Midland ISD ELAR Scope and Sequence Grade 3 Unit … · Unit 3-Reading to Discover-Expository Text...

Midland ISD ELAR Scope and Sequence Grade 3

Unit 3-Reading to Discover-Expository Text 27 Days Unit Dates: 11/12/12 – 12/21/12 Unit Assessment: by 12/21/12

R=Readiness Standard S=Supporting Standard

Revised 10/31/12

Whole Group Reading

Day 1 Day 2 Day 3 Day 4

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Focus: Students analyze expository text in order to use text features to make predictions

Use ideas (e.g. illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions (3.2A)

Use text features (e.g. bold print, captions, key words, italics0 to locate information and make and verify predictions about contents of text (3.13D)

Focus: Students establish purposes for

reading expository text and locate the

author’s stated purpose in writing the text.

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

Identify the topic and locate the author’s stated purposes in writing the text(3.12A)

Ask literal, interpretive, and evaluative questions of text (Fig19B)

Monitor and adjust comprehension (Fig 19C)

Explain how various design techniques used in media influence the message(3.16B)

Write responses to literary or expository texts that demonstrate an understanding of the text (3.20C)

Focus: Students ask questions before,

during, and after reading in order to

maintain good comprehension.

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




Focus: Students ask literal, interpretive, evaluative, and synthesis questions about texts and find specific evidence such as facts and details to support answers Ask relevant questions, seek

clarification, and locate facts and details about stories and other texts and support answers with evidence from text (3.2B)



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2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication

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Note: You will need to select a grade- appropriate expository text with several text features. Please see the last page of this document for resources.

Note: You will need to select a grade- appropriate expository text or news article from the internet with a clearly stated purpose. Please see the last page of this document for resources.

Note: You will need to select a grade- appropriate expository text. Please see the last page of this document for resources.

Note: You will need to select a grade- appropriate expository text. Please see the last page of this document for resources.

Unit 3, Exemplar Lesson 1 Shared Reading, Day 1

http://www.mycscope.us/module/content/search/item/673293/viewdetail.ashx







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MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text

2 R=Readiness Standard S=Supporting Standard

Whole Group Word Study


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Focus: Students examine a list of high frequency words that will be used in spelling and writing. Spell high-frequency and compound

words from a commonly used list (3.24C)

Focus: Students examine a list of high frequency words that will be used in spelling and writing.

Spell high-frequency and compound words from a commonly used list (3.24C)





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ELPS 2B: Recognize English sound system in new vocabulary 3A: Practice using English sound system in new vocabulary 4A: Learn relationships between sounds and letters 5A: Learn relationships between sounds and letters when writing

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Unit 3, Exemplar Lesson 1 Word Study, Day 1 http://www.mycscope.us/module/content/sear

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Unit 3, Exemplar Lesson 1 Word Study, Day 2 http://www.mycscope.us/module/content/search

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Whole Group Writing


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Focus: Students generate ideas for expository writing.

Plan a first draft (3.17A) Write legibly in cursive script with

spacing between words in a sentence(3.23A)

Focus: Students select a topic for expository writing and draft

Plan a first draft (3.17A) Develop drafts by categorizing ideas

and organizing them into paragraphs (3.17B)

Write legibly in cursive script with spacing between words in a sentence(3.23A)

Focus: Students select a topic for

expository writing and draft

Plan a first draft (3.17A) Develop drafts by categorizing ideas

and organizing them into paragraphs (3.17B)



expository writing and plan the first draft

using a graphic organizer. Plan a first draft (3.17A)

Develop drafts by categorizing ideas and organizing them into paragraphs (3.17B)


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3A: Practice using English sound system in new vocabulary 3C: Speak using a variety of sentence structures 3G: Express opinions, ideas, and feelings 4A: Learn relationships between sounds and letters 5G: Narrate, describe, and explain in writing

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Unit 3, Lesson 1, Writing Day 1 http://www.mycscope.us/module/content/sear


Unit 3, Lesson 1, Writing Day 2 http://www.mycscope.us/module/content/search






As you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to use the TEKS and form of writing from the Scope and Sequence to select resources.

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Whole Group Reading


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Focus: Students identify the details or

facts that support the main idea. Monitor and adjust comprehension

(Fig 19C) Identify the details or facts that

support the main idea(3.13A)

Focus: Students identify the details or

facts that support the main idea of expository text


Identify the details or facts that support the main idea(3.13A)

Focus: Students draw conclusions based on evidence they find in the text as they read. Draw conclusions from the facts

presented in text and support those assertion with textual evidence (3.13B)

Make inferences about text and use textual evidence to support understanding (Fig19D)

Focus: Students draw conclusions based on evidence they find in the text as they read.

Draw conclusions from the facts presented in text and support those assertion with textual evidence (3.13B)


ELPS 2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication

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Note: You will need to select a grade-appropriate expository text. Please see the last page of this document for resources.





http://www.mycscope.us/module/content/se

arch/item/673293/viewdetail.ashx

Unit 3, Exemplar Lesson 1

Shared Reading, Day 6

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Unit 3 Exemplar Lesson 1 Shared Reading, Day 8

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Focus: Students identify, read, and spell contractions Identify and read contractions (e.g.

I’d, won’t) 3.1D Spell complex contractions (e.g.

should’ve, won’t) (3.24F)

Focus: Students decode and spell words with the abstract vowels (/oo/). Decode words applying knowledge of

common spelling patterns (e.g. –ight, -ant) (3.1C)

Spell words with consonant doubling

when adding an ending (3.24Bvi)

Focus: Students decode and spell words with the abstract vowels (/ou/). Decode words applying knowledge of



when adding an ending (3.24Bvi)

Focus: Students decode and spell words with the abstract vowels (/ow/). Decode words applying knowledge of


Identify and use antonyms, synonyms, homographs and homophones (3.4C)

Spell words with consonant doubling when adding an ending (3.24Bvi)

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2B: Recognize English sound system in new vocabulary 3A: Practice using English sound system in new vocabulary 4A: Learn relationships between sounds and letters 5A: Learn relationships between sounds and letters when writing

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Unit 3, Exemplar Lesson 1 Word Study, Day 5

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Whole Group Writing


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expository writing and draft

Plan a first draft (3.17A)

Develop drafts by categorizing ideas and organizing them into paragraphs.(3.17B)



expository writing and draft.




expository writing and plan the first draft using a graphic organizer




expository



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*Performance Indicator











Whole Group Reading


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Focus: Students identify cause and effect relationships among ideas in texts.

Identify explicit cause and effect relationships among ideas in texts (3.13C)


Focus: Students identify cause and effect relationships among ideas in texts.



Focus: Students summarize information in text, maintaining meaning and logical order Summarize information in text,

maintaining meaning and logical order (Fig19E)


Focus: Students generate research topics and formulate open-ended questions. Ask relevant questions, seek

clarification, and locate facts and details about stories and other texts and support answers with evidence from text (3.2B)


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 (3.25A)

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Note: You will need to select a grade-

appropriate expository text. Please see the

last page of this document for resources.

Note: You will need to select a grade-appropriate

expository text. Please see the last page of this

document for resources.

Note: You will need to select a previously read

grade-appropriate expository text. Please see

the last page of this document for resources.

No Text required

Unit 3 Exemplar Lesson 1 Shared Reading, Day 9 http://www.mycscope.us/module/content/se

arch/item/673293/viewdetail.ashx

Unit 3 Exemplar Lesson 1 Shared Reading, Day 10 http://www.mycscope.us/module/content/search


Unit 3, Exemplar Lesson 2 Shared Reading, Day 11 http://www.mycscope.us/module/content/search


Unit 3, Exemplar Lesson 3 Shared Reading, Day 12 http://www.mycscope.us/module/content/search


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Focus: Students identify and apply playful uses of language in riddles using homophones and homographs

Use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs (3.4B)


Identify and apply playful uses of language (e.g. tongue twisters, palindromes, riddles) (3.4D)

Focus: Students use context to determine the relevant meaning of homophones.


Spell single syllable homophones (e.g. bear/bare, week/weak, road/rode) (3.24E)

Focus: Students spell words with the double consonants in the middle of words by doubling consonants when adding an ending.

Double consonants in middle of words (3.24Biv)

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

Consonant doubling when adding an ending (3.24Bi)

Spell words with double consonants in middle of words (3.24Biv)

Focus: Students use context to determine the meaning of homophones



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Unit 3, Exemplar Lesson 1 Word Study, Day 9 http://www.mycscope.us/module/content/sear








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Whole Group Writing


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Focus: Students create a brief

composition with a topic sentence that establishes the central idea.

Plan a first draft (3.17A) Develop drafts by categorizing

ideas and organizing them into paragraphs.(3.17B)

Create a brief composition that establish a central idea in a topic sentence (3.20Ai)


Focus: Students develop a composition

by categorizing ideas, facts, and details and organize them into paragraphs


Create a brief composition that include supporting sentences with simple facts, details, and explanations (3.20Aii)

Write legibly in cursive script with

spacing between words in a

sentence(3.23A)

Focus: Students develop an expository

composition by categorizing ideas, facts, and details and organize them into paragraphs. Develop drafts by categorizing ideas

and organizing them into paragraphs.(3.17B)


Time-order transition words and transitions that indicate a conclusion (3.22Aviii)


Focus: Students develop an expository

composition by categorizing ideas, facts, and details and organize them into paragraphs. Develop drafts by categorizing ideas

and organizing them into paragraphs.(3.17B)


Write legibly in cursive script with

spacing between words in a

sentence(3.23A)

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Whole Group Reading


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Focus: Students generate a research

plan to find relevant information Generate a research plan for

gathering relevant information (e.g. surveys, interviews, encyclopedias) about the major research question (3.25B)

Focus: Students follow their research plan and skim and scan text features to locate possible relevant information. Monitor and adjust comprehension (Fig 19C)


Summarize information in text, maintaining meaning and logical order (Fig19E)





Follow the research plan to collect information from multiple sources of information, including data from experts, reference texts and on line searches (3.26Aii)

Follow the research plan to collect information from multiple sources of information, including visual sources of information (e.g. maps, timelines, graphs) where appropriate (3.26Aiii)

Focus: Students skim and scan text features to locate information and take simple notes Monitor and adjust comprehension (Fig 19C)









Use skimming and scanning techniques to identify data by looking at text features (e.g. bold print, captions, key words, italics) (3.26B)

Take simple notes and sort evidence into provided categories of an organizer (3.26C)












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You will need to select grade-appropriate expository texts for teacher –selected research topic. Please see the last page of this document for resources.












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Focus: Students use tongue twisters in order to learn about playful language in writing.

Identify and apply playful uses of language (e.g. tongue twisters, palindromes, riddles) (3.4D)

Focus: Students use a dictionary to determine syllabication and pronunciation of unknown words

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 (3.4E)

Focus: Students decode words with the endings -er and -est. Dropping the final “e” and add endings

such as –ing, -ed, or –able (3.1Ai) Doubling final consonants when

adding an ending (e.g. hop to hopping) (3.1Aii)

Changing the final “y” to “i” (e.g. baby to babies) (3.1Aiii)


when adding an ending (3.24Bi)

Dropping final “e” when endings are

added (e.g., -ing, -ed) (3.24Bii)

Changing y to I before adding an

ending (3.24Biii)

Focus: Students decode words with the endings -er and -est. Dropping the final “e” and add endings

such as –ing, -ed, or –able (3.1Ai) Doubling final consonants when

adding an ending (e.g. hop to hopping) (3.1Aii)

Changing the final “y” to “i” (e.g. baby

to babies) (3.1Aiii)


when adding an ending (3.24Bi)

Dropping final “e” when endings are

added (e.g., -ing, -ed) (3.24Bii)

Changing y to I before adding an

ending (3.24Biii)

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E Unit 2, Exemplar Lesson 2

Word Study, Day 13 http://www.mycscope.us/module/content/search/item/673319/viewdetail.ashx

Unit 2, Exemplar Lesson 2 Word Study, Day 14 http://www.mycscope.us/module/content/search/item/673319/viewdetail.ashx



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Whole Group Writing


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Focus: Students make connections between literary and informational texts with similar ideas and provide textual evidence.


Create a brief composition that contain a concluding statement (3.20Aiii)


Focus: Students revise their drafts for coherence, organization, use of simple and compound sentences

Revise drafts for coherence, organization, use of simple and compound sentences, and audience (3.17C)



Use coordinating conjunctions (3.22Avii)

Use time-order transition words and transitions that indicate a conclusion (3.22Aviii)

Use complete simple and compound sentences with correct subject-verb agreement (3.22C)


Focus: Students organize their drafts and add text features.







Focus: Students organize their drafts and add text features.







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Unit 3, Exemplar Lesson 2, Writing Day 13 http://www.mycscope.us/module/content/sear


Unit 3, Exemplar Lesson 2, Writing Day 14 http://www.mycscope.us/module/content/search







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Whole Group Reading


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Focus: Students sort their notes into categories


Focus: Students sort their notes into categories



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Note: You will need to select grade-appropriate expository texts for teacher –selected research topic. Please see the last page of this document for resources.

Note You will need to select grade-appropriate expository texts for teacher –selected research topic. Please see the last page of this document for resources.

Note: No text required/ research notes Note: No text required/ research notes









Teacher Notes














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Identify and decode words with common prefixes and determine how they change the meanings of words Decode multisyllabic words in context

and independent of context by using knowledge of common prefixes and suffixes(3.1Aiv)

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. (3.4A)

Identify and decode words with common prefixes and determine how they change the meanings of words Decode multisyllabic words in context and

independent of context by using knowledge of common prefixes and suffixes(3.1Aiv)


Identify and decode words with common suffixes and determine how they change the meanings of words and part of speech Decode multisyllabic words in context and


Decode multisyllabic words in context and independent of context by using knowledge of derivational affixes(3.1Av)


Identify and decode words with common suffixes and determine how they change the meanings of words and part of speech Decode multisyllabic words in context and


Decode multisyllabic words in context and independent of context by using knowledge of derivational affixes(3.1Av)


Spell words with consonant doubling when

adding endings(3.24Bi)

Spell words by dropping final “e” when

endings are added (-ing, -ed) (3.24Bii)

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E Unit 2, Exemplar Lesson 2

Word Study, Day 17 http://www.mycscope.us/module/content/sear








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Whole Group Writing


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Focus: Students edit drafts for punctuation and capitalization.

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


Use capitalization for geographical names and places (3.23Bi)

Use capitalization for historical periods (3.23Bii)

Recognize and use apostrophes in contractions and possessives (3.23Ci)

Recognize and use commas in series and dates (3.23Cii)

Use capitalization for official titles of people (3.23Biii)

Focus: Students edit their drafts for grammar and spelling. Edit drafts for grammar, mechanics, and spelling

using a teacher-developed rubric (3.17D)

Use coordinating conjunctions (3.22Avii)

Use time-order transition words and transitions that indicate a conclusion (3.22Aviii)

Use complete simple and compound sentences with correct subject-verb agreement (3.22C)


Spell words with double consonants in middle of words (3.24Biv)

Spell words with abstract vowels (e.g. ou as in could, touch, through, bought) (3.24Bvi)


Spell words with common syllable construction (e.g. closed, open, final stable syllable) (3.24D)

Spell single syllable homophones (e.g. bear/bare, week/weak, road/rode) (3.24E)

Spell complex contractions (e.g. should’ve won’t ) (3.24F)

Focus: Students publish their expository compositions using cursive writing and correct mechanics including paragraph indentation. Write legibly in cursive script with


Use correct mechanics including paragraph indentations (3.23D)

Focus: Students publish and share their expository compositions. Write legibly in cursive script with


Use correct mechanics including paragraph indentations (3.23D)

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Unit 3, Exemplar Lesson 2, Writing Day 17 http://www.mycscope.us/module/content/sear









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Whole Group Reading


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These blank days may be placed anywhere

within the unit, as needed. These blank days may be placed anywhere



within the unit, as needed.

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Whole Group Writing


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These blank days may be placed anywhere within the unit, as needed.





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ELPS 1G Use accessible language to learn new language 3F Speak using high-frequency and content area vocabulary 3G Express opinions, ideas, and feelings 3H Narrate, describe, and explain 5A Learn relationships between sounds and letters when writing 5E Employ complex grammatical structures 5G Narrate, describe, and explain in writing

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Whole Group Reading

Day 25 Day 26 Day 27

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within the unit, as needed. Unit Assessment

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Whole Group Writing


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Ongoing TEKS for Reading: 3.3A, 3.11A, 3.29A, 3.29B, 3.30A, 3.31A Ongoing TEKS for Word Study: 3.1Bi, 3.1Bii, 3.1Biii, 3.1Biv, 3.1Bv Ongoing TEKS for Writing: 3.22Ai, 3.22Aii

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Guided Reading/Small group lessons are the individualized sessions in which you help children develop as readers based on their needs, challenges, and

sometimes their preferences. Select text according to your children’s instructional level. You may use the books suggested in the teacher’s guide, select from the Leveled Readers Database (pages 112-123 of the CLLG), or your campus’ guided reading library.

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Independent Reading: Independent literacy work includes meaningful and productive activities for children to do while you work with small groups. This is an

opportunity for your students to build mileage as readers, to develop good independent work skills, to collaborate with others, and to work at their own pace. The Suggested Weekly Focus for each lesson provides options for independent work that expand on the week’s instruction. (Fountas, CLLG p6) Read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order. (3.11A) See Independent Reading in CSCOPE Exemplar Daily Lessons for additional ideas. http://www.mycscope.us

http://www.mycscope.us/



Text Resources: You may use these resources to select texts to use with the CSCOPE lessons, or use additional campus resources.

Grade-appropriate expository texts

Tyrannosaurus: The Tyrant Lizard by Rob Shone

Pill Bugs Up Close by Greg Pyers

Volleyball by Natasha Evdokimoff

Canada by Nathan Olsen

Our Sun by Molly Blaisdell

Tornado! The 1974 Super Outbreak by Jacqueline A. Ball

Fossils by Rebecca Olien

Books by Gail Gibbons

Books by Seymour Simon

Online resource for expository prompts http://www2.asd.wednet.edu/pioneer/barnard/wri/exp.htm

Grade-appropriate texts with examples of tongue twisters

Busy Buzzing Bumblebees and Other Tongue Twisters, by Alvin Schwartz Fox in Socks, by Dr. Seuss Oh Say Can You Say?, by Dr. Seuss Ridiculous Tongue Twisters, by Chris Tait She Sells Seashells, by Grace Kim Twimmerick, by Lou Brooks World’s Toughest Tongue Twisters, by Joseph Rosenbloom

-adopted resources Grade-appropriate literary texts that could be paired with expository texts

Stellaluna, by Janell Cannon Verdi, by Janell Cannon Pinduli, by Janell Cannon

-adopted resources

You may use these resources or use the above resources to select your own Daily Lesson 1: HMH Unit 1, Lesson 3: Kids Making a Difference Daily Lesson 2: HMH Unit 1, Lesson 3: Kids Making a Difference Daily Lesson 3: HMH Unit 5, Lesson 25: Mountains: Surviving on Mt. Everest Daily Lesson 4: HMH Unit 3, Lesson 14: Kids and Critters Daily Lesson 5: HMH Unit 4, Lesson 20: Life on the Ice

http://www2.asd.wednet.edu/pioneer/barnard/wri/exp.htm



Daily Lesson 6: HMH Unit 4, Lesson 20: Clever Colonies Daily Lesson 7: HMH Unit 3, Lesson 14: Aero and Officer Mike Daily Lesson 8: HMH Unit 4, Lesson 20: More Than a Pet Daily Lesson 9: HMH Unit 4, Lesson 19: Whose Land Is It? Daily Lesson 10: HMH Unit 4, Lesson 19: Whose Land Is It? Daily Lesson 11: HMH Unit 5, Lesson 25: Extreme Skiing, Extreme Danger Daily Lesson 12: Text Depends on Teacher-Selected Research Topic HMH CLLG p108-109 for lists of informational text available Daily Lesson 13: Text Depends on Teacher-Selected Research Topic HMH CLLG p108-109 for lists of informational text available Daily Lesson 14: Text Depends on Teacher-Selected Research Topic HMH CLLG p108-109 for lists of informational text available Daily Lesson 15: Text Depends on Teacher-Selected Research Topic HMH CLLG p108-109 for lists of informational text available Daily Lesson 16: Text Depends on Teacher-Selected Research Topic HMH CLLG p108-109 for lists of informational text available Daily Lesson 17: Text Depends on Teacher-Selected Research Topic HMH CLLG p108-109 for lists of informational text available Daily Lesson 18: Text Depends on Teacher-Selected Research Topic HMH CLLG p108-109 for lists of informational text available Daily Lesson 19: Text Depends on Teacher-Selected Research Topic HMH CLLG p108-109 for lists of informational text available Daily Lesson 20: Text Depends on Teacher-Selected Research Topic HMH CLLG p108-109 for lists of informational text available

Midland ISD ELAR Scope and Sequence Grade 3 Unit … · Unit 3-Reading to Discover-Expository Text...

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Transcript of Midland ISD ELAR Scope and Sequence Grade 3 Unit … · Unit 3-Reading to Discover-Expository Text...