ENGLISH LANGUAGE ARTS / READING
ELEMENTARY CURRICULUM
GRADE: 3
1st Nine-Week Period
Essential Understanding (Big Ideas):
WRITING
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Literary Emphasis-Stories: building the plot to climax
Use of mentor text to model story elements
The writing process is ongoing
Conferencing is an important part of the process
READING
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Literary Fiction Text Emphasis
Sequence is a part of every story
The main events in sequence help us summarize and understand
stories
Cause and effect relations effect the story (settings, characters,
events)
Guiding Questions:
What order is logical to tell a story?
How can we read, tell, and write a story so that it makes sense to others?
How does sequencing the events in a story help us to retell a story?
Where do we come up with ideas for writing stories?
Page
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1.
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3.
4.
ELAR 3rd Grade 2013
1st 9 Weeks At A Glance English Language Arts - Grade: 3
 Useful 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)
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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
(3.24A)
Reading
1st Nine
Weeks
Listening & Speaking
Writing/OWC
Phonics

Use common syllabication patterns to decode
words (31Bi, ii, iii)
Vocabulary Development

Common prefixes (3.4A)
Literary Text/Theme & Genre
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Paraphrase/support with details (3.5A)
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Compare/contrast settings (myths and traditional
folktales (3.5B)
Literary Text/Fiction
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Sequence and summarize the plot’s main events
and influence on future events (3.8A)
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Describe the interaction of characters (3.8B)
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Narrator or speaker – first or third person (3.8C)
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Summarize text (Fig. 19E Fiction)
Writing/Literary Text-stories

Write imaginative or real stories that build the plot
to a climax and details about the characters and
setting (3.18A)

Write responses to literary text (i.e., how do the
characters behave and what influence does that
have on the story?) (3.20C)
Oral/written conventions/conventions

Use of verbs (past, present, and future) 3.22Ai)
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Use of nouns (singular/plural, common/proper)
(3.22Aii)
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Use the complete subject and the complete
predicate in a sentence (22B)
Oral and Written Conventions/HW, Caps, and
punctuation.
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Write legibly in cursive script with spacing
between words in a sentence (23A)
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Academic
vocabulary
ELPS &
CCRS
ELAR 3rd Grade 2013
ELPS:
4I
third person
graphic visual
literary
appeals to senses
inference
textual evidence
CCRS:
IIA7
Research and
Listening & Speaking
Writing:

Using the writing process, write
stories (real or imagined) that
Listening & Speaking

Peer and teacher
conferences for revisions
to drafts (3.29AB; 3.30;
3.31)
build the plot to a climax and
contain details about the
characters and setting (3.18A)

Editing (3,17D) for verb tense
(3.22Ai), singular/plural nouns
(3.22Aii) & complete subject
and complete predicate
sentences (3.22B)
Reading:

Infer: importance of setting in
connection to character actions
and main event with proof from
text and write a Plot Summary
that includes character
relationships and changes they
undergo (3.8A-B/Fig. 19E)

Cold read of imaginary stories
with questions that cover TEKS
3.5AB, 3.8ABC, and Fig. 19E)
Below is the assessment first listed
in the curriculum. If you have
already implemented this one, you
can forego one of the other
assessments
Reading passage with vocabulary
questions for context clues (3.4B) &
prefixes (3.4A)
Singular/plural & common/proper nouns
Complete subject & complete predicate
Closed syllables & common syllables
Complex consonants
CCRS:
IA1
Common Assessments
Research

Brainstorm topics (3.25)
Make connections with the reading vocabulary
within the writing of the imaginary story.
ELPS:
5G
Spelling/Vocabulary Quizzes (1
per week=1 major grade per nine
weeks)
Listen attentively to
others (3.29A)
Follow, restate, & give
oral instructions (3.29B)
Speak clearly (3.30
Participate productively
in teams (3.31)
Literary Text/Sensory Language

Identify language that creates a graphic visual and
Oral and written Conventions/Spelling
appeals to the senses (3.10)

Spell words with closed syllables & Common

Monitor and adjust comprehension (Fig. 19C)
syllables (24D)
Spell words with letter sound patterns (24A)
Fig. 19 D make inferences about text and use textual 

Spell words with complex consonants (24Bv)
evidence to support understanding.
sequence
summarize
plot
climax
interaction of characters
first person
Assessments
ELPS:
3H
CCRS:
IVA2
2
Ongoing
TEKS
Writing/OWC
Page
Reading
++ Readiness Standards
+ Supporting Standards
TEKS / ELPS / CCRS
(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; +
(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,
ELAR 3rd Grade 2013
Resources
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.
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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 Dillar 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.
Word Study activities:
 Give students a set of words that follow the spelling patterns and have students sort them. Discuss how they sorted them and
lead them to discover the spelling pattern (e.g., ran, can cat, / bus, cut, run / it, sit, win / etc.). Then begin to compile a student
generated list of words that follow the patterns they discovered and continue to add to the list from words they find in their
reading and writing.
 Show a set of words with the same vowel sound but multiple combination patterns. Ask students to think about what sound is
being made. Have students discover all the patterns that make the vowel sound (e.g., long /a/-- ay, eigh, aCe. Chart those words
and keep an ongoing list on an anchor chart, in their Writer/Reader notebooks and continue to add to the list from words they
find in their reading and writing.
 Consonant blends: complete word sorts according to the blends and discuss the sounds and patterns. Brainstorm more words
with the given blends and add to the list. Discover the blends in other unfamiliar words in their reading and writing. Keep an
ongoing list in Reader/Writer notebooks.
Keep in mind that “the understandings will develop best when the learning students do as they write also becomes a resource for
them as they read (C. Avery, And With a Light Touch, 343). The reading/writing connection through word study/word sorts.
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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 skill 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 revising and editing
3
(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:
(B) use common syllabication patterns
to decode words including: (i) closed
syllable (CVC) (e.g., mag-net, splendid); (ii) open syllable (CV) (e.g., veto)
(C) decode words applying knowledge
of common spelling patterns (e.g., eigh, -ought);
(E) monitor accuracy in decoding
Assessment
Connections
Page
TEKS
READING
SUGGESTED Instructional Strategies & Activities
Development. Students understand new
vocabulary and use it when reading and
writing. Students are expected to: ++
(B) use context to determine the
relevant meaning of unfamiliar words
or distinguish among multiple meaning
words and homographs;
(5) Reading/Comprehension of
Literary Text/Theme and Genre.
Students analyze, make inferences and
draw conclusions about theme and
genre in different cultural, historical,
and contemporary contexts and provide
evidence from the text to support their
understanding. Students are expected
to: + (A) paraphrase the themes and
supporting details of fables, legends,
myths, or stories; and(B) compare and
contrast the settings in myths and
traditional folktales.
++ (8) Reading/Comprehension of
Literary Text/Fiction. Students
understand, make inferences and draw
conclusions about the structure and
elements of fiction and provide
evidence from text to support their
understanding. Students are expected
to: ++ (A) sequence and summarize
the plot's main events and explain their
influence on future events;
++ (B) describe the interaction of
characters including their relationships
and the changes they undergo; and
(C) identify whether the narrator or
speaker of a story is first or third
person.
Suggestion: the bullets below are done as mini-lessons and student activities. The student activities should be supervised in a workshop
model setting. The first few weeks will be closely monitored by the teacher to emphasized workshop routine from mini-lessons to
independent reading and writing.
WEEK 1 - 3
Attachment in
READING:
Forethought:
 Establish Reading Routines & Procedures using read alouds with reading strategies
article on the
ask relevant questions…(3..2B. 3.31)
workshop model
I-SIP
(wks
2-4)
o Read, Stop, Think, Write Strategy Read a portion of a story, Stop and

Spelling list
ask students to Think of questions/wonders they have, Write those
Gates (wks 3-4)
questions and seek answers as the story continues. Repeat
o Apply the strategy is small groups (3.31) with small books; review routines
for small group work (classroom procedure expectations)
TISD Smart Folder
o Each group will share their thoughts from the story they read to the whole
on the desktop
class
 Setting purpose for reading (Fig 19A)
Cheryl Kelley-Tomball
o In teams (3.31), students brainstorm “Why do we read?”
ISD ELA Content
o As a class, list reasons for reading on an anchor chart; continue to add to this
Specialist Grades 3-6
chart throughout the year and refer to it often
http://teacherweb.com/
o Introduce the terms literary (fiction) and informational (expository) and
TX/TomballCurriculu
mInstruction/Kelley
begin listing types of text on an anchor chart; continue to add to this chart
Website with resources
throughout the year as new text is introduces
for the various skills in
o Students will respond to the following question: “How do we read a story
this nine week period
(literary fiction)?” “How do we read something that gives us information
(informational expository text)?
 Sequence & summarize the plots main events in literary text (3.8A & Fig. 19E)
Leveled Readers:
o Students will distinguish literary fiction from informational expository
Small group: Before the
through modeled text; Read a story with a good story structure (suggestionTalkies
“A Fine, Fine School” T28-38 (Literary portion of paired selections)
The Wright Brothers
o Have students read Vocabulary Words- Context Clues
Technology resources:
o skill focus- story structure- character development & interaction, setting,
Smart Exchange
plot, events, solution, theme, point of view (first person & third person)
Write Source Online
(3.6A,B, C)
Journey’s Online
o Sequence & Summarize- Analyze story and model how to STOP and
Brain Pop/Brain Pop Jr.
THINK about the sequence of the events in the plot. Next, think aloud and
United Streaming
state the character’s main problem and its solution to summarize the plot.
Think aloud and cite examples from the story that helped you predict the
Teaching Resources:
plot’s solution (3.8.A). Think about the sequence in which the author
Authentic Strategies
describes the actions of the main character. To summarize the plot, identify
for High-Stakes Tests:
the main character’s problem or conflict and how it was resolved. (3.8A)
A Practical Guide for

ELAR 3rd Grade 2013
WORD STUDY: spelling conventions and decoding words; word meanings
Read independently and respond (11) **respond to literary text (20C)
English Language/Arts
by Joyce Armstrong
4
++ (4) Reading/Vocabulary
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
Page
generating questions, re-reading a
portion aloud).
+ (10) Reading/Comprehension of
Literary Text/Sensory Language.
Students understand, make inferences
and draw conclusions about how an
author's sensory language creates
imagery in literary text and provide
evidence from text to support their
understanding. Students are expected to
identify language that creates a graphic
visual experience and appeals to the
senses
(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).
1

Carroll
Begin to create a word wall (see below for meaning)
WRITING:
 Set up writers notebooks (WN) using read alouds and begin collecting ideas (17A)
o Suggested set up: Ideas (10 pages); Quick-writes (25 pages); Responses to
reading & writing (25 pages); Grammar & Word-Study (25 pages); Freewrites (to the end)
o Read aloud various stories, poems, and other literary text to help students
begin to create lists for ideas to list in their WNs
o Continue to add to the ideas- examples: family members, friends, people we
see every day, special places, special events, memories,
o Students will participate in quick-writes using ideas and inspired by the
various read alouds
o Students will begin to write in their free-write sections during writing
conferences to exhibit routines and help teacher begin to see students
writing/reading abilities and skills
 Use read alouds to begin brainstorming ideas for imaginary stories (3.18A)
 **Literary responses (3.20C & 3.2B)
o Responses to reading & writing section: Students will write their own
questions and locate details to clarify those questions as modeled in the
reading process.
o Students will share their questions and findings during
o Students will share their personal stories and ideas as they begin to get to
know one another. As they share, walk through routines and expectations
for listening and speaking (3.29 A, B & 3.30)
Verbs :

To Root, To Shoot,
To Parachute: What
is a Verb? By Brian
P. Cleary

Slide and Slurp,
Scratch and Burp by
Brian P. Cleary

If You were a Verb
by Michael Dahl

The Maestro Plays
by Bill Martin
(adverbs)

Suddenly Alligator:
Adventures in
Adverbs

If You Were and
Adverb by Michael
Dahl

Dearly, Nearly,
Insincerely by Brian
P. Cleary

Lazily, Crazily, Just a
Bit Nasally by Brian
P. Cleary
Oral & Written Conventions-Word Study
Use various word study activities to build word/vocabulary knowledge and application.
See in green for suggestions. Other resources are listed in the resource column.
 Nouns (singular/plural) (3.22Aii): review that a noun names a person, place, or thing;
have students find nouns in their text and chart it; share sentences from text read that
have both plural and singular nouns and ask what they notice about the nouns; discuss
how spellings change when making a noun plural and discuss the different ways the
spellings change; chart the variants in singular and plural noun patterns; recognize
and use in reading and writing.
 Spell words with closed syllables (3.24D) *lesson1- Spelling Connections ; Read
words with closed Syllables (CVC) (3.1Bi)
Attached resource in
Forethought:
 PowerPointsingular/plural
WRITING
ELAR 3rd Grade 2013
READING:
Major Grade
Infer: importance
of setting in
5
WEEK 4-6
READING:
 Continue establishing routines & procedures with reading strategies-establish purpose
for reading…(3.2A-C) using the skills for this three week period
 Use context to determine meaning of words (3.4B)
o
Teacher resource for
plural nouns
http://grammar.ccc.c
ommnet.edu/gramm
ar/plurals.htm
Page
(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,
(20) Writing/Expository and
Procedural Texts. Students write
expository and procedural or workrelated texts to communicate ideas and
information to specific audiences for
specific purposes. Students are
expected to: (C) write responses to
literary or expository texts that
demonstrate an understanding of the
text.
ORAL & WRITTEN
CONVENTIONS
(22) Oral and Written
Conventions/Conventions. Students
understand the function of and use the
conventions of academic language
when speaking and writing. Students
continue to apply earlier standards with
greater complexity. Students are
expected to: + (A) use and understand
the function of the following parts of
speech in the context of reading,
writing, and speaking: (i) verbs (past,
present, and future); (ii) nouns
(singular/plural, common/proper); ++
(B) use the complete subject and the
complete predicate in a sentence
Sequence and summarize plot’s main events (38A/Fig.19E)
Describe interactions of characters…relationships and changes (3.5A, 3.8B, C)
o Review story from
o Theme- The major lesson learned by a fictional character as a result of
events that happened in a work of fiction. Whatever the character learns is
what the author wants the readers to learn also. Read-aloud numerous
narratives in various forms and think aloud with students to identify theme.
Think about the main character. What did s/he do, say, and think? Students
will paraphrase themes in their own words.
o First or Third Person: Define first person point of view as a narrative with
a character in the plot who tells the story. Define third person point of view
as a story told by a narrator who is not in the plot. (3.8C)

Read independently and respond (3.11) and **respond to literary text (3.20C)
Useful strategies to help comprehend text (3.2A-C)

Be sure to draw on the skills from reading to make connections to the writing of an
imaginary story.
WRITING:
 Write stories (real or imagined) (3.18A)
o Use the models of stories read aloud, in shared reading, small groups, and
independent reads to show students the parts of a story. Chart the parts of
some of the stories read with characters, setting, plot – events to the climax
(details). Help students understand that the patterns stay the same but the
parts of those patterns differ. Have students pay attention to how the writer
presents a problem, builds suspense, develops character, and brings the story
to closure. Revisit stories in first and third person.
o Begin mapping out stories of their own by using the models and teacher
creating an imaginary story with the students in a shared writing activity.
o One way to help students brainstorm ideas for imaginary stories is to have
them collect ideas for characters, problem/solution situations, settings, etc.
as stories are read throughout the nine weeks.
 Introduce each step of the Writing Process.
 Smart Notebook Lesson from Write Source Website: Story Writing
 Students will write a story that follows the story element format. Develop stories
within Writer’s Notebook TEKS 3.18
Procedural (Writing Process)- Brainstorming, Organizing, Drafting, Revising,
Editing, Publishing (3.17 A-E)

**Literary responses (3.20C)
Oral & Written Conventions-Word Study
ELAR 3rd Grade 2013
connection to
character actions
and main event
with proof from
text and write a
Plot Summary that
includes character
relationships and
changes they
undergo (3.8AB/Fig. 19E)
Reading passage
with vocabulary
questions for
context clues
(3.4B) & prefixes
(3.4A)
WRITING:
Suggested Daily
Grades:
Through minilessons, will go
back to quickwrites, drafts, or
other various
writing within their
RWN to edit for
correct verb-tense
(past, present,
future) (3.22Ai)
6
(18) Writing/Literary Texts. Students
write literary texts to express their ideas
and feelings about real or imagined
people, events, and ideas. Students are
expected to:
+ (A) write imaginative stories that
build the plot to a climax and contain
details about the characters and setting;


Page
mechanics, and spelling using a
teacher-developed rubric; and
(E) publish written work for a specific
audience.
(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.
2
++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,
ELAR 3rd Grade 2013

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

Verbs [past, present, future] (3.22Ai); write a sentence from a story read that shows a
verb in past tense; ask students to think of how it would be written in the present
form, future form; explicitly explain that verbs are written in past, present, and future
forms; begin to create an anchor chart with collected verbs and what they look like in
each tense; continue to add to the chart and in WRNs; edit verb tense in students’
writing.
Spell words common syllables (24D) *lesson 2- Spelling Connections; Read closed
and open syllable words ((1Bi, 1Bii)
Use letter sound patterns for long e and a to spell words (3.24A) *lesson 3- Spelling
Connections; Decode words with long a and e patterns (3.1C)
Use letter sound patterns for long o to spell words (3.24A) *lesson 4- Spelling
Connections; Decode words with long o (3.1C)
WEEK 7-9
READING:


Make inferences and use textual evidence in fiction (Fig.19D); Compare/contrast
settings (3.5B)
o Review story structure theme, first person/third person through past notes
and pieces of literature read.
o Read various stories or review stories read and chart setting;
compare/contrast the settings of each story and chart them; in groups or
partners have students briefly recreate one of the stories using one of the
other settings from one of the other stories
o Discuss how the setting is important to the way the story plays out
o Connect settings to what is happening in the story. Ask: “Why is the setting
important to the actions of characters and events in particular stories? “How
would they change with a different setting?’
o Students will point out in the text the important parts of a story’s setting and
its significance to the characters and events; they will recognize how that
helps them in their reading
Monitor decoding skills previously taught (3.1E)
WRITING:
 Continue to create a an imaginary story with revisions
 Writer’s Workshop (mini-lessons)/ WRN- conferencing and sharing
 Revise stories for cohesiveness in the story elements. (See Write Source for
revision steps and strategies.)
 Revision Mini Lessons include: nouns, verbs, complete subject and predicate
sentences (3.22Aii; 3.22Ai; 3.22B);
READING:
Major Grade
Cold read of
imaginary stories
with questions that
cover TEKS 3.5AB,
3.8ABC, and Fig.
19E)
Attached resource in
Forethought:
subject-predicate
activity
WRITING:
Major Grade
Using the writing
process to write
stories (real or
imagined) that
build the plot to a
climax and contain
details about the
character and
setting. (3.18A)
Edit drafts (3.17)
for verbs (past,
present, future)
3.33Ai;
nouns
7
(24) Oral and Written
Conventions/Spelling. Students spell
correctly. Students are expected to: ++
(A) 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
+ (D) spell words with common
syllable constructions (e.g., closed,
open, final stable syllable);
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
Page
(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;

maintaining meaning and logical order
ELPS
(4I) demonstrate English
comprehension and expand reading
skills by employing basic reading skills
such as demonstrating understanding of
supporting ideas and details in text and
graphic sources, summarizing text, and
distinguishing main ideas from details
commensurate with content area needs
(5G) narrate, describe, and explain with
increasing specificity and detail to
fulfill content area writing needs as
more English is acquired
Practice editing sentences & paragraphs within text after seeing the correct use of
punctuation, capitalization, and usage; as well recognize spelling patterns and
decoding used these nine weeks.
Oral & Written Conventions-Word Study
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




(singular/plural,
common/proper)
3.22Aii
Subject – Predicate
Sentences
agreement-3.22B
Use complete subject and predicate in a sentence (3.22B); see attached resource in
forethought for suggested activity.
Use letter sound patterns for long i to spell words (3.24A) *lesson 5- Spelling
Connections; Decode words with long i (3.1C)
Review words (3.24A) *lesson 6- Spelling Connections
Spell words with complex consonants (3.24Bv) *lesson 7 Spelling Connections -;
Decode words with complex consonants (3.1C)
CCRS:
(IIA 7) evaluate the use of both literal
and figurative language to inform and
shape the perceptions of readers
Page
8
(IA 1) determine effective approaches,
forms, and rhetorical techniques that
demonstrate understanding of the
writer’s purpose and audience
ELAR 3rd Grade 2013