary
to break words into
syllables using the
pronunciation guide.
3. Students copy the words
with syllable breaks in
their Word Study
Notebooks.
1. Students reread the
questions they wrote in
Daily Lesson 12 Shared
Reading.
2. Students skim and scan
the text features in their
own resources looking for
possible places to find
answers to their own
questions. Students flag
the places with a sticky
note that will require
deeper reading.
1. Students select an
expository text and literary
text with similar ideas.
1. Students reread the
expository composition in
their Writer’s Notebook.
2. Students read the
expository and literary
texts independently.
2. Students examine their
compositions for use of
simple and compound
sentences.
3. Students write a response
in their Reader’s Notebook 3. Students revise their
that shows the
paper as necessary to
connections between the
ensure that there are both
two texts and provides text
simple and compound
evidence to support the
sentences. Students use
students’ thinking.
conjunctions when
applicable.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: How can you use a
dictionary or glossary
with reading and
writing? Discuss
responses.
1. Ask: How did the text
features help you find
possible places to find
answers to your
questions? Discuss
responses.
Last Updated 04/25/2013
1. Students share their
response with a partner.
1. Students share a simple
and a compound sentence
with a partner.
page 37 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Learning with Expository Text
Lesson Preparation
Daily Lesson #: 15
WORD STUDY
TEKS
3.1Ai-iii
Key Understandings and
Guiding Questions
Ongoing
TEKS
3.24Bi-iii
• An extensive vocabulary supports
the development of oral and
written communication.
- How does studying words and
spelling patterns help readers and
writers?
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
3.Fig19C,D,E
3.13A,B,C,D
3.26Aii,iii,B,C
3.Fig19C,D,E
3.13A,B,C,D
3.26Aii,iii,B,C
3.1E
3.3A
3.11A
• Authors choose structure to
organize information to construct
meaning.
- How do researchers locate
important information in texts?
• Authors choose structure to
organize information to construct
meaning.
- How do researchers locate
important information in texts?
Vocabulary of Instruction
Materials
WRITING
TEKS
Ongoing
TEKS
3.17B,C
3.20Ai-iii
3.23A
• Authors choose structure to
organize information to construct
meaning.
- How should information be
organized in expository writing?
• Revise
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student) or note card (several per
student)
• Teacher Reader’s Notebook (1)
or note card (several)
• Grade­appropriate resource for
research on the teacher-selected
topic from Daily Lesson 13 (1)
• Grade­appropriate resources to
use for research from Daily
Lesson 13 (3-5 per student)
• Chart paper (if applicable)
Last Updated 04/25/2013
• Reader’s Notebook (1 per
student) or note card (several per
student)
• Grade­appropriate resource for
research on the teacher-selected
topic from Daily Lesson 13 (1,
optional)
• Grade­appropriate resources to
use for research from Daily
Lesson 13 (3-5 per student)
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
page 38 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Daily Lesson #: 15
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
Attachments and
Resources
• Handout: Adding Endings (–er
and –est) (1 per student)
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Duplicate the Handout:
Adding Endings (–er
and –est) for each
student.
2. Decide if students will take
notes in their Reader’s
Notebook or on note
cards.
3. Create an Anchor Chart:
Adding Endings. Add four
columns and label them
the same as the Handout:
Adding Endings (–er
and –est). Add the
following base words to
chart: skinny, fast, fine,
and slim. Add the endings
–er and –est to the base
words. Leave the fourth
column blank.
Background Information
2. Prepare to model the
expository composition in
the Teacher Writer’s
Notebook for the following:
coherence, sensory
details, precise words,
and organization. This is
the first time students will
be revising for
organization. Note:
Students revised for
simple and compound
sentences in Daily Lesson
14 Writing.
Revise - changing, adding, or
deleting words, phrases, or
sentences to clarify and/or to
enhance the message based on
the intended audience
Including, but not limited to:
Improve coherence
Review and adjust
Last Updated 04/25/2013
page 39 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Daily Lesson #: 15
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
organization
Use varied sentences,
both simple and
compound, that are
purposeful and wellcontrolled to enhance
the effectiveness of the
piece
Include sensory details
to enhance the
message
Incorporate precise
words that create
visual images
Coherent - logically ordered, with
consistent relations of parts to
the whole (e.g., a coherent
essay)
Word choice - the author’s
thoughtful use of precise
vocabulary to fully convey
meaning to the reader
Teacher Notes
Daily Lessons 15-18 Shared
Reading will all focus on taking
simple notes and gathering
information on the selected
research topic.
Independent Reading is used to
extend this time if needed.
Last Updated 04/25/2013
Daily Lesson 15-18 Independent
Reading is used to extend the
time for gathering information on
the students’ research topic. If this
time is not needed, students can
select grade-appropriate texts in a
variety of genres and write
responses that demonstrate
If using the 4th grade STAAR
expository writing rubric (refer to
Daily Lesson 9 Writing), revisit
each of the items to evaluate
places where students may need
to revise.
page 40 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Daily Lesson #: 15
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
understanding in their Reader’s
Notebook.
Last Updated 04/25/2013
page 41 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Instructional Routines
Daily Lesson # 15
WORD STUDY
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students
decode words with the endings
-er and -est.
Mini Lesson
1. Display the Anchor Chart:
Adding Endings.
SHARED READING
INDEPENDENT READING
WRITING
Suggested Duration: 25-30 min.
Content Objective: Students skim
and scan text features to locate
information and take simple
notes.
Suggested Duration: 20-25 min.
Content Objective: Students skim
and scan text features to locate
information and take simple
notes.
Suggested Duration: 25-30 min.
Content Objective: Students revise
their drafts for coherence and
organization.
1. Display one of the
1. If necessary, model
resources chosen to
skimming and scanning
gather information on the
text features and taking
2. Choose students to read
teacher-selected research
simple notes in another
the base words.
topic.
resource selected for
gathering information.
3. Echo Read the words with
2. Display the list of
(optional)
the endings –er and –est.
questions modeled in the
Ask: How does adding
Teacher Reader’s
–er and –est change the
Notebook from Daily
meaning of the word?
Lesson 12 Shared
Discuss responses
Reading. Reread the
including that it means the
questions.
same, but adds “more” to
the word. Point out to
3. Think Aloud about the
students that all the words
places that were flagged
are adjectives- words that
with sticky notes in Daily
describe.
Lesson 14 Shared
Reading. Think Aloud
4. Ask students to notice how
about what information
the base word changes
may be found in the
when the endings –er and
places that were flagged.
–est are added.
Last Updated 04/25/2013
1. Continue the routine for
handwriting practice.
Model correct formation
and slant of cursive
letters. Students practice
cursive writing using
correct letter formation
and slant.
2. Reread the expository
composition in the
Teacher Writer’s
Notebook. Remind that
students that they revised
for simple and compound
sentences in Daily Lesson
14 Writing. Discuss other
considerations when
revising including
coherence and
organization. In addition,
revising for sensory
page 42 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
details and precise words
can improve a piece of
writing.
4. Choose a portion of the
5. Look at the first base word
text to read aloud that will
and describe how the
provide information about
base word changed
one or more of the
(changed “y” to “i”,
research questions.
doubled the final
consonant, dropped the
5. Think Aloud about the
final –e, or no change).
information the text is
Record how it changed in
providing. Model how to
the last column.
take simple notes about
what information was read.
6. Repeat step #5 with the
rest of the words.
Learning Applications
1. Distribute the Handout:
Adding Endings (–er
and –est) to each
student.
1. Students reread the
questions they wrote in
their Reader’s Notebooks
during Daily Lesson 12
Shared Reading.
3. Think Aloud and model
revising the expository
essay in the Teacher
Writer’s Notebook.
Discuss how the revisions
improve the overall
meaning of the piece.
1. Students continue to
gather information related
to their research
questions using skimming
and scanning techniques.
2. Students read all the
words and determine how 2. Students look at the
2. Students take simple
the base word changes
places that were flagged
notes about what
when the endings –er and
with sticky notes in Daily
information was read.
–est are added. Students
Lesson 14 Shared
record their answers in the
Reading.
fourth column.
3. Students read the text for
information related to their
research questions.
Students think about how
the text features helps
them locate information.
1. Students reread the
expository composition in
their Writer’s Notebook.
2. Students revise their
expository composition for
coherence, organization,
sensory details, and
precise words.
4. Students take simple
notes about what
Last Updated 04/25/2013
page 43 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
information was read.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Discuss the answers to
the Handout: Adding
Endings (–er and –est).
1. Ask: How did the text
features help you
locate relevant
information? Discuss
responses.
2. Check in and monitor
students’ progress in
answering their research
questions.
Last Updated 04/25/2013
1. Ask: How do
1. Students share their
researchers locate
revised expository
important information in
composition with a
texts? Discuss
partner. The partner gives
responses.
relevant feedback for
other possible places to
revise.
page 44 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Learning with Expository Text
Lesson Preparation
Daily Lesson #: 16
WORD STUDY
TEKS
3.1Ai-iii
Key Understandings and
Guiding Questions
Ongoing
TEKS
3.24Bi-iii
• An extensive vocabulary supports
the development of oral and
written communication.
- How does studying words and
spelling patterns help readers and
writers?
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
3.Fig19C,D,E
3.13A,B,C,D
3.26Aii,iii,B,C
3.Fig19C,D,E
3.13A,B,C,D
3.26Aii,iii,B,C
3.1E
3.3A
3.11A
• Authors choose structure to
organize information to construct
meaning.
- How do researchers locate
important information in texts?
• Authors choose structure to
organize information to construct
meaning.
- How do researchers locate
important information in texts?
Vocabulary of Instruction
Materials
WRITING
TEKS
Ongoing
TEKS
3.17B,C
3.20Ai-iii
3.23A
• Authors choose structure to
organize information to construct
meaning.
- How should information be
organized in expository writing?
• Text feature
• Word Study Notebook (1 per
student)
• Grade­appropriate text for
modeling (1)
• Collection of grade­appropriate
texts for student selection
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student) or note card (several per
student)
• Teacher Reader’s Notebook (1)
or note card (several)
• Grade­appropriate resource for
research on the teacher-selected
topic from Daily Lesson 13 (1)
• Grade­appropriate resources to
use for research from Daily
Lesson 13 (3-5 per student)
• Chart paper (if applicable)
Last Updated 04/25/2013
• Reader’s Notebook (1 per
student) or note card (several per
student)
• Grade­appropriate resource for
research on the teacher-selected
topic from Daily Lesson 13 (1,
optional)
• Grade­appropriate resources to
use for research from Daily
Lesson 13 (3-5 per student)
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
page 45 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Daily Lesson #: 16
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.
Attachments and
Resources
Advance Preparation
2. Prepare to display the
Anchor Chart: Adding
Endings from Daily Lesson
15 Word Study. Prepare to
add more words from the
text for modeling to the
chart.
2. Prepare to display the
Anchor Chart: Text
Features from Daily
Lessons 1 and 2 Shared
Reading.
3. Preview the text for
modeling. Choose 2-4
adjectives (ones that
either already have the
endings –er and –est or
can have the endings
added). Please note that
some adjectives use the
word “more” or “most”
before them to show the
comparative and
superlative form (e.g., He
is more patient). If the text
for modeling includes
those words, make a note
to share these exceptions
to students.
Background Information
Last Updated 04/25/2013
page 46 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Daily Lesson #: 16
Teacher Notes
WORD STUDY
SHARED READING
Refer to Daily Lesson 15 Shared
Reading
Last Updated 04/25/2013
INDEPENDENT READING
Refer to Daily Lesson 15
Independent Reading
WRITING
In this Daily Lesson, students will
choose a text feature to add to
their expository compositions.
Text features could include: titles,
captions, subtitles, key words,
bold print, italics, table of
contents, glossary, index,
heading, illustrations/photos,
graphics, etc.
page 47 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Instructional Routines
Daily Lesson # 16
WORD STUDY
SHARED READING
INDEPENDENT READING
Suggested Duration: 30 min.
Content Objective: Students skim
and scan text features to locate
information and take simple
notes.
Suggested Duration: 20-25 min.
Content Objective: Students skim
and scan text features to locate
information and take simple
notes.
Duration and Objective
Suggested Duration: 10-15 min.
Content Objective: Students
decode words with the endings
-er and -est.
Mini Lesson
1. Display the Anchor Chart: 1. Display one of the
1. If necessary, model
Adding Endings from Daily
resources that were
skimming and scanning
Lesson 15 Word Study.
chosen to gather
text features and taking
Review what was learned
information on the
simple notes in another
about adding the endings
teacher-selected research
resource selected for
–er and –est.
topic.
gathering information.
(optional)
2. Display the selected text
2. Display the list of
to read aloud. Tell
questions modeled in the
students to pay attention
Teacher Reader’s
to the adjectives (words
Notebook from Daily
that describe) as the text
Lesson 12 Shared
is being read aloud.
Reading. Reread the
questions.
3. Read a portion of the text
aloud.
3. Think Aloud about the
places that were flagged
4. Choose 2-4 adjectives to
with sticky notes in Daily
add to the Anchor Chart:
Lesson 14 Shared
Adding Endings.
Reading. Think Aloud
about what information
5. Model writing the base
may be found in the
word and adding the
Last Updated 04/25/2013
WRITING
Suggested Duration: 25-30 min.
Content Objective: Students
organize their drafts and add text
features.
1. Continue the routine for
handwriting practice.
Model correct formation
and slant of cursive
letters. Students practice
cursive writing using
correct letter formation
and slant.
2. Display the Anchor Chart:
Text Features. Review the
different types of text
features found in
expository text. If
applicable, show examples
of the text features in
expository texts.
3. Reread the expository
composition in the
Teacher Writer’s
Notebook.
page 48 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
endings –er and –est to
the words. Describe how
the base word changes
when the endings are
added. Record in the
fourth column.
places that were flagged.
4. Think Aloud about a text
feature that could be
added to the composition
to help with the
organization or to provide
additional information
about the topic.
4. Choose a portion of the
text to read aloud that will
provide information about
one or more of the
research questions.
5. Think Aloud about the
information the text is
providing. Model how to
take simple notes about
what information was read.
Learning Applications
1. Students create a fourcolumn chart like the
Anchor Chart: Adding
Endings to their Word
Study Notebook.
1. Students reread the
questions they wrote in
their Reader’s Notebooks
during Daily Lesson 12
Shared Reading.
5. Model adding the text
feature to the composition.
1. Students continue to
gather information related
to their research
questions using skimming
and scanning techniques.
2. With a partner, students
2. Students look at the
2. Students take simple
select a text to read.
places that were flagged
notes about what
Students read a portion of
with sticky notes in Daily
information was read.
the text together.
Lesson 14 Shared
Reading.
3. Students choose
adjectives from the text to 3. Students read the text for
add to the chart in their
information related to their
Word Study Notebooks.
research questions.
Students write the base
Students think about how
word and add the endings
the text features helps
–er and –est. Students
them locate information.
Last Updated 04/25/2013
1. Students reread the
expository composition in
their Writer’s Notebook.
2. Students choose a text
feature to add to their
expository composition.
page 49 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
record how the base
4. Students take simple
words change in the fourth
notes about what
column.
information was read.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: How does studying
words and spelling
patterns help readers
and writers? Discuss
responses.
1. Students share their notes 1. Ask: How do
1. Students share their
with a partner.
researchers locate
added text feature with a
important information in
partner.
2. Check in and monitor
texts? Discuss
students’ progress in
responses.
answering their research
questions.
Last Updated 04/25/2013
page 50 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Learning with Expository Text
Lesson Preparation
Daily Lesson #: 17
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
3.4B
3.Fig19C,D,E
3.13A,B,C,D
3.26Aii,iii,B,C
3.Fig19C,D,E
3.13A,B,C,D
3.26Aii,iii,B,C
3.1E
3.3A
3.11A
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?
• Authors choose structure to
organize information to construct
meaning.
- How do researchers locate
important information in texts?
• Authors choose structure to
organize information to construct
meaning.
- How do researchers locate
important information in texts?
Vocabulary of Instruction
• Context clue
Materials
• Word Study Notebook (1 per
student)
• Grade­appropriate expository text
for modeling (1)
• Collection of grade­appropriate
expository texts for student
selection
• Chart paper (if applicable)
WRITING
TEKS
3.17D
3.23A,Bi,ii,Ci,ii
Ongoing
TEKS
3.23Biii
• Authors choose structure to
organize information to construct
meaning.
- How should information be
organized in expository writing?
• Revising
• Editing
• Reader’s Notebook (1 per
student) or note card (several per
student)
• Teacher Reader’s Notebook (1)
or note card (several)
• Grade­appropriate resource for
research on the teacher-selected
topic from Daily Lesson 13 (1)
• Grade­appropriate resources to
use for research from Daily
Lesson 13 (3-5 per student)
• Chart paper (if applicable)
Last Updated 04/25/2013
• Reader’s Notebook (1 per
student) or note card (several per
student)
• Grade­appropriate resource for
research on the teacher-selected
topic from Daily Lesson 13 (1,
optional)
• Grade­appropriate resources to
use for research from Daily
Lesson 13 (3-5 per student)
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Colored pen or pencil (1 per
student)
• Chart paper (if applicable)
page 51 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Daily Lesson #: 17
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.
Attachments and
Resources
Advance Preparation
2. Prepare to display the
Anchor Chart: Context
Clues from Unit 02,
Lesson 02, Daily Lesson 8
Word Study. If necessary,
draw another threecolumn chart. Label the
first column, “Unknown
Word”. Label the second
column, “Clues”. Label the
third column, “What I Think
It Means”.
2. Prepare to display the
Anchor Chart: Editing for
Punctuation from Unit 02,
Lesson 02, Daily Lesson 9
Writing.
3. Prepare to display the
Anchor Chart: Editing for
Capitalization from Unit
02, Lesson 02, Daily
Lesson 9 Writing. In
addition to capitalization of
official titles of people,
add the following to the
list:
3. Preview the selected
expository text for
modeling. Choose three
words that will be
unfamiliar to most
students. Be sure there is
enough context to
determine the possible
meaning of the word.
Geographical locations
(i.e., continents,
countries, states,
cities, landforms, public
areas, etc.)
Historical periods (e.g.,
Westward Expansion,
Great Depression)
Background Information
Last Updated 04/25/2013
page 52 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Daily Lesson #: 17
Teacher Notes
WORD STUDY
SHARED READING
Refer to Daily Lesson 15 Shared
Reading
Last Updated 04/25/2013
INDEPENDENT READING
WRITING
Refer to Daily Lesson 15
Independent Reading
page 53 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Instructional Routines
Daily Lesson # 17
WORD STUDY
SHARED READING
INDEPENDENT READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use
context to determine the meaning
of unknown words.
Suggested Duration: 30 min.
Content Objective: Students skim
and scan text features to locate
information and take simple
notes.
Suggested Duration: 20-25 min.
Content Objective: Students skim
and scan text features to locate
information and take simple
notes.
Mini Lesson
1. Display the Anchor Chart:
Context Clues.
1. Display one of the
1. If necessary, model
resources chosen to
skimming and scanning
gather information on the
text features and taking
teacher-selected research
simple notes in another
topic.
resource selected for
gathering information.
2. Display the list of
(optional)
questions modeled in the
Teacher Reader’s
Notebook from Daily
Lesson 12 Shared
Reading. Reread the
questions.
2. Ask: What does it mean
to use context clues?
Discuss responses.
3. Display and read the
selected expository text.
Model being confused
about the meaning of a
particular word. Tell
students that good
readers always monitor
their comprehension and
that when they do not
3. Think Aloud about the
places that were flagged
Last Updated 04/25/2013
WRITING
Suggested Duration: 25-30 min.
Content Objective: Students edit
drafts for punctuation and
capitalization.
1. Continue the routine for
handwriting practice.
Model correct formation
and slant of cursive
letters. Students practice
cursive writing using
correct letter formation
and slant.
2. Ask: What is editing?
Discuss responses.
3. Ask: What is the
difference between
revising and editing?
Discuss responses.
page 54 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
understand something,
they stop and try to work it
out.
with sticky notes in Daily
Lesson 14 Shared
Reading. Think Aloud
about what information
may be found in the
places that were flagged.
4. Reread the sentence with
the word. If necessary,
read the other sentences
around it. On the Anchor
4. Choose a portion of the
Chart: Context Clues,
text to read aloud that will
Think Aloud and record
provide information about
the unknown word and the
one or more of the
clues given by the author.
research questions.
Demonstrate how to use
5. Think Aloud about the
the clues to infer the
information the text is
meaning of the unknown
providing. Model how to
word. Record the inferred
take simple notes about
meaning in the last column
what information was read.
on the chart.
5. Continue reading and
repeat steps #3 and #4
with 1-2 more words.
4. Ask: What do authors
edit for? Discuss
responses.
5. Display the Anchor
Charts: Editing for
Punctuation and Editing
for Capitalization from Unit
02, Lesson 02, Daily
Lesson 9 Writing.
6. Tell students that they will
edit for punctuation and
capitalization. Review the
rules on the Anchor
Charts: Editing for
Punctuation and Editing
for Capitalization.
7. Explain the capitalization
guidelines for
geographical locations
and historical periods.
8. Be explicit and provide
examples of the use of
commas in a series and
dates and the use of
apostrophes in
contractions.
9. Think Aloud and edit the
composition in the
Teacher Writer’s
Last Updated 04/25/2013
page 55 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Notebook using a colored
pen or pencil. Model
editing for punctuation
and capitalization.
Learning Applications
1. Students create the same 1. Students reread the
1. Students continue to
chart as the Anchor Chart:
questions they wrote in
gather information related
Context Clues in their
their Reader’s Notebooks
to their research
Word Study Notebook.
during Daily Lesson 12
questions using skimming
Shared Reading.
and scanning techniques.
2. With a partner, students
select an expository text to 2. Students look at the
2. Students take simple
read aloud together.
places that were flagged
notes about what
with sticky notes in Daily
information was read.
3. Students record unknown
Lesson 14 Shared
words, context clues, and
Reading.
inferred meanings in their
Word Study Notebook.
3. Students read the text for
information related to their
research questions.
Students think about how
the text features helps
them locate information.
1. Students edit the
compositions in their
Writer’s Notebook.
Students edit for
punctuation and
capitalization.
2. Students make corrections
using a colored pen or
pencil.
4. Students take simple
notes about what
information was read.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: How do readers
figure out the meaning
of unknown words?
Discuss responses.
1. Students share their notes 1. Ask: How do
1. Students share their
with a partner.
researchers locate
compositions with a
important information in
partner.
2. Check in and monitor
texts? Discuss
students’ progress in
responses.
answering their research
Last Updated 04/25/2013
page 56 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
questions.
Last Updated 04/25/2013
page 57 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Learning with Expository Text
Lesson Preparation
Daily Lesson #: 18
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
WRITING
Ongoing
TEKS
Ongoing
TEKS
3.1Aiv
3.4A
3.24Biv
3.Fig19C,D,E
3.13A,B,C,D
3.26Aiii,B,C
3.2C
3.4A,B
3.Fig19C
Key Understandings and
Guiding Questions
• An extensive vocabulary
supports the development of oral
and written communication.
- How can studying words and
word parts help readers and
writers?
• Authors choose structure to
organize information to construct
meaning.
- How do researchers locate
important information in texts?
• Readers use strategies to
support understanding of text.
- How do readers figure out the
meaning of unknown words?
• Authors choose structure to
organize information to construct
meaning.
- How should information be
organized in expository writing?
Vocabulary of Instruction
• Prefix
• Visual information
• Context clue
• Prefix
• Suffix
• Edit
Materials
• Word Study Notebook (1 per
student)
• Sticky note (4)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student) or note card (several per
student)
• Teacher Reader’s Notebook (1)
or note card (several)
• Grade­appropriate resource for
research on the teacher-selected
topic from Daily Lesson 13 with
visuals and graphics (1)
• Grade­appropriate resources to
• Reader’s Notebook or Word
Study Notebook (1 per student)
• Grade­appropriate excerpt from
an expository text for modeling (1)
• Collection of grade­appropriate
expository texts for student
selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Word Study Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Dictionary (class set)
• Colored pen or pencil (1 per
student)
• Chart paper (if applicable)
Last Updated 04/25/2013
3.1E
3.3A
3.11A
TEKS
3.17D
3.22Ai-v,B
3.22Avii,viii,C
3.24A,Bi-iii,v,G
3.23A
3.24Biv,vi,C,D,E,F
page 58 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Daily Lesson #: 18
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
use for research from Daily
Lesson 13 (3-5 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. Add the following prefixes
to the Anchor Chart:
Prefixes.
in-, ir-, il-, im- mean
not.
Use ir- before words
beginning with r
Use il- before words
beginning with l
Use im- before words
beginning with m or p
Use in- before any
other letter
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare to display the
Anchor Chart: Context
Clues from Daily Lesson
17 Word Study. Add
“Prefixes/ Suffixes” to the
second column “Context
Clues”.
2. Prepare to display the
Anchor Chart: Editing for
Spelling from Unit 02
Lesson 02 Daily Lesson 10
Writing. Add any new
applicable spelling patterns
learned in Word Study
including:
3. Prepare to display any
Anchor Charts from Word
Study related to prefixes,
suffixes, root words, and
base words.
Double consonants in
the middle of words
Abstract vowels: oo, ou,
ow
Single syllable
homophones
4. Preview the selected
excerpt from an expository
text for modeling. Select
2-3 words that will be
3. Prepare to display any
unfamiliar to most
Anchor Charts from Word
students. Choose words
Study related to spelling
that have good context
rules and patterns.
clues around them and
(optional)
words that have prefixes
3. Write a list of 10-15 base
words that can have one
of the prefixes added to it
on chart paper. Possible
words could include:
responsible, legal,
mature, possible, active,
Last Updated 04/25/2013
page 59 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Daily Lesson #: 18
WORD STUDY
SHARED READING
direct, rational, regular,
patient, logical, polite,
formal, mature, possible,
resistible, movable,
perfect, depend, literate,
prove, proper, complete,
correct.
WRITING
and suffixes that help
determine the word
meaning.
5. Decide whether to have
the students use the
vocabulary chart in their
Word Study Notebooks
from Daily Lesson 17
Word Study or if students
will recreate the chart in
their Reader’s Notebooks.
4. Write the prefixes ir-, il-,
im-, and in- on sticky
notes.
Background Information
Teacher Notes
INDEPENDENT READING
This Instructional Routine
assesses Performance Indicator
04.
Refer to Daily Lesson 15 Shared
Reading
This Daily Lesson is the students’
last opportunity to take notes on
their research topic.
Last Updated 04/25/2013
page 60 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Instructional Routines
Daily Lesson # 18
WORD STUDY
SHARED READING
INDEPENDENT READING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students
decode words with common
prefixes and determine how they
change the meaning of words.
Suggested Duration: 20-25 min.
Content Objective: Students skim
and scan text features to locate
information and take simple
notes.
Mini Lesson
1. Ask: What is a prefix?
What do readers and
writers need to know
about prefixes? Discuss
responses.
1. Display one of the
1. Display the Anchor Chart:
resources chosen to
Context Clues and any
gather information on the
other Anchor Charts
teacher-selected research
related to prefixes,
topic.
suffixes, root words, and
Last Updated 04/25/2013
Suggested Duration: 25-30 min.
Content Objective: Students use
context and their knowledge of
prefixes, suffixes, and roots to
determine the meaning of
unknown words.
WRITING
Suggested Duration: 20-25 min.
Content Objective: Students edit
their drafts for grammar and
spelling.
1. Continue the routine for
handwriting practice.
Model correct formation
and slant of cursive
letters. Students practice
page 61 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
base words. Review what
2. Display the list of
has been learned in Word
questions modeled in the
Study about how these
Teacher Reader’s
concepts help readers
3. Explain that there are
Notebook from Daily
determine the meaning of
several prefixes that mean
Lesson 12 Shared
unknown words.
not. The prefixes in-, ir-, ilReading. Reread the
, im- all mean not. The
questions.
2. Display and read the
pattern is:
selected excerpt from an
3. Think Aloud about the
expository text. Model
Use ir- before words
visuals and graphics
being confused about the
beginning with r
included in the text such
meaning of a particular
Use il- before words
as maps, timelines,
word. Tell students that
beginning with l
graphs, illustrations, etc.
good readers always
Use im- before words
monitor their
4. Think Aloud about the
beginning with m or p
comprehension and that
information the
Use in- before any
when they do not
visual/graphic
is
providing.
other letter
understand something,
Model how to take simple
they stop and try to work it
notes about what
4. Choral Read the words
out. Strategies include
information was presented
with the students and
identifying clues, using
in the visual or graphic
discuss their meanings.
background knowledge,
features.
generating questions, re5. Based on the information
reading a portion aloud.
added to the Anchor
Chart: Prefixes, match the
3. Reread the sentence with
prefix to the word by
the word. If necessary,
placing the sticky note
read the other sentences
(created in the Advanced
around it. On the Anchor
Preparation) in front of the
Chart: Context Clues,
word on the chart. Discuss
Think Aloud and record
the new meaning when
the unknown word and the
each prefix is added to
clues given by the author
each word.
or the affixes that help
2. Display the Anchor Chart:
Prefixes.
Last Updated 04/25/2013
cursive writing using
correct letter formation
and slant.
2. Display the Anchor Chart:
Editing for Spelling from
Unit 02, Lesson 02, Daily
Lesson 10 Writing.
3. Review any new spelling
patterns or rules added to
the chart.
4. Think Aloud and model
editing for spelling and
grammar. Use a colored
pen or pencil to make
corrections.
5. Demonstrate using
resources to help with
spelling such as a
dictionary, Word Wall, or
Anchor Charts.
page 62 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
determine meaning.
6. Add the words accurate,
regular, mobile, legible,
and perfect to the chart.
4. Demonstrate how to use
the clues and/or affixes to
infer the meaning of the
unknown word. Record the
inferred meaning in the
last column on the chart.
5. Continue reading and
repeat steps #3 and #4
with 1-2 more words.
Learning Applications
1. Students copy the prefixes 1. Students reread the
and their meaning in their
questions they wrote in
Word Study Notebooks.
their Reader’s Notebooks
during Daily Lesson 12
2. Students add the
Shared Reading.
appropriate prefix to the
remaining words on the list 2. Students look for visuals
and record them in their
and graphics included in
Word Study Notebooks.
their selected resources.
3. Students choose two
words and write them in a
complete sentence.
1. Students either use their
1. Students edit the
Word Study Notebook and
compositions in their
add “Prefix/Suffix” to the
Writer’s Notebook.
second column or
Students edit for spelling
recreate the chart in their
and grammar. Students
Reader’s Notebooks.
make corrections using a
colored pen or pencil.
2. Students select an
expository text to read
2. Students use resources
independently.
such as dictionaries, their
3. Students gather
Word Study Notebooks,
information from the
3. Students read and record
the Word Wall, and
visuals/graphics related to
unknown words in their
Anchor Charts to help
their research questions.
Word Study Notebook or
them spell.
their Reader’s Notebook.
4. Students take simple
Students infer the
notes about what
meaning of the unknown
information was presented
word using context clues
in the visuals/graphics.
and/or affixes.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share their
1. Students share their notes 1. Students share their chart
Last Updated 04/25/2013
1. Students share their
page 63 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
sentences with a partner.
with a partner.
2. Ask: What prefix did we
learn today? Discuss
responses including
prefixes, meaning, and
pattern.
of unknown words with a
partner.
2. Collect Reader’s
Notebooks to assess
students’ entries for
evidence of
understanding.
3. Ask: What happens
when we add a prefix to
a word? Discuss
responses.
Last Updated 04/25/2013
composition with a
partner.
2. Collect Writer’s Notebooks
to teacher edit students’
compositions.
page 64 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Learning with Expository Text
Lesson Preparation
Daily Lesson #: 19
WORD STUDY
TEKS
3.1Aiv,Av
3.4A,B
3.24Biv
Key Understandings and
Guiding Questions
Ongoing
TEKS
3.1E
3.24A,Bi-iii,Bv
• An extensive vocabulary supports
the development of oral and
written communication.
- How can studying words and
word parts help readers and
writers?
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
3.26C
3.Fig19C
3.1E
3.3A
3.11A
• Authors choose structure to
organize information to construct
meaning.
- How do researchers organize
information?
• The ability to decode patterns
supports the development of word
reading, fluency, and
comprehension.
- How does the ability to decode
affect fluency?
- How does fluency affect
comprehension?
• Effective listening and speaking
builds background knowledge
WRITING
TEKS
3.23A,D
Ongoing
TEKS
3.17E
• Authors choose structure to
organize information to construct
meaning.
- How should information be
organized in expository writing?
and supports collaboration.
- What can be learned by listening
carefully?
Vocabulary of Instruction
• Prefix
• Suffix
• Context clue
Materials
• Word Study Notebook (1 per
student)
• Grade­appropriate excerpt from
an expository text (1)
• Reader’s Notebook (1 per
student)
• Teacher Reader’s Notebook (1)
• Chart paper (if applicable)
Last Updated 04/25/2013
• Fluency
• Publish
• Grade­appropriate previously
read expository text for modeling
(1)
• Collection of previously read
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Publishing paper (several
page 65 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Daily Lesson #: 19
WORD STUDY
SHARED READING
• Collection of grade­appropriate
expository texts for student
selection
• Chart paper (if applicable)
INDEPENDENT READING
WRITING
expository texts for student
selection
• Chart paper (if applicable)
sheets 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.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare to display Anchor
Charts: Prefixes and
Suffixes from previous
lessons.
2. Prepare to display all
modeled notes taken in
Daily Lessons 15-18
Shared and Independent
Reading.
2. Prepare to display the
Anchor Chart: Criteria for
an Effective Book Talk
from Unit 01, Lesson 02,
Daily Lesson 20
Independent Reading.
2. Edit students’ expository
compositions in their
Writer’s Notebook.
3. Select an excerpt of
expository text that
includes vocabulary with
prefixes and suffixes.
3. Create an Anchor Chart:
Fluency. Write the
components of fluency on
the chart. Refer to
Background Information
4. Students use expository
texts to find words with
prefixes and suffixes for
this Daily Lesson. The
books they are using for
Shared and Independent
Reading would work well
for this activity. Prepare
accordingly.
Background Information
Fluency - the ability to read text
at an appropriate rate, and with
accuracy, expression, and
Last Updated 04/25/2013
page 66 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Daily Lesson #: 19
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
appropriate phrasing
Rate/Accuracy - 110-160 wcpm
(words correct per minute) by the
end of third grade
Expression - use raised and
lowered voices appropriately,
emphasizing words and
sentences
Appropriate phrasing - pause
appropriately with intonation by
paying attention to punctuation,
bold print, italics, etc.
Adjust method and rate to the
purpose of the assignment or
material (e.g., reading a fiction
selection quickly, paying attention
to the plot details, or reading an
informational article more slowly,
noting critical concepts).
Rate - the number of words read
per minute
Accuracy - reading words in text
with no errors
The goal of fluency is the time (not
speed) needed to ensure
comprehension.
Teacher Notes
Last Updated 04/25/2013
page 67 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Instructional Routines
Daily Lesson # 19
WORD STUDY
SHARED READING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students
identify prefixes and suffixes and
know how they change the
meaning or roots.
Mini Lesson
1. Ask: What happens
1. Explain that they will be
when we add a prefix or
sorting their notes into
suffix to a word?
categories.
Discuss responses.
2. Review the original
2. As a class, discuss the
research questions in the
prefixes and suffixes they
Teacher Reader’s
have learned so far. Refer
Notebook for the teacherto Anchor Charts:
selected topic from Daily
Prefixes, Suffixes, if
Lesson 12 Shared
necessary.
Reading.
Suggested Duration: 25-30 min.
Content Objective: Students sort
their notes into categories.
INDEPENDENT READING
WRITING
Suggested Duration: 25-30 min.
Content Objective: Students read
grade-level text with appropriate
fluency.
Suggested Duration: 15-20 min.
Content Objective: Students
publish their expository
compositions using cursive
writing and correct mechanics
including paragraph indentation.
1. Display the Anchor Chart:
Fluency and discuss the
components of fluency
and how it affects
comprehension.
1. Reread the expository
composition in the
Teacher Writer’s
Notebook.
2. Display the Anchor Chart:
Criteria for an Effective
Book Talk from Unit 01,
Lesson 02, Daily Lesson
20 Independent Reading.
2. Model publishing in
cursive handwriting.
Demonstrate correct
formation and slant of
letters.
3. Demonstrate using correct
3. Explain that knowing
3. Display and reread the
3. Display the selected
mechanics including
prefixes and suffixes can
notes taken in Daily
previously read expository
paragraph indentation.
help readers figure out
Lessons 15-18 Shared
text. Using the criteria on
word meaning.
and Independent Reading.
the Anchor Chart: Criteria
Think Aloud about
for an Effective Book Talk,
4. Read an excerpt of
possible categories that
model giving an effective
expository text. Instruct
the notes could be sorted
Book Talk (including
students to raise their
into (e.g. what bats eat,
modeling appropriate
hand when they hear a
how bats fly) and how the
fluency).
word with a prefix or suffix.
categories relate to the
4. Ask for comments and
original research
5. Model how to use
questions.
questions.
knowledge of prefixes,
Last Updated 04/25/2013
page 68 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
suffixes, and context clues
4. Physically sort the notes
to determine word
into categories. (If the
meaning.
notes are in a notebook,
cut them out and sort
them.)
5. Think Aloud and choose
two text features to add to
the poster.
Learning Applications
1. Students use selected
expository texts to locate
and identify words with
prefixes and suffixes.
1. Students reread their
original research
questions in their
Reader’s Notebooks from
Daily Lesson 12 Shared
Reading.
2. Students record words
and their meanings in their
Word Study Notebook.
2. Students reread their
notes and think about the
possible categories in
which to sort their notes.
1. Students select a
1. Students publish the
previously read expository
expository composition in
text to prepare a Book
their Writer’s Notebook on
Talk.
publishing paper.
Students use cursive
2. Students prepare their
handwriting and correct
Book Talk and practice
mechanics, including
reading the text with
paragraph indentation.
appropriate fluency.
3. Students physically sort
their notes into categories.
(If students used their
Reader’s Notebook, they
will need to cut out the
notes).
4. Students choose two text
features to add to their
poster.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Last Updated 04/25/2013
page 69 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Closure
1. Ask: How can studying
words and word parts
help us as readers and
writers? Discuss
responses.
1. Students share their
categories with a partner.
Last Updated 04/25/2013
1. Students practice their
Book Talk with a partner.
1. Students share their
composition with a
partner.
page 70 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Learning with Expository Text
Lesson Preparation
Daily Lesson #: 20
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
3.1Aiv
3.4A
3.26C
3.20C
3.29A,B
3.30A
3.31A
Key Understandings and
Guiding Questions
• An extensive vocabulary supports
the development of oral and
written communication.
- How does studying words and
word parts help readers and
writers?
• Authors choose structure to
organize information to construct
meaning.
- How do researchers organize
information?
Vocabulary of Instruction
• Prefix
• Suffix
• Base word
Materials
• Word Study Notebook (1 per
• Reader’s Notebook (1 per
Last Updated 04/25/2013
INDEPENDENT READING
TEKS
3.Fig19C
Ongoing
TEKS
3.1E
3.3A
3.11A
3.29A,B
3.30A
3.31A
WRITING
TEKS
3.23A,D
Ongoing
TEKS
3.17E
3.29A,B
3.30A
3.31A
• The ability to decode patterns
supports the development of word
reading, fluency, and
comprehension.
- How does the ability to decode
affect fluency?
- How does fluency affect
comprehension?
• Effective listening and speaking
builds background knowledge
and supports collaboration.
- What can be learned by listening
carefully?
• Authors choose structure to
organize information to construct
meaning.
- How should information be
organized in expository writing?
• Fluency
• Publish
• Collection of grade­appropriate
• Chart paper (if applicable)
page 71 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Daily Lesson #: 20
WORD STUDY
SHARED READING
INDEPENDENT READING
student)
• Note cards (100 or more)
• Chart paper (if applicable)
student)
• Poster board (1 per student)
• Chart paper (if applicable)
expository texts for student
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
2. Use note cards or
cardstock to create a word
building game. Write
prefixes, suffixes, and
base words on cards (1
set per pair or small group
of students). Use the
prefixes, suffixes, and
base words that have
been studied in previous
lessons.
Background Information
This Instructional Routine
assesses Performance Indicator
05.
1. Prepare to display visuals
as appropriate.
2. Prepare to display the
Anchor Chart: Criteria for
an Effective Book Talk
from Daily Lesson 19
Independent Reading.
3. Prepare to display the
Anchor Chart: Fluency
from Daily Lesson 19
Independent Reading.
This Instructional Routine
assesses Performance Indicator
01.
Refer to Daily Lesson 19
Independent Reading
This Instructional Routine
assesses Performance Indicator
03.
This Instructional Routine
assesses Performance Indicator
02.
Teacher Notes
Last Updated 04/25/2013
page 72 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
Instructional Routines
Daily Lesson # 20
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 10-15 min.
Content Objective: Students
identify prefixes and suffixes and
know how they change the
meaning or roots.
Suggested Duration: 30-35 min.
Content Objective: Students sort
their notes into categories.
Suggested Duration: 20-25 min.
Content Objective: Students read
grade-level text with appropriate
fluency.
Mini Lesson
1. Display a set of cards
created in Advanced
Preparation.
1. Display a poster board.
Model how to write the
selected categories from
Daily Lesson 19 Shared
Reading on the poster.
1. Display the Anchor
1. Review expectations for
Charts: Criteria for an
listening and speaking as
Effective Book Talk and
students share their
Fluency from Daily Lesson
expository compositions.
19 Independent Reading.
2. Demonstrate how to build
words using a base word
and a prefix or suffix.
Suggested Duration: 20-25 min.
Content Objective: Students
publish and share their expository
compositions.
2. Think Aloud and reread
2. Review the expectations
the notes in each category
for the Book Talks.
to be sure they fit into the
category. Attach them to
the poster with the
appropriate category.
3. Add the two selected text
features to the poster.
Learning Applications
1. Distribute a set of word
1. Distribute a poster board
building cards to each pair
to each student.
or small group of students.
2. Students write their
2. Students work in pairs or
selected categories from
small groups to create
Daily Lesson 19 on the
words with prefixes and
poster.
suffixes.
3. Students reread their
3. Students record their
notes in each category to
Last Updated 04/25/2013
1. Divide students into small
groups.
1. If necessary, students
finish publishing their
expository composition
using cursive handwriting.
2. Students present their
Book Talk, which includes
reading their selected text 2. Students share their
with appropriate fluency.
expository compositions
with a small group.
3. Students listen to the
Book Talks and
page 73 of 78 Grade 3
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 11-20
words in their Word Study
Notebook.
be sure they fit. Students
attach the corresponding
notes with the appropriate
category.
participate in a discussion
after each one.
4. Students add their two
selected text features to
the poster.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Collect Word Study
Notebooks to assess
students’ entries.
1. Ask: How did the text
features help you
locate information?
Students record their
responses in a paragraph
in their Reader’s
Notebook.
2. Students display their
posters and Gallery Walk
to look at students’
research.
1. Ask: How does the
ability to decode affect
fluency? How does
fluency affect
comprehension?
Discuss responses.
2. Ask: What can be
learned by listening
carefully? Discuss
responses
1. Ask: How should
information be
organized in expository
writing? Discuss
responses.
2. Collect students’
published writing and their
Writer’s Notebooks to
assess how they used the
writing process to develop
a brief composition.
3. Collect students’ posters
and their Reader’s
Notebook to assess how
they completed their
research.
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated 04/25/2013
page 74 of 78 Third Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Adding Endings (–er and –est)
Read the following words. Determine how the base word changes when adding the endings er and
est. Choose from one of the following spelling rules: Doubled the final consonant, dropped the final
e, changed y to i, or no change.
Base Word
Base Word + -er
Base Word + -est
happy
happier
happiest
fat
fatter
fattest
brave
braver
bravest
hard
harder
hardest
crunchy
crunchier
crunchiest
hot
hotter
hottest
close
closer
closest
©2011, TESCCC
09/11/12
Rule
page 1 of 1
Third Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Adding Endings (–er and –est) KEY
Base Word
Base Word + -er
Base Word + -est
Rule
happy
happier
happiest
Changed “y” to “i”
fat
fatter
fattest
Doubled the final
consonant
brave
braver
bravest
Dropped the final
e
hard
harder
hardest
No change
crunchy
crunchier
crunchiest
Changed “y” to “i”
hot
hotter
hottest
Doubled the final
consonant
close
closer
closest
Dropped the final
e
©2011, TESCCC
09/11/12
page 1 of 1
Third Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Double or Nothing
Base Word
Double the
Consonant?
Yes or No
-ed
-ing
cup
tug
count
heat
listen
brag
yawn
sip
©2011, TESCCC
09/11/12
page 1 of 1
Third Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Double or Nothing - Key
Base Word
Double the
Consonant?
Yes or No
-ed
-ing
cup
yes
cupped
cupping
tug
yes
tugged
tugging
count
no
counted
counting
heat
no
heated
heating
listen
no
listened
listening
brag
yes
bragged
bragging
yawn
no
yawned
yawning
sip
yes
sipped
sipping
©2011, TESCCC
09/11/12
page 1 of 1