Dragons!
1st - 9 Weeks at a Glance
2015-2016 Grade: 3rd
Essential Question: How have changes in the community affected the environment overtime?
Fluency Goal: 3.3A- read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension (90-110 wmp)
3.11A- read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and
logical order (4 times a week, 20 minutes, generate a reading log or journal; participate in book talks)
Language
Arts
Vocabulary
3.4A ID
meaning of
common
prefixes (un-,
dis-, non-)
Language Arts Reading
(Genre & Comprehension Skill)
Tumblebooks: ocorro books
%= STAAR 2014
POETRY (narrative/ Lyrical)
Review Components of Poems
3.6A Describe the characteristics
(narrative) and how they create
imagery (S) %
3.6/Fig.19D %
Poem of the Week set up poetry
probe book
Poem: Twas the night before school started
Week 1
July 28- July 31
Targeted TEKS Spiral
3.4(A) identify the meaning of common
prefixes (e.g., in-, dis-) and suffixes (e.g.,
-full, -less), and know how they change the
meaning of roots
3.5(A) paraphrase the themes and
supporting details of fables, legends, myths,
or stories
3.8(A) sequence and summarize the plot's
main events and explain their
influence on future events
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.
3.10(A) identify language that creates a
graphic visual experience and appeals to the
Senses
3.19 E summarize information in text,
maintaining meaning and logical
order
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.
Language Arts
Fig.19 Skill
Math
%= STAAR 2015
3.1A Place Value to read, write, and describe the
value up to 999, 999 (S)
Fig 19A Establish
purposes for reading
selected texts based upon
own and others’ desired
outcome to enhance
comprehension (to be
informed, understand,
interpret, solve problems,
entertained, provide
enjoyment).
(1-9,999) %
3.2A- compose and decompose numbers
to 100,000 as a sum of so many ten
thousands, so many thousands, so many
hundreds, so many tens, and so many
ones using objects, pictorial models, and
numbers, including expanded notation as
appropriate.
3.1B Use place value to compare and order
through 1-9,999 (S)
3.2D- compare and order whole numbers
up to 100,000 and represent comparisons
using the symbols >, <, or =.
Fig 19C Monitor and
adjust comprehension
(using background
knowledge, creating
sensory images, reading
a portion aloud,
generating questions, use
context clues, ask for
help)
Spiral with Target the TEK
See Writing Plan
Week
of:
Language Arts
Writing Trait &
Process
Novel Ideas: Third Grade Angels; Superfudge, double fudge & Fudge a mania
3.2 B: describe the mathematical
relationships found in the base-10 place
value system through the hundred
thousand place; Supporting Standard
(2.2D – place value)
3.5 B: represent and solve one- and twostep multiplication and division problems
within 100 using arrays, strip diagrams,
and equations; Readiness Standard
(2.1B – Place Value comparative language)
3.5E: represent real-world relationships
using number pairs in a table and verbal
descriptions
3.6D decompose composite figures
formed by rectangles into nonoverlapping rectangles to determine the
area of the original figure using the
additive property of area; and Supporting
Standard
3.7C: determine the solutions to problems
involving addition and subtraction of time
intervals in minutes using pictorial models
or tools such as a 15-minute event plus a
30-minute event equals 45 minutes;
Supporting Standard
(2.6A – multiplication)
Science
Science Fair,Thurs., Sept. 26
Social Studies
Health
Technology
%= STAAR 2014
SAFETY & JOURNALING
Mapping Your Community
3.1A Demonstrate safe practices
3.2A ID reasons people have formed
communities
3.1B ID Pierre-Charles L’Enfant, Benjamin
Banneker
3.1C Describe how Juan de Onate has
contributed to the expansion of existing
communities or to the creation of new
communities
3.5A Use cardinal/intermediate directions to
locate local community on map/globes
(Rocky Mountains, Mississippi River,
Austin, TX in relation to local community)
3.5B Use scale to determine distances on
maps/globes
3.5C ID/use compass rose/grid
system/symbols on maps/globes
3.5D Create/interpret maps of places/regions
that contain map elements (title, compass
rose, legend, scale, grid system)
Spiral
3.3A Use vocabulary (past, present, future)
3.3C Apply the terms (year, decade, &
century)
3.3B Create and interpret timelines
3.4A- use safety equipment
3.4B- demo. that repeated investigations will
increase reliability of results
Scientific Process
Before LAB TEKS:
(title hypothesis, materials, procedure)
3.2A- Plan/implement investigations (w/ 1
variable)%
During LAB TEKS
3.2B- collect data information by
observing/measuring (measure-metric system, id
differences in measuring) %
After LAB TEKS:
3.2C- construct simple graphs, tables, maps, and
charts to evaluate data (maps, graphic organizers,
tables, charts, bar graphs)
3.2D- analyze/interpret information (patterns in
data) %
3.2E- Demonstrate that repeated investigations
may increase the reliability of results.
3.2F- communicate valid conclusions supported by
data in writing, by drawing pictures, through
verbal discussion
PROJECT IDEAS:
Map of school/classroom
Map of neighborhood
Read Aloud: Mapping Penny, Roxaboxen
Boom Town, p. 160-181 (Book 1) Treasures
(how a community changes)
Neighbors Poem, p. 240 (Treasures Book 1)
3.9A
Demonstrate
effective
verbal and
nonverbal
communicati
on
3.9B
Demonstrate
strategies for
resolving
conflicts
3.9C Explain
how to be a
good friend
Olweus
3.10A-use
font, color,
white space
and
graphics for
audience
3.10B-use
font, color,
white space
and
graphics for
printed
materials
Rules in the
computer
lab
3.4A ID
meaning of
common
prefixes (in-,
ir-)%
POETRY (narrative/ Lyrical)
Review Components of Poems
3.6A Describe the characteristics
(narrative) and how they create
imagery (S) %
3.6/Fig.19D %
Poem of the Week set up poetry
probe book
Poem: Twas the night before school started
Week 2
Aug. 3-7
STAMPS (mini lesson needed)
S=setting
T=theme
A= agent
M= motivation
P= purpose
S=senses
Week 3
Aug. 11-14
3.4A ID
meaning of
common
prefixes (de-,
re-, pre-) %
POETRY (humorous/ Free Verse)
3.6A Describe the characteristics
(narrative) and how they create
imagery (S)%
3.10A Identify language that creates
a graphic visual experience and
appeals to the senses in poetry (ID
text that describes, characters %
(emotional/physical)details/events,
settings, mental images) (S)
ASSESSMENT #1- Poetry
Poem: Boogie Man – Outside the
box poems
Fig 19A Establish
purposes for reading
selected texts based upon
own and others’ desired
outcome to enhance
comprehension (to be
informed, understand,
interpret, solve problems,
entertained, provide
enjoyment).
Fig 19C Monitor and
adjust comprehension
(using background
knowledge, creating
sensory images, reading
a portion aloud,
generating questions, use
context clues, ask for
help)
Fig 19C Monitor and adjust
comprehension (using
background knowledge,
creating sensory images,
reading a portion aloud,
generating questions, use
context clues, ask for help)
Fig 19D Make inferences
about text and use textual
evidence to support
understanding(title, cover,
illustrations, plot,
facts/details, background %
knowledge/experiences)
Spiral
Fig 19A –establish purpose for
reading(to be informed,
understand, interpret, solve
problems, entertained, provide
enjoyment
3.1A Place Value to read, write, and
describe the value up to 999, 999 (S)
(1-99,999) %
3.2A- compose and decompose numbers
to 100,000 as a sum of so many ten
thousands, so many thousands, so many
hundreds, so many tens, and so many
ones using objects, pictorial models, and
numbers, including expanded notation as
appropriate.
3.1B Use place value to compare and
order through 1-99,999 (S)
3.2D- compare and order whole numbers
up to 100,000 and represent comparisons
using the symbols >, <, or =.
Math Process Skills: 3.2B;
3.5B; 3.5E; 3.6D; 3.7C; 3.8B;
3.9A
3.5B: describe and classify samples of matter as
solids-definite shape, liquids-take shape of
container, and gases- take shape of container
and demonstrate that solids have a definite shape
and that liquids and gases take the shape of their
container
3.5A Measure, test, and record physical properties
of matter, including temperature, mass, magnetism,
and the ability to sink or float in water
Scientific Process Skills
Before LAB TEKS:
(title hypothesis, materials, procedure)
3.2A- Plan/implement investigations (w/ 1
variable)77%
During LAB TEKS
3.2B- collect data information by
observing/measuring (measure-metric system, id
differences in measuring) %
After LAB TEKS:
3.1A Place Value to read, write, and
describe the value up to 999, 999 (S)
(1-999,999)
3.2A- compose and decompose numbers
to 100,000 as a sum of so many ten
thousands, so many thousands, so many
hundreds, so many tens, and so many
ones using objects, pictorial models, and
numbers, including expanded notation as
appropriate.
3.1B Use place value to compare and
order through 999, 999 (S)
3.2D- compare and order whole numbers
up to 100,000 and represent comparisons
using the symbols >, <, or =.
Math Process Skills: (%)
3.2B; 3.5B; 3.5E; 3.6D; 3.7C;
3.8B; 3.9A
ASSESSMENT #1
3.2C- construct simple graphs, tables, maps, and
charts to evaluate data (maps, graphic organizers,
tables, charts, bar graphs) %
3.2D- analyze/interpret information (patterns in
data) %
3.2E- Demonstrate that repeated investigations
may increase the reliability of results.
3.2F- communicate valid conclusions supported by
data in writing, by drawing pictures, through
verbal discussion
*3.5C: predict, observe, and record changes in the
state of matter caused by heating
melting/evaporation or cooling freezing/condensation SS
3.5A Measure, test, and record physical properties
of matter, including temperature, mass, magnetism,
and the ability to sink or float in water
Scientific Process Skills
Before LAB TEKS:
(title hypothesis, materials, procedure)
3.2A- Plan/implement investigations (w/ 1
variable)%
During LAB TEKS
3.2B- collect data information by
observing/measuring (measure-metric system, id
differences in measuring) %
After LAB TEKS:
3.2C- construct simple graphs, tables, maps, and
charts to evaluate data (maps, graphic organizers,
tables, charts, bar graphs) %
3.2D- analyze/interpret information (patterns in
data) %
3.2E- Demonstrate that repeated investigations
may increase the reliability of results.
3.2F- communicate valid conclusions supported by
data in writing, by drawing pictures, through
verbal discussion
Mapping Your Community
3.2A ID reasons people have formed
communities
3.1B ID Pierre-Charles L’Enfant, Benjamin
Banneker
3.1C Describe how Juan de Onate has
contributed to the expansion of existing
communities or to the creation of new
communities
3.5A Use cardinal/intermediate directions to
locate local community on map/globes
(Rocky Mountains, Mississippi River,
Austin, TX in relation to local community)
3.5B Use scale to determine distances on
maps/globes
3.5C ID/use compass rose/grid
system/symbols on maps/globes
3.5D Create/interpret maps of places/regions
that contain map elements (title, compass
rose, legend, scale, grid system)
Spiral
3.3A Use vocabulary (past, present, future)
3.3C Apply the terms (year, decade, &
century)
3.3B Create and interpret timelines
Mapping Your Community
3.2A ID reasons people have formed
communities
3.1B ID Pierre-Charles L’Enfant, Benjamin
Banneker
3.1C Describe how Juan de Onate has
contributed to the expansion of existing
communities or to the creation of new
communities
3.5A Use cardinal/intermediate directions to
locate local community on map/globes
(Rocky Mountains, Mississippi River,
Austin, TX in relation to local community)
3.5B Use scale to determine distances on
maps/globes
3.5C ID/use compass rose/grid
system/symbols on maps/globes
3.5D Create/interpret maps of places/regions
that contain map elements (title, compass
rose, legend, scale, grid system)
Spiral
3.3A,B,C
PROJECT IDEAS:
Map of school/classroom/neighborhood
Roxaboxen
3.9A
Demonstrat
e effective
verbal and
nonverbal
communica
tion
3.9B
Demonstrat
e strategies
for
resolving
conflicts
3.9C
Explain
how to be a
good friend
3.11Apublish
information
through
printed
copy
3.4A-apply
appropriate
electronic
search
strategies in
acquiring
information
Olweus
3.9D Demo.
effective
listening
skills
3.9E Identify
ways to
communicate
with
parents/truste
d adults
about health
concerns
3.9F
Demonstrate
refusal skills
3.10A
Demonstrate
respectful
communicati
on with
family
members,
peers,
teachers, and
others
Olweus
3.4Bselect
strategies
to
navigate
the
internet
3.2A-use
mouse,
keyboard
Week 4
Aug. 18-21
3.4A ID
meaning of
common
suffixes (-able,
-ful, -less)- %
FABLES
3.5A Paraphrase the themes and
supporting details (S) %
3.8B Describe the interaction of
characters including their
relationships and the changes they
undergo (relationships, before/after
and event, intellectual, emotional,
physical changes) (R) %
3.8C –Identify whether the narrator
or speaker of a story is first or third
person
Fables: The Dog with a Bone
Nacho & Lolita-p. 42-61 Treasures
Text Book
Lion & the Mouse-p. 230
The Ant & the Grasshopper
(bookroom)
Fig 19B Ask literal,
3.2C Round whole numbers to the
nearest 10’s or 100’s to approximate
reasonable results in problem solving
solutions(S) %
interpretive, and evaluative
questions of text (ask
relevant questions, seek
clarification, and locate facts
and details about stories and
other texts and support
answers with evidence from
text) (S)
3.4B- round to the nearest 10 or 100
or use compatible numbers to estimate
solutions to addition and subtraction
problems.
Fig 19C Monitor and
adjust comprehension
(using background
knowledge, creating
sensory images, reading
a portion aloud,
generating questions,
use context clues, ask for
help)
Spiral
Fig 19A –establish
purpose for reading(to be
informed, understand,
interpret, solve problems,
entertained, provide
enjoyment
Math Process Skills: %, %)
3.2B; 3.5B; 3.5E; 3.6D; 3.7C; 3.8B;
3.9A
3.5D: explore and recognize that a mixture is
created when two materials are combined s
(gravel and sand/ metal and plastic paper
clips/iron fillings & salt/ soil & rocks/pens &
pencils-student supplies/contents in recycling
box)
Scientific Process Skills
Before LAB TEKS:
(title hypothesis, materials, procedure)
3.2A- Plan/implement investigations (w/ 1
variable)%
During LAB TEKS
3.2B- collect data information by
observing/measuring (measure-metric system, id
differences in measuring) %
After LAB TEKS:
3.2C- construct simple graphs, tables, maps, and
charts to evaluate data (maps, graphic organizers,
tables, charts, bar graphs) %
3.2D- analyze/interpret information (patterns in
data) %
3.2E- Demonstrate that repeated investigations
may increase the reliability of results.
3.2F- communicate valid conclusions supported by
data in writing, by drawing pictures, through
verbal discussion
Physical Characteristics of
Communities
3.1C Describe how individuals (Daniel
Boone & Christopher Columbus) contributed
to the expansion of existing communities or
to the creation of new communities
3.5A Use cardinal/intermediate directions to
locate local community on map/globes
(Rocky Mountains, Mississippi River,
Austin, TX in relation to local community)
3.5B Use scale to determine distances on
maps/globes
3.5C ID/use compass rose/grid
system/symbols on maps/globes
3.5D Create/interpret maps of places/regions
that contain map elements (title, compass
rose, legend, scale, grid system)
Spiral
3.3A,B,C
3.9D Demo.
effective
listening
skills
3.9E
Identify
ways to
communicat
e with
parents/trust
ed adults
about health
concerns
3.9F Demo.
refusal skills
3.10A
Demo.
respectful
communicat
ion with
family
members,
peers,
teachers,
and others
Olweus
ASSESSMENT #1
FABLES
3.5A Paraphrase the themes and
supporting details (S) %
3.8B Describe the interaction of
characters including their
relationships and the changes they
undergo (relationships, before/after
and event, intellectual, emotional,
physical changes) (R) %
3.8C –Identify whether the narrator
or speaker of a story is first or third
person
Fables: The Dog with a Bone
Nacho & Lolita-p. 42-61 Treasures
Text Book
Lion & the Mouse-p. 230
The Ant & the Grasshopper
(bookroom)
Fig 19F Make
connections (thematic
links, author analysis,
own experiences, ideas in
other texts, larger
community) between
literary and informational
texts with similar ideas
and provide textual
evidence.
(text to text, text to self,
text to world)
Spiral
Fig 19A –establish
purpose for reading(to be
informed, understand,
interpret, solve problems,
entertained, provide
enjoyment
3.2C Round whole numbers to
the nearest 10’s or 100’s to
approximate reasonable results
in problem solving solutions(S)
%
3.4B- round to the nearest 10
or 100 or use compatible
numbers to estimate solutions
to addition and subtraction
problems.
Author’s Wall Post
Week 5
Aug. 25-28
Early Release- Aug.26
3.4A ID
meaning of
common
suffixes (ment,
-ly, -er) %
Math Process Skills: %, %)
3.2B; 3.5B; 3.5E; 3.6D; 3.7C;
3.8B; 3.9A
3.6A Explore different forms of energymechanical, light, sound & heat/thermal in
everyday life
3.3D: Nikola Tesla- “lightning man”, physicist,
inventor, mechanical & electrical engineer)
Scientific Process Skills
Before LAB TEKS:
(title hypothesis, materials, procedure)
3.2A- Plan/implement investigations (w/ 1
variable)%
During LAB TEKS
3.2B- collect data information by
observing/measuring (measure-metric system, id
differences in measuring) %
After LAB TEKS:
3.2C- construct simple graphs, tables, maps, and
charts to evaluate data (maps, graphic organizers,
tables, charts, bar graphs) %
3.2D- analyze/interpret information (patterns in
data) %
3.2E- Demonstrate that repeated investigations
may increase the reliability of results.
3.2F- communicate valid conclusions supported by
data in writing, by drawing pictures, through
verbal discussion
Physical Characteristics of
Communities
3.1C Describe how individuals (Daniel
Boone & Christopher Columbus) contributed
to the expansion of existing communities or
to the creation of new communities
3.5A Use cardinal/intermediate directions to
locate local community on map/globes
(Rocky Mountains, Mississippi River,
Austin, TX in relation to local community)
3.5B Use scale to determine distances on
maps/globes
3.5C ID/use compass rose/grid
system/symbols on maps/globes
3.5D Create/interpret maps of places/regions
that contain map elements (title, compass
rose, legend, scale, grid system)
Spiral
3.3A,B,C
3.10B
Describe the
mental-health
value of
respectful
communicati
on such as
reducing the
potential for
angry
behavior
3.10C
Express
needs, wants,
and emotions
in healthy
ways
3.5B
Demonstrate
the ability to
locate school
and
community
helper
3.2E-use
capitalizati
on,
punctuation
, spelling,
word
division,
numbers
and
symbols
4.3B-model
respect of
intellectual
property by
not illegally
copying
electronic
work
Week 6
Sept. 2-4
3.4A ID
meaning of
common
suffixes (-ing, s, -ed, -es) %
LEGENDS
3.5A Paraphrase the themes and
supporting details (S) %
3.8A Sequence and summarize the plot’s
main events and explain their influence
on future events (R) %
3.8B Describe the interaction of
characters including their relationships
and the changes they undergo
(relationships, before/after and event,
intellectual, emotional, physical changes)
(R) %
Spiral
3.10A Identify language that creates a
graphic visual experience and appeals to
the senses in fiction (ID text that
describes, characters
(emotional/physical)details/events,
settings, mental images) (S) %
Read Aloud: The Story Telling Stone,
p.60-63
Why do Mosquitos Buzz in People’s Ear
The Hunter Man & the Crocodile
The Indian Paintbrush
The Legend of the Blubonnet
Fig 19E Summarize
information in text,
maintaining meaning and
logical order (main idea,
main characters,
(BME/Somebody
wanted, but, so…/) (R)
%
Spiral
Fig 19A –establish
purpose for reading(to be
informed, understand,
interpret, solve problems,
entertained, provide
enjoyment
3.3A Model addition/subtraction using
pictures, words, and numbers (up to
999, using models/pics/
words/numbers, ID inverse
relationship, fact families) (S) %
3.6A Explore different forms of energymechanical, light, sound & heat/thermal in
everyday life
3.3D: Nikola Tesla- “lightning man”, physicist,
inventor, mechanical & electrical engineer)
3.5A- represent one- and two-step
problems involving addition and
subtraction of whole numbers to 1,000
using pictorial models, number lines,
and equations
Before LAB TEKS:
(title hypothesis, materials, procedure)
3.3B Select add/sub and use the
operation to solve problems involving
whole numbers through 999 (multi
step/operations in single problem,
with/out regrouping, justify
reasonableness, tie with real-life
situations) (R) %
After LAB TEKS:
3.4A- solve with fluency one-step and
two-step problems involving addition
and subtraction within 1,000 using
strategies based on place value,
properties of operations, and the
relationship between addition and
subtraction.
Math Process Skills: (%)3.2B; 3.5B;
3.5E; 3.6D; 3.7C; 3.8B; 3.9A
ASSESSMENT #2
Scientific Process Skills
3.2A- Plan/implement investigations (one variable)%
During LAB TEKS
3.2B- collect data information by
observing/measuring (measure-metric system, id
differences in measuring)%
3.2C- construct simple graphs, tables, maps, and
charts to evaluate data ( tables, charts, bar graphs)
%
3.2D- analyze/interpret information (patterns in
data) %
3.2E- Demonstrate that repeated investment
increase the reliability of results.
3.2F- communicate valid conclusions supported by
data in writing, by drawing pictures, through
verbal discussion
ASSESSMENT #2
Physical Characteristics of
Communities
3.1C Describe how individuals (Daniel
Boone & Christopher Columbus) contributed
to the expansion of existing communities or
to the creation of new communities
3.5A Use cardinal/intermediate directions to
locate local community on map/globes
(Rocky Mountains, Mississippi River,
Austin, TX in relation to local community)
3.5B Use scale to determine distances on
maps/globes
3.5C ID/use compass rose/grid
system/symbols on maps/globes
3.5D Create/interpret maps of places/regions
that contain map elements (title, compass
rose, legend, scale, grid system)
PROJECT IDEAS:
Regional Map (US Region)
3.10B
Describe
the mentalhealth
value of
respectful
communica
tion such as
reducing
the
potential
for angry
behavior
3.10C
Express
needs,
wants, and
emotions in
healthy
ways
3.5B
Demo. the
ability to
locate
school and
community
helper
ReviewPrefixes/suffix
es
LEGENDS
3.5A Paraphrase the themes and
supporting details (S) %
Week 7
Sept. 8-11
Labor Day-No School,Sept.7
3.8B Describe the interaction of
characters including their relationships
and the changes they undergo
(relationships, before/after and event,
intellectual, emotional, physical changes)
(R) %
Fig 19E Summarize
information in text,
maintaining meaning and
logical order (main idea,
main characters,
(BME/Somebody
wanted, but, so…/) (R)
%
Mixed Operations- apply strategies for
Spiral
Fig 19A –establish
purpose for reading(to be
informed, understand,
interpret, solve problems,
entertained, provide
enjoyment
3.4B- solve with fluency one-step and twostep problems involving addition and
subtraction within 1,000 using strategies
based on place value, properties of
operations, and the relationship between
addition and subtraction.
Spiral
3.10A Identify language that creates a
graphic visual experience and appeals to
the senses in fiction (ID text that
describes, characters
(emotional/physical)details/events,
settings, mental images) (S) %
Read Aloud: The Story Telling Stone,
p.60-63
Why do Mosquitos Buzz in People’s Ear
The Hunter Man & the Crocodile
The Indian Paintbrush
The Legend of the Blubonnet
ASSESSMENT #2
Celebrate Freedom Week Sept.
Constitution Day, Sept 17
Week 8
Sept. 14-18
Assessment #2
3.4B –Use
context clues
(relationships,
surrounding
words, phrases,
sentences &
paragraphs) %
TRADITIONAL FOLKTALES
3.5B Compare & contrast the settings (timepast, present, future; time of day; placegeographical, topographical; cultural
background; historical background;
psychological background)
(Stone Soup, Treasures, p. 282
Spiral
3.8A Sequence and summarize the plot’s
main events & explain their influence on
future events (R) %-Mentoring Minds
(climax diagram/sequence, main events)
(learner.org- interactive stories/Cinderella)
3.8B Describe the interaction of characters
(relationships (family, friend, enemy),
before/after and event, intellectual,
emotional, physical changes) (R) %
3.8C –ID 1st or 3rd person narrator
3.10A ID language that creates a graphic
visual experience and appeals to the senses
(ID text that describes, characters
emotional/physical)details/events, settings,
mental images) (S)
Nacho & Lolita-p. 42-61
Martina the Beautiful Cockroach, read
aloud
Fig 19F Make connections
(thematic links, author
analysis, own experiences,
ideas in other texts, larger
community) between
literary and informational
texts with similar ideas and
provide textual evidence.
Spiral
Fig 19A –establish purpose
for reading(to be informed,
understand, interpret, solve
problems, entertained,
provide enjoyment
Fig 19E Summarize
information in text,
maintaining meaning and
logical order (main idea,
main characters,
(BME/Somebody wanted,
but, so…/) (R) %
whole number operation for efficiency & accuracy
3.3A-add/sub %
Celebrate Freedom Week
3.6C Observe forces – magnetism & gravity
acting on objects
3.5A- represent one- and two-step
problems involving addition and
subtraction of whole numbers to 1,000
using pictorial models, number lines, and
equations.
Before LAB TEKS:
(title hypothesis, materials, procedure)
3.3B-add/sub in word problems %
During LAB TEKS
3.4C- round to the nearest 10 or 100 or
use compatible numbers to estimate
solutions to addition and subtraction
problems.
Math Process Skills: (%, %)
3.2B; 3.5B; 3.5E; 3.6D; 3.7C;
3.8B; 3.9A
3.1C Determine the value of a
collection of coins & bills (S)
3.4C- determine the value of a
collection of coins and bills.
Math Process Skills: 3.2B;
3.5B; 3.5E; 3.6D; 3.7C; 3.8B;
3.9A
Scientific Process Skills
3.2A- Plan/implement investigations (w/ 1
variable)%
3.2B- collect data information by
observing/measuring (measure-metric system, id
differences in measuring) %
After LAB TEKS:
3.2C- construct simple graphs, tables, maps, and
charts to evaluate data (maps, graphic organizers,
tables, charts, bar graphs) %
3.2D- analyze/interpret information (patterns in
data) %
3.2E- Demonstrate that repeated investigations
may increase the reliability of results.
3.2F- communicate valid conclusions supported by
data in writing, by drawing pictures, through
verbal discussion
3.1A Describe how individuals, events,
and ideas have changed communities, past
and present
3.1B ID individuals Benjamin Franklin
who have helped to shape communities
(one of the Founding Fathers)
3.1C Describe how individuals (Founding
Fathers) have contributed to the expansion
of existing communities or to the creation
of new communities
3.10A ID the purposes of the Declaration
of Independence and the U.S. Constitution
, including the Bill of Rights
3.10B Describe/explain the importance of
the concept of “consent of the governed”
as it relates to the functions of local, state,
and national gov’t
3.14A Identify and analyze the heroic
deeds of individuals, including military
and first responders such as Todd Beamer
3.11E
Practice
assertive
communicat
ion and
refusal skills
3.11F
Describe
goal-setting
skills
3.11G
Explain the
importance
of time
passage with
respect to a
goal
PROJECT IDEAS:
biography poem, timeline, poster (flip
book)
The Flag We Love
A More Perfect Union
*3.6B: Demonstrate & observe how position &
motion can be changed by pushing & pulling
objects to show work being done - swings,
balls, pulleys, & wagons (motion-speeding
up/slowing down/turning ; Forces can cause
motion -pushing a toy car, pushing a swing,
pulling a wagon; forces can stop motion or
change its direction-catching a ball, hitting a
ball, throwing a ball, using a pulley) SS %
Campus Science Fair Thurs., Sept.
26 (3-5th)
Science Fair Projects Presentations
Celebrate Freedom Week
3.1A Describe how individuals, events,
and ideas have changed communities, past
and present
3.1B ID individuals Benjamin Franklin
who have helped to shape communities
(Founding Fathers)
3.1C Describe how individuals (Founding
Fathers) have contributed to the expansion
of existing communities or to the creation
of new communities
3.10A ID the purposes of the Declaration
of Independence and the U.S. Constitution
, Bill of Rights
3.10B Describe/explain the importance of
the concept of “consent of the governed”
as it relates to the functions of local, state,
and national gov’t
3.14A Identify and analyze the heroic
deeds of individuals, including military
and first responders such as Todd Beamer
PROJECT IDEAS:
biography poem, timeline, poster (flip
book)
3.11E
Practice
assertive
communicat
ion and
refusal skills
3.11F
Describe
goal-setting
skills
3.11G
Explain the
importance
of time
passage with
respect to a
goal
TRADITIONAL FOLKTALES
3.5B Compare & contrast the settings
(time-past, present, future; time of day;
place-geographical, topographical;
cultural background; historical
background; psychological background)
(Stone Soup, Treasures, p. 282
Spiral
3.8A Sequence and summarize the plot’s
main events & explain their influence on
future events (R) 77%-Mentoring Minds
(climax diagram/sequence, main events)
(learner.org- interactive
stories/Cinderella)
3.8B Describe the interaction of
characters (relationships (family, friend,
enemy), before/after and event,
intellectual, emotional, physical changes)
(R) %
3.8C –ID 1st or 3rd person narrator
3.10A ID language that creates a graphic
visual experience and appeals to the
senses (ID text that describes, characters
emotional/physical)details/events,
settings, mental images) (S)
Nacho & Lolita-p. 42-61
Martina the Beautiful Cockroach,
read aloud
Bring Writing Samples to TEKS
Academy
Fig 19C Monitor and adjust
comprehension (using
background knowledge,
creating sensory images,
reading a portion aloud,
generating questions, use
context clues, ask for help
REVIEW
COMPREHENSIVE
ASSESSMENT
Fig 19F Make connections
(thematic links, author
analysis, own experiences,
ideas in other texts, larger
community) between
literary and informational
texts with similar ideas and
provide textual evidence.
COMPREHENSIVE ASSESSMENT
Spiral
Fig 19A –establish purpose
for reading(to be informed,
understand, interpret, solve
problems, entertained,
provide enjoyment
Fig 19E Summarize
information in text,
maintaining meaning and
logical order (main idea,
main characters,
(BME/Somebody wanted,
but, so…/) (R) %
*3.6B: Demonstrate & observe how position &
motion can be changed by pushing & pulling
objects to show work being done - swings,
balls, pulleys, & wagons (motion-speeding
up/slowing down/turning ; Forces can cause
motion -pushing a toy car, pushing a swing,
pulling a wagon; forces can stop motion or
change its direction-catching a ball, hitting a
ball, throwing a ball, using a pulley) SS %
REVIEW
Author’s Wall Post
Week 9
Sept. 21- 25
Early Release- Sept.23
3.4B –Use
context clues
(relationships,
surrounding
words, phrases,
sentences &
paragraphs) %
Celebrate Freedom Week
3.1B ID individuals Benjamin Franklin
who have helped to shape communities (
Founding Fathers)
3.1C Describe how individuals (Founding
Fathers) have contributed to the expansion
of existing communities or to the creation
of new communities
3.10A ID the purposes of the Declaration
of Independence and the U.S. Constitution
, Bill of Rights
3.10B Describe/explain the importance of
the concept of “consent of the governed”
as it relates to the functions of local, state,
and national gov’t
3.14A Identify and compare analyze the
heroic deeds of Todd Beamer
3.14-ID and analyze the heroic deeds of
military
Grades 3-12 Study and recite the
following text: "We hold these Truths to
be self-evident
• Constitution Day
PROJECT IDEAS:
biography poem, timeline, poster (flip
book)
REVIEW
Technology Projects: Teach Microsoft Word Features-Final product will be Bio Poem using features that were taught (font, color, size, borders, pictures, etc.)
(saving opening documents in proper folder)
Take Home Project: Students will create a bio poem
Teach
Microsof
t Word
FeaturesFinal
product
will be
Bio
Poem
using
features
that were
taught
(font,
color,
size,
borders,
pictures,
etc.)