This
unit includes the options of biographies, mysteries,
poetry, plays and Reader's Theater during guided reading
groups. It will include using the social studies and
science textbooks and trade books that are related to
biographies, money or economics. All the reading
comprehension skills and strategies will continue to be
practiced. Third grade writing for the rest of the year
focuses on taking a piece through the entire writing
process. Teachers need to expose students to how to,
compare/contrast, and persuasive compositions and
complete the writing process with each of them. Students
should use precise words and create vivid images with
the use of a beginner's thesaurus. Students will
continue to use quotation marks and correct paragraphing
when utilizing dialogue in writing. The students will
incorporate plurals, subject-verb agreement and pronoun
agreement into their writing. Students will demonstrate
knowledge about synonyms, antonyms, and homonyms.
Students should use a variety of sentence structures in
order to improve fluency. A "Camp-Learn-A-Lot" format is
suggested to incorporate science activities, reading and
writing skills. Many activities are presented for
teacher options. Choose whatever activity and/or genre
focus that best meets the curricular needs and interests
of your individual class.
Critical Questions:
Can students use
correct grammar, spelling punctuation, and features of
polished writing?
Have students used precise words and vivid images in
their writing?
Do students have subject-verb agreement and pronoun
agreement throughout their pieces?
Can students use a variety of simple, compound and
complex sentences in their writing?
Have students written a clear introduction and
conclusion in each piece of writing?
Can students find text evidence to support answers
to ALL reading questions?
Can students verbalize their thinking process when
answering a specific question?
Can students summarize oral and written material?
Can students identify the purpose for reading?
Can students identify the sequence of a story?
Suggested Time Frame: Nine Weeks
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Student Performance Expectations |
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Key
Information in the brackets that is not in bold (8.2A) is the
Texas Essential Knowledge and Skill (TEKS) that this objective
is aligned to.
Information in
the brackets that is in bold
(8.2.11B) (8.2.12A)
(11.2US10A)
is the specific Texas Assessment of Knowledge and Skills (TAKS-
test) objective this objective is aligned to. |
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Unit IV at a Glance
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Best Practices in Language Arts
- District Document |
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Listening and
Speaking |
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Retell or act out the
order of important events in stories (K-3); (3.9 C) |
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Retell a spoken message by
summarizing the major points. (3.4C) |
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Compare language and oral
traditions (family stories) that reflect customs, regions, and
cultures (K-3). (3.2 B) |
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Determine the purpose(s) for
listening such as to get information, to solve problems, and to
enjoy and appreciate. (K-3); (3.1 A) |
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Listen critically in
different contexts to get information, solve problems, and to
enjoy and appreciate. (3.1A) |
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Ask and answer
relevant questions and make contributions in small or large
group discussions. (K-3) (3.3 C) |
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Reading
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On-Level Guidelines for Reading
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Develop relevant questions to
guide research. (3.12A) (3.20A) |
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Read with fluency and
understanding in texts at appropriate difficulty levels. (3.6) |
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Read regularly in
instructional-level materials that are challenging but
manageable (texts in which no more than approximately 1 in
10 words is difficult for the reader; the "typical" third grader
reads 80 wpm) (3); (3.6 B) |
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Comprehend on an inferential
level and support with evidence from the text by inferring the
main idea and cause/effect relationships, by drawing logical
conclusions, predicting outcomes, and by making generalizations.
(3.9F) (3.10C) |
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Use a variety of word
identification strategies. (3.5) |
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Identify more complex
literary forms such as mysteries, plays, biographies, and
autobiographies. (3.11F) |
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Use resources and references
such as dictionaries, glossaries, and available technology, to
build word meanings and to confirm the pronunciation of words.
(3.8C) |
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Writing
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Spelling and Phonics -
District Document |
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Generate ideas for writing by
using prewriting techniques such as drawing and listing key
thoughts. (3.18A) |
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Develop drafts. (3.18B)
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Respond constructively to the
writing of others. (3.19B) |
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Identify the most effective
features of a piece of writing using criteria generated by a
class and teacher. (3.19A) |
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Write using correct grade
level appropriate capitalization, punctuation, and grammar.
(3.15B) (3.17A,B) |
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Write with increasingly
accurate spelling using the classroom spelling word wall and
other resources to find correct spellings, synonyms, homonyms,
contractions and replacement words. (3.16 A-H) |
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Make developmentally
appropriate revisions to selected drafts. (3.17C) (3.18C)
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Proofread and edit
drafts by making developmentally appropriate corrections to the
spelling, capitalization, and punctuation. (3.17E) (3.18D) |
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Review a collection of
his/her own writing to monitor growth as a writer and set goals
for improvement. (3.19C,E) |
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Use available technology to
support the writing process. (3.18E) |
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Publish selected pieces for
various audiences. (3.18F) |
