Idea Transcript
English Language Arts and Reading, Grade 3 1st Nine Weeks :: The student is expected to... • Writing Rubric • 3rd Grade Writing Rubric • STAAR standards and question stems • STAAR standards and question stems • Academic Vocabulary • Complete Sentence, Genre, Indent, Narrative, Paragraph, Plural, Predicate, Singular, Text, Chronological Order, Story Elements, Visualization, summarizing • Weeks 1-4 • Reading • Genre: Literary Text/Fiction • Comprehension Strategies: Making Connections, Establish a purpose • Essential Questions • What strategies can I use to help me understand what I am reading? • TEKS • use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions.[2A] • 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).[2C] • sequence and summarize the plot's main events and explain their influence on future events. [8A] • identify whether the narrator or speaker of a story is first or third person. [8C] • establish purposes for reading selected texts based upon own or others [RCA] • make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence.[RCF] • Phonics / Word Study/Spelling • Essential Question • How do spelling patterns and rules help me be a better reader and writer? • TEKS • dropping the final "e" and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable) [1Ai] • decode words applying knowledge of common spelling patterns (e.g., -eigh, -ought).[1C] • 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.[4E] • Writing • Writing Focus: Launching Writing Workshop • Skills: Students use elements of the writing process to compose narrative text. • Essential Questions • What do good writers do? • TEKS • 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).[17A] • revise drafts for coherence, organization, use of simple and compound sentences, and audience; [17C] • write about important personal experiences.[19A] • write responses to literary or expository texts that demonstrate an understanding of the text.[20C] • OWC • Essential Question
English Language Arts and Reading, Grade 3 • How can I write so that others can clearly read my writing? How do spelling patterns and rules help me be a better reader and writer? • TEKS • use and understand the function of the following parts of speech in the context of reading, writing, and speaking verbs (past, present, and future).[22Ai] • use and understand the function of the following parts of speech in the context of reading, writing, and speaking nouns (singular/plural, common/proper).[22Aii] • use the complete subject and the complete predicate in a sentence.[22B] • write legibly in cursive script with spacing between words in a sentence.[23A] • use correct mechanics including paragraph indentations.[23D] • spell words with more advanced orthographic patterns and rules consonant doubling when adding an ending. [24Bi] • spell words with more advanced orthographic patterns and rules dropping final "e" when endings are added (e.g., -ing, -ed).[24Bii] • spell words with more advanced orthographic patterns and rules changing y to i before adding an ending.[24Biii] • Weeks 5-7 • Reading • Genre: Literary Text/Fiction • Comprehension Strategies: Questioning, Monitor and adjust using sensory images (visualization) (Fig. 19 B, C) • Essential Questions • What strategies can I use to help me understand what I am reading? • TEKS • ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text.[2B] • 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).[2C] • identify language that creates a graphic visual experience and appeals to the senses.[10A] • establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension; [RCA] • ask literal, interpretive, and evaluative questions of text.[RCB] • monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions).[RCC] • Phonics / Word Study/Spelling • Essential Questions • How do spelling patterns and rules help me be a better reader and writer? • TEKS • decode multisyllabic words in context and independent of context by applying common spelling patterns including changing the final "y" to "i" (e.g., baby to babies).[1Aiii] • monitor accuracy in decoding.[1E] • spell words with more advanced orthographic patterns and rules changing y to i before adding an ending.[24Biii] • spell words with more advanced orthographic patterns and rules double consonants in middle of words.[24Biv] • spell words with more advanced orthographic patterns and rules complex consonants (e.g., scr-, -dge, -tch). [24Bv] • Writing • Skills: Students use elements of the writing process to compose text.
English Language Arts and Reading, Grade 3 • Essential Question • What do good writers do? • TEKS • 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).[17A] • develop drafts by categorizing ideas and organizing them into paragraphs.[17B] • revise drafts for coherence, organization, use of simple and compound sentences, and audience.[17C] • publish written work for a specific audience.[17E] • edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric.[17D] • write responses to literary or expository texts that demonstrate an understanding of the text. [20C] • OWC • Focus: Nouns and Verbs • Essential Question • How can I write so that others can clearly read my writing? How do spelling patterns and rules help me be a better reader and writer? • TEKS • use and understand the function of the following parts of speech in the context of reading, writing, and speaking verbs (past, present, and future). [22Ai] • write legibly in cursive script with spacing between words in a sentence.[23A] • use and understand the function of the following parts of speech in the context of reading, writing, and speaking nouns (singular/plural, common/proper).[22Aii] • use the complete subject and the complete predicate in a sentence.[22B] • use correct mechanics including paragraph indentations.[23D] • spell words with more advanced orthographic patterns and rules complex consonants (e.g., scr-, -dge, -tch). [24Bv] • Weeks 8 - 10 • Reading • Genre: Literary Text/Fiction • Skills: sequence, plot, main events • Comprehension Strategies: Summarizing • Essential Question • What strategies can I use to help me understand what I am reading? • TEKS • sequence and summarize the plot's main events and explain their influence on future events.[8A] • establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension; [RCA] • monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions); [RCC] • summarize information in text, maintaining meaning and logical order; and [RCE] • Phonics / Word Study/Spelling • Essential Question • How do spelling patterns and rules help me be a better reader and writer? • TEKS • closed syllable (CVC) (e.g., mag-net, splen-did) [1Bi] • Writing • Skills: Students use elements of the writing process to compose text. • Essential Question
English Language Arts and Reading, Grade 3 • What do good writers do? • TEKS • 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).[17A] • develop drafts by categorizing ideas and organizing them into paragraphs.[17B] • revise drafts for coherence, organization, use of simple and compound sentences, and audience.[17C] • edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric.[17D] • publish written work for a specific audience.[17E] • write responses to literary or expository texts that demonstrate an understanding of the text [20C] • OWC • Essential Question • How can I write so that others can clearly read my writing? How do spelling patterns and rules help me be a better reader and writer? • TEKS • use and understand the function of the following parts of speech in the context of reading, writing, and speaking verbs (past, present, and future). [22Ai] • use the complete subject and the complete predicate in a sentence.[22B] • write legibly in cursive script with spacing between words in a sentence.[23A] • use correct mechanics including paragraph indentations.[23D] • use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell.[24A] • spell words with more advanced orthographic patterns and rules abstract vowels (e.g., ou as in could, touch, through, bought).[24Bvi] • spell words with common syllable constructions (e.g., closed, open, final stable syllable).[24D]
2nd Nine Weeks :: The student is expected to... • Academic Vocabulary • Adverb, Autobiography, Cause/Effect, Conjunction, Supporting Details • Weeks 11 - 13 • Reading • Genre: Literary Fiction (1 week) Literary Nonfiction with biographies and autobiographies (2 weeks) • Comprehension Strategies: inferring (Fig. 19D) • Essential Question • Why is it important to understand the characteristics of different types of texts? • TEKS • ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text.[2B] • describe the interaction of characters including their relationships and the changes they undergo.[8B] • make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to explain the difference in point of view between a biography and autobiography. [9] • identify the details or facts that support the main idea.[13A] • draw conclusions from the facts presented in text and support those assertions with textual evidence.[13B] • identify explicit cause and effect relationships among ideas in texts.[13C] • use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text.[13D] • Make inferences about text and use textual evidence to support understanding [RCD] • use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions.
English Language Arts and Reading, Grade 3 • Phonics / Word Study/Spelling • Essential Question • How do spelling patterns and rules help me be a better reader and writer? • TEKS • use common syllabication patterns to decode words including open syllable (CV) (e.g., ve-to).[1Bii] • use common syllabication patterns to decode words including final stable syllable (e.g., puz-zle, con-trac-tion). [1Biii] • Writing • Skills: Students use elements of the writing process to compose compositions with topic sentence, concluding statement, and supporting sentences. • Essential Question • What do good writers do? • TEKS • develop drafts by categorizing ideas and organizing them into paragraphs.[17B] • write about important personal experiences.[19A] • 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).[20B] • use and understand the function of the following parts of speech in the context of reading, writing, and speaking nouns (singular/plural, common/proper).[22Aii] • OWC • Focus: Adjectives and Adverbs • Essential Question • How can I write so that others can clearly read my writing? How do spelling patterns and rules help me be a better reader and writer? • TEKS • use and understand the function of the following parts of speech in the context of reading, writing, and speaking adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the).[22Aiii] • use and understand the function of the following parts of speech in the context of reading, writing, and speaking adverbs (e.g., time: before, next; manner: carefully, beautifully).[22Aiv] • spell words with common syllable constructions (e.g., closed, open, final stable syllable).[24D] • Weeks 14 - 16 • Reading • Genre: Informational/Expository Text; Informational/Procedural Text;
Informational/Culture and History
• Essential Question • What strategies can I use to help me understand what I am reading? • TEKS • identify the topic and locate the author’s stated purposes in writing the text. [12A] • Identify the details or facts that support the main idea. [13A] • draw conclusions from the facts presented in text and support those assertions with textual evidence; [13B] • 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. • follow and explain a set of written multi-step directions; and [15A] • locate and use specific information in graphic features of text. [15B] • Phonics/Word Study/Spelling • Focus: vowel diagraphs ad diphthongs • Essential Question
English Language Arts and Reading, Grade 3 • How do spelling patterns and rules help me be a better reader and writer? • TEKS • use common syllabication patterns to decode words including vowel digraphs and dipthongs (e.g., ei-ther) [3. 1(Bv)}[1Bv] • Writing • Essential Question • What do good writers do? • TEKS • revise drafts for coherence, organization, use of simple and compound sentences, and audience [17C] • edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric [17D] • publish written work for a specific audience [17E] • write about important personal experiences [19A] • 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) [20B] • OWC • Focus: Simple and compound sentences with subject-verb agreement, conjunctions. • Essential Question • How can I write so that others can clearly read my writing? • TEKS • coordinating conjunctions (e.g., and, or, but) [22Aiii]
3rd Nine Weeks :: The student is expected to... • Academic Vocabulary • Apostrophe, Contraction, Affix, Prefix, Suffix, Root Word, Compare, Contrast, Possessive • Weeks 17 - 19 • Reading • Genre: Informational Text/Expository Text • Skills: Identifying text features, main idea/summary, cause and effect. • Genre: Informational/Culture and History • Essential Question • Why is it important to understand the characteristics of different types of texts? • TEKS • identify the details or facts that support the main idea; [13A] • draw conclusions from the facts presented in text and support those assertions with textual evidence. [13B] • identify explicit cause and effect relationships among ideas in texts; and [13C] • Use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of texts. [13D] • follow and explain a set of written multi-step directions [15A] • locate and use specific information in graphic features of text. [15B] • 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. • Phonics/ Word Study/ Spelling • Focus: Common spelling patterns and advanced orthographic patterns and rules • Essential Question • How do spelling patterns and rules help me be a better reader and writer? • TEKS
English Language Arts and Reading, Grade 3 • vowel digraphs and diphthongs (e.g., ei-ther) [1B v] • spell high-frequency words from a commonly used list. [24C] • spell complex contractions (e.g., should’ve, won’t) [24F] • Writing • Focus: Breathing Life Into Essays; Letter Writing (incorporate throughout the year- can be taught in other subject areas) • Skills: topic sentence, concluding statement and supporting sentence • Essential Question • What do good writers do? • TEKS • write about important personal experiences [19A] • create brief compositions [20A] • establish a central idea in a topic sentence [20Ai] • include supporting sentences with simple facts, details, and explanations [20Aii] • 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) [20B] • OWC • Focus: Apostrophes in contractions and possessives • Essential Question • How can I write so that others can clearly read my writing? • TEKS • identify and read contractions (e.g., I’d, won’t) [1D] • Weeks 20 - 22 • Reading • Genre: Literary Text/Theme and Genre • Essential Question • Why is it important to understand the characteristics of different types of texts? • TEKS • paraphrase the themes and supporting details of fables, legends, myths, or stories; [5A] • compare and contrast the settings in myths and traditional folktales. [5B] • Phonics / Word Study/Spelling • Focus: Prefixes and Suffixes • Skills: Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. • Essential Question • What can I do when I come to a word I don t know? • How do spelling patterns and rules help me be a better reader and writer? • TEKS • Using knowledge of common prefixes and suffixes (e.g., dis-, -ly) [1Aiv] • 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 [4A] • Writing • Focus: Writing Fiction: Big Dreams Tall Ambitions Letter Writing (incorporate throughout the year- can be
taught in other subject areas)
English Language Arts and Reading, Grade 3 • Skills: Students use elements of the writing process to compose text. • Essential Question • What do good writers do? • How do we write to communicate with others? • TEKS • 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. [17A] • Write imaginative stories that build the plot to a climax and contain details about the characters and setting. [18A] • 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) [20B] • OWC • Focus: Proper Nouns • Essential Question • How does using correct grammar help me be a better writer? • How can I write so that others can clearly read my writing? • How do spelling patterns and rules help me be a better reader and writer? • TEKS • use capitalization for geographical names and places [23Bi] • use capitalization for historical periods [23Bii] • use capitalization for official titles of people [23Biii] • Weeks 23 - 26 • Reading • Genre: Literary Text/Theme and Genre (1 week) • Reading Genre: Media Literacy • RESEARCH PROJECT: Research Topic- Explorers; Keynote slides to imovie; Written-Outline • Essential Question • Why is it important to understand the characteristics of different types of texts? • TEKS • paraphrase the themes and supporting details of fables, legends, myths, or stories; and [5A] • Compare and contrast the settings in myths and traditional folktales. [5B] • understand how communication changes when moving from one genre of media to another; [16A] • explain how various design techniques used in media influence the message (e.g., shape, color, sound); [16B] • compare various written conventions used for digital media (e.g., language in an informal e-mail vs. language in a web-based news article). [16C] • Research Project TEKS • generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question [25A] • student-initiated surveys, on-site inspections, and interviews [26Ai] • data from experts, reference texts, and online searches [26Aii] • visual sources of information (e.g., maps, timelines, graphs) where appropriate [26Aiii] • use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics) [26B]
English Language Arts and Reading, Grade 3 • take simple notes and sort evidence into provided categories or an organizer [26C] • identify the author, title, publisher, and publication year of sources [26D] • differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources. [26E] • Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic). [27] • Students are expected to draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used [28] • Students are expected to speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively. [30] • Phonics / Word Study/Spelling • Focus: Derivational Affixes • Essential Question • Skills: Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. • What can I do when I come to a word I don t know? • How do spelling patterns and rules help me be a better reader and writer? • TEKS • Decode multisyllabic words in context and independent of context by applying common spelling patterns, including: using knowledge of derivation affixes (e.g., -de, -ful, -able). [1A v] • Writing • Focus: Writing Fiction: Big Dreams, Tall Ambitions • Skills: Students use elements of the writing process to compose text. • Essential Question • What do good writers do? • How do we write to communicate with others? • TEKS • 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. [17A] • Write imaginative stories that build the plot to a climax and contain details about the characters and setting [18A] • 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) [20B] • OWC • Focus: Possessive Pronouns, Apostrophes in Possessives; Multiple Meaning • Skills: Students write legibly and use appropriate capitalization and punctuation conventions in the compositions. • Essential Question • How does using correct grammar help me be a better writer? • How can I write so that others can clearly read my writing? • How do spelling patterns and rules help me be a better reader and writer? • TEKS • Use and understand the function of the following parts of speech in the context of reading, writing, and speaking: possessive pronouns (e.g., his, hers, theirs) [22Avi] • Recognize and use punctuation marks including: apostrophes in contractions and possessives [23Ci]
4th Nine Weeks :: The student is expected to... • Academic Vocabulary
English Language Arts and Reading, Grade 3 • Context, Context Clues, Multiple Meaning Words, Persuade, Transition • Weeks 27 - 29 • Reading • Genre: Media Literacy Continue research project and media literacy from weeks 22-24 • Essential Question • Why is it important to understand the characteristics of different types of texts? • TEKS • understand how communication changes when moving from one genre of media to another; [16A] • explain how various design techniques used in media influence the message (e.g., shape, color, sound); [16B] • compare various written conventions used for digital media (e.g., language in an informal e-mail vs. language in a web-based news article). [16C] • Phonics / Word Study/Spelling • Focus: Homographs; Homophones; Antonyms; Synonyms • Skills: Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. • Essential Question • What can I do when I come to a word I don’t know? • How do spelling patterns and rules help me be a better reader and writer? • TEKS • Use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs [4B] • Identify and use antonyms, synonyms, homographs, and homophones [4C] • Writing • Writing Focus: Poetry • Skills: Students use elements of the writing process to compose text. • Essential Question • What do good writers do? • How do we write to communicate with others? • TEKS • write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse). [18B] • OWC • Focus: Time-order Transition Words; Single Syllable Homophones • Skills: Student write legibly and use appropriate capitalization and punctuation conventions in the compositions. • Essential Question • How does using correct grammar help me be a better writer? • How can I write so that others can clearly read my writing? • How do spelling patterns and rules help me be a better reader and writer? • TEKS • Use and understand the function of the following parts of speech in the context of reading, writing, and speaking: time-order transition words and transitions that indicate a conclusion [22Aviii] • Spell single syllable homophones (e.g., bear/bare; week/weak; road/rode) [24E] • Weeks 30 - 33
English Language Arts and Reading, Grade 3 • Reading • Genre: Literary Text/Fiction or Literary Text/Nonfiction with biographies and autobiographies (TEK 8A) • Genre: Expository Text: Main idea and summarizing (who, what, where, when, how); Inferring • Genre: Expository or Fiction Text: Cause/effect • Genre: Literary Text/Poetry and Literary Text/Sensory Language (TEK 6A, 10A) • Genre: Literary Text/Drama: Story elements: character, setting, plot (problem/solution) • Essential Question • How can you use images, graphics and sounds to make the meaning of your work clear? • How do author’s create images in a reader’s mind? • TEKS • read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.[3A] • describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse). [6A] • explain the elements of plot and character as presented through dialogue in scripts that are read, viewed, written, or performed. [7A] • sequence and summarize the plot’s main events and explain their influence on future events [8A] • identify language that creates a graphic visual experience and appeals to the senses. [10A] • 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).[11A] • make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence.[RCF] • Phonics / Word Study/Spelling • Focus: R-Controlled Vowels and Playful Uses of Language • Skills: Students use common syllabication patterns to decode words, and identify and apply playful uses of language • Essential Question • What can I do when I come to a word I don’t know? • How do spelling patterns and rules help me be a better reader and writer? • TEKS • r-controlled vowels (e.g., ei-ther, fer-ment, car-pool); [1B iv] • identify and apply playful uses of language (e.g., tongue twisters, palindromes, riddles) [4D] • Writing • Focus: Poems with Sensory Details • Skills: Students write literary texts to express their ideas and feelings. • Essential Question • What do good writers do to express their ideas and feelings about people, events, and ideas? • TEKS • write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse). [18B] *incorporate persuasive essays into other subject areas during this 9 weeks* • OWC • Focus: Prepositional Phrases and Commas in a Series and Dates
English Language Arts and Reading, Grade 3 • Skills: Students recognize and use punctuation marks, and use and understand the function of parts of speech. • Essential Question • How does using correct grammar help me be a better writer? • How can I write so that others can clearly read my writing? • TEKS • prepositions and prepositional phrases [22Av] • commas in series and dates [23Cii] • Weeks 34 - 36 • Reading • Genre: Informational Text/Persuasive Text • Essential Question • How do author’s create images in a reader’s mind? • TEKS • identify what the author is trying to persuade the reader to think or do. [14A] • Phonics / Word Study/Spelling • Focus: Playful Uses of Language • Skills: Students identify and apply playful uses of language • Essential Question • How can understanding new vocabulary help me enjoy reading and writing? • TEKS • identify and apply playful uses of language (e.g., tongue twisters, palindromes, riddles) [4D] • Writing • Focus: Poems with Sensory Details • Skills: Students write literary texts to express their ideas and feelings. • Focus: Poems with Sensory Details • Skills: Students write literary texts to express their ideas and feelings. • Essential Question • What do good writers do to express their ideas and feelings about people, events, and ideas? • TEKS • write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse). [18B] • Write persuasive essays for appropriate audiences that establish a position and use supporting details [21A] *incorporate persuasive essays into other subject areas during this 9 weeks* • OWC • Focus: Transitions • Essential Question • How can I write so that others can clearly read my writing? • TEKS • time-order transition words and transitions [22Aviii]
Technology Applications, Grades 3-5 :: The student is expected to... • create original products using a variety of resources.[1A] • analyze trends and forecast possibilities, developing steps for the creation of an innovative process or product. [1B]
English Language Arts and Reading, Grade 3 • use virtual environments to explore systems and issues.[1C] • draft, edit, and publish products in different media individually and collaboratively.[2A] • use font attributes, color, white space, and graphics to ensure that products are appropriate for multiple communication media, including monitor display, web, and print.[2B] • collaborate effectively through personal learning communities and social environments.[2C] • select and use appropriate collaboration tools.[2D] • evaluate the product for relevance to the assignment or task.[2E] • perform basic software application functions, including opening applications and creating, modifying, printing, and saving files.[2F] • use various search strategies such as keyword(s); the Boolean identifiers and, or, and not; and other strategies appropriate to specific search engines.[3A] • collect and organize information from a variety of formats, including text, audio, video, and graphics.[3B] • validate and evaluate the relevance and appropriateness of information.[3C] • acquire information appropriate to specific tasks.[3D] • identify information regarding a problem and explain the steps toward the solution.[4A] • collect, analyze, and represent data to solve problems using tools such as word processing, databases, spreadsheets, graphic organizers, charts, multimedia, simulations, models, and programming languages.[4B] • evaluate student-created products through self and peer review for relevance to the assignment or task.[4C] • evaluate technology tools applicable for solving problems.[4D] • adhere to acceptable use policies reflecting positive social behavior in the digital environment.[5A] • respect the intellectual property of others.[5B] • abide by copyright law and the Fair Use Guidelines for Educational Multimedia.[5C] • protect and honor the individual privacy of oneself and others.[5D] • follow the rules of digital etiquette.[5E] • practice safe, legal, and responsible use of information and technology.[5F] • comply with fair use guidelines and digital safety rules.[5G] • demonstrate an understanding of technology concepts, including terminology for the use of operating systems, network systems, virtual systems, and learning systems appropriate for Grades 3-5 learning.[6A] • manipulate files using appropriate naming conventions; file management, including folder structures and tagging; and file conversions.[6B] • navigate systems and applications accessing peripherals both locally and remotely.[6C] • troubleshoot minor technical problems with hardware and software using available resources such as online help and knowledge bases.[6D] • use proper touch keyboarding techniques and ergonomic strategies such as correct hand and body positions and smooth and rhythmic keystrokes.[6E]
English Language Arts and Reading, Grade 3
English Language Arts and Reading, Grade 3
English Language Arts and Reading, Grade 3
English Language Arts and Reading, Grade 3
English Language Arts and Reading, Grade 3
English Language Arts and Reading, Grade 3