Grade 3 ELAR Unit 2 Overview Title Suggested Time Frame nd ​
2​Six Weeks 24 Days Fiction and Poetry Big Ideas/Enduring Understandings Guiding Questions Reading: ● Students will understand the structure and elements of fiction. ● Students understand, make inferences, and draw conclusions about fiction. ● Students understand the structure and elements of poetry. Writing​
: ● Students will plan a first draft using a range of strategies such as brainstorming and graphic organizers. ● Students will write about important personal experiences. Reading: ● How will I use the structure and elements of fiction to understand a text? ● How can I use higher order thinking skills to better understand a text? ● How will I use structure and elements to understand a poem? Writing​
: ● How will I use strategies to organize my thoughts for writing? ● What personal experiences could I use to create a narrative? Reading and Writing Connections Reading TEKS 3.4B​
C​
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context clues 3.6A​
elements of poetry 3.7A elements of drama 3.8AB​
C sequence and summary 3.10A​
sensory language 3.13A​
Supporting facts and details Word Study/Phonics TEKS 3.4C​
synonym, antonym, homographs, homophones 3.4E alphabetize 3.24Bii​
drop final “e” 3.24Biii​
change “y” to ”i” 3.24E ​
single syllable homophones Writing TEKS 3.17A​
BCD​
E writing process 3.19A​
personal narrative Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* ELAR Vertical Alignment Document CISD 2015, ​
Updated 6/9/2016 Conventions TEKS 3.22Ai ​
verbs 3.22Aii​
nouns 3.22Aiii​
adjectives 3.22Aiv​
adverbs 3.23A​
cursive Listening & Speaking TEKS 3.29A listen attentively 3.29B follow, restate oral directions 3.30A speak coherently about a topic 3.31A participate in discussions Sample Assessment Question STAAR Assessment question stems 3.4B Read this dictionary entry for the word free. Which meaning of free is used in paragraph 5? What does the word fortunate mean in paragraph 1? Which words from paragraph 9 help the reader understand the meaning of expand? 3.4C Which of these is a synonym for the word scattered in paragraph 7? 3.6A Fig. 19DE Why does the poet use the exclamation points in the first stanza? Read lines 17 and 18 from the poem. These lines best support the idea that the speaker ­­ How does the speaker feel throughout the poem? By the end of the poem, the reader realizes that the speaker — What part of the tree is compared to a road? According to the speaker, climbing a tree can be difficult because — The speaker in this poem is a young girl who — Which of these lines from the poem rhyme? This poem is an example of narrative poetry mostly because it — 3.8A Look at the diagram below. (sequential) Which event belongs in the empty box? Why is Kwan seeing Mrs. Gibbs at the grocery store important to this story? Read the following list. Which detail from the story belongs in the blank? Look at this chart. Which detail from the story belongs in the empty box? Which sentence best shows Chelsea’s problem in the story? Paragraphs 18 through 25 are important because they help the reader understand — 3.8B Which sentence best describes Judy and Stink’s relationship? Jenny decides that she shouldn’t argue with Beth because she — Why does Jenny start drawing in her notebook when Mrs. Pike says that she has news for the class? Chelsea’s conversation with her father shows that he — Fig 19 DE Why does Judy put her head under the pillow? Which sentence from the story best explains why Kwan agrees to share his wrapping cloths with his classmates? Read these sentences from paragraphs 28 and 29. These sentences show that Jenny — In the last paragraph, the reader learns that Chelsea — Which of these is the best summary of the story? 3.13A CISD 2015, ​
Updated 6/9/2016 Which detail from the selection suggests that Jessica is smart? According to the selection, the problem with having Jessica in the house was that she ­­ What is the section titled “An Accidental Success” mainly about? The main reason for building PlayPumps in southern Africa is to — What is paragraph 8 mostly about? In what way does Tama’s presence at the train station help the nearby town? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research­based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Reading Bundle Ongoing TEKS: Fig. 19A­F, 1CE, 2AB, 4BC,8AB, 10A, 13ABCD Knowledge and Skills with Student Expectations District Specificity/ Examples Vocabulary Figure 19. 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 self­directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon own or others’ desired Bloom’s Level­ Understanding, Applying, Analyzing, Evaluating Figure 19 is Ongoing Why do you think we read __? How did this story make you feel? What do you like best in __? What did you learn from reading? Which of these 2 selections do you think you would enjoy reading the most? What happened when __did ___? What did the author mean by _____? Which way did _express his anger best? Purpose Literal Interpretive Evaluative Background Knowledge Sensory Images Inference Textual Evidence Inductive Deductive Summarize Paraphrase CISD 2015, ​
Updated 6/9/2016 Instructional Strategies Modeling Questioning K­W­L Think Alouds Monitoring Graphic organizers Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. ONGOING Various books/novels Journeys ­Teacher/students questioning strategies ­Daily Read alouds ­SIlent read ­Partner reading ­Small groups outcome to enhance comprehension; (B) ask literal, interpretive, and evaluative questions of text; (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, reread, generating questions); (D) make inferences about text using textual evidence to support understanding; Readiness Standard (E) summarize information in text, maintaining meaning and logical order; Readiness Standard (F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence (3.4) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (B) use context to determine meanings of words & multiple meaning words Readiness Standard CISD 2015, ​
Updated 6/9/2016 Which of the sentences help you the most to understand the information? Reread to find out why __is important. You can tell from the story___ Which sentence tells you that__ What information in this article supports the conclusion that­­? What can you conclude about __? A conclusion can be made about __is__ Which is the most complete summary? Summarize the most important facts in the order the facts were presented. What is the major idea in both? An idea presented in both the article and the biography is__ The story and the article both present ideas about__ Why was __mentioned in both the newspaper article and the story? What is a theme in both selections? Logical Order Sequence Thematic Links Author Analysis Literary Texts Informational Texts Textual Evidence Bloom’s Level­ Applying, Analyzing In paragraph __, what does the word ___ mean? What clues helped you know the meaning of the word ___? In paragraph ___ of this article, what clues help you know the meaning of __? What is the opposite of ___? What word means the same as ___? Context Clues Multiple Meaning Words Homographs Students using dictionaries (interactive activities) to confirm word meanings as used in context Children’s Literature: various books/novels Journeys Activities: http://www.slideshare.net/lilybeth_22/s
ynonyms­antonyms­homophones­homo
graphs­powerpoint Websites: (C) identify and use antonyms, synonyms, homographs, and homophones Supporting Standard (3.6) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: (A) describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse) Supporting Standard Bloom’s Level­ Understanding What images in your mind are created by this poem? What can you tell about this poem? You can tell from this poem that— Which type of poetry is the following poem? What are the differences between these two poems? How are images created alike in these two poems? CISD 2015, ​
Updated 6/9/2016 meter, shape, free verse, lyrical poetry, narrative, stanza , line, onomatopoeia, rhyme ­­read aloud poetry daily https://www.spellingcity.com/homopho
nes­and­homonyms.html https://www.readinga­z.com/ https://www.raz­kids.com/ Istation http://www.tumblebooklibrary.com/Def
ault.aspx?ReturnUrl=%2f https://jr.brainpop.com/ Lessons: Background: http://www.readingrockets.org/article/
teaching­vocabulary Children’s Literature: various books for mentor texts Journeys Activities: http://www.ncte.org/lessons/poetry Websites: https://www.readinga­z.com/ https://www.raz­kids.com/ Istation http://www.tumblebooklibrary.com/Def
ault.aspx?ReturnUrl=%2f https://jr.brainpop.com/ (3.7) Reading/Comprehension Reader’s Theater introduction for an of Literary Text/Drama. interactive reading experience. Students understand, make inferences and draw conclusions about the structure and elements of drama provide evidence from text to support their understanding. Students are expected to: (A)​
explain the elements​
of plot and character as presented through dialogue in scripts that are read, viewed, written, or performed Plot, characters, dialog, scripts, climax, problem, solution Use story maps to show setting, characters, plot, and climax. Perform Reader’s Theater (3.8) Reading/Comprehension of Literary Text/Fiction. plot, conflict, resolution, Charades, comic strips, character CISD 2015, ​
Updated 6/9/2016 Bloom’s Level­ Understanding, Analyzing http://www.poetry4kids.com/ https://www.poets.org/poetsorg/text/p
oems­kids Lessons: Background: ​
Poetry should be touched on and read throughout the year. Teacher will go deeper in Unit 5. Children’s Literature: various books Journeys Activities: http://www.childdrama.com/lessons.ht
ml http://www.teachingheart.net/readerst
heater.htm Websites: https://www.readinga­z.com/ https://www.raz­kids.com/ Istation http://www.tumblebooklibrary.com/Def
ault.aspx?ReturnUrl=%2f https://jr.brainpop.com/ Lessons: Children’s Literature: various books/novels Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A)​
sequence and summarize the plot's main events and explain their influence on future events Readiness Standard What happened when_? Before _ did _, what did he do? What happened after _? Why are paragraphs_ through_ important in this story? What event helps the reader predict what will happen next? The reader can tell that _ will _ because_. problem, solution maps, summary boxes, graphic organizers Create summary boxes and flow chart graphic organizers (3.10) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to: (A) identify language that creates a graphic visual experience and appeals to the senses Supporting Standard Bloom’s Level­ Remembering How did you feel when you read_? Which words in this story made you feel like you could almost (smell, hear, see, feel) _? Simile Metaphor Hyperbole ­Teacher models by asking questions while reading ­Use the 5 senses CISD 2015, ​
Updated 6/9/2016 Journeys Activities: Websites: https://www.readinga­z.com/ https://www.raz­kids.com/ Istation http://www.tumblebooklibrary.com/Def
ault.aspx?ReturnUrl=%2f https://jr.brainpop.com/ Lessons: Children’s Literature: various books/poetry/novels Journeys Activities: Websites: https://www.readinga­z.com/ https://www.raz­kids.com/ Istation http://www.tumblebooklibrary.com/Def
ault.aspx?ReturnUrl=%2f https://jr.brainpop.com/ Lessons: (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: (A) identify the details or facts that support the main idea Readiness Standard Bloom’s Level­ Remembering What is _? How does _ make _? Where is _? This article is mostly about _. Which detail listed below is important to the main idea? explain, prove, facts, details, main idea, inference, clue, conclusion graphic organizers Children’s Literature: various books/novels/expository text Activities: Websites: https://www.readinga­z.com/ https://www.raz­kids.com/ Istation http://www.tumblebooklibrary.com/Def
ault.aspx?ReturnUrl=%2f https://jr.brainpop.com/ Lessons: Word Study/Phonics Bundle Ongoing TEKS: 1CE Knowledge and Skills with Student Expectations District Specificity/ Examples Vocabulary (3.4) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: Bloom’s Level­ Remembering, Applying What is the opposite of ___? What word means the same as ___? Homographs Homophones Antonyms Synonyms Alphabetize Alphabetic CISD 2015, ​
Updated 6/9/2016 Instructional Strategies ­Interactive, purposeful spelling activities (KAGAN) Put spelling words in alphabetical order, identify Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. Children’s Literature: various books/novels Activities: http://www.slideshare.net/lilybeth_22/sy
nonyms­antonyms­homophones­homogra
phs­powerpoint (C) identify and use synonyms, antonyms, homographs, and homophones Supporting Standard (E) 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 Which of the following lists of 4 words has the list in correct alphabetical order? To be taught explicitly in mini­lessons and practiced in a word study center and in daily writing. Examples for teaching: ●
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(3.24) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (B) spell words with more advanced orthographic patterns and rules: (ii) dropping final "e" when endings are added (e.g., ­ing, ­ ed) (B)(iii) changing y to i before adding an ending; introduce the spelling pattern by choosing words for students to sort encourage students to discover the pattern in their reading and writing use reinforcement activities to help students relate this pattern to previously acquired word knowledge To be taught explicitly in mini­lessons and practiced in a word study center and in daily writing. Examples for teaching: ●
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CISD 2015, ​
Updated 6/9/2016 Order Syllabication introduce the spelling pattern by choosing words for students to sort encourage students to discover the pattern in their reading and writing use reinforcement activities to help students relate this pattern to previously acquired word knowledge Word ending guide words, define words using dictionary. Syllable counting of vocab or spelling words. Websites: ttps://​
www.spellingcity.com https://www.readinga­z.com/ https://www.raz­kids.com/ Istation http://www.tumblebooklibrary.com/Defa
ult.aspx?ReturnUrl=%2f https://jr.brainpop.com/ Lessons: Background: http://www.readingrockets.org/article/wo
rd­study­new­approach­teaching­spelling ­Teacher models Children’s Literature: ­students practice various books/novels for mentor text daily in authentic Journeys writing Activities: Websites: https://www.readinga­z.com/ https://www.raz­kids.com/ Istation http://www.tumblebooklibrary.com/Defa
ult.aspx?ReturnUrl=%2f https://jr.brainpop.com/ Lessons: (3.24) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (E) spell single syllable homophones (e.g., bear/bare; week/weak; road/rode) To be taught explicitly in mini­lessons and practiced in a word study center and in daily writing. Examples for teaching: ●
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homophone word ending practice daily introduce the spelling pattern by choosing words for students to sort encourage students to discover the pattern in their reading and writing use reinforcement activities to help students relate this pattern to previously acquired word knowledge Background/Extra Information: http://www.readingrockets.org/article/wo
rd­study­new­approach­teaching­spelling Children’s Literature: various books/novels for mentor text Journeys Activities: Websites: https://www.readinga­z.com/ https://www.raz­kids.com/ Istation http://www.tumblebooklibrary.com/Defa
ult.aspx?ReturnUrl=%2f https://jr.brainpop.com/ Lessons: Writing Bundle Ongoing TEKS ​
Cursive​
, 3.23A, 3.17A_E Knowledge and Skills with Student Expectations District Specificity/ Examples (17) Writing/Writing Process. Students use elements of the writing process (planning, CISD 2015, ​
Updated 6/9/2016 Review and Practice the Writing Process consistently. Vocabulary Draft Genre Audience Instructional Strategies The Writing Academy Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. Children’s Literature: Use various books/novels for mentor texts Activities: drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) 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) (17)(B) develop drafts by categorizing ideas and organizing paragraphs (17)(C) revise drafts for coherence, organization, use of simple/compound (17)(D) edit drafts for grammar, mechanics (17)(E) publish written work for audience (19) Writing. Students write about their own experiences. Students are expected to: (A) write about important personal experiences. CISD 2015, ​
Updated 6/9/2016 Which ideas can be grouped together? What words could be changed to make this sentence better? How could you change sentence __ to show more detail? Are all of the words spelled correctly? Are all the sentences complete sentences? Are there any fragments? Are there any run­on sentences? Does every sentence end with a punctuation mark? Does every sentence start with a capital letter? Word Choice Edit Indent Publish Brainstorming Graphic organizers Peer Editing (Continuing to build background in Writer's Workshop) The Writing Academy Blocks 3 and 4. Websites: https://www.readinga­z.com/ https://www.raz­kids.com/ Istation http://www.tumblebooklibrary.com/Default.
aspx?ReturnUrl=%2f https://jr.brainpop.com/ Lessons: Background/Extra Information: What is a mentor text? http://www.readingrockets.org/blog/36813 Write in journals responding to various prompts. See STAAR rubrics (In The Writing Academy) for 4th grade writing expectations. personal experience Teacher models and/or writes while students write Student writing journals Prewriting Activities: Brainstorm Children’s Literature: Use various books/novels for mentor texts Activities: ­The Writing Academy Blocks 3 and 4 Websites: https://www.readinga­z.com/ https://www.raz­kids.com/ Istation http://www.tumblebooklibrary.com/Default.
aspx?ReturnUrl=%2f (3.22) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future); (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the); (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully); (i) Identify a verb within a sentence. Use verbs in sentences. (ii) Identify nouns in a sentence. Use nouns in sentences (iii)Identify adjectives in a sentence and add adjectives to simple sentences in journals. Use adjectives in sentences. Read the sentence below. What part of speech is the underlined word? She placed the beautiful rose in a vase. (iv) Identify adverbs that tell how, where, when. Read the sentence below. What part of speech is the underlined word? Angelina sang beautifully at the concert Past Tense Present Tense Future Tense Verb Action Noun Person, Place, Thing, or Idea adjectives descriptive adverbs, time, manner ­Mini lessons ­students practice daily in authentic writing (​
3.23) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and Introduced in the 3rd grade, this should be practiced daily. cursive, penmanship Teacher­mini lessons Daily Practice CISD 2015, ​
Updated 6/9/2016 https://jr.brainpop.com/ Lessons: Children’s Literature: Use various books/novels for mentor texts Journeys Activities: ­Take a picture activity: Have students go outside and choose an object to describe. They can either take a real picture or draw a picture with as many details as possible. Have students write a description using vivid adjectives. Websites: https://www.readinga­z.com/ https://www.raz­kids.com/ Istation http://www.tumblebooklibrary.com/Default.
aspx?ReturnUrl=%2f https://jr.brainpop.com/ Lessons: Background/Extra Information: For teacher: https://www.englishclub.com/grammar/part
s­of­speech­table.htm Children’s Literature: Use various books/novels for mentor texts Activities: Websites: punctuation conventions in their compositions. Students are expected to: (A) ​
write legibly in cursive script with spacing between words in a sentence; CISD 2015, ​
Updated 6/9/2016 Students should go to fourth grade writing with upper and lower case cursive skills. http://www.k5learning.com/cursive­
writing­worksheets http://www.kidzone.ws/cursive/ https://www.readinga­z.com/ https://www.raz­kids.com/ Istation http://www.tumblebooklibrary.com/Default.
aspx?ReturnUrl=%2f https://jr.brainpop.com/ Lessons: