Campus: Godwin Author(s): Meagan Turner and Madison Wilson

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Campus: Godwin

Author(s): Meagan Turner and Madison Wilson

Date Created / Revised: 7/25/16

Six Weeks Period: 3rd

Grade Level & Course: 3rd Language Arts

Timeline:  7 days

Unit Title: Reading to Discover-Expository Text

Lesson #

2 of 5

Stated Objectives:

TEK # and SE

3.1A.i dropping the final "e" and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable)
3.1A.ii doubling final consonants when adding an ending (e.g., hop to hopping)
3.1A.iii changing the final "y" to "i" (e.g., baby to babies)
3.1C decode words applying knowledge of common spelling patterns
3.2A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions

3.2B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text

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)
3.4B Use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs
3.4C Identify and use antonyms, synonyms, homographs, and homophones
3.4D Identify and apply playful uses of language (e.g., tongue twisters, palindromes, riddles)
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

3.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension
3.Fig19B Ask literal, interpretive, and evaluative questions of text
3.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions)
3.Fig19D Make inferences about text using textual evidence to support understanding
3.Fig19E Summarize information in text, maintaining meaning and logical order
3.Fig19F Make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence

3.12A Identify the topic and locate the author's stated purposes in writing the text

3.13B Draw conclusions from the facts presented in text and support those assertions with textual evidence
3.13C Identify explicit cause and effect relationships among ideas in texts
3.13D Use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text
3.16B Explain how various design techniques used in media influence the message (e.g., shape, color, sound)
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)
3.17B Develop drafts by categorizing ideas and organizing them into paragraphs
3.17C Revise drafts for coherence, organization, use of simple and compound sentences, and

3.17D Edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric

3.20A.i Create brief compositions that establish a central idea in a topic sentence
3.20A.ii Create brief compositions that include supporting sentences with simple facts, details, and explanations
3.20A.iii Create brief compositions that contain a concluding statement
3.20C Write responses to literary or expository texts that demonstrate an understanding of the text

3.22A.viii Use and understand the function of the following parts of speech in the context of reading, writing, and speaking time-order transition words and transitions that indicate a conclusion

3.23A Write legibly in cursive script with spacing between words in a sentence
3.23B.i Use capitalization for geographical names and places
3.23B.ii Use capitalization for historical periods
3.23D Use correct mechanics including paragraph indentations
3.24B.iv Spell words with more advanced orthographic patterns and rules: double consonants in middle of words Spell words with more advanced orthographic patterns and rules: abstract vowels (e.g., ou as in could, touch, through, bought)
3.24C Spell high-frequency and compound words from a commonly used list
3.24 D Spell words with common syllable constructions (e.g., closed, open, final stable syllable)
3.24E Spell single syllable homophones (e.g., bear/bare; week/weak; road/rode)
3.25A Generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic
3.25B Generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question


3.1(B) use common syllabication patterns to decode words including:

3.1(B.i) closed syllable (CVC) (e.g., mag-net, splen-did);

3.1(B.ii) open syllable (CV) (e.g., ve-to);

3.1(B.iii) final stable syllable (e.g., puz-zle, con-trac-tion);

3.1(B.iv) r-controlled vowels (e.g., fer-ment, car-pool); and

3.1(B.v) vowel digraphs and diphthongs (e.g., ei-ther);

3.1(E) monitor accuracy in decoding.

3.3(A) Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

3.11(A) 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).

3.17(E) publish written work for a specific audience.

3.22(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

3.24(A) use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell;

3.22(A.i) verbs (past, present, and future);

3.22(A.ii) nouns (singular/plural, common/proper);

3.22(A.iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the);

3.22(A.iv) adverbs (e.g., time: before, next; manner: carefully, beautifully);

3.22(A.v) prepositions and prepositional phrases;

3.22(B) use the complete subject and the complete predicate in a sentence; and

3.23(B) use capitalization for:

3.23(B.iii) official titles of people;

3.24(B.i) consonant doubling when adding an ending;

3.24(B.ii) dropping final "e" when endings are added (e.g., -ing, -ed);

3.24(B.iii) changing y to i before adding an ending;

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

3.29(A) listen attentively to speakers, ask relevant questions, and make pertinent comments; and

3.29(B) follow, restate, and give oral instructions that involve a series of related sequences of action.

3.30(A) Students are expected to speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.

3.31(A) 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.


See Instructional Focus Document (IFD) for TEK Specificity

Key Understandings

Authors choose structures to organize information to construct meaning. Readers use strategies to support understanding of text. Readers create connections to make text personally relevant and useful. An extensive vocabulary supports the development of oral and written communication.


None Identified

Key Vocabulary

Homograph- a word that is spelled the same as another word, but has a different meaning. (read [present tense] and read [past tense])

Suggested Day

5E Model

Instructional Procedures

(Engage, Explore, Explain, Extend/Elaborate, Evaluate)

Materials, Resources, Notes

Day 1-


  1. Introduce Cause and Effect with Power Point.

  2. Students will add a cause and effect handout to their IJ

  3. Cause and Effect Teacher Selected group activity.


  1. Students will complete a Homograph Scoot.

  2. Students will continue cursive handwriting.

  3. Daily Journal: Teacher Selected Prompt

  • PowerPoint Cause and Effect

  • Cause and Effect IJ handout

  • Cause and Effect group activity

  • Homograph Scoot

  • Writing Journal

Day 2 -


  1. Read the story Aero and Officer Mike page 460 in Journey’s book. Stop throughout the story and discuss various text features used throughout. Have students look for cause and effect statements.

  2. Students will fill in the Nonfiction Book Report form. Independent Practice.

  3. Review Cause and Effect. Scoot Activity. Be sure to discuss signal words such as: as a result, therefore, consequently, reason why, because of, and may be due to.


  1. Students will review the rule for changing the final ‘y’ to an ‘i’ when adding an ending to a word.

  2. Students will work on I Scream for Ice Cream.

  3. Students will continue cursive handwriting.

  4. Daily Journal: Teacher Selected Prompt
  • Journeys Book

  • Nonfiction Book Repot Form

  • Cause and Effect Scoot

  • I Scream for Ice Cream

Day 3 -


  1. Look back over the story Aero and Officer Mike. Point out that this story has a lot of pictures. Discuss why each picture is placed where it is. Point out that each picture is missing a caption.

  2. Assign a section to students and have them work in groups to write meaningful captions for each picture. Students can draw the pictures and write the captions on Manila paper. Independent Practice.


  1. Students will review the rule for doubling the final consonant when adding –ed and -ing to a word. Students will use white boards to brainstorm and practice the concept.

  2. Lots of Loot, Independent Practice.

  3. Students will continue cursive handwriting.

  • Journeys Book

  • Manila Paper

  • White Boards

  • Lots of Loot Sheet

Day 4 -


  1. Review cause and effect. Mimio: Deal or No Deal. Students will be split in half and compete against each other.

  2. Students will complete a cause and effect cut and glue.

  3. Aero and Officer Mike Comprehension Test


  1. Students will complete a teacher selected homographs assignment.

  2. Students will continue cursive handwriting.

  • Mimio: Deal or No Deal

  • Cause and Effect cut and glue

  • Aero and Officer Mike Test

  • Homographs assignment

Day 5 -


  1. Students will complete a teacher selected passage.


  1. Students will take a spelling test.

  2. Students will continue cursive handwriting.

  3. Students will complete a cause and effect assessment

  • Passage test

  • Cause and Effect Assessment

Day 6 -


  1. Teacher will select a Thanksgiving themed book and students will summarize or fill in a graphic organizer.


  1. Students will write a Thanksgiving acrostic poem.

  2. Students will complete the Thanksgiving captions page.

  3. Students will continue cursive handwriting.

  4. Students will begin to write their own tongue twisters.

  • Thanksgiving story
  • Graphic Organizer

  • Thanksgiving Acrostic poem page

  • Thanksgiving captions page

Day 7 -


  1. Teacher will select a Thanksgiving themed book and students will summarize or fill in a graphic organizer.


  1. Students will continue to write their own tongue twisters, illustrate, and share with the class.

  2. Students will continue cursive handwriting.

  • Thanksgiving story

  • Graphic Organizer

Accommodations for Special Populations

Accommodations for instruction will be provided as stated on each student’s (IEP) Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.

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