Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
ELAR Grade 03 Unit 04A Exemplar Lesson 01: Discovering Procedural 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
In this unit, students apply their comprehension skills and strategies to procedural text. After reading procedural
texts, students follow and explain the directions given in the text. Students also use graphic features of texts to locate
and use information. In writing, students continue to use the writing process as they write for specific purposes and
audiences. Students continue to generate ideas for writing and apply their writing skills while composing letters.
Students continue to gain knowledge of words as they study vocabulary in context and apply it to reading and writing.
Grade 03 ELAR Unit 04A PI 01
When provided with a multi-step vocabulary game with graphic features (e.g., illustrations, key, diagrams, etc.), read and follow the
directions to play the game.
Standard(s): 3.4A , 3.4C , 3.15A , 3.15B
ELPS ELPS.c.1E , ELPS.c.2C , ELPS.c.2I , ELPS.c.3E , ELPS.c.3F , ELPS.c.4F , ELPS.c.4G , ELPS.c.5F
, ELPS.c.5G
Grade 03 ELAR Unit 04A PI 02
Using appropriate conventions, write a letter to a friend with a specific purpose (e.g., explain how to do something, tell about a funny
event, introduce yourself to a pen pal, etc.).
Standard(s): 3.17A , 3.17B , 3.17C , 3.17D , 3.17E , 3.20B , 3.23A , 3.23D
ELPS ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
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page 1 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Grade 03 ELAR Unit 04A PI 03
Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of procedural, expository, and
literary text. 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 , 3.Fig19F
ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F
, ELPS.c.5G
Grade 03 ELAR Unit 04A PI 04
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
Key Understandings
Readers interpret written directions in order to learn how to do new things.
Text structure helps the reader organize information and construct meaning.
Authors choose form for audience and purpose.
Readers use strategies to support understanding of text.
Readers create connections to make text personally relevant and useful.
An extensive vocabulary supports the development of oral and written communication.
Readers use strategies to identify the intended meaning of words and phrases in text.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates
that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas
Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
3.2
Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on
useful strategies as needed. Students are expected to:
3.2A
Use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to
make and confirm predictions.
3.2B
Ask relevant questions, seek clarification, and locate facts and details about stories and
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English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
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.
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.
3.12
Reading/Comprehension of Informational Text/Culture and History. Students analyze, make
inferences and draw conclusions about the author's purpose in cultural, historical, and
contemporary contexts and provide evidence from the text to support their understanding.
Students are expected to:
Readiness Standard (Linked to Figure 19 D)
3.12A
Identify the topic and locate the author's stated purposes in writing the text.
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:
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English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
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
3.15
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to
glean and use information in procedural texts and documents. Students are expected to:
3.15A
Follow and explain a set of written multi-step directions.
3.15B
Locate and use specific information in graphic features of text.
Supporting Standard
3.17
Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
3.17A
Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating
ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals).
3.17B
Develop drafts by categorizing ideas and organizing them into paragraphs.
3.17C
Revise drafts for coherence, organization, use of simple and compound sentences, and
audience.
3.17D
Edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric.
3.19
Writing/Personal. Students write about their own experiences. Students are expected to:
3.19A
Write about important personal experiences.
3.20
Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
3.20B
Write letters whose language is tailored to the audience and purpose (e.g., a thank you note
to a friend) and that use appropriate conventions (e.g., date, salutation, closing).
3.20C
Write responses to literary or expository texts that demonstrate an understanding of the text.
3.23
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write
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English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
legibly and use appropriate capitalization and punctuation conventions in their compositions.
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.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.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.
3.24E
Spell single syllable homophones (e.g., bear/bare; week/weak; road/rode).
3.Fig19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
both assigned and independent reading to understand an author’s message. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
3.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to
enhance comprehension.
3.Fig19B Ask literal, interpretive, and evaluative questions of text.
3.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory
images, rereading a portion aloud, generating questions).
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English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
3.Fig19D Make inferences about text using textual evidence to support understanding.
Readiness Standard (Fiction)
Supporting Standard (Literary Nonfiction and Poetry)
3.Fig19E Summarize information in text, maintaining meaning and logical order.
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:
3.1C
Decode words applying knowledge of common spelling patterns (e.g., -eigh, -ought).
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.
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English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
3.22
Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
3.22A
Use and understand the function of the following parts of speech in the context of reading,
writing, and speaking:
3.22A.i
verbs (past, present, and future).
3.22A.ii
nouns (singular/plural, common/proper).
3.22A.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.
3.22A.vii coordinating conjunctions (e.g., and, or, but)
3.22A.viii time-order transition words and transitions that indicate a conclusion.
3.22B
Use the complete subject and the complete predicate in a sentence.
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.
Students are expected to:
3.23B
Use capitalization for:
3.23B.iii
official titles of people.
3.23C
Recognize and use punctuation marks including:
3.23C.i
apostrophes in contractions and possessives
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.
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page 7 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
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.iv
double consonants in middle of words.
3.24B.v
complex consonants (e.g., scr-, -dge, -tch)
3.24D
Spell words with common syllable constructions (e.g., closed, open, final stable syllable).
3.24F
Spell complex contractions (e.g., should've, won't).
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.
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.
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page 8 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Materials
Word Study Notebook (1 per student)
Reader’s Notebook (1 per student)
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Highlighter (1 per student)
Dry erase board (1 per 2 students)
Dry erase marker (1 per 2 students)
Eraser (1 per 2 students)
Note card (10 per 2 students)
Note card (1 per student)
Colored pen or pencil (1 per student)
Publishing paper (1-2 pieces per student)
Materials for completing the procedural tasks (varies)
Standard white envelopes (1 per student)
Dictionary (class set) or access to an online dictionary
Thesaurus (class set) or access to an online thesaurus
Chart paper
Grade-appropriate informational text with several examples of text features (class set)
Grade-appropriate informational text with examples of charts, tables, graphs, and/or graphic organizers for
modeling (1)
2 grade-appropriate texts with unfamiliar words for modeling (1)
Grade-appropriate informational text with examples of illustrations, photos, captions, and/or diagrams for
modeling (1)
Grade-appropriate procedural text that includes a stated purpose and graphic features for modeling (1)
4-6 grade-appropriate procedural texts that include a stated purpose and graphic features (1 copy of each)
2 grade-appropriate procedural texts for modeling (1 copy of each)
2 grade-appropriate procedural texts (class set of each)
Grade-appropriate examples of letters (1)
2 grade-appropriate previously read texts for modeling (1 copy of each)
Grade-appropriate vocabulary game with multi-step directions (class set)
2 grade-appropriate literary and/or informational texts with similar ideas for modeling (1 copy of each)
Collection of grade-appropriate informational texts for student selection
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English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Collection of grade-appropriate texts for student selection
Collection of grade-appropriate texts in a variety of genre for student selection
Collection of grade-appropriate texts in a variety of genre, including procedural texts for student selection
2 grade-appropriate literary and/or informational texts with similar ideas for modeling (1 copy of each)
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.
Resources and References
None identified
Possible/Optional Literature
Selections
None identified
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page 10 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Discovering Procedural Text
Lesson Preparation
Daily Lesson #: 1
WORD STUDY
TEKS
Ongoing
TEKS
3.24C
Key Understandings and
Guiding Questions
SHARED READING
TEKS
3.2A
3.Fig19B,C,D
3.13D
An extensive
vocabulary supports
the development of oral
and written
communication.
- How can studying words
and word parts help readers
and writers?
Ongoing
TEKS
3.1E
3.3A
3.29A,B
3.30A
3.31A
Readers use strategies
to support
understanding of text.
- What strategies do
readers use to help in the
comprehension of text?
INDEPENDENT READING
TEKS
3.2A
3.Fig19B,C,D
3.13D
Ongoing
TEKS
3.3A
3.11A
3.29A,B
3.30A
3.31A
Readers use strategies
to support
understanding of text.
- What strategies do
readers use to help in the
comprehension of text?
WRITING
TEKS
Ongoing
TEKS
3.17A,B
3.19A
3.23A
Authors choose form
for audience and
purpose.
- Why do we write?
- How does the purpose for
writing influence the way we
write?
Vocabulary of Instruction
High-frequency word
Text feature
Text feature
Word Study Notebook
(1 per student)
Highlighter (1 per
student)
Dry erase board (1 per
Reader’s Notebook (1
per student)
Grade-appropriate
informational text with
several examples of
Reader’s Notebook (1
per student)
Collection of gradeappropriate
informational texts for
Materials
Last Updated 04/29/2013
Writer’s Notebook (1
per student)
Teacher Writer’s
Notebook (1)
Chart paper (if
page 11 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 1
WORD STUDY
2 students)
Dry erase marker (1
per 2 students)
Eraser (1 per 2
students)
Chart paper (if
applicable)
SHARED READING
text features (class set)
Chart paper (if
applicable)
INDEPENDENT READING
student selection
Chart paper (if
applicable)
WRITING
applicable)
Attachments and
Resources
Advance Preparation
Background Information
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Using the previous highfrequency word chart/list
from Unit 03, Lesson 01,
Daily Lesson 1 Word
Study, add gradeappropriate highfrequency words and
compound words that
students use on a regular
basis. Consider words that
might be encountered as
they write procedural text,
like time-order words.
Duplicate the teachercreated list for each
student.
2. Prepare to display the
2. Prepare to display the
Anchor Chart: Text
Anchor Chart: Text
Features from Unit 03,
Features from Shared
Lesson 01, Daily Lesson 1
Reading.
Shared Reading.
1. Prepare to display visuals
as appropriate.
Possible examples of text
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page 12 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 1
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
features:
Bold print
Caption
Key word
Italics
Subtitle
Table of contents
Glossary
Index
Title
Heading
Illustration/photo
Teacher Notes
Direct teach Word Study lessons
will not be included in every Daily
Lesson during Unit 04A, Unit 04B,
Unit 05, and Unit 06. Based on the
needs of the class, teachers
should explicitly teach Word Study
related standards in the context of
reading and writing through whole
or small group instruction when
there is not a Word Study lesson.
The following are suggestions for
integrating Word Study into reading
and writing:
In Daily Lessons 1-5 Writing,
students will generate ideas for
personal narratives in Quick
Writes. However, students will
not publish a personal narrative to
publishing during this unit. The
purpose of a Quick Write is to
build writing fluency as students
just let the ideas flow out of them
without the worry of making
everything perfect.
Continue to model and practice
cursive handwriting in context on a
daily basis.
Discuss examples of
the roots and affixes of
words read in context
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page 13 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 1
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Demonstrate how to
use context clues to
determine the meaning
of unknown and
multiple-meaning words
while reading or writing
Identify in reading and
apply in writing the uses
of playful language
(e.g., tongue twisters,
palindromes, and
riddles)
Model appropriate uses
of a dictionary or
thesaurus while reading
and writing
Discuss and apply
spelling/phonics rules
and patterns
Word Study can also be
incorporated into the other content
areas as applicable.
In Unit 04A, there will be direct
teach Word Study lessons in Daily
Lessons 1, 3, 5, 6, 7, 8, and 9.
Daily Lessons 2, 4, and 10 will not
have direct teach lessons.
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page 14 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 1
WORD STUDY
SHARED READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students spell
high-frequency words and
compound words.
Suggested Duration: 30 min.
Content Objective: Students use
text features to locate information
and make predictions.
Mini Lesson
1. Display the list of high
frequency words and/or
compound words. Ask:
What are high
frequency and
compound words? Why
are they important for
us as readers and
writers? Discuss
responses, including they
are words that should be
known in reading and
writing without much
thinking or sounding out.
1. Display the Anchor Chart: 1. Display the Anchor Chart: 1. Continue the routine for
Text Features from Unit
Text Features from
handwriting practice.
03, Lesson 01, Daily
Shared Reading.
Model correct formation
Lesson 1 Shared
and slant of cursive
2. Review the different text
Reading. Review text
letters. Students practice
features and their
features and how text
cursive writing using
purposes.
features help readers
correct formation and
locate information and
slant.
3. If students need to see
figure out what the text will
more modeling of using
2. In the Teacher Writer’s
be about.
text features, select an
Notebook, model
informational text from the
2. Review the different text
generating ideas about
collection and model using
features. Ask: Why do
important personal
the text features to locate
authors include text
experiences. Strategies
information and to make
features? Why do
for generating ideas could
and verify predictions.
readers use text
include starting with a
(optional)
features? Discuss
strong emotion (e.g., a
responses.
time I was scared),
4. Tell students to choose an
2. Distribute the list of highfrequency words and/or
compound words. Tell
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INDEPENDENT READING
Suggested Duration: 25-30 min.
Content Objective: Students use
text features to locate information
and make predictions.
WRITING
Suggested Duration: 25 min.
Content Objective: Students write
about important personal
experiences.
page 15 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
students there are new
words on the list.
3. Display the cover of
selected informational text.
Ask: What text features
are on the cover? What
information can we get
from the cover? Discuss
responses.
4. Display a page with
another text feature. Ask:
What text features are
on the page? What
information can we get
from the page? Discuss
responses. Continue with
other pages and text
features.
informational text to read
independently. Instruct
students to record the text
features in their Reader’s
Notebook. Tell students to
write a prediction about
the information in the text
before reading. Verify
whether their prediction
was accurate or not.
thinking about a time when
a lesson was learned, or a
time when something was
first accomplished.
3. Choose one of the ideas
and model a Quick Write
of an important personal
experience.
5. Ask: Based on the
information gathered
from the text features,
what do you think the
text will be about? What
will we learn from the
text? Discuss and record
responses.
Learning Applications
1. Students read the list and
ask for help with words
that they do not know.
2. Students read the list
again. Students highlight
the “tricky” parts of words
1. Divide the class into pairs
and distribute the
informational text used in
the Mini Lesson.
2. Instruct students to read
and verify the predictions
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1. Students select an
informational text to read
independently.
1. With a partner, students
brainstorm 2-3 possible
topics about an important
personal experience and
2. In their Reader’s
record the ideas in their
Notebook, students record
Writer’s Notebooks.
the text features found in
page 16 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
they do not know how to
spell, like the au in
because. If they already
feel confident that they
know how to spell the
word, then they highlight
nothing.
made in the Mini Lesson.
3. Students Partner Read
the informational text and
determine whether the
predictions made in the
Mini Lesson were
accurate.
3. Distribute the dry erase
boards, markers, and
erasers. Students play
“Hangman” with a partner.
Students choose a word
from the high-frequency
word list. On the dry erase
board, students make a
line for each letter in the
word. The other students
guess letters until they
know the word.
their selected text.
2. Students choose one of
their ideas and Quick
3. Students write a prediction
Write about an important
about what information will
personal experience in
be included in the text.
their Writer’s Notebook.
4. Students read
independently and verify
whether their prediction
was accurate.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students compare this list
to the list attached in their
Word Study Notebook.
2. Students attach the new
list to their Word Study
Notebooks by gluing or
stapling.
3. Tell students that they will
use the list during Writing.
1. Ask: Were the
predictions accurate?
How do you know?
Discuss responses.
2. Ask: How did the text
features help us make
and verify predictions?
Discuss responses.
Last Updated 04/29/2013
1. With a partner, students
share the text features
they found in the selected
text and discuss whether
their prediction was
accurate or not.
1. Students share their
Quick Write with a
partner.
page 17 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Discovering Procedural Text
Lesson Preparation
Daily Lesson #: 2
SHARED READING
TEKS
3.Fig19C,D
3.13D
3.15B
3.20C
Key Understandings and Guiding
Questions
INDEPENDENT READING
Ongoing TEKS
3.1E
3.3A
3.29A,B
3.30A
3.31A
TEKS
3.Fig19C,D
3.13D
3.15B
3.20C
Ongoing TEKS
3.3A
3.11A
3.29A,B
3.30A
3.31A
Readers use strategies to
support understanding of text.
Readers use strategies to
support understanding of text.
- What strategies do readers use to
help in the comprehension of text?
- What strategies do readers use to
help in the comprehension of text?
WRITING
TEKS
Ongoing TEKS
3.17A,B
3.19A
3.23A
Authors choose form for
audience and purpose.
- How do authors write for a specific
audience and purpose?
Vocabulary of Instruction
Chart
Table
Graph
Graphic organizer
Key
Chart
Table
Graph
Graphic organizer
Key
Reader’s Notebook (1 per
student)
Grade-appropriate
informational text with
examples of charts, tables,
graphs, and/or graphic
Reader’s Notebook (1 per
student)
Collection of grade-appropriate
informational texts for student
selection
Chart paper (if applicable)
Materials
Last Updated 04/29/2013
Writer’s Notebook (1 per
student)
Teacher Writer’s Notebook (1)
Chart paper (if applicable)
page 18 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 2
SHARED READING
INDEPENDENT READING
WRITING
organizers for modeling (1)
Collection of grade-appropriate
informational texts for student
selection
Chart paper (if applicable)
Attachments and Resources
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Select an informational text with
examples of charts, graphs,
tables, and/or graphic organizers.
See the Lesson Organizer for
suggestions.
2. Prepare to display the Anchor
Chart: Text Features from Shared
Reading.
1. Prepare to display visuals as
appropriate.
3. Prepare to display the Anchor
Chart: Text Features from Daily
Lesson 1 Shared Reading.
Highlight the text features that are
also considered graphic features
(charts, tables, graphic
organizers, captions, illustrations,
keys, graphs, diagrams). If the
graphic feature is not on the
chart, add it and try to find an
example of the graphic feature to
show students.
Background Information
Teacher Notes
Refer to Daily Lesson 1 Writing
Last Updated 04/29/2013
page 19 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 2
SHARED READING
INDEPENDENT READING
Last Updated 04/29/2013
WRITING
page 20 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 2
SHARED READING
INDEPENDENT READING
Duration and Objective
Suggested Duration: 35 min.
Content Objective: Students locate and use
specific information in graphic features of
text.
Suggested Duration: 25-30 min.
Content Objective: Students locate and use
specific information in graphic features of
text.
Mini Lesson
1. Display the Anchor Chart: Text
1. Display the Anchor Chart: Text
1. Continue the routine for
Features from Daily Lesson 1
Features from Shared Reading.
handwriting practice. Model
Shared Reading. Tell students
Review that the highlighted text
correct formation and slant of
that the highlighted text features
features are also graphic features
cursive letters. Students practice
are also graphic features which
which contain information about
cursive writing using correct
contain information about the topic
the topic of the text.
formation and slant.
of the text.
2. Remind students the graphic
2. In the Teacher Writer’s Notebook,
2. Tell students the graphic features
features that they are going to
model generating ideas about
that they are going to focus on are
focus on are graphs, tables,
important personal experiences.
graphs, tables, charts, and
charts, and graphic organizers.
Strategies for generating ideas
graphic organizers.
could include starting with a strong
3. If students need to see additional
emotion (e.g., a time I was
3. Display the selected informational
modeling of locating information in
scared), thinking about a time
text for modeling. Look through
graphic features, select an
when a lesson was learned, or a
the text to find an example of a
informational text from the
time when something was first
graph, table, chart, or graphic
collection and model writing
accomplished.
organizer.
factual statements about
information in a graphic feature.
3. Choose one of the ideas and
4. Ask: What information can be
(optional)
model a Quick Write of an
learned from this graphic
important personal experience.
feature? Model reading the
graphic feature for information. If
the graphic feature has a key,
Think Aloud about how the key
helps the reader understand the
Last Updated 04/29/2013
WRITING
Suggested Duration: 25-30 min.
Content Objective: Students write about
important personal experiences.
page 21 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
graphic feature better.
5. Write three factual statements
about the information in the
graphic feature.
6. Repeat this process with 1-2 more
graphic features. Ask students to
help write the factual statements.
Learning Applications
1. With a partner, students select 1-3 1. Students select an informational
informational texts.
text for Independent Reading.
2. Students search for charts, tables, 2. Students locate charts, graphs,
graphs, and/or graphic organizers.
tables, and/or graphic organizers
in their selected text.
3. In their Reader’s Notebooks,
students write three factual
3. Students write three factual
statements about the information
statements about the information
in the graphic feature.
in the graphic feature in their
Reader’s Notebook.
1. With a partner, students
brainstorm 2-3 possible topics
about an important personal
experience and record the ideas
in their Writer’s Notebooks.
2. Students choose one of their
ideas and Quick Write about an
important personal experience in
their Writer’s Notebook.
4. Students finish reading the
informational text independently.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. With another pair of students,
students share one of the graphic
features they found along with the
factual statements.
1. With a partner, students share
one of the graphic features they
found along with the factual
statements.
Last Updated 04/29/2013
1. Students share their Quick Write
with a partner.
page 22 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Discovering Procedural Text
Lesson Preparation
Daily Lesson #: 3
WORD STUDY
TEKS
Ongoing
TEKS
3.4B
Key Understandings and
Guiding Questions
SHARED READING
TEKS
3.Fig19C,D
3.13D
3.15B
3.20C
Readers use strategies
to identify the intended
meaning of words and
phrases in text.
- How can studying
words and word
parts help readers
and writers?
Ongoing
TEKS
3.1E
3.3A
3.29A,B
3.30A
3.31A
Readers use strategies
to support
understanding of text.
- What strategies do
readers use to help in the
comprehension of text?
INDEPENDENT READING
TEKS
3.Fig19C,D
3.13D
3.15B
3.20C
Ongoing
TEKS
3.3A
3.11A
3.29A,B
3.30A
3.31A
Readers use strategies
to support
understanding of text.
- What strategies do
readers use to help in the
comprehension of text?
WRITING
TEKS
Ongoing
TEKS
3.17A,B
3.19A
3.23A
Authors choose form
for audience and
purpose.
- How do authors write for a
specific audience and
purpose?
Vocabulary of Instruction
Context clue
Illustration/photo
Caption
Diagram
Illustration/photo
Caption
Diagrams
Word Study Notebook
(1 per student)
Reader’s Notebook (1
per student)
Reader’s Notebook (1
per student)
Materials
Last Updated 04/29/2013
Writer’s Notebook (1
per student)
page 23 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 3
WORD STUDY
SHARED READING
Grade-appropriate text
with unfamiliar words
for modeling (1)
Collection of gradeappropriate texts for
student selection
Chart paper (if
applicable)
Grade-appropriate
informational text with
examples of
illustrations, photos,
captions, and/or
diagrams for modeling
(1)
Collection of gradeappropriate
informational texts for
student selection
Chart paper (if
applicable)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
INDEPENDENT READING
Collection of gradeappropriate
informational texts for
student selection
Chart paper (if
applicable)
WRITING
Teacher Writer’s
Notebook (1)
Chart paper (if
applicable)
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare to display the
2. Select an informational
2. Prepare to display the
Anchor Chart: Context
text with examples of
Anchor Chart: Text
Clues from Unit 03,
illustrations, photos,
Features from Shared
Lesson 02, Daily Lesson
captions, and/or diagrams.
Reading.
17 Word Study. If
See the Lesson Organizer
necessary, draw another
for suggestions.
three-column chart. Label
3. Prepare to display the
the first column, “Unknown
Anchor Chart: Text
Words.” Label the second
Features from Daily
column, “Clues.” Label the
Lesson 2 Shared
third column, “What I Think
Reading.
It Means.”
Last Updated 04/29/2013
page 24 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 3
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
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.
Background Information
Authors use different types of
context clues. A few of them are:
Definition – the word is
defined directly and
clearly in the sentence
it appears, usually set
off by commas
Antonym – often
signaled by words such
as whereas, unlike, or
as opposed to
Synonym – other words
with similar meanings
are used in the
sentence
Description – word
meanings are not
directly described and
must be inferred from
the context
Last Updated 04/29/2013
page 25 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 3
WORD STUDY
SHARED READING
Teacher Notes
INDEPENDENT READING
WRITING
Refer to Daily Lesson 1 Writing
Last Updated 04/29/2013
page 26 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 3
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use
context clues to determine
meaning of unknown words.
Suggested Duration: 30 min.
Content Objective: Students locate
and use specific information in
graphic features of text.
Suggested Duration: 25-30 min.
Content Objective: Students locate
and use specific information in
graphic features of text.
Suggested Duration: 20-25 min.
Content Objective: Students write
about important personal
experiences.
Mini Lesson
1. Ask: How do readers
figure out the meaning
of unknown words?
Discuss responses.
1. Display the Anchor Chart:
Text Features from Daily
Lesson 2 Shared
Reading. Review that the
highlighted text features
are also graphic features,
which contain information
about the topic of the text.
1. Display the Anchor Chart:
Text Features from Daily
Lesson 2 Shared
Reading. Review that the
highlighted text features
are also graphic features,
which contain information
about the topic of the text.
1. Continue the routine for
handwriting practice.
Model correct formation
and slant of cursive
letters. Students practice
cursive writing using
correct formation and
slant.
2. Tell students the graphic
features that they are
going to focus on are
illustrations, photos,
captions, and diagrams.
2. Remind students the
graphic features that they
are going to focus on are
illustrations, photos,
captions, and diagrams.
2. In the Teacher Writer’s
Notebook, model
generating ideas about
important personal
experiences. Strategies
2. Display the Anchor Chart:
Context Clues.
3. Ask: What does it mean
to use context clues?
Discuss responses.
4. Display and read the
selected text. Model being
confused about the
Last Updated 04/29/2013
page 27 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
for generating ideas could
meaning of a particular
3. Display the selected
3. If students need to see
include starting with a
word. Tell students that
informational text for
additional modeling of
strong emotion (e.g., a
good readers always
modeling. Look through
locating information in
time I was scared),
monitor their
the text to find an example
graphic features, select an
thinking about a time when
comprehension and that
of an illustration, photo,
informational text from the
a lesson was learned, or a
when they do not
caption, or diagram.
collection and model
time when something was
understand something,
writing factual statements
first accomplished.
they stop and try to work it 4. Ask: What information
about information in a
out.
can be learned from
graphic feature. (optional) 3. Choose one of the ideas
this graphic feature?
and model a Quick Write
5. Reread the sentence with
Model reading the graphic
of an important personal
the word. If necessary,
feature for information.
experience.
read the other sentences
around it. On the Anchor
5. Write three factual
Chart: Context Clues,
statements about the
Think Aloud and record
information in the graphic
the unknown word and the
feature.
clues given by the author.
6. Repeat this process with
Demonstrate how to use
1-2 more graphic features.
the clues to infer the
Ask students to help write
meaning of the unknown
the factual statements.
word. Record the inferred
meaning in the last column
on the chart.
6. Continue reading and
repeat steps #3-5 with 1-2
more words.
Learning Applications
1. Students create the same 1. With a partner, students
chart as the Anchor Chart:
select 1-3 informational
Context Clues in their
texts.
Last Updated 04/29/2013
1. Students select an
informational text for
Independent Reading.
1. With a partner, students
brainstorm 2-3 possible
topics about an important
page 28 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Word Study Notebook.
2. With a partner, students
select a text from the
collection to read aloud
together.
3. Students record unknown
words, context clues, and
inferred meanings in their
Word Study Notebook.
2. Students search for
2. Students locate
illustrations, photos,
illustrations, photos,
captions, and/or diagrams.
captions, and diagrams in
their selected text.
3. Students write three
factual statements about
3. Students write three
the information in the
factual statements about
graphic feature in their
the information in the
Reader’s Notebook.
graphic feature in their
Reader’s Notebook.
personal experience and
record the ideas in their
Writer’s Notebooks.
2. Students choose one of
their ideas and Quick
Write about an important
personal experience in
their Writer’s Notebook.
4. Students finish reading
the informational text
independently.
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. With another pair of
students, students share
one of the graphic
features they found along
with the factual
statements.
Last Updated 04/29/2013
1. With a partner, students
share one of the graphic
features they found along
with the factual
statements.
1. Students share their
Quick Write with a
partner.
page 29 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Discovering Procedural Text
Lesson Preparation
Daily Lesson #: 4
SHARED READING
TEKS
3.Fig19A
3.12A
3.13D
3.15B
Key Understandings and Guiding
Questions
INDEPENDENT READING
Ongoing TEKS
3.1E
3.3A
3.29A,B
3.30A
3.31A
TEKS
3.Fig19A
3.4B
3.12A
Ongoing TEKS
3.3A
3.11A
3.29A,B
3.30A
3.31A
Readers use strategies to
support understanding of text.
Readers use strategies to
support understanding of text.
- What strategies do readers use to
help in the comprehension of text?
- What strategies do readers use to
help in the comprehension of text?
WRITING
TEKS
Ongoing TEKS
3.17A,B
3.19A
3.23A
Authors choose form for
audience and purpose.
- How do authors write for a specific
audience and purpose?
Readers use strategies to
identify the intended meaning
of words and phrases in text.
- How can studying words and word
parts help readers and writers?
Vocabulary of Instruction
Purpose
Procedural text
Graphic feature
Purpose
Context clue
Reader’s Notebook (1 per
Reader’s Notebook (1 per
Materials
Last Updated 04/29/2013
Writer’s Notebook (1 per
page 30 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 4
SHARED READING
INDEPENDENT READING
student)
Grade-appropriate procedural
text that includes a stated
purpose and graphic features
for modeling (1)
4-6 grade-appropriate
procedural texts that include a
stated purpose and graphic
features (1 copy of each)
Chart paper (if applicable)
student)
Word Study Notebook
(optional, 1 per student)
Grade-appropriate text with
unfamiliar words for modeling
(1)
Collection of grade-appropriate
texts in a variety of genre for
student selection
Chart paper (if applicable)
WRITING
student)
Teacher Writer’s Notebook (1)
Chart paper (if applicable)
Attachments and Resources
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Select one procedural text for
modeling and 4-6 different
procedural texts for student
practice. Procedural texts can
include recipes, directions,
instructions, manuals, etc.
2. Prepare to display the Anchor
Chart: Context Clues from Daily
Lesson 3 Word Study.
3. Place the 4-6 different procedural
texts in various places around the
classroom.
1. Prepare to display visuals as
appropriate.
3. Preview the selected text for
modeling context clues. Determine
which words may be unfamiliar to
students. Prepare to stop and
model using context clues.
4. Prepare to display the Anchor
Chart: Text Features from Daily
Lesson 3.
Background Information
Procedural text - a type of informational
text that is written with the intent to
Last Updated 04/29/2013
page 31 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 4
SHARED READING
INDEPENDENT READING
WRITING
explain the steps in the procedure, as in a
recipe. Procedural text could house data
that requires reader interpretation.
Purpose - the intended goal of a piece of
writing; the reason a person writes
Teacher Notes
Refer to Daily Lesson 1 Writing
Last Updated 04/29/2013
page 32 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 4
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 30 min.
Content Objective: Students determine the
purpose of procedural texts and use the text
features to gain information about the text.
Suggested Duration: 30 min.
Content Objective: Students establish a
purpose for reading and use context clues
to determine the meaning of unknown
words.
Suggested Duration: 30 min.
Content Objective: Students write about
important personal experiences.
Mini Lesson
1. Display the selected procedural
text for modeling.
1. Display the Anchor Chart: Context
Clues from Daily Lesson 3 Word
Study.
1. Continue the routine for
handwriting practice. Model
correct formation and slant of
cursive letters. Students practice
cursive writing using correct
formation and slant.
2. Tell students that it is a procedural
text. Ask: What does the word
2. Display the selected text for
“procedural” make you think
modeling. Review how readers
of? Discuss responses.
use context clues to determine the
meaning of unknown words.
2. In the Teacher Writer’s Notebook,
3. Display the Anchor Chart: Text
model generating ideas about
Features from Daily Lesson 3
3. Read a portion of the selected text
important personal experiences.
Shared Reading.
aloud. Stop at an unfamiliar word
Strategies for generating ideas
and model using context clues to
could include starting with a strong
4. Think Aloud about the
determine the meaning of the
emotion (e.g., a time I was
text/graphic features in the text
unfamiliar word.
scared), thinking about a time
including what information can be
when a lesson was learned, or a
gleaned from the features.
4. On the Anchor Chart: Context
time when something was first
Clues record the unfamiliar word,
5. Ask: Why would an author write
accomplished.
the context clues, and the inferred
this text? Why would a reader
meaning.
3. Choose one of the ideas and
read this text? Discuss the
model a Quick Write of an
purpose of the procedural text.
5. Think Aloud about the purpose
important personal experience.
for reading the selected text. If the
6. If applicable, read where the
author explicitly stated his/her
author states the purpose of the
purpose, reread and discuss the
text.
text evidence of the author's
Last Updated 04/29/2013
page 33 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
7. Tell students that there are
different procedural texts around
the room. Instruct students to
rotate with their group to each text
and record the purpose of the
procedural text and any
text/graphic features found in the
text.
Learning Applications
1. Divide the class into small groups
and assign them a text in which to
begin reading.
2. Students rotate to the different
procedural texts and record the
purpose and the text/graphic
features found in the procedural
texts.
purpose.
1. Students select a text to read
independently. Students record
their purpose for reading in their
Reader’s Notebooks.
2. Students read their selected texts
independently.
1. With a partner, students
brainstorm 2-3 possible topics
about an important personal
experience and record the ideas
in their Writer’s Notebooks.
2. Students choose one of their
ideas and Quick Write about an
3. Students use either their Reader’s
important personal experience in
Notebooks or their Word Study
their Writer’s Notebook.
Notebooks to record unfamiliar
words, context clues, and inferred
meanings.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. As a class, discuss the purpose of 1. Students share their purpose and
each procedural text and the
their unfamiliar words with a
text/graphic features they contain.
partner.
Last Updated 04/29/2013
1. Students share their Quick Write
with a partner.
page 34 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Discovering Procedural Text
Lesson Preparation
Daily Lesson #: 5
WORD STUDY
TEKS
Ongoing
TEKS
3.4D
Key Understandings and
Guiding Questions
SHARED READING
TEKS
3.Fig19B,C,D
3.2B,C
3.4B
3.15A
An extensive
vocabulary supports
the development of oral
and written
communication.
- How can studying words
and word parts help readers
and writers?
­ How can you “play” with
words?
Ongoing
TEKS
3.1E
3.3A
3.29A,B
3.30A
3.31A
Readers interpret
written directions in
order to learn how to
do new things.
- Why do readers read
procedural text?
INDEPENDENT READING
TEKS
3.Fig19B,C
3.2B,C
Ongoing
TEKS
3.3A
3.11A
3.29A,B
3.30A
3.31A
Readers use strategies
to support
understanding of text.
- What strategies do
readers use to help in the
comprehension of text?
WRITING
TEKS
3.17A,B
3.19A
3.23A
Authors choose form
for audience and
purpose.
- How do authors write for a
specific audience and
purpose?
Text structure helps
the reader organize
information and
construct meaning.
- How does the organization
of procedural text help the
reader make meaning?
Vocabulary of Instruction
Palindrome
Last Updated 04/29/2013
Ongoing
TEKS
page 35 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 5
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Materials
Word Study Notebook
(1 per student)
Note card (10 per 2
students)
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
Grade-appropriate
procedural text for
modeling (1)
Grade-appropriate
procedural text (class
set)
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
Collection of gradeappropriate texts in a
variety of genre,
including procedural
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.
Writer’s Notebook (1
per student)
Teacher Writer’s
Notebook (1)
Chart paper (if
applicable)
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals
as appropriate.
2. Create an Anchor Chart:
2. Select two gradePalindrome. Write the
appropriate procedural
definition on a chart: A
texts. Procedural texts can
palindrome is a word,
include recipes,
phrase, or sentence that is
directions, instructions,
read the same forward and
manuals, etc.
backward. Write three
palindrome examples on
the chart.
3. Create a set of 10 note
cards for each pair of
students. On five note
cards, write words,
Last Updated 04/29/2013
page 36 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 5
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
phrases, and sentences
that are examples of
palindromes. On the other
five note cards, write
words, phrases, and
sentences that are not
examples of palindromes.
Each set of 10 cards can
be the same examples and
non-examples.
Background Information
Teacher Notes
Palindrome - a word or phrase that
reads the same backwards as
forwards (e.g., wow)
Possible examples of palindrome
words include: Mom, Dad, pop,
noon, level, Otto, deed, peep, did,
eve, Bob, refer, Anna, radar,
madam, tot, dud, toot, Hannah,
sees, kayak, eye, nun, gag, mum,
racecar
Possible examples of palindrome
phrases and sentences include:
Net ten. We sew. Was it a rat I
saw?
This Instructional Routine partially
assesses Performance Indicator
03.
This Daily Lesson focuses on the
comprehension strategies
needed to help with
understanding the procedural text.
In Daily Lesson 6 Shared
Reading, students will carry out
Last Updated 04/29/2013
Daily Lessons 5-10 Independent
Reading focus on the Figure 19
comprehension skills. If students
need additional practice in
reading procedural texts, assign
texts or limit the student selection
Refer to Daily Lesson 1 Writing
page 37 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 5
WORD STUDY
SHARED READING
the task in order to demonstrate
understanding.
Last Updated 04/29/2013
INDEPENDENT READING
WRITING
to just procedural texts. The
lessons will be written as if
students will be choosing from a
variety of genre. This is the fourth
time the comprehension skills
have been taught. Teacher
modeling is written in as optional
if students need additional
instruction.
page 38 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 5
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students
identify and apply playful uses of
language in palindromes.
Suggested Duration: 30 min.
Content Objective: Students ask
questions and monitor
comprehension of procedural text.
Suggested Duration: 25-30 min.
Content Objective: Students ask
questions and monitor
comprehension of text.
Suggested Duration: 25 min.
Content Objective: Students write
about important personal
experiences.
Mini Lesson
1. Ask: How can you
“play” with words?
Discuss responses.
1. Display the selected
procedural text for
modeling.
2. Explain that another way
to play with words is by
using palindromes.
2. Review the purpose for
reading procedural text.
1. Ask: Why do readers
ask questions before,
during, and after
reading? Discuss
responses.
1. Continue the routine for
handwriting practice.
Model correct formation
and slant of cursive
letters. Students practice
cursive writing using
correct formation and
slant.
2. Review the three different
types of questions and
3. Display the Anchor Chart:
give examples: literal (e.g.,
Palindromes and read the
Who is the main
2. In the Teacher Writer’s
definition with the
character?), interpretive
Notebook, model
students.
(e.g., Why do the turtles
generating ideas about
4. Read the selected
leave
their
babies
to
important personal
4. Display the examples of
procedural text aloud.
hatch?), evaluative (e.g.,
experiences. Strategies
palindromes on the
Demonstrate asking
Do
you
agree
that
for generating ideas could
Anchor Chart:
questions before, during,
Goldilocks made a bad
include starting with a
Palindromes. Explain how
and after reading. Model
choice?).
strong emotion (e.g., a
each of the examples are
monitoring comprehension
time I was scared),
palindromes and how they
and using strategies when
3. Explain that students will
thinking about a time when
can be checked.
comprehension breaks
select a text to read
a lesson was learned, or a
down. When applicable,
independently. Tell
time when something was
make inferences about
students to record their
first accomplished.
information that is not
questions before, during,
explicitly stated.
and after reading in their
3. Choose one of the ideas
Reader’s Notebook.
and model a Quick Write
5. On a chart, record the
3. Think Aloud about the
graphic features and the
information they provide, if
applicable.
Last Updated 04/29/2013
page 39 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
questions and inferences
4. If applicable, select a text
to help with the execution
from the collection to
of the task in Daily Lesson
model asking and
6 Shared Reading.
recording questions
before, during, and after
reading. (optional)
Learning Applications
1. Divide students into pairs
and distribute the set of
note cards with examples
and non-examples of
palindromes.
2. Students work together to
check each word, phrase,
or sentence to see if it is
or is not a palindrome.
Students mark “yes” or
“no” on the note card.
3. In the Word Study
Notebook, students write
the definition for
palindromes and record
the examples that are
palindromes.
of an important personal
experience.
1. Distribute the other
1. Students select a text to
1. With a partner, students
selected procedural text to
read independently.
brainstorm 2-3 possible
each student.
topics about an important
2. Students read
personal experience and
2. With a partner, students
independently and monitor
record the ideas in their
Partner Read the
comprehension.
Writer’s Notebooks.
selected text.
3. Students ask and record
2. Students choose one of
3. In their Reader’s
questions before, during,
their ideas and Quick
Notebooks, students
and after reading in their
Write about an important
record their questions and
Reader’s Notebooks.
personal experience in
inferences as they read.
Students record the
their Writer’s Notebook.
Students also monitor
answers to their
their comprehension and
questions, if applicable.
make adjustments as
needed.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: Which of the
examples were
palindromes? Discuss
1. With another pair of
students, students share
their questions and
Last Updated 04/29/2013
1. Students share their
1. Students share their
questions (and answers, if
Quick Write with a
applicable) with a partner.
partner.
page 40 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
responses and record the
examples on the Anchor
Chart: Palindromes.
inferences. Students also
discuss how they will
complete the task in Daily
Lesson 6 Shared
Reading.
Last Updated 04/29/2013
2. Collect Reader’s
Notebooks to assess
students’ entries.
page 41 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Discovering Procedural Text
Lesson Preparation
Daily Lesson #: 6
WORD STUDY
TEKS
3.24Bvi
Key Understandings and
Guiding Questions
Ongoing
TEKS
3.1C
3.24A
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
3.Fig19C,D
3.15A
Ongoing
TEKS
3.1E
3.3A
3.29A,B
3.30A
3.31A
Readers interpret
written directions in
order to learn how to
do new things.
- Why do readers use the
information in procedural text
to help them complete
tasks?
INDEPENDENT READING
TEKS
3.Fig19C,D
Ongoing
TEKS
3.3A
3.11A
3.29A,B
3.30A
3.31A
Readers use strategies
to support
understanding of text.
- What strategies do
readers use to help in the
comprehension of text?
WRITING
TEKS
3.17A
3.20B
3.23A,Bi,Cii
Authors choose form
for audience and
purpose.
- What is the appropriate
form for what I want to say?
Text structure helps
the reader organize
information and
construct meaning.
- How does the organization
of procedural text help the
reader make meaning?
Last Updated 04/29/2013
Ongoing
TEKS
page 42 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 6
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Vocabulary of Instruction
Procedural text
Inference
Purpose
Letter
Audience
Salutation
Closing
Word Study Notebook
(1 per student)
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
Grade-appropriate
procedural text from
Daily Lesson 5 for
modeling (1)
Grade-appropriate
procedural text from
Daily Lesson 5 (class
set)
Materials for
completing the
procedural tasks
(varies)
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
Collection of gradeappropriate text in a
variety of genre,
including procedural
texts for student
selection
Chart paper (if
applicable)
Writer’s Notebook (1
per student)
Teacher Writer’s
Notebook (1)
Standard white
envelopes (1 per
student)
Grade-appropriate
examples of letters (1)
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 a list of words that
2. Gather the materials
Materials
Attachments and
Resources
Advance Preparation
Last Updated 04/29/2013
2. Select examples of letters.
page 43 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 6
WORD STUDY
contain the abstract
vowels oi and oy.
Background Information
Teacher Notes
SHARED READING
INDEPENDENT READING
WRITING
needed in order to
complete the task in the
selected procedural texts
from Daily Lesson 5
Shared Reading.
Inference – a logical guess made
by connecting bits of
information. Readers make
inferences by drawing
conclusions and making
predictions.
Spelling Principle:
The /oi/ sound as in coin and boy,
is spelled with the pattern oi or oy.
In this Daily Lesson, students will
follow the instructions in the
procedural text read in Daily
Lesson 5 Shared Reading.
Last Updated 04/29/2013
Consider using the following
analogy when describing how to
make an inference: It is like two
blobs of paint coming together to
make a new color. One color
(yellow) is the background
knowledge of the reader and the
other color (red) is the text and its
features. When they are mixed,
the reader is able to come up with
an idea (orange) not explicitly
stated in the text.
Students need to write a letter to a
friend for a specific purpose, such
as: explain how to do something,
introduce self to a pen pal, tell
about a funny event, etc. Students
may want to obtain the recipient's
address for homework.
page 44 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 6
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students spell
words with abstract vowels.
Suggested Duration: 30 min.
Content Objective: Students follow
and explain a set of multi-step
directions.
Suggested Duration: 30 min.
Content Objective: Students make
inferences about text and use
textual evidence to support ideas.
Suggested Duration: 25 min.
Content Objective: Students write
letters to an intended audience for
a specific purpose using
appropriate letter conventions.
Mini Lesson
1. Explain that they will be
learning another spelling
pattern.
1. Display the selected
procedural text for
modeling from Daily
Lesson 5 Shared
Reading.
1. Display and read the
following clues to
students:
1. Continue the routine for
handwriting practice.
Model correct formation
and slant of cursive
letters. Students practice
cursive writing using
correct formation and
slant.
2. Ask: How can studying
spelling patterns help
us as readers and
writers? Discuss
responses.
2. Review what was read and
discussed about the text in
Daily Lesson 5 Shared
Reading.
3. Explain the Spelling
Principle and write it on a 3. Using the necessary
chart. The /oi/ sound as in
materials, demonstrate
coin and boy is spelled
how to follow the
with the pattern oi or oy.
directions to complete the
task. Think Aloud about
4. With the students,
the details in the text and
brainstorm a list of words
the graphic features that
and underline the /oi/
help in the completion of
sound. The list might
the task.
include: soil, noise, toy,
enjoy, point, foil, oyster,
4. Students complete the
royal, voyage, cowboy
task as the text is being
read and demonstrated.
(optional)
Last Updated 04/29/2013
Third grade students
are excited about the
school day.
They all make sure
they have permission
slips and lunches.
The teacher talks to
the chaperones about
their responsibilities.
The bus comes to pick
the students up at
9:00am.
2. Ask: Why do people
write letters? Discuss
responses.
3. Read the selected
examples of letters aloud.
Think Aloud about the
audience and purpose for
the letters. Also, point out
2. Ask: Why are these third
and discuss appropriate
graders excited?
letter conventions such as
Discuss responses.
date, salutation, body, and
closing.
3. Ask: What helped you
know that? Discuss
4. In the Teacher Writer’s
responses and highlight
Notebook, brainstorm
page 45 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
5. On chart paper, model
summarizing the
procedural text
maintaining meaning and
logical order.
the words that were the
clues. Discuss that they
have prior knowledge
about the clues that
helped them make the
inference (guess).
possible friends to be an
audience for a letter.
Think Aloud about what
the purpose and topic of
the letter should be.
5. Think Aloud and model
4. Instruct students to record
how to plan a letter with a
the clues from the text and
specific purpose in the
their inferences (guesses)
Teacher Writer’s
about what is happening
Notebook.
in the text or about the
6. On an Anchor Chart or a
information being given in
displayed standard white
the text.
envelope, model writing
the recipient and return
addresses on an
envelope. Discuss the
capitalization of
geographical names and
places (such as,
countries, cities, and
states).
7. Model using commas
between the city and state
of the recipient and return
addresses.
Learning Applications
1. Instruct students to create 1. With the same partner as
a two-column chart in their
Daily Lesson 5 Shared
Last Updated 04/29/2013
1. Students select a text to
read independently.
1. Students brainstorm
possible audiences and
page 46 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Word Study Notebooks.
Students label the first
column oi and the second
column oy.
Reading, students reread
and discuss the same
procedural text.
2. Students follow the
directions and complete
the task.
2. Students read and record
clues and inferences
made about the text in
their Reader’s Notebooks.
2. Using the prepared list of
oi and oy words, call out
words. Students spell the
3. In their Reader’s
words in each column
Notebooks, students
using both abstract
explain how the directions
vowels. Students circle the
did or did not help them
one that “looks right”.
complete the task.
topic/purpose for letter
writing in their Writer’s
Notebook.
2. Students choose an
audience and
purpose/topic and plan
their letter.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: Why is it important
to know spelling
patterns? Discuss
responses.
1. Ask: How well were you
able to complete the
task? What helped or
hindered you in
completing the task?
Discuss responses.
Last Updated 04/29/2013
1. Students share their
inferences with a partner.
1. Students share the plan
for their letter with a
partner.
page 47 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Discovering Procedural Text
Lesson Preparation
Daily Lesson #: 7
WORD STUDY
TEKS
Ongoing
TEKS
3.4C,E
Key Understandings and
Guiding Questions
SHARED READING
TEKS
3.Fig19B,C,D
3.4B
3.15A
An extensive
vocabulary supports
the development of oral
and written
communication.
- How can studying words
and word parts help readers
and writers?
Ongoing
TEKS
3.1E
3.3A
3.29A,B
3.30A
3.31A
Readers interpret
written directions in
order to learn how to
do new things.
- Why do readers read
procedural text?
INDEPENDENT READING
TEKS
3.Fig19C,E
Ongoing
TEKS
3.3A
3.11A
3.29A,B
3.30A
3.31A
Readers use strategies
to support
understanding of text.
- What strategies do
readers use to help in the
comprehension of text?
WRITING
TEKS
3.17B,C
3.20B
3.23A,Bi,Cii
Authors choose form
for audience and
purpose.
- What is the appropriate
form for what I want to say?
Text structure helps
the reader organize
information and
construct meaning.
- How does the organization
of procedural text help the
reader make meaning?
Vocabulary of Instruction
Antonym
Synonym
Summary
Last Updated 04/29/2013
Ongoing
TEKS
Purpose
Letter
page 48 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 7
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Audience
Salutation
Closing
Draft
Revise
Materials
Word Study Notebook
(1 per student)
Dictionary (class set) or
access to an online
dictionary
Thesaurus (class set)
or access to an online
thesaurus
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
Grade-appropriate
procedural text for
modeling (1)
Grade-appropriate
procedural text (class
set)
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
Grade-appropriate
previously read text for
modeling (1)
Collection of gradeappropriate texts in a
variety of genre,
including procedural
texts for student
selection
Chart paper (if
applicable)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
Writer’s Notebook (1
per student)
Teacher Writer’s
Notebook (1)
Chart paper (if
applicable)
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals
as appropriate.
2. Create a three-column
2. Select two gradechart. Title the columns:
appropriate procedural
Synonym, Word, Antonym.
texts in a different form
Write words in the middle
from Daily Lesson 5 (e.g.,
Last Updated 04/29/2013
1. Prepare to display visuals
as appropriate.
2. Create a summary graphic
organizer. Search online
resources or draw the
following graphic
page 49 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 7
WORD STUDY
column that students are
overusing in their writing.
Possible words could
include: go, thin, big,
pretty, alike, nice, fun,
quiet, clean, run, happy,
etc.
SHARED READING
if a recipe was chosen for
Daily Lesson 5, choose
something different, like
directions on how to make
a paper airplane).
Procedural texts can
include recipes,
directions, instructions,
manuals, etc.
Background Information
Teacher Notes
INDEPENDENT READING
WRITING
organizer:
Beginning
Middle
Middle
End
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.
This Daily Lesson focuses on the
comprehension strategies
needed to help with
understanding the procedural text.
In Daily Lesson 8 Shared
Reading, students will carry out
the task in order to demonstrate
understanding.
Last Updated 04/29/2013
This Daily Lesson will continue to
Daily Lesson 8 Writing in order to
allow students sufficient time to
draft and revise.
page 50 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 7
WORD STUDY
SHARED READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students
generate synonyms and
antonyms in order to expand
vocabulary and improve writing.
Mini Lesson
1. Review what students
1. Display the selected
already know about
procedural text for
synonyms and antonyms.
modeling.
Ask: What is a synonym?
2. Review the purpose for
Discuss responses. Ask:
reading procedural text.
What is an antonym?
Discuss responses.
3. Think Aloud about the
graphic features and the
2. Ask: How can studying
information they provide, if
synonyms and
applicable.
antonyms help us as
readers and writers?
4. Read the selected
Discuss responses.
procedural text aloud.
Demonstrate asking
3. Model how to use a
questions before, during,
dictionary and/or
and after reading. Model
thesaurus to locate
monitoring comprehension
synonyms and antonyms.
and using strategies when
4. Display the three-column
comprehension breaks
chart created in Advanced
down. When applicable,
Preparation.
make inferences about
information that is not
5. Think Aloud and model
explicitly stated.
finding antonyms and
Suggested Duration: 25 min.
Content Objective: Students ask
questions and monitor
comprehension of procedural text.
Last Updated 04/29/2013
INDEPENDENT READING
WRITING
Suggested Duration: 30 min.
Content Objective: Students
summarize information in texts,
maintaining meaning and logical
order.
Suggested Duration: 30 min.
Content Objective: Students write
and revise letters to an intended
audience for a specific purpose
using appropriate letter
conventions.
1. Display the selected
previously read text.
1. Continue the routine for
handwriting practice.
Model correct formation
and slant of cursive
letters. Students practice
cursive writing using
correct formation and
slant.
2. Display the summary
graphic organizer.
3. Review what the text was
about and model writing a
sentence that summarizes
the beginning, 1-2
sentences that summarize
the middle and one
sentence that summarizes
the end. Think Aloud
about focusing on the
main idea in each section,
not the minute details.
4. Tell students that they will
summarize the texts that
they will read.
2. Review the parts of a
letter. For those students
with addresses of
recipients, refer to Anchor
Chart or display of
envelope, which modeled
capitalization of
geographic locations and
use of commas between
cities and states.
3. In the Teacher Writer’s
Notebook, Think Aloud
and model writing a letter
to an intended audience
page 51 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
synonyms using the
available resources.
Record applicable
synonyms and antonyms
on the chart.
5. On a chart, record the
questions and inferences
to help with the execution
of the task in Daily Lesson
8 Shared Reading.
for a specific purpose
using the plan developed
in Daily Lesson 6 Writing.
Model writing the date and
salutation, and begin to
write the body.
4. Ask a student to read the
letter. Ask students for
assistance revising the
letter to make ideas
clearer. Discuss
paragraph organization
and order of ideas.
Learning Applications
1. Instruct students to
duplicate the chart into
their Word Study
Notebooks.
2. Students generate a
synonym and antonym for
each word given and write
them in the appropriate
columns.
3. Students may use a
printed dictionary or
thesaurus as a resource,
as well.
1. Distribute the other
1. Students select a text to
1. Students use their plan
selected procedural text to
read independently.
from Daily Lesson 6
each student.
Writing to begin drafting a
2. Distribute the selected
letter to a friend for a
2. With a partner, students
graphic organizer or
specific purpose in their
Partner Read the
instruct students to draw
Writer’s Notebook.
selected text.
the graphic organizer in
their Reader’s Notebook.
2. Students reread what they
3. In their Reader’s
wrote and revise for
Notebooks, students
3. Students read
clarity, paying special
record their questions and
independently and monitor
attention to organization of
inferences as they read.
comprehension.
paragraphs.
Students also monitor
4. Students use the graphic
their comprehension and
3. Students properly address
organizer to summarize
make adjustments as
envelopes, using proper
what they read. Students
needed.
capitalization and use of
maintain meaning and
commas.
logical order.
4. Monitor and confer with
students individually or in
Last Updated 04/29/2013
page 52 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
small groups about their
writing.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share the
synonyms and antonyms
they found. Record them
on the displayed threecolumn chart.
1. With another pair of
1. Students share their
students, students share
summary with a partner.
their questions and
inferences. Students also
discuss how they will carry
out the procedure in Daily
Lesson 8 Shared
Reading.
Last Updated 04/29/2013
1. Students share their letter
with a partner and make
changes, if necessary.
page 53 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Discovering Procedural Text
Lesson Preparation
Daily Lesson #: 8
WORD STUDY
TEKS
Ongoing
TEKS
3.4C
3.24E
Key Understandings and
Guiding Questions
SHARED READING
TEKS
3.Fig19C,D
3.15A
An extensive
vocabulary supports
the development of oral
and written
communication.
- How can studying words
and word parts help readers
and writers?
Ongoing
TEKS
3.1E
3.3A
3.29A,B
3.30A
3.31A
Readers interpret
written directions in
order to learn how to
do new things.
- Why do readers read
procedural text?
INDEPENDENT READING
TEKS
3.Fig19C,E
Ongoing
TEKS
3.3A
3.11A
3.29A,B
3.30A
3.31A
Readers use strategies
to support
understanding of text.
- What strategies do
readers use to help in the
comprehension of text?
WRITING
TEKS
3.17B,C
3.20B
3.23A
Authors choose form
for audience and
purpose.
- What is the appropriate
form for what I want to say?
Text structure helps
the reader organize
information and
construct meaning.
- How does the organization
of procedural text help the
reader make meaning?
Vocabulary of Instruction
Homophone
Summary
Last Updated 04/29/2013
Ongoing
TEKS
Purpose
Letter
page 54 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 8
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Audience
Salutation
Closing
Draft
Revise
Materials
Word Study Notebook
(1 per student)
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
Grade-appropriate
procedural text from
Daily Lesson 7 for
modeling (1)
Grade-appropriate
procedural text from
Daily Lesson 7 (class
set)
Materials for
completing the
procedural tasks
(varies)
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
Grade-appropriate
previously read text for
modeling (1)
Collection of gradeappropriate texts in a
variety of genre,
including procedural
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.
2. Create a list of 10
2. Gather the materials
2. Prepare to use the same
Writer’s Notebook (1
per student)
Teacher Writer’s
Notebook (1)
Chart paper (if
applicable)
Attachments and
Resources
Advance Preparation
Last Updated 04/29/2013
1. Prepare to display visuals
as appropriate.
page 55 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 8
WORD STUDY
sentences that include five
single syllable homophone
pairs. Possible
homophones could
include: bear/bare,
maid/made, their/there,
wear/where, hole/whole,
red/read, week/weak,
road/rode, meet/meat,
deer/dear, etc.
Background Information
Homophone - a word that is
pronounced the same, but not
spelled the same, as another
word and that has a different
meaning (e.g., bear and bare,
week and weak)
Teacher Notes
This Daily Lesson focuses on
spelling single syllable
homophones. Students will also
need to know the meaning of
different homophones in order to
be able to use the right one when
spelling.
SHARED READING
needed in order to
complete the task in the
selected procedural texts
from Daily Lesson 7
Shared Reading.
INDEPENDENT READING
WRITING
summary graphic
organizer from Daily
Lesson 7 Independent
Reading
Refer to Daily Lesson 7
Independent Reading
In this Daily Lesson, students will
follow the instructions in the
procedural text read in Daily
Lesson 7 Shared Reading.
Last Updated 04/29/2013
In this Daily Lesson, modeling a
writing summary is optional if
students need more additional
instruction.
page 56 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 8
WORD STUDY
SHARED READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students spell
single syllable homophones.
Suggested Duration: 25 min.
Content Objective: Students follow
and explain a set of multi-step
directions.
Suggested Duration: 25-30 min.
Content Objective: Students
summarize information in texts,
maintaining meaning and logical
order.
Mini Lesson
1. Ask: What is a
homophone? Discuss
responses and provide
1. Display the selected
procedural text for
modeling from Daily
1. Ask: What makes a good 1. Continue the routine for
summary? Discuss
handwriting practice.
responses.
Model correct formation
Last Updated 04/29/2013
INDEPENDENT READING
WRITING
Suggested Duration: 25-30 min.
Content Objective: Students write
and revise letters to an intended
audience for a specific purpose
using appropriate letter
conventions.
page 57 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
examples.
2. Write the following
sentences on a chart:
When it rains, I ____ the
windows. On Sunday,
Joey washes ______.
3. Ask: What pair of
homophones belongs
in the displayed
sentences? Discuss
responses including close
and clothes.
4. Think Aloud and spell
each of the homophones
correctly in the displayed
sentences.
Learning Applications
Lesson 7 Shared
Reading.
and slant of cursive
2. Ask: How does
letters. Students practice
summarizing help a
cursive writing using
2. Review what was read and
reader? Discuss
correct formation and
discussed about the text in
responses.
slant.
Daily Lesson 7 Shared
3. If applicable, choose a
Reading.
2. In the Teacher Writer’s
previously read text and
Notebook, finish writing
3. Using the necessary
model writing a sentence
the letter that was started
materials, demonstrate
that summarizes the
in Daily Lesson 7 Writing.
how to follow the
beginning, 1-2 sentences
Think Aloud and model
directions to complete the
that summarize the middle,
writing a letter to an
task. Think Aloud about
and one sentence that
intended audience for a
the details in the text and
summarizes the end.
specific purpose. Model
the graphic features that
Think Aloud about
writing the rest of the
help in the completion of
focusing on the main idea
body, the closing, and the
the task.
in each section, not the
signature.
minute details. (optional)
4. Students complete the
3. Ask a student to read the
task as the text is being
4. Tell students that they will
letter. Ask students for
read and demonstrated.
summarize the texts that
assistance revising errors
(optional)
they will read.
made in drafting. Remind
students to revise their
own writing.
1. Read and/or display each 1. With the same partner as
of the prepared sentences
Daily Lesson 7 Shared
with the homophone
Reading, students reread
missing.
and discuss the same
procedural text.
2. Students write the
sentences in their Word
2. Students follow the
Study Notebook and spell
directions and complete
Last Updated 04/29/2013
1. Students select a text to
read independently.
2. Distribute the selected
graphic organizer or
instruct students to draw
the graphic organizer in
their Reader’s Notebook.
1. Students finish writing
their letters to a friend for
a specific purpose in their
Writer’s Notebook using
appropriate conventions
and language.
2. Students reread what they
page 58 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
the single syllable
homophone correctly.
3. If necessary, provide
students with the pairs of
homophones in which to
choose.
the task.
3. In their Reader’s
Notebooks, students
explain how the directions
did or did not help them
complete the task.
3. Students read
independently and monitor
comprehension.
wrote and revise for
clarity.
4. Students use the graphic
organizer to summarize
what they read. Students
maintain meaning and
logical order.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. As a class, go through
each sentence and
provide the correct
homophone. Students
check their work.
1. Ask: How well were you
able to complete the
task? What helped or
hindered you in
completing the task?
Discuss responses.
Last Updated 04/29/2013
1. Students share their
summary with a partner.
1. Students share their letter
with a partner and make
changes, if necessary.
page 59 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Discovering Procedural Text
Lesson Preparation
Daily Lesson #: 9
WORD STUDY
TEKS
Ongoing
TEKS
3.4A,E
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?
SHARED READING
TEKS
3.Fig19C,D
3.15A,B
Ongoing
TEKS
3.1E
3.3A
3.29A,B
3.30A
3.31A
Readers interpret
written directions in
order to learn how to
do new things.
- Why do readers read
procedural text?
Text structure helps
the reader organize
information and
construct meaning.
- How does the organization
of procedural text help the
reader make meaning?
INDEPENDENT READING
TEKS
3.Fig19F
3.20C
Ongoing
TEKS
3.3A
3.11A
3.29A,B
3.30A
3.31A
Readers use strategies
to support
understanding of text.
- What strategies do
readers use to help in the
comprehension of text?
WRITING
TEKS
3.17D
3.20B
3.23A,Bi-ii,Cii
3.24Bvi,C,E
- What is the appropriate
form for what I want to say?
Readers create
connections to make
text personally relevant
and useful.
- How can making
connections help with
comprehension?
Connection
Last Updated 04/29/2013
3.22Aiv,vii,viii,B,C
3.23Biii,Ci
3.24A,Bi-v,D,F,G
Authors choose form
for audience and
purpose.
Vocabulary of Instruction
Prefix
Suffix
Ongoing
TEKS
Purpose
Letter
page 60 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 9
WORD STUDY
SHARED READING
INDEPENDENT READING
Base word
Root
WRITING
Audience
Salutation
Closing
Edit
Materials
Word Study Notebook
(1 per student)
Note card (1 per
student)
Dictionary (class set)
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
Grade-appropriate
vocabulary game with
multi-step directions
(class set)
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
2 grade-appropriate
literary and/or
informational texts with
similar ideas for
modeling (1 copy of
each)
2 grade-appropriate
literary and/or
informational texts with
similar ideas for
modeling (1 copy of
each)
Chart paper (if
applicable)
Writer’s Notebook (1
per student)
Word Study Notebook
(1 per student)
Teacher Writer’s
Notebook (1)
Colored pen or pencil
(1 per student)
Dictionary (class set)
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. Select academic
vocabulary words with
2. Select a gradeappropriate vocabulary
2. Preview the selected texts 2. Prepare to edit the
with similar ideas. Select a
modeled letter in the
Attachments and
Resources
Advance Preparation
Last Updated 04/29/2013
page 61 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 9
WORD STUDY
prefixes or suffixes from
other content areas and
write them on a note card
(1 per student plus two for
modeling). Conferring with
other content area
teachers may be
necessary.
Background Information
SHARED READING
game with multi-step
directions. Duplicate the
directions for each
student.
INDEPENDENT READING
portion of each text to
read aloud that can be
used to make text-to-text
connections.
3. Gather pairs of literary
and informational books
with similar ideas. The
pairs can be two literary,
two informational, or one
literary and one
informational.
WRITING
Teacher Writer’s
Notebook. If there are not
enough errors, prepare
another letter with errors
to model editing.
3. Prepare to display the
Anchor Charts: Editing for
Spelling, Editing for
Capitalization, and Editing
for Punctuation from Unit
03, Lesson 02, Daily
Lessons 17 and 18
Writing. Add any new
rules and/or patterns
learned or ones that need
more attention.
Affix - any part added to a root or
base word
Prefix - one or more sounds or
letters placed before a root or
base word that change the
meaning of the word (e.g.,
displease, incorrect)
Suffix - one or more sounds or
letters placed after the root or base
word that may change the
meaning of the word (e.g.,
beautiful, careless)
Base word - word that can stand
alone with its own meaning
Last Updated 04/29/2013
page 62 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 9
WORD STUDY
SHARED READING
INDEPENDENT READING
In this Daily Lesson, students will
read and understand the
directions for the vocabulary game
that will be played for the
Performance Indicator in Daily
Lesson 10 Shared Reading.
If time is short, allow students to
continue to read their two selected
books in Daily Lesson 10
Independent Reading.
WRITING
Root - the basic part of a word that
carries meaning
This Instructional Routine
assesses Performance Indicator
04.
Teacher Notes
Last Updated 04/29/2013
page 63 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 9
WORD STUDY
SHARED READING
INDEPENDENT READING
Suggested Duration: 20 min.
Content Objective: Students follow
and explain a set of multi-step
directions.
Suggested Duration: 30 min.
Content Objective: Students make
connections between literary and
informational texts with similar
ideas and provide textual
evidence.
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use
knowledge of prefixes, suffixes,
base words, and roots to
determine meaning of unknown
words.
Mini Lesson
1. Review what students
1. Review what has been
already know about
learned about procedural
prefixes and suffixes. Ask:
text.
What is a prefix?
2. Explain that they will be
Discuss responses. Ask:
receiving directions to a
What is a suffix? Discuss
vocabulary game that will
responses. Ask: How
be played in Daily Lesson
does knowing prefixes
10 Shared Reading.
and suffixes help us
as readers and writers? 3. Tell students that they will
Discuss responses.
read and interpret the
directions. Instruct
2. Display the words written
students to make notes
on the note cards one at a
and ask questions in their
time. Choral Read the
Reader’s Notebooks.
words with the students.
3. Think Aloud and model
using knowledge of
prefixes, suffixes, base
words, and roots to
determine meaning with a
couple of words.
Last Updated 04/29/2013
WRITING
Suggested Duration: 30 min.
Content Objective: Students edit
drafts for spelling, grammar,
capitalization, and punctuation.
1. Display the two selected
texts. Read the titles and
examine the covers of
each.
1. Continue the routine for
handwriting practice.
Model correct formation
and slant of cursive
letters. Students practice
2. Ask: What do you think
cursive writing using
these texts may have in
correct formation and
common? Discuss
slant.
responses.
2. Ask: What is the
3. Read aloud a portion of
difference between
each text. Ask: What was
revising and editing?
similar about each text?
Discuss responses.
What was different?
Discuss responses and
3. Display the Anchor Chart:
model writing a response
Editing for Spelling.
that shows the
Remind students to use
connections between the
their Word Study
texts and provides text
Notebooks as a reference,
evidence.
especially for new highfrequency words and the
4. Ask: How does making
abstract vowels oi and oy.
connections between
texts help a reader?
4. Display the Anchor Chart:
page 64 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
4. Divide the word into parts
(affix, base word). For
example: precaution = pre
+ caution. The prefix premeans before. The base
word caution means to be
careful. Therefore, a
precaution is something
you do in advance to be
careful.
Discuss responses.
Editing for Capitalization.
Review the expectations
for editing for
capitalization including the
use of capitals for
geographical names and
places and historical
periods.
5. Instruct students to select
two texts with similar ideas
to read independently.
Tell them to read each text
and make connections.
Tell students to write a
response in their Reader’s
Notebook that shows the
5. Display the Anchor Chart:
connections and provides
Editing for Punctuation.
text evidence.
Review the expectations
for editing for punctuation
including commas in a
series and dates.
6. In the Teacher Writer’s
Notebook or using the
prepared letter with errors,
model editing the letter
using a colored pen or
pencil.
Learning Applications
1. Distribute a note card to
each student. Divide the
students into pairs.
1. Distribute the directions
for the selected
vocabulary game.
2. Together, students
2. Students read the
demonstrate knowledge of
directions independently.
prefixes, suffixes, base
Students take notes and
words, and roots to
ask questions about the
determine word meanings
procedural text in their
by breaking the word into
Reader’s Notebooks.
parts (affixes, base word),
Last Updated 04/29/2013
1. Students select two texts
with similar ideas to read
independently.
2. Students make
connections between the
two texts. Students write a
response that
demonstrates the
connections and provides
text evidence.
1. Students edit their letters
for spelling, grammar,
capitalization, and
punctuation using a
colored pen or pencil.
2. Students use the Anchor
Charts, their Word Study
Notebooks, and
dictionaries as resources
to help them edit their
page 65 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
labeling the meaning of
each part, and writing a
definition of the word.
Students write the words
and definitions in their
Word Study Notebook.
Students write their words
in a sentence.
letters.
3. Students may use their
Word Study Notebook
and/or dictionary as a
resource.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share their word, 1. With a partner, students
definition, and sentence
discuss the directions for
with a different partner.
the vocabulary game.
1. Students share their
responses with a partner.
1. Students share their
letters with a partner. The
partner checks the editing.
2. Collect students’ letters to
teacher-edit for missed
errors.
2. Collect the Word Study
Notebooks to assess
students’ entries.
Last Updated 04/29/2013
page 66 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Discovering Procedural Text
Lesson Preparation
Daily Lesson #: 10
SHARED READING
TEKS
3.Fig19C,D
3.15A,B
Key Understandings and Guiding
Questions
INDEPENDENT READING
Ongoing TEKS
3.1E
3.3A
3.29A,B
3.30A
3.31A
TEKS
3.Fig19F
3.20C
Readers interpret written
directions in order to learn how
to do new things.
- Why do readers read procedural
text?
Text structure helps the reader
organize information and
construct meaning.
- How does the organization of
procedural text help the reader make
meaning?
Ongoing TEKS
3.3A
3.11A
3.29A,B
3.30A
3.31A
Readers use strategies to
support understanding of text.
- What strategies do readers use to
help in the comprehension of text?
WRITING
TEKS
3.20B
3.23A,D
Ongoing TEKS
3.17E
Authors choose form for
audience and purpose.
- What is the appropriate form for
what I want to say?
Readers create connections to
make text personally relevant
and useful.
- How can making connections help
with comprehension?
Vocabulary of Instruction
Connection
Materials
Reader’s Notebook (1 per
Reader’s Notebook (1 per
Last Updated 04/29/2013
Writer’s Notebook (1 per
page 67 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 10
SHARED READING
INDEPENDENT READING
student)
Grade-appropriate vocabulary
game that corresponds with
directions from Daily Lesson 9
Shared Reading (class set)
Chart paper (if applicable)
student)
Grade-appropriate literary
and/or informational texts with
similar ideas for modeling
(optional, 1 copy of each)
Collection of grade-appropriate
literary and informational texts
with similar ideas for student
selection
Chart paper (if applicable)
WRITING
student)
Teacher Writer’s Notebook (1)
Publishing paper (1-2 pieces
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.
This Instructional Routine assesses
Performance Indicator 03.
This Instructional Routine assesses
Performance Indicator 02.
2. Prepare to distribute the
vocabulary game that
corresponds with the directions
from Daily Lesson 9 Shared
Reading.
Background Information
This Instructional Routine assesses
Performance Indicator 01.
Teacher Notes
The handwriting routine is not included in
this daily lesson. Encourage students to
publish in cursive handwriting.
Last Updated 04/29/2013
page 68 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 10
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 35 min.
Content Objective: Students follow and
explain a set of multi-step directions.
Suggested Duration: 30 min.
Content Objective: Students make
connections between literary and
informational texts with similar ideas and
provide textual evidence.
Suggested Duration: 30 min.
Content Objective: Students publish their
letter for a specific audience.
Mini Lesson
1. Explain that students will play the
vocabulary game that
corresponds with the directions
they read in Daily Lesson 9
Shared Reading.
1. Ask: How does making
connections help with
comprehension? Discuss
responses.
1. Review the expectations of a
published piece.
2. Ask: How many students
should be in a group to play
the game according to the
directions? Instruct students to
record their answer in their
Reader’s Notebooks. Choose a
student to answer the question.
3. Divide the students into groups
according to the directions.
Learning Applications
2. If applicable, model making
connections between the two
selected texts with similar ideas.
Model writing a response that
demonstrates the connections and
provides text evidence. (optional)
3. Tell students to continue reading
the texts they selected from Daily
Lesson 9 Independent Reading or
select two new texts to make
connections.
1. Students convene into groups and 1. Students select two texts with
play the vocabulary game
similar ideas to read
according to the directions.
independently.
2. Monitor and take notes on
students’ ability to follow the
directions.
2. Model publishing a part of the
letter from the Teacher Writer’s
Notebook. Be sure to model
paragraph indentation and correct
formation and slant of cursive
handwriting.
2. Students make connections
between the two texts. Students
write a response that
Last Updated 04/29/2013
1. Students publish their letters using
correct paragraph indentation and
correct formation and slant of
cursive handwriting
page 69 of 70 Grade 3
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
demonstrates the connections and
provides text evidence.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: How did the vocabulary
1. Students share their responses
game work out? Were you able
with a partner.
to follow the directions?
2. Collect Reader’s Notebooks to
Students respond in their
assess students’ entries.
Reader’s Notebook.
2. Collect Reader’s Notebooks to
help assess students’ ability to
follow directions.
1. Students share their letters with a
partner or their intended
audience, if possible.
2. Collect Writer’s Notebooks and
students’ published letters for
assessment.
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated 04/29/2013
page 70 of 70