Third Grade 1 st 9 Weeks Building a Reading and Writing Life Units 1 and 2 Unit Overview Reading In these units, students will learn and apply procedures for Reading and Writing Workshop, and develop comprehension skills in context of fiction, poetry and drama. Writing In these units, students will learn and apply the writing process to craft narrative, expository and procedural texts. Topics Unit 1 Approx 30 Days Launching the Reading Workshop Developing Stamina and Building Fluency Readers Response Comprehension Focus: Fiction Phonics Focus: Word Beginnings and Endings Context Clues Unit 2 Approx 15 Day s Developing Stamina and Building Fluency Readers Response Comprehension Focus:Drama and Poetry Author s use of Sensory Language Phonics Focus: Unit 1 Approx 30 Days Launching the Writing Workshop Learning the Writing Process Writing Focus: Narrative Parts of Speech Conventions of Capitalization Spelling Focus: Adding/Changing Word Endings Unit 2 Approx 15 Day s Writing Focus: Expository and Procedural Texts Updated Summer 2016 1/9
Concepts Process Process Guiding/ Essential Questions Generalizations What processes are necessary for building a reading life? What processes help me build good reading habits? How do the processes we use help us grow as readers? Students will understand that... Processes have sequenced order There s a process for everything Processes take time Following a process produces a result What is the writing process? What processes are necessary for building a writing life? How can I communicate my writing process with a friend? Students will understand that... Processes have sequenced order There s a process for everything Processes take time Following a process produces a result Learning Targets Unit 1 Student is expected to: understand various fiction texts by: establishing purposes for reading asking questions monitoring and adjust comprehension inferring using textual evidence Summarizing predicting Developing reading stamina sequencing main events determining the influence of a story s Unit 2 Student is expected to: understand various poetry and dramatic texts by: Inferring and drawing conclusions about how and why an author uses sensory language determining the structure and elements of each genre Unit 1 Student is expected to learn and apply the elements of the writing process by: understanding the recursive nature of the writing process writing narrative texts brainstorming ideas to write about conferring with others about writing revising writing based on feedback editing drafts for pretaught conventions and spelling responding to texts in writing Unit 2 Student is expected to learn and apply the elements of the writing process to expository and procedural writing by: establishing a central idea Including supporting details crafting a concluding statement Students is expected to understand the function of and use the following parts of speech: verbs (past, present, future) Updated Summer 2016 2/9
events on its future events Describing the interactions of characters, their relationships and the changes they undergo Student is expected to listen to others and to engage in appropriate verbal communication. nouns (singular/plural, common/proper) adjectives (descriptive, limiting and articles) Adverbs (time: before, next; manner: carefully, beautifully) Student is expected to write legibly. Student is expected to use capitalization for: geographical names historical periods official titles of people Student is expected to spell: using letter sounds, word parts, word segmentation, and syllabication doubling consonants when adding an ending Updated Summer 2016 3/9
Formative Assessments (FOR learning) Summative Assessments (OF learning) TEKS Introduced during the first nine weeks. Figure 19 Reading/Comprehension Skills Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex Fountas and Pinnell Benchmark Assessment Lucy Calkins Assessments Reading Responses (oral, written) Teacher Observations Click here for HPISD Elementary ELA assessments Click here for FPA Grade Level Expectations Teacher Discretion (RC) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension; (B) ask literal, interpretive, and evaluative questions of text; (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions); dropping final e when adding an ending changing y to i before adding an ending Click here for HPISD Literacy Document Teacher Observation Writer s Notebook Teacher Observations District writing assessment or Calkins writing assessments that show growth over time Teacher Discretion (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; Updated Summer 2016 4/9
texts as they become self directed, critical readers. Third Grade TEKS Matrix (D) make inferences about text and use textual evidence to support understanding: (E) summarize information in text, maintaining meaning and logical order; and (F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence. (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); (ii) doubling final consonants when adding an ending (e.g., hop to hopping); (iii) changing the final "y" to "i" (e.g., baby to babies); (iv) using knowledge of common prefixes and suffixes (e.g., dis, ly); and (v) using knowledge of derivational affixes (e.g., de, ful, able); (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; (D) edit drafts for grammar, mechanics, and spelling using a teacher developed rubric; and (E) publish written work for a specific audience. (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; and (19) Writing. Students write about their own experiences. Students are expected to; write about important personal experiences. (A) write about important personal experiences (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 simple facts, details, and explanations; and (iii) contain a concluding statement; (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: Updated Summer 2016 5/9
(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, rereading a portion aloud). (3) Reading/Fluency. Students read grade level text with fluency and comprehension. Students are expected to: (A) read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. (4) Reading/Vocabulary 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; (6) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse). (7) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. (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); (iii) adjectives (e.g., descriptive: wooden, rectangular;limiting: this, that; articles: a, an, the) (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully); (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; (B) use capitalization for: (i) geographical names and places; (ii) historical periods; and (iii) official titles of people; (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: (i) consonant doubling when adding an ending; Updated Summer 2016 6/9
(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). (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. (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 (ii) dropping final "e" when endings are added (e.g., ing, ed); (iii) changing y to i before adding an ending; (C) spell high frequency and compound words from a commonly used list; Updated Summer 2016 7/9
eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively. (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. Language of Instruction Including but not limited to: State Assessment Connections Independent Reading Conferring Small Group Partner Reading Poetry, Drama Figurative Language (and examples thereof) STAAR Brainstorming/Planning Rehearsal Drafting Editing/Revising Publishing Seed/Watermelon Stories Small Moment Writing Central Idea Supporting Details Conclusion Main idea National Assessment Connections NWEA MAP Updated Summer 2016 8/9
Resources Reading and Writing: The Continuum of Literacy Learning: A Guide to Teaching (Fountas & Pinnell) Fountas and Pinnell Benchmark Assessment Lucy Calkins Reading and Writing Units of Study The Inside Guide to the Reading Writing Classroom, Grades 3 6 (Leslie Blauman) ACTS of Teaching (Joyce Armstrong Carroll and Edward E. Wilson) Texas Education Agency (TEA) Website Genre Study Teaching with Fiction and Nonfiction Books by Fountas and Pinnell Units of Study for Teaching Writing, Grades 3 5 Launching The Writing Workshop by Lucy Calkins and Marjorie Martinelli Guided Readers and Writers (First Twenty Days) by Fountas and Pinnell Units of Study for Teaching Reading A Guide to the Reading Workshop by Lucy Calkins Units of Study for Teaching Reading Building a Reading Life by Lucy Calkins and Kathleen Tolan Units of Study for Teaching Reading Following Characters into Meaning Volumes 1 & 2 by Lucy Calkins and Kathleen Tolan Textbook Correlation Journeys (use applicable lessons) Journeys (use applicable lessons) Updated Summer 2016 9/9