Course: 3
rd
Grade Reading
Harlingen CISD
Unit Two
Unit 2: Community
2014-2015
Quarter 1
Unit Pacing: 4 Weeks
Big Idea: • Fluent readers are able to read orally and silently with speed, accuracy, and proper phrasing and expression.• Developing breadth of vocabulary
dramatically improves reading comprehension. • Reading is an active process that includes thinking about your thinking (metacognition) and applying your
background knowledge to make meaning of text.• The use of a variety of comprehension strategies greatly enhances understanding of text. • Readers make
connections between text and self, text and other texts, and texts and the real world while reading. • Readers continuously read a wide variety of text and genres
for different purposes. Each text type places different cognitive demands on the reader.
Essential Questions:. 1. As you are reading, how does thinking about what you have read help you understand the text?
2. What strategies do you use when you come to a word you don’t know?
3. How does your background knowledge help you understand what you are reading?
4. What do you do when you are confused about what you are reading?
Vocabulary: neighborhood, teamwork, culture, organization, citizen, identity, area
Performance
Indicators
Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student
work samples, observations, etc.)
• Summarization is a complex process and one that is developed by students over the course
of the elementary school years. The following performance tasks are meant to be done in
order over the course of a few days in order to build understanding for this process.
1. Share with students the summary of a previously read text. Ask students to work in
pairs to record what they notice about the summary. Use the students’ observations
to begin building a criteria chart for summaries.
2.Provide students with 2 summaries from a previously read text. Ask students to use
the class created criteria chart, to select the better summary and justify their
selection.
3.Select a previously read fiction text. Ask students to use the criteria chart, as well
as the model summaries from the previous two days, to revise a summary to make it
better.
4. Select a previously read fiction text. Ask students (in pairs or small groups) to use
the criteria chart, as well as the model summaries from the previous lessons, to write
their own summary. Have students share their summaries and judge the summaries
against the criteria chart and models.
Student responses to questions about inferences and word meaning in narrative texts. These can
include written answers to open-response questions written in reading journal, or oral discussion
during Read-Aloud or Shared Reading (demonstrating students' understanding of inferences in
stories). Make sure that students provide evidence from the text to support their inference!
1. What does the author want us know about _____? What makes you think that?
(Understanding the author’s message)
2. What can you conclude about the character based on how the author described their
feelings/actions/interactions? (Understanding Character)
3. What do you think will happen next? What clues from the text helped you to figure that
out? (Making Predictions)
4. Based on what we know so far, why do you think the character acted in that way?
(Understanding Cause and Effect)
• Students will create a double-column chart to "hold their thinking" during independent
reading by recording inferences on one side and justifications on the other.
• Class developed anchor chart on author’s purpose.
• Reading response journals
• Target key words and phrases from a reading selection. Have students sort the words and
phrases into categories that make sense to them (open sort). Have students explain their
thinking for grouping words. Categories might include antonyms, synonyms, words with
similar prefixes, etc. ELPS: 1(C) LEARNING STRATEGIES, 5(F) WRITING. “I CAN USE THE
WORD____TO…”
• Provide 3 – 4 examples of non-fiction texts that have been written with distinct purposes. Ask
students to choose one piece and respond to the following questions:
∙Students identify the author's purpose in a selection from the newspaper. The student will
write a statement explaining why he/she thinks that is the author's purpose, citing evidence
form the text that justifies their statement. Students discuss their conclusions in small groups.
ELPS: 4(K) READING, 5(F) WRITING. “THE AUTHOR USED _____ IN ORDER TO…”
5.Which clues did you use to help you predict the meaning of the word?
6.How did the author help you understand new words?
7.What synonyms or antonyms help you define new words from the selection?

What was the author’s intended audience for this selection?

What was the author’s purpose for writing this selection?

What evidence from the text do you have to support your stated purpose?

How did the author use text features to get their ideas across?
• Short-cycle reading assessment questions focused on text features and author's purpose.
1
Course: 3
rd
Grade Reading
Lesson
and Pacing
Week Five
Sept. 22 - 26
Lesson 5 :
Summary
of
Fiction
TEKS
Student Expectations:
Harlingen CISD
Unit Two
Student will know:
2014-2015
Quarter 1
Student will be able to:
F19 (E) summarize information in Readers stop during reading to mentally
Understand summary as a
text, maintaining meaning and
summarize what they have read so far. This comprehension strategy
logical order; and RC 2
helps readers ensure that meaning is
maintained and self-correct when meaning Identify a complete summary.
breaks down
Write summaries that capture the arc
Summaries maintain the meaning of the
of a story and maintain the meaning of
whole text as well as the logical order of
the story as a whole.
important events.
Recognize an effective summary and
Summarizing is telling the main ideas or
distinguish it from ineffective
events of a story in your own words. A good summaries
summary includes setting, main characters,
problem, and resolution.
Generate a narrative summary that
encapsulates the big ideas of the
A summary does not include all of the details story.
as in a retelling.
Key Terms: summary, summarize, big ideas,
meaning, logical order,
story elements, main character(s), problem,
resolution, main events, setting, details
Resources
Treasures:
Let’s Trade! (Treas.
Student Book, Unit 2,
pgs.158--159) to
introduce vocabulary
Boom Town (Treas.
Student Book, Unit
2,pgs.160--183)
Additional Resources:
Other stories with a
community theme:
Our Community Garden
by Barbara Pollak
The Rag Coat
by Lauren Mills
City Green
by DyAnne DiSalvo
Smoky Night
by Eve Bunting
Doctor De Soto
by William Steig
Texts that lend themselves
summary (fiction):
Stellaluna by Janell Cannon
The Three Little Wolves and
the Big Bad Pig
by Eugene Trivas
Doctor De Soto by William
Steig
Tom by Tomie dePaola
In addition to the TEKS listed in this Lesson, every week teachers should also provide rigorous and explicit instruction in the Recurring TEKS: F19 (A-F)
Comprehension Skills, 1(A) Fluency: Read aloud grade-level and instructional text, 2(A-E) Vocabulary, 13(A-D) Comprehension of Media, 20 (Bi-Bii) Writing
Conventions, 21(A), Oral and Written Conventions/Spelling, 27(A) Listening and Speaking/ Speaking, 28(A) Listening and Speaking/Listening
2
Course: 3
rd
Grade Reading
Harlingen CISD
Unit Two
2014-2015
Quarter 1
Week Five Overview
Discussing Genre:
Word Study:
Boom Town is historical fiction. This genre brings history to life by placing
appealing characters in accurately described historical settings.
Historical fiction is realistic fiction set in a time remote enough from the
present to be considered history. Although the story is imaginary, it is
within the realm of possibility that such events could have occurred. The
historical fiction genre uses imaginative and figurative language to entice
students into historical explorations
Objective:
Decoding multisyllabic words with final e spellings in context and
independent of context.
Resources: Treas. TE, pg. 35C, Practice Book p.11,Transparency 2,
Word Building Cards, Teacher’s Resource Book p.177
Elements of Historical Fiction
Daily Activities for Word Walls
Continue to put in place the class routines for using word walls.
Continue working on Non-Negotiable Word List
Fluency:
Vocabulary:
Objective: Read fluently with intonation and accuracy
Resources: Let’s Trade! (Treas. TE pgs.158-159) and Treas. Student
Book, pg. 158-159)
Model: Choral Reading
Resources: Treas. TE, pg. 183A, Transparency 6, Practice Book p. 56
Jokes are a great way to get kids to engage in fluency practice. The short
text and the absolute need for appropriate phrasing and intonation
provide an enjoyable and effective platform for developing fluency.
Students are motivated to read the joke just right in order to get the
biggest laugh.
Consider copying jokes on to pocket sized pieces of paper for students to
carry around with them. You’ll be surprised at how often they pull it out
and reread the familiar text
Vocabulary: sidewalks, grumbled, wailed, traders, blossomed, lonesome
Vocabulary Routine outlined in the TE on page 159.
For more vocabulary practice: Build Robust Vocabulary (Treas. TE, pg.
189C -189D)
Consider establishing a weekly vocab. challenge to actively engage
students with tier II vocabulary found in their reading. New words can be
posted by students who will be expected to explain the word and actively
model use of the new word throughout the week. The student with the
most words each week has the honor of facilitating the following week’s
challenge.
3
Course: 3
rd
Grade Reading
Harlingen CISD
Unit Two
2014-2015
Quarter 1
Week Five Learning Plan
Building Comprehension:
Comprehension Skill Questions:
Preparation for Assessment:
The “Somebody-Wanted-But-So-Then” strategy is used
during or after reading to help students understand literary
elements such as conflicts and resolutions. It is also a great
summarization technique.
In addition to the stopping point questions provided in the
TE, use questions like these as you read with students:
STAAR Stems:
Lesson plan: Somebody-Wanted-But-So-Then Strategy
using Doctor De Soto by William Steig
1. What point is the author trying to make?
2. What elements of story does the author use?
3. How would you retell the author’s message in 2-3
sentences?
4. What is the big idea of the beginning, middle, and end?
• Which is the best summary of this selection?
• Which of the following completes the summary
above?
Sample Instructional Routine for Summarizing Fiction
Supporting ELLs/Applying the ELPS:
Refer to the Treas. Visual Vocabulary Resources, pgs. 59-69 to pre-teach the key vocabulary, phrases, and basic words
English and Spanish cognates: Treas. TE, pg. 189AA
Begin by saying: Can anyone tell me what a summary is? Well, a summary is picking out the big ideas or points in a
story or passage. For example, I am going to tell you a short story, and I want you to listen for the important parts within
the story. I once had a puppy named Chester. He was my best friend, and we spent a lot of time together. Over many
years, he grew and grew until he wasn’t a puppy anymore. He was bigger than me! Recently, he got sick. So he is
having to go to the animal doctor and take medicine. I take good care of him, and I think he is getting better. The doctor
says he will be okay eventually. I cannot wait until he gets well. Now, what do you think the MOST important information
is in that story? [That the dog Chester is sick and has to go to the doctor to take medicine. Also that he will be okay after
some time.] That’s right! All that other stuff about the dog growing and them spending time together is not really that
important for you to know what this story is trying to tell you. Basically, this story is about a sick dog that will get better
soon, once it visits the animal doctor. It is very important that all of you learn how to summarize so you can understand
the things you read.
When working with ELL students, always use the ELPS to guide your planning.
Suggestions for Differentiation:
Teaching Summarization to Struggling Students
Students may silently read a story selection. They may then
listen to three different summaries. They must choose the
summary which most accurately reflects the content of the
story.
Summary power point narrated by a student
Have students summarize some key ideas, rethink them in
order to focus on those that they are most intrigued by, and
then pose a question that can reveal where their
understanding is still uncertain by using the 3-2-1 Chart.
Integration of Technology:
Anchors of Support for Independent Student Work:
Word processing is one way to provide access to student writers who typically struggle with organizing their thoughts on
paper. It also offers a way for student groups to collaborate in problem solving and in analyzing text across content
areas.
Summarization Anchor Chart
Students can build reading and writing skills as they become familiar with producing and saving documents on the
computer.
Module on Summarization
Interactive Summarization Anchor Chart
4
Course: 3
rd
Grade Reading
Lesson
and Pacing
Week Six
Sept. 29 – Oct
Lesson 6:
Inference
(Narrative)
TEKS
Student Expectations:
Harlingen CISD
Unit Two
Student will know:
2014-2015
Quarter 1
Student will be able to:
F19 (D) make inferences about Authors often do not explicitly state what they Explain the process for making an
text and use textual evidence to want the reader to understand.
inference.
support understanding; RC 2; RC An author’s ideas or message is often implied
3
by textual clues
Gather clues from text and access
.
their background knowledge to infer
Readers must infer to understand the implied the author’s implied idea or message.
ideas and messages in text.
Draw conclusions about a character’s
Making an inference requires the reader to motivations or personality based on
gather clues from the text and add their own information provided in the text.
understanding about that clue to make an
inference.
Describe how the author uses words
to convey a certain connotation or
An inference is not a guess. It is a thought
evoke a feeling.
that is supported by text evidence and the
3
reader’s background knowledge.
Make predictions about events that
have not yet transpired in a story, and
Key Terms: inference, infer, conclusion,
provide a rationale for those
conclude, determine, implied, implication, not predictions. ELPS: 4(J) READING, 5(G)
WRITING.
stated, author’s message, text evidence,
clues, background knowledge, “read between
the lines”
Resources
Treasures:
My Winter Vacation (Treas.
Student Book, Unit 4, pgs.394395) to introduce vocabulary
The Jones Family Express
(Treas. Student Book, Unit 4,
pgs. 396 – 417)
Additional Resources:
Other stories with a
community theme:
Our Community Garden
by Barbara Pollak
The Rag Coat
by Lauren Mills
City Green
by DyAnne DiSalvo
Smoky Night
by Eve Bunting
Doctor De Soto
by William Steig
Texts that lend themselves
summary (fiction):
Stellaluna by Janell Cannon
The Three Little Wolves and
the Big Bad Pig
by Eugene Trivas
Doctor De Soto by William
Steig
Tom by Tomie dePaola
In addition to the TEKS listed in this Lesson, every week teachers should also provide rigorous and explicit instruction in the Recurring TEKS: F19 (A-F)
Comprehension Skills, 1(A) Fluency: Read aloud grade-level and instructional text, 2(A-E) Vocabulary, 13(A-D) Comprehension of Media, 20 (Bi-Bii) Writing
Conventions, 21(A), Oral and Written Conventions/Spelling, 27(A) Listening and Speaking/ Speaking, 28(A) Listening and Speaking/Listening
5
Course: 3
rd
Grade Reading
Harlingen CISD
Unit Two
2014-2015
Quarter 1
Week Six Overview
Discussing Genre:
Boom Town is historical fiction. This genre brings history to life by placing
appealing characters in accurately described historical settings.
Historical fiction is realistic fiction set in a time remote enough from the present
to be considered history. Although the story is imaginary, it is within the realm of
possibility that such events could have occurred.
Word Study:
Objective: Decoding multisyllabic words with final e spellings in context and
independent of context.
Resources: Treas. TE, pg. 35C, Practice Book p.11,Transparency 2, Word
Building Cards, Teacher’s Resource Book p.177
The historical fiction genre uses imaginative and figurative language to entice
students into historical explorations
Continue to put in place the class routines for using word walls.
Elements of Historical Fiction
Continue working on Non-Negotiable Word List
Fluency:
Vocabulary:
It is important to remember that in guided reading, as the teacher you are
listening for what a student does while they read, so that you can match your
instruction to what the student needs. If the student only uses visual cues (what
the word starts with, ends with, or vowel patterns), then you need to teach other
ways to decode. To be able to be a reflective teacher, you need to be able to
notice and recall what the reader does. Take notes and running records as
students are reading.
Resources: My Winter Vacation (Treas. TE pgs.394-395) and Treas. Student
Book, pg. 394-395)
It is important to remember that in guided reading, as the teacher you are
listening for what a student does while they read, so that you can match your
instruction to what the student needs.
Vocabulary: annual, potential, expensive, politely, wrapping, innocent
Try this: Before reading, the students are asked to make a logical guess about
the meanings of the vocabulary words. Have Ss take note of the words as they
read to see if the context supports their predicted definition. After several
readings with the teacher and collaborating with others, students can revise their
vocabulary predictions.
Vocabulary Routine outlined in the TE on page 395.
If the student only uses visual cues (what the word starts with, ends with, or
vowel patterns), then you need to teach other ways to decode. To be able to be
a reflective teacher, you need to be able to notice and recall what the reader
does. Take notes and running records as students are reading.
6
Course: 3
rd
Grade Reading
Harlingen CISD
Unit Two
2014-2015
Quarter 1
Week Six Learning Plan
Building Comprehension:
Comprehension Skill Questions:
Preparation for Assessment:
Writers often tell you more than they say directly. They give
you hints or clues that help you "read between the lines."
Using these clues to give you a deeper understanding of
your reading is called inferring. When you infer, you go
beyond the surface details to see other meanings that the
details suggest or imply (not stated). When the meanings of
words are not stated clearly in the context of the text, they
may be implied - that is, suggested or hinted at. When
meanings are implied, you may infer them.
Discussion Questions:
In addition to the stopping point questions provided in the
TE, use questions like these as you read with students:
STAAR Stems:
1.
What is an inference?
2.
When do we make inferences?
3.
How does making inferences help us as a reader?
4.
What do you think the author is trying to tell you?
• From the article, the reader can tell that _____ does ___
because
• The reader can tell that –
• After reading the story the reader knows that ___ will___
if…
• From the information in the selection the reader can
determine that –
Sample Lesson: Making Inferences
Supporting ELLs/Applying the ELPS:
Refer to the Treas. Visual Vocabulary Resources, pgs. 164-174 to pre-teach the key
vocabulary, phrases, and basic words for the suggested reading selection to all ELL students
in your classroom as well as any other student(s) you think would benefit from these routines.
English and Spanish cognates: Treas. TE, pg. 423AA
When working with ELL students, always use the ELPS to guide your planning. Also use the
English/Spanish Cognates on the AISD website. Students can draw inferences from short
scenarios. This can be a fun way to introduce what inference means. For example, tell them
about this situation: “You just get home from school and you see a big truck in your neighbor’s
driveway. The front door of the house is propped open and someone is carrying a table to the
truck.” Then ask students questions such as, “What are the neighbors doing? How do you
know that?” Make the students justify their answers and talk about their thinking as they
answer the questions. Point out that our conclusion that the people are moving is not directly
stated in the words; but based on our experiences, we can feel confident that our inference is
correct.
Lesson Plan: Inferring How and Why Characters Change
Lesson Plan: Inferring from the Cover, Illustrations and Text using No David! By David
Shannon
Suggestions for Differentiation:
Remember to include some of the critical questions (above) in your discussion with
students.
Model an example making an inference. For instance, say, “Suppose that in the
newspaper this morning I read that there is a 90% chance of rain on Saturday. I already
know that my family is planning on going to the zoo all day Saturday. Knowing our plans,
and then learning about the chance of rain, I can draw the conclusion that my family’s
plans are going to have to change from an outdoor activity to an indoor one on Saturday
because of the rain. We probably won’t go to the zoo.” Record your thought process on
paper
Read aloud a story until a stopping point. (This needs to be a pre-determined stopping
point where there is a clear opportunity for students to draw a conclusion.) Prompt
students to draw a conclusion by asking questions such as, “What did you learn about
the main character from this passage? What did you already know about him? What
conclusion can you draw from this?” Discuss their responses. Record responses on an
anchor chart.
Integration of Technology:
Anchors of Support for Independent Student Work:
Here are some great ideas for using Excel in the classroom.
• Elements of Realistic Fiction
• Inference Anchor Chart Inference Anchor Chart 2
Excel Ideas
Module on Inference
Technology Applications: 7A, 8B, 9A
*Remember: Anchor charts are meant to be created with students on large chart paper.
Students should take ownership to be co-creators. That way the charts can be
customized to suit your current students’ needs and they can use their own language.
Once completed these should be easily located and accessible in your classroom
7
Course: 3
rd
Lesson
and Pacing
Grade Reading
TEKS
Student Expectations:
Harlingen CISD
Unit Two
Student will know:
2014-2015
Quarter 1
Student will be able to:
Resources
Treasures:
4(A) 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 RC 1
Words are made up of parts that have
Use context, both the meaning of the
meaning. These word parts can help a reader story and the surrounding text, to
figure out the meaning of unknown words.
figure out the meaning of unfamiliar
and multiple meaning words.
Understanding the meanings of common
prefixes and suffixes can help readers
Determine word meanings using
4(B) use context to determine
determine the meanings of unknown words context clues (including antonyms and
the relevant meaning of
synonyms).
unfamiliar words or distinguish Suffixes do not usually change the essential
Week Seven among multiple meaning words meaning of the root word; however, a suffix Evaluate word meanings in context.
and homographs RC 1
often changes the new word to a different
Incorporate new vocabulary in
part of speech (e.g., discuss=verb,
correctly written sentences.
Oct 6 – 10
4(C) identify and use antonyms, discussion=noun).
Look for patterns in words with
Lesson 7: synonyms, homographs, and
homophones RC 1
Prefixes do change the meaning of the root common prefixes and/or suffixes, to
word. Sometimes a prefix even reverses the see how these word parts change the
Word Meaning
meaning of the word (e.g., agree vs.
meanings of words.
(Affixes, Antonyms,
disagree).
Synonyms,
Use parts of words to figure out the
Homographs &
Key
Terms:
word
meaning,
homographs,
meaning of unknown words
Homophones)
multiple meaning, unfamiliar, unknown,
context, clues, surrounding text, definition,
Use classroom resources to help
parts of words, antonyms, synonym,
determine correct meaning as use of
homographs, homophones, prefixes, suffixes, homographs and homophones.
ELPS: 1(C), 1(F) LEARNING
root words
STRATEGIES, 4(A), 4(C), 4(F) READING,
5(F) WRITING.
What Should I Be? (Treas.
Student Book, Unit 2, pgs.246247) to introduce vocabulary
A Castle on Viola Street
(Treas. Student Book, Unit 2,
pgs.248--268)
Additional Resources:
Other stories with a
community theme:
Our Community Garden
by Barbara Pollak
The Rag Coat
by Lauren Mills
City Green
by DyAnne DiSalvo
Smoky Night
by Eve Bunting
Tom by Tomie dePaola
In addition to the TEKS listed in this Lesson, every week teachers should also provide rigorous and explicit instruction in the Recurring TEKS: F19 (A-F)
Comprehension Skills, 1(A) Fluency: Read aloud grade-level and instructional text, 2(A-E) Vocabulary, 13(A-D) Comprehension of Media, 20 (Bi-Bii) Writing
Conventions, 21(A), Oral and Written Conventions/Spelling, 27(A) Listening and Speaking/ Speaking, 28(A) Listening and Speaking/Listening
8
Course: 3
rd
Grade Reading
Harlingen CISD
Unit Two
2014-2015
Quarter 1
Week Seven Overview
Discussing Genre:
Word Study:
Unlike narrative, which tells a story, nonfiction text explains facts
and concepts, many of them complex and difficult to understand.
Continue to teach word study explicitly.
These texts use a whole different set of features and structures
which pose challenges for all students.
Objective: Decoding multisyllabic words with long o spellings in
context and independent of context. Resources: Treas. TE, pg.
79C, Practice Book p.31, Transparency 4, Word Building Cards,
Teacher’s Resource Book p.181
Continue working on Non-Negotiable Word List
Fluency:
Vocabulary:
Objective: Read fluently with appropriate phrasing. Model: Choral
Reading Resources: Treas. TE, pg. 269A, Transparency 10,
Practice Book p. 100
Resources: What Should I Be? (Treas. TE pgs.246-247) and
Treas. Student Book, pg. 246-247)
Sing a silly song: Singing familiar songs with unfamiliar lyrics gives
kids another opportunity to practice repeated reading for fluency.
First, you can teach your students well-known songs like "Row Row
Row Your Boat," and then, when they can sing that without looking
at the lyrics, give them new lyrics to sing to the same tune. A
search for "parody songs for kids" will get you to websites such as
Bus Songs and Make4Fun that have a variety of both traditional
and parody songs.
Vocabulary: appliances, owners, construction, project, equipment,
leaky Vocabulary Routine outlined in the TE on page 247. For more
vocabulary practice: Build Robust Vocabulary (Treas. TE, pg. 275C
-276D)
As you walk down the hallway with your students, play the “What
can we say instead of _____” game. The teacher begins by saying:
What can we say instead of big? The student at the front of the line
goes first and thinks of a synonym for big. The goal is to get to
make it to the back of the line before you reach your destination.
You can adjust your goal based on the word you choose. It will be
much easier to make it all the way through the line with a word like
said, than it will be with a word like angry.
9
Course: 3
rd
Grade Reading
Harlingen CISD
Unit Two
2014-2015
Quarter 1
Week Seven Learning Plan
Building Comprehension:
Comprehension Skill Questions:
Preparation for Assessment:
When readers have to stop reading to ask the teacher for
word meaning or use the dictionary, the flow of reading
comprehension is interrupted and sometimes lost. When
students learn to skip over words that are not important and
to figure out words on their own using context clues, they are
better able to comprehend what they are reading.
Discussion Questions:
In addition to the stopping point questions provided in the
TE, use questions like these as you read with students:
STAAR Questions:
Instructional Routine for Teaching Roots and Affixes
Instructional Routine for teaching Synonyms and Antonyms
1. What do you think the word means?
2. Which clues did you use to understand new words?
3. What synonyms or antonyms help you predict the
meaning of the word?
4. How did the author help you define new words from the
selection?
5. What examples did the author write to help readers
understand new ideas?
6. Did the author use comparisons to help describe new
ideas?
• A synonym / antonym for ________ is ________.
• The word _______ means ________.
• The word _______ is related to _______.
• Do you recognize any part of this word?
• Is there a prefix or a suffix that helps you figure out what it might
mean?
• Are there parts of this word that are similar to other words you
know?
Supporting ELLs/Applying the ELPS:
Suggestions for Differentiation:
Refer to the Treas. Visual Vocabulary Resources, pgs. 107-117 to pre-teach the key
vocabulary, phrases, and basic words
Provide scaffolding for students struggling with word meaning by showing challenging
vocabulary words before the story and using a think-pair-share strategy for activating
prior knowledge, checking for understanding, and ensuring the correct response to
determine meaning.
English and Spanish cognates: Treas. TE, pg. 275AA
When working with ELL students, always use the ELPS to guide your planning.
For students needing extra support with synonyms and antonyms, use FCRR activities
V.002 and V.004 in a small group and for independent practice. For students who need
extra support with roots and affixes, these FCRR Activities are a good resource.
Integration of Technology:
Anchors of Support for Independent Student Work:
During Week 4, the technology integration was a shared technology experience in working
within an Excel Spreadsheet. Students used the application to organize their thinking in order to
determine word meaning. Students work in small groups, using Excel, to create a concept map
(as shown above, or with other categories for understanding words.)
In a whole-class discussion, complete a graphic organizer to discover the
meaning of a word from the text.
Try this graphic organizer from FCRR (V.017.SSI) “Books We’ve Read” chart
listing books, recommendations (list genre)
Technology Applications: 2A, 10C
10
Course: 3
rd
Grade Reading
Lesson
and Pacing
TEKS
Student Expectations:
Harlingen CISD
Unit Two
Student will know:
Authors write with a specific purpose and
12(A) identify the topic and
locate the author’s stated (and audience in mind. Their intended purpose and
unstated) purposes in writing the audience determine the genre in which they write.
text;
There are various purposes for writing, including
but not limited to: give information, explain a
process, tell a story, persuade the reader,
describe an event, procedure, or process, etc…
Week Eight
Oct. 13 – 17
Student will be able to:
Preview a text and predict the author’s
purpose. Confirm and adjust their
predication based on the information they
gather as they read.
Readers preview text to determine the author’s
purpose.
Explain the specific reason an author
wrote a piece of text. For example: to
persuade the reader that watching too
many hours of TV is bad for you and
support their thinking with textual
evidence.
Understanding the author’s purpose helps a
reader gather the important information from the
text to fully understand the author’s message.
Use their knowledge of the author’s
purpose to gather the important
information from the text.
An author’s purpose can either be directly stated
or implied in an expository text.
ELPS: 4(J), 4(K) READING.
Key Terms: author’s purpose, audience, genre,
inform, explain, persuade, describe, entertain,
message, stated, implied
Lesson 8:
Text Features
and
Author’s
Purpose
2014-2015
Quarter 1
13(D) use text features (e.g.,
bold print, captions, key words,
italics) to locate information and
make and verify predictions
about contents of text. RC3
Various text features are found in non-fiction texts: Description Statements (Including ELPS
titles, sub-titles, photographs, captions, headings, Strategies)
labels, maps, bold words, diagrams, tables, etc.
Identify the text features of non-fiction and
Texts features of non-fiction texts support and are explain their purpose.
connected to the big ideas in the text.
Use text features of non-fiction to preview
Text features in non-fiction texts help
text and make a prediction about what
readers make meaning of the text.
they will be reading.
Text features are used by authors with a specific Use text features of non-fiction texts to
purpose in mind. When readers know the purpose locate information and build meaning as
of the text feature they can more effectively gather they read.
the important information from that feature.
Use the information found in the text
Key Terms: non-fiction text features, titles, sub- features of non-fiction texts to support
titles, photographs, connection, purpose, captions, their understanding and justify their
headings, labels, maps, key words, diagrams,
thinking
tables, index, glossary, etc.
Resources
Treasures:
Gorilla Garden (Treas.
Student Book, Unit 2,
pgs.224-225) to introduce
vocabulary
Here’s My Dollar (Treas.
Student Book, Unit 2,
pgs.226-239)
Additional Resources:
Other stories with a
community theme:
Our Community Garden
by Barbara Pollak
The Rag Coat
by Lauren Mills
City Green
by DyAnne DiSalvo
Smoky Night
by Eve Bunting
Texts that lend themselves
to Author’s Purpose
(Nonfiction): Texas Rangers:
Legendary Lawmen
by Michael P. Spradlin
Off Like the Wind!: The First
Ride of the Pony Express
by Michael P. Spradlin
Gail Gibbons Books
In addition to the TEKS listed in this Lesson, every week teachers should also provide rigorous and explicit instruction in the Recurring TEKS: F19 (A-F)
Comprehension Skills, 1(A) Fluency: Read aloud grade-level and instructional text, 2(A-E) Vocabulary, 13(A-D) Comprehension of Media, 20 (Bi-Bii) Writing
Conventions, 21(A), Oral and Written Conventions/Spelling, 27(A) Listening and Speaking/ Speaking, 28(A) Listening and Speaking/Listening
11
Course: 3
rd
Grade Reading
Harlingen CISD
Unit Two
2014-2015
Quarter 1
Week Eight Overview
Discussing Genre:
Word Study:
Knowing the genre helps readers understand the author’s purpose for writing the
text. It also helps us know how to read the text. For example, if we are reading a
nonfiction text, we know we might need to slow down to get the details. We might
also need to pay attention to text features, such as captions and subheadings
Continue to teach word study explicitly.
Nonfiction can be divided into six different groups, based on the author’s
purpose:
Objective: Decoding multisyllabic words with long i spellings in context
and independent of context.
Resources: Treas. TE, pg. 113C, Practice Book p.41,42, Transparency
5, Word Building Cards, Teacher’s Resource Book p.178
1. Writing to recount or retell events, such as news stories and magazine
articles.
2. Writing to report on or describe the way things are/were, such as encyclopedia
and almanac articles.
3. Descriptions of procedures, such as recipes, user guides, and how-to books.
4. Explanations of processes, like instructions or manuals.
5. Persuasive writing to promote something or convince someone of a viewpoint,
such as editorials, advertisements, and brochures.
6. Discussions of issues, such as articles that present both the pro and con of a
controversial topic.
Continue working on Non-Negotiable Word List
Fluency:
Vocabulary:
Objective: Read fluently with appropriate rate.
Resources: Gorilla Garden (Treas. TE pgs. 224-225 and Treas. Student
Book, pg. 224-225)
Model: Choral Reading Resources: Treas. TE, pg. 239A, Transparency
9, Practice Book p. 86
Read a speech with great expression: Speeches are meant to be read
with good timing, phrasing, and intonation. How effective would the
Gettysburg Address have been if Lincoln was mumbling and stumbling
over the words? Ask your students to practice reading famous speeches
until they can read them with great clarity and timing.
Vocabulary: tour, volunteers, thrilled, slogan, deserve
Vocabulary Routine outlined in the TE on page 225.
For more vocabulary practice: Build Robust Vocabulary (Treas. TE, pg.
243C -243D)
12
Course: 3
rd
Grade Reading
Harlingen CISD
Unit Two
2014-2015
Quarter 1
Week Eight Learning Plan
Building Comprehension:
Comprehension Skill Questions:
Preparation for Assessment:
Explain to students that by skimming text they will be able to find the elements that are worth the
most to them and leave what they don't really need or want behind.
In addition to the stopping point questions provided
in the TE, use questions like these as you read with
students:
1. Why did the author write this piece?
2. What does the author want to point out?
3. What does the author want me to believe after
reading it?
4. What do I know about this author?
5. Does this author make sense?
6. What bias might this author have?
7. Is the author writing from personal experience or
as an outside observer?
8. How can I determine the author’s purpose for
writing this text/passage?
9. How the text features help me identify why the
text was written?
STAAR Stems:
• What does the author mean when he/she writes/says
_________________?”
• Why did the author write this article?
• What is the author’s purpose in writing this article?
• Which statement best describes what the author
thinks?
Academic Terms: entertain, inform, persuade,
informational, descriptive, persuasive, narrative,
expository
• Students read the headline and the first sentence of each paragraph of an article. They then
pair up to discuss the guessed-at topic of the article.
• Students read the first paragraph and the last paragraph of the article. They then work in pairs
to discuss the predicted contents of the piece.
• Students have two minutes to read the article. Of course, they won't be able to complete the
piece, especially if they try to read each word. After two minutes, students get into pairs to
discuss the contents of the piece. Additional points may also be discussed, such as overall tone
(humorous, serious, persuasive), whether the writer supports or opposes the main idea.
When working with ELL students, always use the ELPS to guide your planning.
Supporting ELLs/Applying the ELPS:
Refer to the Treas. Visual Vocabulary Resources, pgs. 95-105 to pre-teach the key vocabulary, phrases, and basic words
English and Spanish cognates: Treas. TE, pg. 243AA
Use titles from newspaper and magazine articles to model how an author’s title can be used to predict the author’s purpose for writing.
Provide each student with their own copy of the article and make a transparency (in color, if possible) to be used with the whole class.
Explain that text features are tools that can be used to help with understanding the reading. Introduce, locate and have students
underline some important features such as: title, introduction, headings, boldfaced type, pronunciation guides and all graphic aids and
captions. As the class reads through the piece of text, stop and make predictions, check for understanding and study the graphic aids
carefully. “Think aloud” is a good strategy to use as the class moves through the text; the teacher modeling strategies such as: “I was
thinking ________, but now I predict ________.” “What I’m seeing in my mind now is _________.” This reminds me of _________.”
This is confusing; I need to reread that section.
Suggestions for Differentiation:
Readers preview non-fiction books by skimming the text (See Building
Comprehension Section)
Learn to identify relevant information by using text elements as
"signs" (includes: section headings, chapter titles, illustrations,
photographs, graphs, diagrams, maps, math examples, repeated
words, boxes and sidebars, index, captions, boldface terms or
concepts, key words in questions)
“Think aloud” is a good strategy to use as the class moves through the
text; the teacher modeling strategies such as: “I was thinking
________, but now I predict ________.” “What I’m seeing in my mind
now is _________.” This reminds me of _________.” This is
confusing; I need to reread that section.’
Integration of Technology:
Students have learned the basics of creating a spreadsheet (Weeks 4 & 7). Now it’s time for them to get some practice, while creating a
place for analyzing and keeping track of what they read as the year continues.
• Students continue the practice of analyzing text features and author’s purpose throughout the year. We know, also, that learning how to use
a particular technological tool is of little benefit if we do not follow the learning with practical application.
• Review the discussions you’ve had about text features and author’s purpose.
• Group students in pairs or trios. Each group creates a spreadsheet to use as they read both fiction and non-fiction selections for the rest of
the semester.
• When the groups finish their spreadsheet, have them save it to the campus share drive (each student should share a copy with the title and
the student’s name added. This way each child can continue adding to his or her chart as they read throughout the year.
Anchors of Support for Independent
Student Work:
Author’s Purpose Anchor Chart
Author’s Intent Anchor Chart
Nonfiction Genre Anchor Chart
Technology Applications: 1B, 7B, 10C
13
Course: 3
rd
Grade Reading
Harlingen CISD
Unit Two
2014-2015
Quarter 1
14