ENGLISH LANGUAGE ARTS/READING
ELEMENTARY CURRICULUM
GRADE: 3
2nd Nine-Week Period
Essential Understanding (Big Ideas):
WRITING
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Creating an informational piece starts with a central idea
An informational piece can be defined with a clear central idea and facts that
support that idea
Mentor text can help us recognize cause and effect models for informational
text
READING
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Informational Text Emphasis
Identifying topic and main idea helps the reader discover the author’s
purpose
We can discover the important details by recognizing the main idea and this
helps the reader summarize and understand informational text
Cause and effect relations can help the reader discover the author’s purpose
Guiding Questions:
Why do authors write information?
How can we read, tell, and write an informational essay so that it makes sense to others?
How does recognizing the central idea and supporting details help us summarize information?
How do we come up with ideas for writing factual information?
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4.
ELA-Third Grade Fall 2013
2nd 9 Weeks At-a-Glance
Reading
Beginning Reading Skills/Phonics
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dropping the final "e" and add endings (3.1Ai)
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decode words applying spelling patterns
(3.1C)
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identify and read contractions (3.1D)

monitor accuracy in decoding (3.1E)
Vocabulary Development
2nd
Nine
Weeks
Academic
vocabulary
ELPS /
CCRS

Identify and use antonyms, synonyms,
homographs, and homophones (3.4C)
Informational Text/Culture & History

Author’s purpose(3.12 & Fig.19 Dexpository)
Informational Text/Expository

Details or facts/support the main idea (3.13A)
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Draw conclusions with text evidence (313B

Explicit cause/effect relationships among ideas
(3.13C)
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Use text features (3.13D)
Informational Text/Procedural
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Follow/explain multi-step directions (3.15A
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Locate/use info in graphic features (3.15B)
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Skim and scan text features (3.26B)
literary and informational texts(Fig. 19F)
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Author’s purpose
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Expository
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Informational
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Details in connection to facts
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Cause & effect relationships among ideas

Multi-step
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Graphic features & text features

Skim and scan
ELPS:
4J & K
ELA-Third Grade Fall 2013
CCRS:
IIA2 & 3
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Writing Process (3.17 ABCDE)
Write responses to texts (3.20C)

Use letter sounds, word parts, word
segmentation, and syllabication spell correctly
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(3.24A)
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Writing Expository & Procedural Text
Create brief compositions that: (3.20A)

Establish a central idea and topic sentence (i)
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Supporting sentences (ii)
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Contain a concluding statement (iii)
Write responses to informational text (3.20C)
Write letters tailored to audience and purpose (3.20B)
OWC/Conventions

Use adjective (3.22Aiii)

Coordinating conjunctions (322Avii)

Use complete simple and compound sentences
with correct subject-verb agreement (3.22C)
Write legibly in cursive script (23A)
Mechanics; paragraph indentions (3.23D)
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OWC/Spelling
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Listen attentively to
others (3.29A)
Follow, restate, & give
oral instructions (3.29B)
Speak clearly (3.30
Participate in teams
(3.31)
Assessments
Spelling/Vocabulary Quizzes (1
per week=1 major grade per nine
weeks)
Research
 Use information
from the reading in
this nine weeks to
generate topics and
formulate questions
(3.25A)
Writing:
Listening & Speaking
Benchmark Week 11
Reading:
Author’s purpose analysis of
several expository texts-possible
assessment with three-column
chart labeled “title,” “author’s
purpose,” and text support (3.12 &
Fig 19D); summarize to exhibit
meaning and logical order (Fig.
19E)
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Read alouds
Partner Reading
Peer and teacher
conferences (3.29 AB; 3.30; 3.31)
Spell words with letter sound patterns (3.24A)
Spell words with complex consonants (3.24Bv)
Spell words with abstract vowels (3.24Bvi)
Spell words with closed syllables (3.24D)
Spelling single syllable homophones (3.24E)
Spell complex contractions (3.24F)
brief cause and effect composition
(3.20Ai, ii, iii); Use of adjectives
(3.22Aiii); coordinating
conjunctions (3.22Avii); complete
simple and compound sentences
with correct subject-verb
agreement (3.22C)
Cold read of expository textteacher create questions that cover
TEKS 3. 12, 3.13A-D, and Fig.
19D & E)
Make connections with the reading vocabulary within
the writing of a brief composition and letter
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Audience & purpose
Adjectives
Coordinating conjunctions
Complete simple sentences
Complete compound sentences
Paragraph indentions
ELPS:
5E & F
2
 reading strategies including establishing
purposes for reading (3.2ABC & Fig 19A)
 Fluency (3.3)
 Vocabulary (3.4B)
 Independent reading (3.11)
 Make inferences/ use textual (Fig 19D)
 Summarize text (Fig. 19E)
Listening & Speaking
CCRS:
IA3 & 4
ELPS:
2H & 3C
CCRS:
IIIB1 & 2
Page
Ongoing
TEKS
Writing/OWC
++ Readiness Standards
+ Supporting Standards
TEKS / ELPS / CCRS
(B) ask relevant questions, seek
clarification, and locate facts and details
about stories and other texts and support
answers with evidence from text; and
(C) establish purpose for reading
selected texts and monitor
comprehension, making corrections and
adjustments when that understanding
breaks down (e.g., identifying clues,
using background knowledge, generating
questions, re-reading a portion aloud).
(3) Reading/Fluency. Students read gradelevel text with fluency and comprehension.
Students are expected to read aloud gradelevel appropriate text with fluency (rate,
accuracy, expression, appropriate phrasing)
and comprehension.
ELA-Third Grade Fall 2013
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INDEPENDENT READING & WRITING
Students will incorporate the skills addressed this nine weeks in their literacy notebooks: this includes reading responses, word
work activities, writing – free-writes, writing piece, grammar and conventions, etc.
This is a good time to meet in small groups, participate in both teacher and peer conferences
Daily 5, Debbie Diller workstations, or other routine structures can be implemented during this time.
WORD STUDY (WORD-WALL)
Unfamiliar words that students need in order to build their own repertoire of vocabulary. They address word meaning in context,
spelling patterns and decoding skills (patterns & abstract combinations), and proper use of the words. Vocabulary is taught in context
and word study techniques. A word wall that posts a few, but not every word addressed is valuable if students are directed to revisit the
words in application throughout the workshop style, (I do, We do, You do) cycle of each day.
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The Workshop Model:
MINILESSON: student exposure of the TEKS/skills to be addressed
SMALL GROUPS: Guided Reading/Literature Groups
INDEPENDENT READING & WRITING: Practicing skills through the 9 weeks
CONFERENCING: Peer and teacher conferences in READING-discuss what they are reading and address reading skills; in WRITING-discuss
what they are writing and what needs revising and editing to create the strongest effect on the audience for the intended purpose
WORD STUDY: spelling conventions and decoding words; word meanings
WEEK 10-12
Strategies & Activities
READING
Beginning Reading Skills/Phonics
 Decode words with complex consonants (3.1C) in connections to spelling words
with complex consonants (3.24B)
 Decode words by applying the abstract vowel pattern “ou” and “ow”(3.1C) in
connection with spelling words (3.24Bvi)
 Monitor accuracy in decoding (3.1E) in connections to the spelling
Vocabulary Development
Identify and use antonym & synonyms (3.4C)

(I) Explicitly teach what antonyms and synonyms are and write definitions on an
Assessment
Connections
Resources
Cheryl Kelley-Tomball ISD
ELA Content Specialist
Grades 3-6
http://teacherweb.com/TX/
TomballCurriculumInstructi
on/Kelley
Website with resources for
the various skills in this
nine week period
Leveled Readers:
Small group: Before the
Talkies
3
(2) Reading/Beginning Reading/Strategies.
Students comprehend a variety of texts
drawing on useful strategies as needed.
Students are expected to:
(A) use ideas (e.g., illustrations, titles, topic
sentences, key words, and foreshadowing
clues) to make and confirm predictions;
SMALL GROUPS
Guided Reading uses leveled readers to address the supported skills taught during each three week period. Tier II intervention is the
place to address gaps in student ELAR skills.
Page
1) Reading/Beginning Reading
Skills/Phonics. Students use the relationships
between letters and sounds, spelling patterns,
and morphological analysis to decode written
English. Students are expected to:(A) decode
multisyllabic words in context and
independent of context by applying common
spelling patterns including:
(i) dropping the final "e" and add endings
such as -ing, -ed, or -able (e.g., use, using,
used, usable);
(C) decode words applying knowledge of
common spelling patterns (e.g., -eigh, ought);
(D) identify and read contractions (e.g., I'd,
won't); and
(E) monitor accuracy in decoding.
relevant meaning of unfamiliar words or
distinguish among multiple meaning
words and homographs
+
(C) identify and use antonyms,
synonyms, homographs, and homophones;
(11) Reading/Comprehension of
Text/Independent Reading. Students read
independently for sustained periods of time
and produce evidence of their reading.
Students are expected to 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).
++ (12)
Reading/Comprehension of
Informational Text/Culture and History.
Students analyze, make inferences and draw
conclusions about the author's purpose in
cultural, historical, and contemporary
contexts and provide evidence from the text
to support their understanding. Students are
expected to identify the topic and locate the
author's stated purposes in writing the text.
++ (Fig. 19D-expository)
(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;
++ (B) draw conclusions from the facts
presented in text and support those assertions
with textual evidence;
++ (C) identify explicit cause and effect
ELA-Third Grade Fall 2013
The Wright Brothers
anchor chart
(WE/YOU) Compile a list of antonyms & synonyms; students will continue to
add to their lists when they read and write. Discuss and record some of the
words on the anchor chart
Technology resources:
Smart Exchange
Write Source Online
Journey’s Online
Brain Pop/Brain Pop Jr.
United Streaming
Informational Text/Culture & History
(3.12 & Fig. 19 D for expository) Author’s purpose
 See the ReadWorks.org plan using the I, We, You model to teach author’s
purpose. Focus on expository text. Make sure to go deeper with the purpose;
more than just P-persuade, I-inform, E-entertain. These plans can be found in the
TISD Smart Content folder and can be directly accessed from this document
when opened on your school computer where the folder sits.
 Click here for the lesson, lesson part two, lesson part three
Informational Text/Expository (Text structure-main idea & detail)
(3.13A) Identify the details or facts that support the main idea & (3.13B) Draw
conclusions from the facts with text evidence
Mentor texts for expository modeling: Write Source TE: Reading/ Writing
Connection to Expository Text Write Source pg. A38 (Gold)
 (I) Read various informational text and model discovering topics in read alouds
and discuss the purpose for writing the expository piece
 (WE) Students will identify topics in various pieces and explain the author’s
purpose from the topic; Use the topics to help discover the important details and
main idea; make a facts chart after reading particular informational texts (articles,
selections from the basil, or other pieces already read)
 (YOU) Students will summarize information in text (Fig19E) using main idea
and important facts (details) ; Graphic organizer may be a good source for
students to visual how expository text is set up
(Fig. 19E) Summarize information in text maintaining meaning in logical order
 (I) Select ahead of time an informational text with multiple copies for students to
see or use the document camera. Model determining if the text is informational
or literary and read the text one time. Re-read the selection and model on an
anchor chart, document camera or SmartBoard how to record
Who or What: (is this selection about)
__________________________________________________
What is important about:
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Then compose a summary statement using the above information.
Teaching Resources:
Authentic Strategies for
High-Stakes Tests: A
Practical Guide for English
Language/Arts by Joyce
Armstrong Carroll
READING &
WRITING
Reading and
Writing
Benchmark
week 11
*Other
nonfiction/historical
fiction resources:
Stone Fox
Molly’s Pilgrim (historical
fiction)
Ellis Island texts
The Night of the New
Magicians: Magic
Treehouse
(historical fiction)
*Teacher selected
biographies
(Summary)
Jamaica’s Find (Summary)
The Important Book (Main
Idea/ Summary)
****Great Source for
lesson on teaching
informational text and
making reading and writing
connections: (you must
create a free account to
fully access the materials)
http://betterlesson.com/unit/
12488/informational-text
4
++ (B) use context to determine the
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Page
(4) Reading/Vocabulary Development.
Students understand new vocabulary and use
it when reading and writing. Students are
expected to
WRITING:
(17) Writing/Writing Process. Students use
elements of the writing process (planning,
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);
++ (B) develop drafts by categorizing ideas
and organizing them into paragraphs;
(C) revise drafts for coherence, organization,
use of simple and compound sentences, and
audience; (D) edit drafts for grammar,
mechanics, and spelling using a teacherdeveloped rubric; and (E) publish written
work for a specific audience.
++ (20) Writing/Expository and Procedural
Texts. Students write expository and
procedural or work-related texts to
communicate ideas and information to
specific audiences for specific purposes.
Students are expected to:
++ (A) create brief compositions that:
++ (i)
establish a central idea in a topic
sentence;
++ (ii) include supporting sentences with
ELA-Third Grade Fall 2013

(WE) provide a piece of text for groups to do this activity and then come
together and share/discuss
(YOU) Respond to informational text in RWN
Draw conclusions from the facts and support with text (13B)
 (WE) Have students choose an article (expository) and create a document to
share their articles main idea and details and their conclusions drawn from the
MI and details (3.13AB)
See below for another possible resource
You must be on a computer in the district that has the TISD Smart Content folder on
the desktop to open the following two links
Click here to get plans that cover TEKS 3.13AB and 3.20A & C for the reading and
writing connections,
Click here for a paired passage connected to Snowflake Bently lesson
 (WE) Start a chart in the RWN to collect the various text structure information
for this nine weeks. The structures will be: main idea/details; cause-and-effect;
& multi-step directions)
WRITING
Connect the reading skills above to begin writing expository text
Begin to plan drafts of brief compositions (3.17AB; 3.20Ai; ii):
(3.20Ai) Establish a central idea and topic sentence & (3.20Aii) Contain supporting
sentences with simple facts, details, and explanations
 (I) Review skill of finding important facts to support main idea; model writing
main idea an important facts (details)
 (WE) Using mentor text, the class will begin collecting and recording central
ideas/topic sentences and details from informational text (20Ai, & ii)
 (YOU) From classroom list, the above activity, and other varied informational
text, students will begin listing ideas and plan and develop first drafts of brief
informational essays (3.17AB)
Write responses to expository texts (3.20C)
 (YOU) Write main idea and most important facts-{13A} responses to expository
texts; provide evidence (3.20C); Students will write in their response sections in
an organized way
OWC/Conventions
Revise writing pieces ( 3.17 C) for coherence and organization; use mentor text to:
 Explicitly teach adjectives using mentor text and have students revise their drafts
with adjectives for effect and meaning (3.22Aiii) and

help students notice coordinating conjunctions and have students use them in
their drafts for effect and meaning (3.22Avii)
5
(15) Reading/Comprehension of
Informational Text/Procedural Texts.
Students understand how to glean and
use information in procedural texts and
documents. Students are expected to:
(A) follow and explain a set of written
multi-step directions; and
+ (B) locate and use specific
information in graphic features of text.
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Page
relationships among ideas in texts; and
++ (D) use text features (e.g., bold print,
captions, key words, italics) to locate
information and make and verify predictions
about contents of text.
(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:
(iii) adjectives (e.g., descriptive: wooden,
rectangular; limiting: this, that; articles: a, an,
the);
(vii) coordinating conjunctions (e.g.,
and, or, but);
(C) use complete simple and compound
sentences with correct subject-verb
agreement.
(23) Oral and Written
Conventions/Handwriting, Capitalization,
and Punctuation. Students write legibly and
use appropriate capitalization and
punctuation conventions in their
compositions. Students are expected to:
(A) write legibly in cursive script with
spacing between words in a sentence;
(D) use correct mechanics including
paragraph indentations.
(24) Oral and Written Conventions/Spelling.
Students spell correctly. Students are
expected to:
ELA-Third Grade Fall 2013
Research (will continue throughout the year for the last nine-week research
activity)
 Use information from the reading to generate topics and formulate questions
(3.25A). Place on an anchor chart and/or in a section of student WRNs
Listening & Speaking
 Read alouds
 Partner Reading
 Peer and teacher conferences (3.29 A-B; 3.30; 3.31)
Continue to read independently and respond (3.11) using the addressed skills;
Monitor decoding skills previously taught (3.1E); Build fluency and comprehension
through peer reading (3.3)
Reading and Writing Benchmark
Week 11
Use state writing rubric to score and grade district writing benchmark
WEEK 13-15
Strategies & Activities
READING
Beginning Reading Skills/Phonics
 Recognize the pattern oy and oi to decode words with the /oi/ sound (3.1C) in
connection with spelling words (3.24A)
Vocabulary Development
Use context to determine meaning (3.4B)
 (I) You will be exposing students to cause-and effect text structure latter in this
three week period. Therefore read an informational picture book with a causeand effect structure. (suggested text: Volcanoes by F.M. Branley or other books
by this author). Show the book in through the document camera and model
thinking about words you may not know in the text and how context helps.
(Students have been exposed to context clues in 1 st and 2nd grade)
 (WE/YOU) Remind students to use this monitoring tool when they are confused
about what they read. Help them see that it’s okay to admit you don’t know a
word; it’s what they do to resolve that problem. Keep a record of unfamiliar
Assessment
Connections
READING:
Major grade:
Author’s purpose
analysis of several
expository piecespossible
assessment with
three-column
chart labeled
“title,” “author’s
purpose,” and
“text support”
(3.12 & Fig19D);
summarize each
piece to exhibit
meaning and
Resources
Text and Graphic Features:
Deer Dear: A Book of
Homophones by Gene
Beretta
How much can a Bear
Bare? By Brian P. Cleary
(homophones)
If You Were a Homonym or
a Homophone by Nancy
Loewen
A Chocolate Moose for
Dinner & The King Who
Rained by Fred Gwynne
6
+ (B) 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)
+ (C) write responses to literary or
expository texts that demonstrate an
understanding of the text.
WORD-WORK: Use word-study activities, teach in context of reading and writing,
and frequently revisit the word wall to enhance understanding and build vocabulary
with an emphasis on the following skills
 Spell words with complex consonants (3.24Bv) *lesson 8
 Spell words with abstract vowels (3.24Bvi) *lesson 9
Page
simple facts, details, and explanations; and
++ (iii) contain a concluding statement;
(C) write responses to literary or expository
texts that demonstrate an understanding of
the text.
+ (D) spell words with common syllable
constructions (e.g., closed, open, final
stable syllable);
(E) spell single syllable homophones (e.g.,
bear/bare; week/weak; road/rode);
(25) Research/Research Plan. Students
ask open-ended research questions and
develop a plan for answering them.
Students are expected to:
(A) 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
(26) Research/Gathering Sources. Students
determine, locate, and explore the full range
of relevant sources addressing a research
question and systematically record the
information they gather. Students are
expected to:
(B) use skimming and scanning techniques
to identify data by looking at text features
(e.g., bold print, captions, key words, italics);
(29) Listening and Speaking/Listening.
Students use comprehension skills to listen
attentively to others in formal and informal
settings. Students continue to apply earlier
standards with greater complexity. Students
are expected to:
(A) listen attentively to speakers, ask
relevant questions, and make pertinent
comments; and
(B) follow, restate, and give oral instructions
that involve a series of related sequences of
action.
ELA-Third Grade Fall 2013
words and how they discovered meaning in their RWN
Identify and use homographs, and homophones (3.4C)
 Use mentor text to show homographs and homophones; compile lists and
continue to add to it. (See suggest books in the resource column)
Informational Text/Expository
Use the following reading strategies within the context of informational text activities
for TEKS 3.13C & 313D below
 Use ideas (illustrations, titles, topic sentence, key words) to make and confirm
predictions (3.2A)
 Ask relevant questions, seek clarification, and locate facts and details about texts
and support answers with evidence (3.2B)
 Establish purpose for reading selected text (3.2C)
(3.13C) Explicit cause and effect relationships among ideas in informational text
(text structure-cause and effect)
 (I)Read informational pieces with cause and effect relationships and use graphic
organizers to record cause and effect relations (model)
 (WE/YOU) Students will record cause and effect relations in reading text;
Discover why cause and effect relationships are important in informational textto help the reader understand the author’s intent (in this case to persuade); Use
graphic organizer to help students see cause and effect patterns in their
expository reads and related it to their writing
(3.13D) Use text features
 (I/WE) Text and Graphic Features: TLW use text features (e.g., bold print,
captions, key words, italics) to locate information and make and verify
predictions about contents of text—Introduce vocabulary terms, show numerous
examples of each within nonfiction text and on posters (see website below for
posters). When previewing informational text, think aloud and model examples
of text features. Explain how they help readers quickly find information on the
page and predict the contents of expository text. Vocabulary:table of contents,
index, glossary, titles, subheadings, text: bold, color, italics, photographs and
illustrations, captions, text box, maps, diagrams, tables, time lines, cutaway
 (I/WE) Text and Graphic Features Reading Resource: Journeys Lesson 18: A
Tree is Growing
 (YOU) Text & Graphic Features: Scavenger Hunt in Social Studies or Science
textbook Have students write down page numbers on a checklist of text features
you would like for them to locate (daily grade)
 (YOU) Complete a scavenger hunt in social studies or science book-two column
chart with text feature and meaning
logical order (Fig.
19E)
Eight Ate: A Feast of
Homonym Riddles by
Marvin Terban
Amelia Bedelia books are
good for multiple meaning
words
http://www.the-bestchildrensbooks.org/homonyms-andhomophones.html
Adverbs Mentor Texts
Suddenly Alligators:
Adventures in Adverbs by
Rick Walton
If You Were an Adverb By
Michael DahlDearly,
Nearly, Insincerely What is
an Adverb by Brian P.
Cleary
Lazily, Crazily, Just a Bit
Nasally More about
Adverbs by Brian P. Cleary
7
use knowledge of letter sounds,
word parts, word segmentation, and
syllabication to spell;
(B) spell words with more advanced
orthographic patterns and rules: (v) complex
consonants (e.g., scr-, -dge, -tch); and
(vi) abstract vowels (e.g., ou as in could,
touch, through, bought);
Page
++ (A)
++Fig. 19 (A) establish purposes for reading
selected texts based upon own or others’
desired outcome to enhance comprehension;
++ (D) make inferences about text and use
textual evidence to support understanding;
++ (E) summarize information in text,
maintaining meaning and logical order
(F) make connections (e.g., thematic links,
author analysis) between literary and
informational texts with similar ideas and
provide textual evidence.
ELPS
(2H) develop and expand repertoire of
learning strategies such as reasoning
inductively or deductively, looking for
patterns in language, and analyzing sayings
and expressions commensurate with gradelevel learning expectations
(3C) speak using a variety of grammatical
structures, sentence lengths, sentence types,
and connecting words with increasing
accuracy and ease as more English is
acquired
(4J) demonstrate English comprehension and
expand reading skills by employing
inferential skills such as predicting, making
ELA-Third Grade Fall 2013
Participate in teacher and peer conferences with the emphasis of understandable
facts/details (text features, graphic features, cause and effect) that help the reader
understand the writer’s purpose and main idea
WRITING
Connect the reading skills above (including cause and effect format) to complete
the informational composition started in weeks 10-12; use mentor text and mini
lessons
Explicitly teach and have students revise compositions for:
 the use of correct mechanics including paragraph indentions (3.23D)
 a concluding statement (3.20Aiii)

complete simple and compound sentences (3.22C)
 think about the cause and effect relationship within the brief composition
OWC/Conventions
Explicitly teach and have students edit (3.17D) compositions for the proper use of:
complete simple and compound sentences with correct subject-verb agreement
(3.22C)
 (I) Pull some simple and compound sentences from a piece of text that has been
read aloud. Make them all simple sentences and create a SMART Notebook
activity where students can manipulate the sentences; arranging and rearranging
them into simple and compound sentences.
 (WE) Turn to your neighbor and discuss what the value of simple and compound
sentences have in our reading and writing? Conclude that sentence variety helps
make the piece better. Go back into a quick-write or other piece of writing and
see if there are simple sentences that can be made into compound sentences.
Share and discuss
 (YOU) When reading find sentences that could be combined and respond in
RWN as to if combining the sentences really help or if it just makes it confusing.
Discuss findings and discoveries in peer and teacher conferences. Be prepared to
revise student writing when it adds to the effect of the paper.
Students peer revise and edit; also discuss how these skills add to the effect of
students’ overall compositions during teacher-student writing conferences
WORD-WORK: Use word study activities, teach in context, and frequently revisit
the word wall to enhance understanding and build vocabulary with an emphasis on
the following skills
 Spell words with closed syllables (3.24D) *lesson 10
 Use letter sound patterns for /oi/ sound to spell words (3.24A) *lesson 11;
8
(31) Listening and Speaking/Teamwork.
Students work productively with others in
teams. Students continue to apply earlier
standards with greater complexity. Students
are expected to participate in teacher- and
student-led discussions by posing and
answering questions with appropriate detail
and by providing suggestions that build upon
the ideas of others.
Continue to read independently and respond (3.11) using the addressed skills;
Monitor decoding skills previously taught (3.1E); Build fluency and comprehension
through peer reading (3.3)
Page
(30) Listening and Speaking/Speaking.
Students speak clearly and to the point, using
the conventions of language. Students
continue to apply earlier standards with
greater complexity. 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.

Spell single syllable homophones (3.24E) *lesson 12
Research
 Continue to use information from the reading in this nine weeks to generate
topics and formulate questions (3.25A)
Listening & Speaking
 Read alouds
 Partner Reading
 Peer and teacher conferences (3.29 A-B; 3.30; 3.31)
Teacher and peer conferences with the emphasis of understandable facts/details that
help the reader understand the writer’s purpose and main idea
WEEK 16-17
CCRS
(IA3) Evaluate relevance, quality,
sufficiency, and depth of preliminary ideas
and information, organize material generated,
and formulate thesis.
(IA4) Recognize the importance of revision
as the key to effective writing. Each draft
should refine key ideas and organize them
more logically and fluidly, use language
more precisely and effectively, and draw the
reader to the author’s purpose.
(IIA2) Use text features and graphics to form
an overview of informational texts and to
determine where to locate information.
(IIA3) Identify explicit and implicit textual
information including main ideas and
author’s purpose.
(IIIB1)Participate actively and effectively in
one-on-one oral communication situations.
(IIIB2) Participate actively and effectively in
group discussions
READING
Beginning Reading Skills/Phonics
 Identify and read contractions (3.1D)
Informational Text/Procedural (multi-step text structure)
Follow/explain a set of multi-step directions (3.15A)
 (I) Read a text with multi-step directions and ask students to think about what
they think the author is trying to help the reader see. Guide them to the idea that
it is showing the reader how to do something.
 (WE) Together chart the clues that helped the reader know the author’s purpose
is to give multi-step directions to do something.
Locate and use information in graphic features (3.15B)
o Use skimming and scanning techniques to identify data by looking at
text features (3.26B)
make connections between literary and informational texts(Fig. 19F)
WRITING
Complete brief compositions (3.20A)
 (YOU) Revise compositions in peer groups and independently for coherence,
organization, sentence variances, and audience (3.17C)
 (YOU) Edit drafts for this nine weeks grammar, mechanics, and spelling (3.17D)
 (YOU) Place final draft (published state) in the writing folder to be reviewed
during teacher-student writing conferences looking specifically at the students’
individual goals (3.17E)
Connect the reading skills above to complete (multi-step directions)
letters tailored to audience and purpose (3.20B)
 (I) Use mentor text to share the format of letter and appropriate conventions for a
ELA-Third Grade Fall 2013
Assessment
Connections
READING:
Major Grade
Cold read of an
informational text
with questions
related to TEKS
3.12; Fig. 19DEexpository; and
3.13ABCD)
WRITING:
Major Grade
Cause and effect
composition; use
of adverbs,
prepositional
phrases and
coordinating
conjunctions to
enhance meaning
(20Ai, ii, iii &
22Av, 22Avii)
The students are to
keep this piece in
their Writing folder
Resources
See graphic organizers in
the TISD content folder
on your desktop
Prepositions:
Around the House, the Fox
Chased the Mouse: A
Prepositional Tale
By Rick Walton
Joey & Jet by James Young
Under, Over, by the Clover
What is a Preposition? by
Brian P. Cleary
If You Were a Preposition
by Michael Dahl
9
Strategies & Activities
Page
connections between ideas, drawing
inferences and conclusions from text and
graphic sources, and finding supporting text
evidence commensurate with content area
needs; and
(4K) demonstrate English comprehension and
expand reading skills by employing
analytical skills such as evaluating written
information and performing critical analyses
commensurate with content area and gradelevel needs.
(5F) write using a variety of gradeappropriate sentence lengths, patterns, and
connecting words to combine phrases,
clauses, and sentences in increasingly
accurate ways as more English is acquired



letter (date, salutations, closing) and create an anchor chart for those conventions
and format
(I) Discuss purpose and audience connections; also review central idea,
supporting sentences, and explanations for writing procedural text
(WE/YOU) Students will establish a chosen multi-step process and decide the
audience
(YOU) Students will write letters explaining a multi-step process with a purpose
and audience connection
for the compiled
writing pieces
throughout the
year.
.
OWC/Conventions
(I?WE?YOU) Use mentor text and mini lessons to teach and practice:
 Write legibly in cursive script with spacing between words in a sentence (3.23A)
WORD-WORK: Use study activities, teach in context, and frequently revisit the
word wall to enhance understanding and build vocabulary with an emphasis on the
following skills
 Spell complex contractions (3.24F) *lesson 13
 Use letter sound patterns for r-controlled vowels to spell words (24A) *lesson 14
Research
 (WE) Continue to use information from the reading to generate topics and
formulate questions (3.25A). Keep this in the RWNs for continued research plan
Listening & Speaking
 Read alouds
 Partner Reading
 Peer and teacher conferences (3.29 A-B; 3.30; 3.31)
Page
10
Continue to read independently and respond (3.11/3.20C) using the addressed skills;
Monitor decoding skills previously taught (3.1E); Build fluency and comprehension
through peer reading (3.3)
ELA-Third Grade Fall 2013