INSTRUCTIONAL FOCUS DOCUMENT Grade 3 English …...Grade 03 ELAR Unit 01 PA 01 Click on the PA title to view related rubric. Using the writing process and the conventions of written

INSTRUCTIONAL FOCUS DOCUMENTGrade 3 English Language Arts And Reading

TITLE : Unit 01: Literary Discovery Begins with Fiction SUGGESTED DURATION : 21 days

UNIT OVERVIEW

This unit bundles student expectations that address the literary elements of fiction in order to examine the narrative subject as a primary means of expression in oral and

written communication. Genre study connects reading and writing throughout the year to allow students to become better writers and strategic readers who approach text

meaningfully and purposefully, while optimizing understanding and communication. Students are immersed in a variety of fiction to comprehend and communicate authentically

about reading and in their writing. Traditional, historical, and contemporary fictional texts provide the avenue for students to learn how to make inferences, summarize, analyze

characters, and provide textual evidence during their reading experiences. Understanding is communicated through oral and written expression. Students examine teacher-

selected and self-selected literature and media based on individual interest and abilities providing opportunities to make important personal and world connections within and

across different contexts.

In Grade 02, students composed texts using the fundamentals of the writing process (planning, drafting, revising, editing, and publishing) in order to express their ideas and

feelings about real or imagined people and events. They identified similarities and differences in plot and setting across fictional works and described main characters based on

their individual traits, motivations, and feelings. During this unit, oral and written expression become more fluent, automatic, and purposeful as students examine fictional text

by sequencing and summarizing the plot’s main events, describing the interactions of characters, and identifying various types of fictional literature. Students also paraphrasethemes and supporting details in fictional text. Students continue to use the writing process and the conventions of written expression to explore patterns of language in

different literary forms and genres providing a foundation for the formation of creative writing. Sensory language is identified in text and explored in writing to create an

experience that appeals to the senses. Vocabulary development increases with the exploration of prefixes, suffixes, antonyms, and synonyms. Word study is inclusive of

genre specific vocabulary, literary terms, and appropriate vocabulary from the literature.

PERFORMANCE ASSESSMENT(S)OVERARCHING CONCEPTS

UNIT CONCEPTSUNIT UNDERSTANDINGS

Last Updated 06/09/2014

Print Date 07/16/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTERpage 1 of 54



Grade 03 ELAR Unit 01 PA 01

Click on the PA title to view related rubric.

Using the writing process and the conventions of

written language, generate an idea and write a real or

imagined story with interesting and believable

characters, a detailed setting, and a plot that builds to

a climax.

Standard(s): 3.17A , 3.17B , 3.17C , 3.17D , 3.17E ,

3.18A , 3.19A ELPS.c.5B , ELPS.c.5C , ELPS.c.5D ,

ELPS.c.5E , ELPS.c.5F , ELPS.c.5G

Interpretation – Understanding Authors use writer’s craft to engage and sustain the reader’s interest

and enhance understanding.

Perspective – Interest

Conventions – Handwriting, Grammar,

Spelling, Punctuation, Capitalization

Authors use conventions of written language to communicate clearly

and effectively.



Create a book with illustrations and text that

sequences and summarizes the plot’s main events.

Include descriptions of characters, their relationships,

and the changes they undergo in the story. In a

paragraph or with a partner, explain how the main

events influence future events.

Standard(s): 3.8A , 3.8B , 3.20C , 3.Fig19E

ELPS.c.1C , ELPS.c.1E , ELPS.c.2D , ELPS.c.3H ,

ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J ,

ELPS.c.5B , ELPS.c.5E , ELPS.c.5G

Interpretation – Meaning

Elements – Plot, Characters, Events

Understanding literary elements facilitates the reader’s ability to make

meaning of the text.





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Choose a story that has been read independently.

Organize and present to a small group a book talk on

the selected text. Using appropriate fluency and oral

conventions, read the text aloud to the class or small

group. Listen and participate as other students present

a book talk.

Standard(s): 3.1E , 3.3A , 3.11A , 3.30A , 3.Fig19A ,

3.Fig19B , 3.Fig19C , 3.Fig19D , 3.Fig19E

ELPS.c.1G , ELPS.c.2C , ELPS.c.2D , ELPS.c.2E ,

ELPS.c.2G , ELPS.c.2H , ELPS.c.3C , ELPS.c.3D ,

ELPS.c.3E , ELPS.c.3F , ELPS.c.3G , ELPS.c.3H ,

ELPS.c.3I , ELPS.c.4E , ELPS.c.4G , ELPS.c.4I ,

ELPS.c.4J , ELPS.c.5G

Purpose

Perspective – Interest

Authors write for a purpose, and readers choose text to reflect purpose

and interest.

Conventions – Oral Conventions Effective oral conventions enhance interpretation of the message.

Patterns – Phonics, Fluency The ability to decode patterns supports the development of word

reading, fluency, and comprehension.





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Write multiple entries including thoughts, connections,

and/or strategies that deepen understanding of fictional

texts and media. Provide evidence from the text to

support ideas.

Standard(s): 3.2A , 3.2B , 3.2C , 3.11A , 3.20C ,

3.Fig19A , 3.Fig19B , 3.Fig19C , 3.Fig19D , 3.Fig19E

ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G ,

ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F ,

ELPS.c.5G

Interpretation – Understanding,

Connections

Perception – Thoughts

Readers use strategies to support understanding of text.



Record multiple entries in a Word Study Notebook to

demonstrate knowledge of new words, their meanings,

and relationships.

Standard(s): 3.4A , 3.4B , 3.4C , 3.4E ELPS.c.1A ,

ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H ,

ELPS.c.5B , ELPS.c.5F , ELPS.c.5G

Interpretation – Vocabulary An extensive vocabulary supports the development of oral and written

communication.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

UNDERDEVELOPED CONCEPTS:





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Many students think that making predictions only happens at the beginning of reading a story. It is important for students to make and confirm predictions throughout a

story. Even when a story is over, a good reader “wonders” what the characters would do next. Making and confirming predictions helps readers monitor theircomprehension of a selection. When predictions are way off base, it is a signal that the reader doesn’t understand what the author is trying to say.

UNIT VOCABULARY

Plot – the basic sequence of events in a story. In conventional stories, plot has three main parts: rising action, climax and falling action.Setting – the time and place in which a narrative occurs.Theme - the central or universal idea of a piece of fiction or the main idea of a nonfiction essay. Themes are ideas or concepts that relate to morals and values

and speak to the human experience.

Sensory language – words an author uses to help the reader experience the sense elements of the story. Sensory language is language that appeals toone or more of the five senses: sight, sound, touch, smell and taste.

UNIT ASSESSMENT ITEMS SYSTEM RESOURCES OTHER RESOURCES

ELAR Grade 3 Unit 01: Literary Discovery Begins

with Fiction

ELAR and SLAR Teacher's Guide (Grades 3-5)

Conventions Alignment Tool: Grade 3-6

Capitalization

Conventions Alignment Tool: Grade 3-6 Grammar

Conventions Alignment Tool: Grade 3-6

Punctuation

www.texasreadsource.org

This chart provides an organizational structure for the TEKS included in this unit. Ongoing TEKS may be reviewed during whole group and small group

instruction or applied by students through meaningful practice.

INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY')

INSTRUCTIONAL COMPONENTS TEKS ONGOING TEKSFORMATIVE ASSESSMENT

EXAMPLES





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EXAMPLES

Word StudyTEKS

Phonics:

3.1B.i, 3.1B.ii,

3.1B.iii, 3.1B.iv,

3.1B.v

Vocabulary

Development:

3.4A, 3.4B,

3.4C, 3.4E

Spelling:

3.24A, 3.24B.v,

3.24C, 3.24D,

3.24G

Informal Language Sample

Observation Data

Teacher-Student Conference

Checklist

Rubric

Writer’s Notebook

Word Study Notebook

Reader’s Notebook

Reading Log

Oral Fluency Check

Portfolio

Shared Reading / Independent

ReadingTEKS

Phonics: 3.1E

Strategies:

3.2A, 3.2B, 3.2C

Fluency: 3.3A

Vocabulary

Development:

3.4B

Theme and

Genre: 3.5A,

3.5B





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EXAMPLES

Fiction: 3.8A,

3.8B, 3.8C

Sensory

Language:

3.10A

Independent

Reading: 3.11A

Media Literacy:

3.16B

Expository and

Procedural

Texts: 3.20C

Listening:

3.29A, 3.29B

Speaking: 3.30A

Teamwork:

3.31A

Comprehension

Skills: 3.Fig19A,

3.Fig19B,

3.Fig19C,

3.Fig19D,

3.Fig19E

WritingTEKS

Writing





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EXAMPLES

Process:

3.17A, 3.17B,

3.17C, 3.17D,

3.17E

Literary Texts:

3.18A

Personal:

3.19A

Conventions:

3.22A.i,

3.22A.ii,

3.22A.v, 3.22B

Handwriting,

Capitalization,

and

Punctuation:

3.23B.iii,

3.23C.ii, 3.23D

Spelling:

3.24A, 3.24B.v,

3.24C, 3.24D,

3.24G

Listening:

3.29A

Speaking:

3.30A





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EXAMPLES

Teamwork:

3.31A

The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in English

Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills.

TEKS UNIT LEVEL SPECIFICITY

Legend:

Bold black text in italics: Knowledge and

Skills Statement (TEKS)

Texas College and Career Readiness

Standard (TxCCRS)

Bold black text: Student Expectation

(TEKS)

Bolded red text in italics: Student

Expectation identified by TEA as a

Readiness Standard for STAAR

Bolded green text in italics: Student

Expectation identified by TEA as a

Supporting Standard for STAAR

Strike-through: Indicates portions of the

Legend:

Blue text: Supporting Information / Clarifications from TCMPC (Specificity)

Bold blue text: Standards for Ensuring Success from Kindergarten to College and

Career Spring 2012 Update, 2012 Texas Education Agency/University of Texas System

Blue text in italics: Unit-specific clarification

Black text: Texas Education Agency (TEA)

TEKS#

SE#





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TEKS UNIT LEVEL SPECIFICITYTEKS#

SE#

Student Expectation that are not included in

this unit but are taught in previous or future

unit(s)

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:

3.1B Use common syllabication patterns to decode

words including: Use

COMMON SYLLABICATION PATTERNS

To decode

WORDS, INCLUDING:

Decode – apply knowledge of letter-sound relationships in order to sound out a word. Inreading practice, the term is used primarily to refer to word identification rather than word

comprehension.

3.1B.i closed syllable (CVC) (e.g., mag-net, splen-did)Closed syllable – a syllable with a short vowel, ending in a consonant

3.1B.ii open syllable (CV) (e.g., ve-to)Open syllable – a syllable that ends with one vowel that is usually long





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3.1B.iii final stable syllable (e.g., puz-zle, con-trac-tion)Including, but not limited to:

-le, -tion

Final stable syllable – a syllable with a nonphonetic, but reliable pronunciation

3.1B.iv r-controlled vowels (e.g., fer-ment, car-pool)rcontrolled – a vowel that is followed by the consonant r, such that its pronunciation isinfluenced by the /r/ and is neither a long or short vowel sound (e.g., farm, her, first)

3.1B.v vowel digraphs and diphthongs (e.g., ei-ther)Vowel digraph or vowel pair – two vowels that together represent one phoneme or sound (e.g.,ea, ai, oa)

Diphthong – a combination of two vowel sounds in one syllable to form a new phoneme

3.1E Monitor accuracy in decoding.Monitor

ACCURACY IN DECODING

Note:

Monitoring accuracy of decoding requires students to be aware of errors they make while reading and

then apply self-correcting strategies. Students may benefit from asking the following questions while

reading: Does the word look right? Does the word sound right? Does the word make sense?

3.2 Reading/Beginning Reading/Strategies. Students

comprehend a variety of texts drawing on useful

strategies as needed. Students are expected to:





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SE#

3.2A Use ideas (e.g., illustrations, titles, topic

sentences, key words, and foreshadowing clues)

to make and confirm predictions.

Use

IDEAS TO MAKE AND CONFIRM PREDICTIONS

Including, but not limited to:

Make predictions before and during reading using illustrations, titles, topic sentences, key

words, and foreshadowing

Confirm predictions by reading the text

Foreshadowing – the use of hints or clues in a narrative to suggest what action is to come

3.2B Ask relevant questions, seek clarification, and

locate facts and details about stories and other

texts and support answers with evidence from

text.

Supporting Standard

Ask

RELEVANT QUESTIONS


Literal question (e.g., Who is the main character? What is the story setting? What is the

topic?)

Interpretive question (e.g., What does this mean? What is the author's purpose in writing this

text?)

Evaluative question (e.g., Do you agree or disagree? What is your feeling or opinion about this?)

Refer to 3.Fig19B

Seek

CLARIFICATION





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SE#


Use background knowledge

Re-read a portion of the text

Ask for help

Discuss with others

Locate

FACTS AND DETAILS ABOUT STORIES AND OTHER TEXTS


Use text features to locate facts and details

Identify key words

Re-read relevant portions of text

Support

ANSWERS WITH EVIDENCE FROM TEXT


Identify specific text evidence (details, facts) to support answers

3.2C 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).

Establish

PURPOSE FOR READING SELECTED TEXTS

Possible examples:





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SE#

To learn

To interpret or follow directions

To solve problems

For enjoyment

Refer to 3.Fig19A

Monitor

COMPREHENSION, MAKING CORRECTIONS AND ADJUSTMENTS WHEN THAT

UNDERSTANDING BREAKS DOWN


Identify clues


Generate questions

Re-read a portion aloud

Create sensory images

Ask for help

Refer to 3.Fig19C

3.3 Reading/Fluency. Students read grade-level text

with fluency and comprehension. Students are

expected to:

3.3A Read aloud grade-level appropriate text with

fluency (rate, accuracy, expression, appropriate

phrasing) and comprehension.

Read Aloud

GRADE-LEVEL APPROPRIATE TEXT WITH FLUENCY AND COMPREHENSION







SE#


Rate/Accuracy – 110160 wcpm (words correct per minute) by the end of third gradeExpression – use raised and lowered voices appropriately, emphasizing words and sentencesAppropriate phrasing – pause appropriately with intonation by paying attention to punctuation,bold print, italics, etc.

Adjust method and rate to the purpose of the assignment or material (e.g., reading a fiction

selection quickly, paying attention to the plot details, or reading an informational article more

slowly, noting critical concepts)

Fluency – the ability to read text at an appropriate rate, and with accuracy, expression, andappropriate phrasing

Rate – the number of words read per minute

Accuracy – reading words in text with no errors

Note:

The goal of fluency is the time (not speed) needed to ensure comprehension.

Fluency may be practiced and assessed using independent-level texts that are easy to read and

understand at 95% accuracy or above (no more than 1 in 20 words are difficult for the reader).

Fluency may be directly taught and modeled using instructional-level texts that are challenging, but

manageable to read and understand at 90-95% accuracy (no more than 1 in 10 words are difficult for

the reader).

3.4 Reading/Vocabulary Development. Students

understand new vocabulary and use it when

reading and writing. Students are expected to:

TxCCRS Reading







SE#

TxCCRS E/LAS.II.B - English/Language Arts/Reading.

Understand new vocabulary and concepts and use

them accurately in reading, speaking, and writing.

3.4A 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.

Readiness Standard

Identify

THE MEANING OF COMMON PREFIXES AND SUFFIXES


Common prefixes (dis-, in-)

Common suffixes (-ful, -less)

Other prefixes and suffixes as found in appropriate grade-level

text

Possible examples of other common prefixes and suffixes:

Prefixes: de-, non-, pre-, ir-, un-, re-

Suffixes: -able, -ment, -ly, -er, -ing, -ed, -s, -es

Prefix – one or more sounds or letters placed before a root or base word that change the meaning ofthe word (e.g., displease, incorrect)

Suffix – one or more sounds or letters placed after the root or base word that may change the meaningof the word (e.g., beautiful, careless)

Know

HOW THEY CHANGE THE MEANING OF ROOTS








SE#

Change the meaning of base words

Change the meaning of roots

Base word – word that can stand alone with its own meaning

Possible examples of common base words:

school (e.g., preschool)

please (e.g., displease)

beauty (e.g., beautiful)

care (e.g., careless)

Root – the basic part of a word that carries meaning

Possible examples of common roots:

Struct – meaning to build (e.g., construct, instruct, destruct)Spec – meaning to see (e.g., inspect, spectator, spectacles)

STAAR Note:

Questions associated with 3.2A may refer students back to the paragraph in the passage that

contains the word being assessed. Context, along with word parts, is important in determining word

meaning. Refer to 3.2B for the standard addressing context clues.

3.4B Use context to determine the relevant meaning

of unfamiliar words or distinguish among

multiple meaning words and homographs.

Readiness Standard

Use

CONTEXT

Context – the words, sentences, or passages that precede or follow a specific word, sentence,or passage







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To determine

THE RELEVANT MEANING OF UNFAMILIAR WORDS OR


Identify and use relationships between surrounding words, phrases, sentences, and paragraphs

3.4C Identify and use antonyms, synonyms,

homographs, and homophones.

Supporting Standard

Identify, Use

ANTONYMS, SYNONYMS

Antonym – a word that means the opposite or nearly the opposite of another word (e.g., son/daughter,top/bottom)

Synonym – a word with a similar meaning as another word (e.g., happy/glad, mad/angry)

Considerations when identifying and using antonyms and synonyms:

Part of speech (e.g., noun, verb, adjective, adverb)

Context of multiple meaning words

General vs. specific – does the context require a more general or specific term?For example: possible synonyms for create- make (general), draw (specific)

Intensity

STAAR Note:

Questions associated with 3.4C refer students back to the paragraph in the passage that contains the

word being assessed. Context is important in determining word meaning including identifying

appropriate synonyms and antonyms. Refer to 3.4B for the standard addressing context clues.







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3.4E Alphabetize a series of words to the third letter

and use a dictionary or a glossary to determine

the meanings, syllabication, and pronunciation

of unknown words.

Alphabetize

A SERIES OF WORDS TO THE THIRD LETTER

Use

A DICTIONARY


Use guide words and/or knowledge of alphabetical order to locate words

3.Fig19 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 willcontinue to apply earlier standards with greater

depth in increasingly more complex texts as they

become self-directed, critical readers. The student

is expected to:

TxCCRS Cross-Disciplinary Standards

TxCCRS CDS.I.D - Cross-Disciplinary Standards/Key

Cognitive Skills. Academic behaviors

TxCCRS Foundational Skills

TxCCRS CDS.II.A - Cross-Disciplinary







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Standards/Foundational Skills. Reading across the

curriculum

3.Fig19A Establish purposes for reading selected texts

based upon own or others’ desired outcome toenhance comprehension.

Establish

PURPOSES FOR READING SELECTED TEXTS BASED UPON OWN AND OTHERS’ DESIREDOUTCOME TO ENHANCE COMPREHENSION

Possible examples:

To learn

To interpret or follow directions

To solve problems

For enjoyment

Refer to 3.2A

3.Fig19B Ask literal, interpretive, and evaluative questions

of text. Ask

LITERAL, INTERPRETIVE, AND EVALUATIVE QUESTIONS OF TEXT


Before, during, and after reading

Refer to 3.2B

Literal question – knowledge level, factbased question (e.g., who, what, when, where, why, and howquestions); questions asked for clarification

Interpretive question – may have more than one answer and requires that the answer(s) be supported







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with evidence from the text (e.g., What does this mean?)

Evaluative question – asks for an opinion, a belief, or a point of view. Responses may representdifferent perspectives and should be supported with evidence from the text. (e.g., Do you agree or

disagree? What do you feel about this? What do you believe about this? What is your opinion about

this?)

3.Fig19C Monitor and adjust comprehension (e.g., using

background knowledge, creating sensory

images, rereading a portion aloud, generating

questions).

Monitor, Adjust

COMPREHENSION



Create sensory images (images created by using the five senses – sight, smell, sound, touch,taste)

Re-read a portion aloud

Use contextual clues (refer to 3.4B)

Generate literal, interpretive, and evaluative questions (refer to 3.2B and 3.Fig19B)

Ask for help

Refer to 3.2C

3.Fig19D Make inferences about text using textual

evidence to support understanding.

Readiness Standard (Fiction)

Supporting Standard (Literary Nonfiction and

Poetry)

Make

INFERENCES ABOUT TEXT


Literary Text (e.g., poetry, drama, fiction, literary nonfiction)







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Structural elements

Literary elements

Sensory language

Figurative language

Purpose of elements and language in sections of text and/or specific sentences

Note:

Refer to the specificity of the Knowledge and Skills Statements for each literary genre for additional

information on inferring in each type of literary text.

Informational Text (e.g., expository, persuasive, embedded procedural text/graphics)

Purpose of informational text

Main idea of whole texts and sections of texts

Details that support the central idea or controlling idea

Note:

Refer to the specificity of the Knowledge and Skills Statements for each informational genre for

additional information on inferring in each type of informational text.

Inference – a logical guess made by connecting bits of information. Readers make inferences bydrawing conclusions, making generalizations, and making predictions.

Drawing conclusions – a form of inference in which the reader gathers information, considersthe general thoughts or ideas that emerge from the information, and comes to a decision.

The conclusion is generally based on more than one piece of information.

Use

TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING






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Textual evidence – specific details or facts found in the text that support what is inferred

3.Fig19E Summarize information in text, maintaining

meaning and logical order.

Readiness Standard (Fiction)

Supporting Standard (Literary Nonfiction and

Poetry)

Summarize

INFORMATION IN TEXT, MAINTAINING MEANING AND LOGICAL ORDER


Brief, coherent sentences that communicate the key information, ideas, or events in logical

order

Main ideas from the beginning, middle, and end

Summarize – to reduce large sections of text to their essential points and main idea. Note: It isstill important to attribute summarized ideas to the original source.

STAAR Note:

Students may be required to summarize in multiple genres, including drama, literary nonfiction,

expository text, and fiction.

3.5 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:

Analyze, Make inferences, Draw conclusions

ABOUT THEME IN DIFFERENT, CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS

Including but not limited to:

Determine the theme in various literary genres (e.g., poetry, drama, fiction, literary nonfiction)

Analyze, Make inferences, Draw conclusions







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ABOUT GENRE IN DIFFERENT, CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS

Including but not limited to:

Distinguish characteristics of various genres(e.g., biography – based on reallife experiences,realistic fiction – events that take place could happen)

Provide

EVIDENCE FROM TEXT TO SUPPORT UNDERSTANDING

STAAR Note:

This Knowledge and Skills Statement may be assessed with Figure 19D.

TxCCRS Reading

TxCCRS E/LAS.II.C - English/Language Arts/Reading.

Describe, analyze, and evaluate information within

and across literary and other texts from a variety of

cultures and historical periods.

3.5A Paraphrase the themes and supporting details of

fables, legends, myths, or stories.

Supporting Standard

Paraphrase

THE THEMES AND SUPPORTING DETAILS OF FABLES, LEGENDS, MYTHS, OR STORIES

Paraphrase – restate the meaning of something in different words. Paraphrasing alters theexact wording of the source and transmits its ideas or information without evaluation or

interpretation.

Theme – the central or universal idea of a piece of fiction or the main idea of a nonfictionessay. Themes are ideas or concepts that relate to morals and values and speak to the human







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experience.

Possible examples of theme:

Good friends are important

Believe in yourself

Hard work leads to rewards

Fable – a fictional tale that teaches a moral lesson, entertains, and often includes animals with humancharacteristics

Legend – a traditional or historical story that is believed to be true by many, but has not been verifiedas fact

Myth – a body of traditional or sacred stories to explain a belief or a natural happening

3.5B Compare and contrast the settings in myths and

traditional folktales. Compare, Contrast

THE SETTINGS IN MYTHS AND TRADITIONAL FOLKTALES


Elements of setting

Time – When is the story taking place?Place – Where is the story taking place?Environment – What does it feel like? (e.g., weather, mood, social conditions)

Setting – the time and place in which a narrative occurs

Folktale – a story originally passed down in spoken form rather than in writing. Folktales include







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legends, fables, tall tales, and fairy tales.

Myth – a body of traditional or sacred stories to explain a belief or a natural happening

3.8 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:

Understand, Make inferences, Draw conclusions

ABOUT THE STRUCTURE AND ELEMENTS OF FICTION


Make inferences related to the whole story

Make inferences related to a part of the story

Make inferences related to structure of fiction (e.g., organization, paragraphs)

Make inferences related to particular elements of fiction (e.g., characters, plot, events, setting)

Summarize fictional text in ways that maintain meaning and logical order

Provide

EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING

STAAR Note:

This Knowledge and Skills Statement may be assessed with Figure 19D and/or Figure 19E.

TxCCRS Reading

TxCCRS E/LAS.II.A - English/Language Arts/Reading.

Locate explicit textual information and draw

complex inferences, analyze, and evaluate the

information within and across texts of varying

lengths.







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3.8A Sequence and summarize the plot's main events

and explain their influence on future events.

Readiness Standard

Sequence, Summarize

THE PLOT’S MAIN EVENTS


Order events chronologically (possibly using a graphic organizer)

Determine the main idea of a portion of the story

Identify how an event affects the overall story (cause-effect)

Identify important story elements including problem and solution

Plot – the basic sequence of events in a story. In conventional stories, plot has three mainparts: rising action, climax, and falling action. The plot includes the problem and solution.

Summarize – to reduce large sections of text to their essential points and main ideas Note: Itis still important to attribute summarized ideas to the original source.

Explain

THEIR INFLUENCE ON FUTURE EVENTS


Predict future outcomes and actions throughout the story

Note:

Even though students are not required to know the specific plot elements (e.g., rising action, problem,

climax, solution, falling action) in reading, students are required to write an imaginative story that

builds a plot to a climax and contains details about the characters and setting. Refer to 3.18A for

related writing standard.







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3.8B Describe the interaction of characters including

their relationships and the changes they

undergo.

Readiness Standard

Describe

THE INTERACTION OF CHARACTERS INCLUDING THEIR RELATIONSHIPS AND THE CHANGES

THEY UNDERGO

Interactions include what characters do (actions) and/or say (dialogue)

Possible examples of character changes:

Intellectual, emotional, and physical change

From beginning to end

Changes in relationships

Before an event and after an event in the plot

Possible examples of relationships:

Family

Friend

Enemy

3.8C Identify whether the narrator or speaker of a

story is first or third person. Identify

WHETHER THE NARRATOR OR SPEAKER OF A STORY IS FIRST OR THIRD PERSON


Firstperson – narrated by a character or characters inside the story using the pronoun “I”Thirdperson – narrated by someone who is not directly involved in the story and is usually notidentified by name and refers to the characters by their name or personal pronouns (e.g., he,







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she, they)

Point of view – the perspective from which the events in the story are told; the vantage point orstance

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. Students are expected to:

Understand, Make inferences, Draw conclusions

HOW AN AUTHOR’S SENSORY LANGUAGE CREATES IMAGERY IN LITERARY TEXT


Make inferences related to sensory language

Make inferences related to figurative language (e.g., idiom, simile)

Sensory language – words an author uses to help the reader experience the sense elements ofthe story. Sensory language is language that appeals to one or more of the five senses: sight,

sound, touch, smell, and taste.

Figurative language – language not intended to be taken literally but layered with meaningthrough the use of imagery, metaphors, and other literary devices

Provide

EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING

STAAR Note:


3.10A Identify language that creates a graphic visual

experience and appeals to the senses. Identify







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Supporting StandardLANGUAGE THAT CREATES A GRAPHIC VISUAL EXPERIENCE AND APPEALS TO THE SENSES


Locate specific words and/or phrases from the text that help create images in the reader’s mind(e.g., visual details, sounds, smells, tastes, tactile descriptions)

Determine literal and non-literal meaning of the words and phrases

Sensory language – words an author uses to help the reader experience the sense elements ofthe story. Sensory language is language that appeals to one or more of the five senses: sight,

sound, touch, smell, and taste.

Note:

Literal and non-literal meaning was taught in second grade (2.11A).

3.11 Reading/Comprehension of Text/Independent

Reading. Students read independently for

sustained periods of time and produce evidence of

their reading. Students are expected to:

TxCCRS Key Cognitive Skills

TxCCRS CDS.I.D - Cross-Disciplinary Standards/Key

Cognitive Skills. Academic behaviors


TxCCRS CDS.I.E - Cross-Disciplinary Standards/Key

Cognitive Skills. Work habits

3.11A Read independently for a sustained period of

time and paraphrase what the reading was Read Independently







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about, maintaining meaning and logical order

(e.g., generate a reading log or journal;

participate in book talks).

FOR A SUSTAINED PERIOD OF TIME

Read aloud and/or silently for a developmentally appropriate duration (e.g., 20-30 minutes)

Read independent-level texts that are easy to read and understand at 95% accuracy or above

(no more than 1 in 20 words are difficult for the reader)

Read self-selected and/or teacher-selected material

Adjust method and rate to the purpose of the assignment or material (e.g., reading a fiction

selection quickly, paying attention to the plot details, or reading an informational article more

slowly, noting critical concepts)

Read independently at school and at home

Paraphrase

WHAT THE READING WAS ABOUT, MAINTAINING MEANING AND LOGICAL ORDER


Generate a reading log or journal

Participate in book talks

Paraphrase – restate the meaning of something in different words. Paraphrasing alters theexact wording of the source and transmits its ideas or information without evaluation or

interpretation.

3.16 Reading/Media Literacy.

Students use comprehension skills to analyze how

words, images, graphics, and sounds work

together in various forms to impact meaning.

Use

COMPREHENSION SKILLS







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Students will continue to apply earlier standards

with greater depth in increasingly more complex

texts. Students are expected to:

Supporting Standard

Analyze

HOW WORDS, IMAGES, AND SOUNDS WORK TOGETHER IN VARIOUS FORMS TO IMPACT

MEANING


Interpret words, images, and sounds in media and consider their effect on meaning

Determine the purpose of embedded media

Determine how embedded media supports information in the text

STAAR Note:

In 2013, all dual-coded media items in 3rd-5th grade were assessed using embedded

photographs.


TxCCRS Listening

TxCCRS E/LAS.IV.A - English/Language Arts/Listening.

Apply listening skills as an individual and as a

member of a group in a variety of settings (e.g.,

lectures, discussions, conversations, team

projects, presentations, interviews).


TxCCRS CDS.I.B - Cross-Disciplinary Standards/Key

Cognitive Skills. Reasoning







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TxCCRS CDS.II.E - Cross-Disciplinary

Standards/Foundational Skills. Technology

3.16B Explain how various design techniques used in

media influence the message (e.g., shape, color,

sound).

Explain

HOW VARIOUS DESIGN TECHNIQUES USED IN MEDIA INFLUENCE THE MESSAGE


Sound (e.g., background music, volume)

Movement (e.g., feet moving quickly, hair blowing in the wind)

Visuals (e.g., pictures, graphs, graphics, color, shape)

3.17 Writing/Writing Process. Students use elements of

the writing process (planning, drafting, revising,

editing, and publishing) to compose text. Students

are expected to:

TxCCRS Writing

TxCCRS E/LAS.I.A - English/Language Arts/Writing.

Compose a variety of texts that demonstrate clear

focus, the logical development of ideas in well-

organized paragraphs, and the use of appropriate

language that advances the author's purpose.


TxCCRS CDS.II.B - Cross-Disciplinary

Standards/Foundational Skills. Writing across the







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curriculum

3.17A 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).

Plan

A FIRST DRAFT


Generate ideas or topics through a range of strategies (e.g., brainstorming, graphic organizers,

logs, journals, etc.)

Select a focused idea or topic

Determine the purpose or intended meaning of the idea or topic

Determine an appropriate audience

Generate and categorize ideas and details about the selected topic (e.g., webbing, graphic

organizer, listing, etc.)

Purpose – the intended goal of a piece of writing; the reason a person writes

Audience – the intended target group for a message, regardless of the medium

Genre – the type or class of a work, usually categorized by form, technique, or content

Example of purposes for writing:

To entertain

To explain

To describe

To inform

To persuade

To respond







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Brainstorming – a technique in which many ideas are generated quickly and without judgmentor evaluation, usually as part of a problem-solving process or to inspire creative thinking.

Brainstorming may be done in a classroom, with a small group, or individually.

Note:

This is the first step in the writing process, often referred to as prewriting or planning.

3.17B Develop drafts by categorizing ideas and

organizing them into paragraphs. Develop

DRAFTS BY CATEGORIZING IDEAS AND ORGANIZING THEM INTO PARAGRAPHS


Organize the draft according to genre and purpose

Include ideas and details that are strongly related and contribute to the central idea or message

of the piece

Develop a draft that is focused and well controlled with meaningful transitions and connections

Choose words that are purposeful and precise and support the overall meaning (or purpose) of

the piece

Organization of a paper – the development of ideas in a coherent manner. In a well-organizedpaper, main points should be supported, each idea should flow sequentially and logically to

the next idea, transitions should connect ideas, and extraneous sentences should not be

included.

Transitional words and phrases – words or phrases that help to sustain a thought or ideathrough the writing. They link sentences and paragraphs together smoothly so that there are

no abrupt jumps or breaks between ideas.

Word choice – the author’s thoughtful use of precise vocabulary to fully convey meaning to







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the reader

Note:

This is the second step in the writing process, often referred to as drafting. The focus is on developing

ideas and the message, not on mechanics.

STAAR Note:

Leads to Readiness Standard 4.15B

3.17C Revise drafts for coherence, organization, use of

simple and compound sentences, and audience. Revise

DRAFTS FOR COHERENCE AND AUDIENCE

Revise – changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance themessage based on the intended audience


Improve coherence

Include sensory details to enhance the message

Incorporate precise words that create visual images

Coherent – logically ordered, with consistent relations of parts to the whole (e.g., a coherentessay)

Word choice – the author’s thoughtful use of precise vocabulary to fully convey meaning tothe reader

Audience – the intended target group for a message, regardless of the medium

Revisions may include, but are not limited to:







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Revise entire sentences including, but not limited to:

Order of words and phrases (e.g., misplaced prepositional phrases)

Repetition

Revise single words and phrases including, but not limited to:

General vs. specific

Formal vs. informal

Synonym vs. antonym

Add/insert entire sentences including, but not limited to:

Closing/concluding sentences that emphasize the overall message or central idea

Relevant details in appropriate places

Combine sentences into a single sentence while maintaining meaning and clarity

Note:

While this is considered the third step in the writing process, revision may be ongoing throughout the

writing process.

STAAR Note:

Leads to Readiness Standard 4.15C

3.17D Edit drafts for grammar, mechanics, and spelling

using a teacher-developed rubric. Edit

DRAFTS FOR GRAMMAR, MECHANICS, AND SPELLING USING A TEACHER-DEVELOPED

RUBRIC


Conventions/Grammar (refer to 3.22Ai-viii,B,C)

Capitalization (refer to 3.23Bi-iii)

Punctuation (refer to 3.23Ci-ii)

Spelling (refer to 3.24A,Bi-vi,C,D,E,F)

Use resources to find correct spellings (refer to 3.24G)







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Previously taught expectations in grammar, capitalization, punctuation, and spelling

Note:

This is the fourth step in the writing process. The focus is on grammar, capitalization, punctuation, and

spelling.

STAAR Note:

Leads to Readiness Standard 4.15D

3.17E Publish written work for a specific audience.Publish

WRITTEN WORK FOR A SPECIFIC AUDIENCE


Use legible handwriting with appropriate spacing and/or use available technology to publish

written work

Share published work with an appropriate audience

Refer to Speaking 3.30A (as applicable)

Note:

This is the last step in the writing process. Publishing can be done in many forms including producing

a final written product or by orally sharing with others.

3.18 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:

TxCCRS Writing








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curriculum

3.18A Write imaginative stories that build the plot to a

climax and contain details about the characters

and setting.

Write

IMAGINATIVE STORIES THAT BUILD THE PLOT TO A CLIMAX AND CONTAIN DETAILS ABOUT

THE CHARACTERS AND SETTINGS


Components of plot

Characters (physical traits, feelings, personality, actions, and reasons for actions)

Setting (time, place, and environment)

Plot – the basic sequence of events in a story. In conventional stories, plot has three mainparts: rising action, climax, and falling action. The plot includes the problem and solution.

Climax – the plot’s most dramatic moment, usually the turning point

Note:

Imaginative stories can be based on real, people, events, and ideas.

3.19 Writing/Personal. Students write about their own







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experiences. Students are expected to:

TxCCRS Writing









curriculum

3.19A Write about important personal experiences.Write

ABOUT IMPORTANT PERSONAL EXPERIENCES

Possible examples:

Personal narrative

Journal/diary

Reflection

Short story

Considerations when writing about personal experiences:

Focus on one particular experience that is realistic and believable

Use structure that is appropriate to purpose (e.g., sequential, cause/effect)







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Provide details that are vivid and expressive and contribute to understanding the personal

experience

Convey a sense of why the experience was important

Personal narrative – an expressive literary piece written in first person that centers on aparticular event in the author’s life and may contain vivid description as well as personalcommentary and observations

STAAR Note:

Leads to Readiness Standard 4.17A

3.20 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:

TxCCRS Writing









curriculum







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3.20C Write responses to literary or expository texts

that demonstrate an understanding of the text. Write

RESPONSES TO LITERARY OR EXPOSITORY TEXTS THAT DEMONSTRATE AN

UNDERSTANDING OF THE TEXT

Possible examples:

Ideas, reflections, responses to text, connections, recording information

3.22 Oral and Written Conventions/Conventions.

Students understand the function of and use the

conventions of academic language when speaking

and writing. Students will continue to apply earlier

standards with greater complexity. Students are

expected to:

TxCCRS Writing

TxCCRS Edit writing for proper voice, tense, and syntax,

assuring that it conforms to standard English,

when appropriate.


TxCCRS Write clearly and coherently using standard

writing conventions.

3.22A Use and understand the function of the following

parts of speech in the context of reading, writing,

and speaking:

Use, Understand

THE FUNCTION OF THE FOLLOWING PARTS OF SPEECH IN THE CONTEXT OF READING,





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WRITING, AND SPEAKING:

3.22A.i verbs (past, present, and future)Verb – a word that describes action or state of being (e.g., jump)

Past tense verb – states an action that already happened (e.g., jumped)

Future tense verb – states an action that will happen (e.g., will jump)

Present tense verb – states an action that is happening now (e.g., is jumping)

Other possible verb forms:

Helping/Auxiliary verbs: verbs that come before the main verb; they help state an action or show

time (e.g., am, do, have, etc.)

Linking verbs: verbs that link the subject to the noun or adjective in the predicate of the

sentence; a linking verb says that something is, was, or will be and does not show action (e.g.,

She is the mayor of our town.)

STAAR Note:

Leads to Supporting Standard 4.20Ai

3.22A.ii nouns (singular/plural, common/proper)Noun – names a person, place, thing or idea

Singular noun – names a single (one) person, place, or thing (e.g., boy, house, cat)

Plural noun – names more than one person, place, or thing (e.g., boys, houses, cats)

Common noun – a general name of a person, place, thing, or an idea (e.g., boy,city)







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Proper noun – names a specific person, place, thing, or idea; is always capitalized (e.g., John,Chicago)

Other possible types of nouns:

Concrete noun – names something you can see, touch, taste, hear, or smell (e.g., dog, table,book)

Abstract noun – names an idea, a feeling, emotion, or quality (e.g., happiness, freedom, etc.)

STAAR Note:

Leads to Supporting Standard 4.20Aii

3.22A.v prepositions and prepositional phrasesPreposition – a word that relates its object to another word in the sentence (e.g., at in atschool or of in of your writing)

Prepositional phrase – a phrase that begins with a preposition and is followed by an object(e.g., on the road and by now)

STAAR Note:

Leads to Supporting Standard 4.20Ai

3.22B Use the complete subject and the complete

predicate in a sentence. Use

THE COMPLETE SUBJECT AND THE COMPLETE PREDICATE IN A SENTENCE


Compound subject – made up of two or more simple subjects sharing the same verb and joinedby a conjunction (e.g., The dog and cat chased the birds.)







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Complete subject – all the words that tell who or what the sentence is about (e.g., The furry dog barksat night.)

Complete predicate – all the words that tell what the subject does, did, is, or was (e.g., The furry dogbarks at night.)

STAAR Note:


3.23 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:

3.23B Use capitalization for:Use

CAPITALIZATION FOR:

STAAR Note:


3.23B.iii official titles of peoplePossible examples:

Titles used before names of people (e.g., President, General, Professor, Dr., etc.)

Family members when used as a name (e.g., I will ask my aunt to call Dad and Uncle John.)

3.23C Recognize and use punctuation marks including:Recognize, Use





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PUNCTUATION MARKS INCLUDING:

STAAR Note:

Leads to Readiness Standard 4.21C

3.23C.ii commas in series and datesIncluding, but not limited to:

Series – use to separate three or more items (e.g., Joe loves pizza, hamburgers, and Frenchfries.)

Between the day and year in a date (e.g., January 12, 2009)

Other possible grade-appropriate uses of commas:

Between the city and state (e.g., Austin, Texas)

After a salutation and closing in a letter (e.g., Dear _____, Sincerely,)

Between two adjectives preceding a noun (e.g., It was a hot, sunny day.)

STAAR Note:

Leads to Supporting Standard 4.21Ci

3.23D Use correct mechanics including paragraph

indentations. Use

CORRECT MECHANICS


Paragraph indentions

Possible examples:







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Indent the beginning of each new paragraph

Begin a new paragraph whenever the speaker changes in dialogue

3.24 Oral and Written Conventions/Spelling. Students

spell correctly. Students are expected to:

3.24A Use knowledge of letter sounds, word parts, word

segmentation, and syllabication to spell. Use

KNOWLEDGE OF LETTER SOUNDS, WORD PARTS, WORD SEGMENTATION, AND

SYLLABICATION TO SPELL

Note:

Refer to 3.1 for related phonics skills and 3.24BCDEF for related spelling skills.

3.24B Spell words with more advanced orthographic

patterns and rules: Spell

WORDS WITH MORE ADVANCED ORTHOGRAPHIC PATTERNS AND RULES:

Orthographic pattern – the visual representation of the arrangement of letters in a givenlanguage

STAAR Note:

Leads to Supporting Standard 4.22A

3.24B.v complex consonants (e.g., scr-, -dge, -tch)Possible examples:

Three-letter initial consonant clusters (e.g., str-, spr-, spl-, scr-, thr-, chr-, phr-, shr-)

Three-letter ending consonant clusters (e.g., -tch, -dge, -nch, -lch)





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3.24C Spell high-frequency and compound words from

a commonly used list. Spell

HIGH-FREQUENCY AND COMPOUND WORDS FROM A COMMONLY USED LIST

Possible examples of commonly used lists:

Dolch List of Basic Sight Words

Fry Instant Word List

Highfrequency word – a small group of 300–500 words that account for a large percentage ofwords in print. Often, they are referred to as "sight words" because automatic recognition of

these words is required for fluent reading.

Compound word – a word made when two words are joined to form a new word

3.24D Spell words with common syllable constructions

(e.g., closed, open, final stable syllable). Spell

WORDS WITH COMMON SYLLABLE CONSTRUCTIONS


Apply the six syllable patterns to spell regular single syllable and multisyllabic words

Note:

Refer to 3.1B for related phonics skills.

3.24G Use print and electronic resources to find and

check correct spellings. Use





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PRINT AND ELECTRONIC RESOURCES

To find, check

CORRECT SPELLINGS

Possible examples of resources:

Word wall

Personal dictionary

High frequency word list

Print or electronic dictionary

Print or electronic thesaurus

Glossary

STAAR Note:

Leads to Supporting Standard 4.22D

3.29 Listening and Speaking/Listening. Students use

comprehension skills to listen attentively to others

in formal and informal settings. Students will

continue to apply earlier standards with greater

complexity. Students are expected to:

TxCCRS Listening

TxCCRS E/LAS.IV.B - English/Language Arts/Listening.

Listen effectively in informal and formal situations.

3.29A Listen attentively to speakers, ask relevant

questions, and make pertinent comments. Listen







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ATTENTIVELY TO SPEAKERS


Make eye contact with the speaker

Listen courteously and attentively to directions, questions, read alouds, and discussions

Identify and manage barriers

Ask

RELEVANT QUESTIONS


Respond appropriately

Ask topic-focused questions

Refer to 3.2B and 3.Fig19B for related skills involving questioning

Make

PERTINENT COMMENTS


Respond appropria

Documents

INSTRUCTIONAL FOCUS DOCUMENT Grade 3 English …...Grade 03 ELAR Unit 01 PA 01 Click on the PA title to view related rubric. Using the writing process and the conventions of written