Professional Documents
Culture Documents
st
1 Cycle
Unit
43Days
Aug. 22 Oct. 21, 2016
#ofLessons
CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
Unit1.A:LiteraryTextRealisticFiction
UnitOverview:Throughout this unit, you will integrate the instructional practices in this planning guide with the First25DayLaunchand
the First25DayWritingWorkshop,which will set the foundation for guided reading routines and practices, and provide strategies for
implementing the writing process. Also during the unit, students will use context clues and affixes to discover the meaning of unknown
words. Through the genre of RealisticFiction,students will learn to ask questions specific to the genre, compare plots in several
different texts, and describe main characters. Students will also identify authors craft through inference, summary, characterizations,
first and third person narrator, use ideas to make and confirm predictions and identify language that create a visual graphic experience.
Students will respond to text and create personal narratives using writing conventions such as correct use of nouns, verbs, and
punctuation. Students will brainstorm research topics and determine relevant resources to investigate the topics.
Unit1.A
SuggestedPacing TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
Literary Text
Realistic Fiction
ELA.3.2AUse ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing
clues) to make and confirm predictions.ELA.3.2BAsk relevant questions, seek clarification, and
locate facts and details about stories and other texts and support answers with evidence from
text.
R ELA.3.8ASequence and summarize the plot's main events and explain their influence on
future events.R ELA.3.8BDescribe the interaction of characters including their relationships and
the changes they undergo.
ELA3.8CIdentify whether the narrator or speaker of a story is first or third person.S ELA.3.10A
Identify language that creates a graphic visual experience and appeals to the senses.
20162017ScopeandSequenceEnglishLanguageArtsGrade3
43Days
st
1 Cycle
Unit
Reading
Sept. 20-25
CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
Unit1.B:LiteraryNonfiction
UnitOverview:Throughout this unit, you will integrate the instructional practices in this planning guide with the First25DayLaunchand
the First25DayWritingWorkshop,which will set the foundation for guided reading routines and practices, and provide strategies for
implementing the writing process. Also, students will use context clues and antonyms and synonyms to discover the meaning of
unknown words, use syllabication to decode words, and orthographic patterns to spell words. Through the genre of biography and
autobiography,students will learn to ask questions specific to the genre, paraphrase the themes and supporting details, explain the
difference in point of view between a biography and an autobiography, make inferences and, summarize and paraphrase texts.
Students will respond to text and create personal narratives using writing conventions such as transitions, adjectivess, capitalization for
official titles of people, geographical places, and for historical periods. Students will research a plan to collect information, skimming
and scanning techniques to identify data by looking at text features, and take notes.
Unit1.B
SuggestedPacing TEKSTexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
Unit1.C:InformationalTextExpository
UnitOverview:Throughout this unit, students will use context clues and alphabetize a series of words to the third letter using
dictionaries, and spell words using orthographic rules and work with contractions. Through the genre of Expositorytext, students will
learn to discuss main idea and distinguish it from the topic, details or state facts, and explain the author's purpose in writing the text,
also the order of events, summary and inferences using textual evidence. Students will respond to text and create an expository text,
establishing a central idea in a topic sentence, including supporting sentences with simple facts, details ad explanations, and
containing a concluding statement using writing conventions such as capitalization for geographical names and places, as well as
official titles of people. Students will follow a research plan to collect information from multiple sources of information, identify the
author, title, publisher, and publication year of sources, and differentiate between paraphrasing and plagiarism.
Unit1.C
SuggestedPacing
TEKSTexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
Informational Text Sept. 27 To Oct. WordStudy/PhonicsVocabularyRELA.3.4BUse context to determine the relevant meaning of
Expository
18
unfamiliar words or distinguish among multiple meaning words and homographs.ELA.3.4E
Alphabetize a series of words to the third letter and use a dictionary or a glossary to determine
(3 Weeks)
the meanings, syllabication, and pronunciation of unknown words.
Early Dismissal Phonics/SpellingELA.3.1B.iiUse common syllabication patterns to decode words including open
Oct. 11
syllable (CV) (e.g., ve-to).ELA.3.1DIdentify and read contractions (e.g., I'd, won't).ELA.3.24F
Fall Holiday Oct. Spell complex contractions (e.g., shouldve, wont).
12
Assess Reteach evidence.RELA3.13CIdentify explicit cause and effect relationships among ideas in texts.
Writing
Sept. 28-30
Snapshot2
Reading
Suggested
Window
Oct. 25-27
Snapshot3
Reading
Suggested
WordStudy/PhonicsVocabulary
WindowNov. 911
RELA.3.4AIdentify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full,
-less), and know how they change the meaning of roots.ELA.3.4DIdentify and apply playful uses
of language (e.g., tongue twisters, palindromes, riddles).
Oct. 24 Nov.
11 (3 Weeks)
Phonics/SpellingELA.3.1B.iiiUse common syllabication patterns to decode words including final
Nov. 14 Extend stable
Review Assess syllable (e.g., puz-zle, con-trac-tion).ELA.3.1B.vUse common syllabication patterns to decode
Reteach
words including vowel digraphs and diphthongs (e.g., ei-ther).ELA.3.24B.iSpell words with more
advanced orthographic patterns and rules: consonant doubling when adding an ending.
ELA.3.24B.iiiSpell words with more advanced orthographic patterns and rules: changing -y to -i
before adding the ending -es.
ComprehensionSkills
SELA.3.2BAsk relevant questions, seek clarification, and locate facts and details about stories
and other texts and support answers with evidence from text.SELA.3.6ADescribe the
characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry,
lyrical poetry, humorous poetry, free verse).
SELA.3.10AIdentify language that creates a graphic visual experience and appeals to the
senses.
Additionalemphasison:RELA.3.Fig19DMake inferences about text and use textual evidence to
support understanding.RELA.3.Fig19ESummarize information in text, maintaining meaning and
logical order.
20162017ScopeandSequenceEnglishLanguageArtsGrade3
nd
2 Cycle
Unit
37Days
Oct. 24 Dec. 16, 2016
#ofLessons
CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
Unit2.B:InformationalTextProcedural
UnitOverview:Throughout this unit, students will use context clues, synonyms, antonyms and homophones, and spell words using
orthographic patterns, including dropping the final e, and abstract vowels. Through the genre of InformationalTextProcedural,
students will learn to ask, questions, seek clarification, locate facts and details, topic, locate the author's stated purposes, details or
facts, text features, follow and explain a set of written multi-step directions, summarize, make inferences using textual evidence and
make connections. Students will respond to text and create a brief compositions that include supporting sentences with simple facts,
details, and explanations, using written conventions, such as prepositions and prepositional, phrases, coordinating conjunctions,
commas, time-order transition words and transitions that indicate a conclusion. Students will create a plan to collect information from
multiple sources.
Unit2.B
SuggestedPacing
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
Informational Text Nov. 15 To Dec. WordStudy/PhonicsVocabularyRELA.3.4BUse context to determine the relevant meaning of
1 (3 weeks)
unfamiliar words or distinguish among multiple meaning words and homographs. SELA.3.4C
Procedural
20162017ScopeandSequenceEnglishLanguageArtsGrade3
nd
2 Cycle
Unit
37Days
Oct. 24 Dec. 16, 2016
#ofLessons
CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
Unit2.C:LiteraryTextRealisticFiction
UnitOverview:Throughout this unit, students will use context clues, multiple meaning words, synonyms, antonyms and homophones,
and spell words changing the y to i, and using contractions. Through the genre of RealisticFiction, students will learn to make and
confirm predictions, ask questions, seek clarification, and locate facts and details, sequence and summarize the plot's main events,
identify interaction of characters, order events in chronological order, and determine whether the narrator is first or third person.
Students will respond to text and write about important personal experiences, using writing conventions such as coordinating
conjunctions and apostrophes. Students will draw conclusions through explanation and create a works-cited page from notes.
Unit2.C
Literary Text
Realistic Fiction
SuggestedPacing
Dec. 5 To Dec.
15 (2 Weeks)
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
Dec. 16 Extend
Review Assess Phonics/SpellingELA.3.1B.ivUse common syllabication patterns to decode words including rReteach
controlled vowels (e.g., fer-ment, car-pool).
Winter Break
Dec.19 Jan.2
ELA.3.1DIdentify and read contractions (e.g., I'd, won't).ELA.3.24B.iiiSpell words with more
advanced orthographic patterns and rules: changing y to i before adding the ending -es.
ELA.3.24FSpell complex contractions (e.g., shouldve, wont).
ComprehensionSkillsELA.3.2AUse ideas (e.g., illustrations, titles, topic sentences, key words, and
foreshadowing clues) to make and confirm predictions.SELA.3.2BAsk relevant questions, seek
clarification, and locate facts and details about stories and other texts and support answers with
evidence from text.RELA.3.8ASequence and summarize the plot's main events and explain
their influence on future events.RELA.3.8BDescribe the interaction of characters including their
relationships and the changes they undergo.ELA3.8CIdentify whether the narrator or speaker of
a story is first or third person.SELA.3.10AIdentify language that creates a graphic visual
experience and appeals to the senses.
Additionalemphasison:RELA.3.Fig19DMake inferences about text and use textual evidence to
support understanding.
R ELA.3.Fig19ESummarize information in text, maintaining meaning and logical order.
20162017ScopeandSequenceEnglishLanguageArtsGrade3
nd
2 Cycle
Unit
37Days
Oct. 24 Dec. 16, 2016
#ofLessons
CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
20162017ScopeandSequenceEnglishLanguageArtsGrade3
37Days
nd
2 Cycle
Unit
CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
Unit3.AInformationalTextExpository
UnitOverview:Throughout this unit, students will use context clues, multiple meaning words and prefixes and suffixes, and spell words
with r-controlled vowels. And homophones. Through the genre of Expositorytext, students will learn to discuss main idea and
distinguish it from the topic, details or state facts and, locate and use specific information in graphic features, also the order of events,
summary and inferences using evidence and, make connections between literary and informational texts with similar ideas. Students
will respond to text and create an expository text, establishing a central idea in a topic sentence, including supporting sentences with
simple facts, details ad explanations, and containing a concluding statement using writing conventions such as adjectives, prepositions,
and punctuation marks including commas. Students will generate research topics from personal interests and a research plan for
gathering relevant information.
Unit3.A
SuggestedPacing
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
Jan. 25-27
See Outline for
TEKS Details
evidence.RELA.3.13CIdentify explicit cause and effect relationships among ideas in texts. S
Jan. 26-27
Extend Review ELA.3.15BLocate and use specific information in graphic features of text.
Assess Reteach
Additionalemphasison:RELA.3.Fig19DMake inferences about text and use textual evidence to
support understanding.RELA.3.Fig19ESummarize information in text, maintaining meaning and
logical order. RELA.3.Fig19FMake connections (e.g., thematic links, author analysis) between
20162017ScopeandSequenceEnglishLanguageArtsGrade3
47Days
rd
3 Cycle
Unit
CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
ELA.3.22A.vUse and understand the function of prepositions and prepositional phrases in the
context of reading, writing, and speaking.ELA.3.22A.iiiUse and understand the function of
adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the) in the
context of reading, writing, and speaking.
Composition:ExpositoryELA.3.20BWrite letters whose language is tailored to the audience and
purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date,
salutation, closing).
ELA.3.20A.iCreate brief compositions that establish a central idea in a topic sentence.
Early Dismissal
ELA.3.20A.iiCreate brief compositions that include supporting sentences with simple facts,
Jan. 25
details, and explanations.
ELA.3.20A.iiiCreate brief compositions that contain a concluding statement. ELA.3.20CWrite
responses to literary or expository texts that demonstrate an understanding of the text.
ResearchELA.3.25AGenerate research topics from personal interests or by brainstorming with
others, narrow to one topic, and formulate open-ended questions about the major research topic.
ELA.3.25BGenerate a research plan for gathering relevant information (e.g., surveys, interviews,
encyclopedias) about the major research question.
OngoingTEKS:Pleaseseepages2122foralistofongoingTEKS.
Unit3.B:LiteraryNonfiction
UnitOverview:Throughout this unit, students will use antonyms, synonyms, homographs, homophones, alphabetize words to the third
letter and use a dictionary, and spell words dropping the final sounds and doubling the final consonant. Through the genre of Biography
andAutobiography, students will learn to ask questions specific to the genre, paraphrase the themes and supporting details, explain the
difference in point of view between a biography and an autobiography, make inferences and, summarize and paraphrase texts and,
make connections between texts. Students will respond to text and write letters using writing conventions such as nouns, verbs,
adverbs and capitalization for official titles of people. Students will research plan to collect information, skim and scan techniques to
identify data by looking at text features, and take notes.
Unit3.B
SuggestedPacing TEKSTexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
Literary Nonfiction
Snapshot3
Suggested
Window
Writing
Feb. 13-15
Feb. 9-10
Extend Review ComprehensionSkillsSELA.3.5AParaphrase the themes and supporting details of fables, legends,
Assess Reteach myths, or stories.SELA.3.9Explain the difference in point of view between a biography and
autobiography.
Early Dismissal
Additionalemphasison:RELA.3.Fig19DMake inferences about text and use textual evidence to
Feb. 22
support understanding.RELA.3.Fig19ESummarize information in text, maintaining meaning and
logical order. RELA.3.Fig19FMake connections (e.g., thematic links, author analysis) between
literary and informational texts with similar ideas and provide textual evidence.
WritingWrittenConventionsELA.3.22A.iUse and understand verbs (past, present, and future) in
the context of reading, writing, and speaking.ELA.3.22A.iiUse and understand the function of
nouns (singular/plural, common/proper) in the context of reading, writing, and speaking.
ELA.3.22A.ivUse and understand the function of adverbs (e.g., time: before, next; manner:
carefully, beautifully) in the context of reading, writing, and speaking.ELA3.23B.iiiUse
capitalization for official titles of people.
Composition:LetterWritingELA.3.20BWrite letters whose language is tailored to the audience and
purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date,
salutation, closing).ELA.3.20CWrite responses to literary or expository texts and provide
20162017ScopeandSequenceEnglishLanguageArtsGrade3
47Days
rd
3 Cycle
Unit
#ofLessons
CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
Unit3.C:LiteraryTextPoetry
UnitOverview:Throughout this unit, students will use context clues to discover the meaning of unknown words and playful uses of the
language, spell words using the rule changing the y to i. Through the genre of Poetry,students will learn to identify of various forms of
poetry, words and figures of speech such as similes and metaphors, language that creates a graphic visual experience appealing to the
senses, summarization and inferences providing textual evidences. Students will respond to text and write poems that convey sensory
details and conventions of poetry using adjectives, prepositions, prepositional phrases, simple and compound sentences. Students will
use skimming and scanning techniques to identify data by looking at text features and consult expert sources, follow a research plan to
collect information from multiple sources of information, identify the author, title, publisher, and publication year of sources, and
differentiate between paraphrasing and plagiarism.
Unit3.C
SuggestedPacing TEKSTexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
Poetry
ELA.3.10AIdentify language that creates a graphic visual experience and appeals to the senses.
Additionalemphasison:RELA.3.Fig19DMake inferences about text and use textual evidence to
support understanding.
R ELA.3.Fig19ESummarize information in text, maintaining meaning and logical order.
WritingWrittenConventionsELA.3.22A.iiiUse and understand the function of adjectives (e.g.,
descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the) in the context of reading,
writing, and speaking.ELA3.22A.vUse and understand the function of prepositions and
prepositional phrases in the context of reading, writing, and speaking.
ELA.3.22CUse complete simple and compound sentences with correct subject-verb agreement.
Composition:PoetryELA.3.20CWrite responses to literary or expository texts and provide evidence
from the text to demonstrate understanding.ELA.3.18BWrite poems that convey sensory details
using the conventions of poetry (e.g., rhyme, meter, patterns of verse).
ResearchELA.3.26A.iiiFollow the research plan to collect information from multiple sources of
Extend Review information, both oral and written, including: visual sources of information (e.g., maps, timelines,
Assess Reteach graphs) where appropriate.ELA.3.26DIdentify the author, title, publisher, and publication year of
Mar. 17
sources. ELA.3.26EDifferentiate between paraphrasing and plagiarism and identify the
importance of citing valid and reliable sources.
20162017ScopeandSequenceEnglishLanguageArtsGrade3
48Days
th
4 Cycle
Unit
CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
Unit4.AInformationalTextExpository/Persuasive
UnitOverview:Throughout this unit, students will use prefixes and suffixes, and spell words with derivational affixes and following the
rule for dropping the final e. Through the genre of InformationalTextExpository/Persuasive, students will learn to ask relevant
questions, draw conclusions, and text features, Identify what the author is trying to persuade the reader to think or do, locate and use
specific information in graphic features of text, summarizing and making inferences providing a textual evidence. Students will respond
to text and write a letter and a persuasive expository text, establishing a central idea in a topic sentence, including supporting
sentences with simple facts, details ad explanations, and containing a concluding statement using writing conventions such as
adjectives, articles, adverbs, capitalization for geographical names and places and capitalization for historical periods. Students will
skim and scan t to identify data by looking at text features, and consulting expert sources.
Unit4.A
SuggestedPacing TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
Reading
logical order.
WritingWrittenConventions:ELA.3.22A.iiiUse and understand the function of adjectives (e.g.,
descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the) in the context of reading,
writing, and speaking.ELA.3.22A.ivUse and understand the function of adverbs (e.g., time:
before, next; manner: carefully, beautifully) in the context of reading, writing, and speaking.
ELA.3.23B.iUse capitalization for geographical names and places.ELA.3.23B.iiUse capitalization
for historical periods.
April1012
Writing
April 17-19
20162017ScopeandSequenceEnglishLanguageArtsGrade3
th
4 Cycle
Unit
48Days
CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
Fiction (Folktales,
Myths, Legends)
48Days
th
4 Cycle
Unit
CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
Unit4.C
SuggestedPacing TEKSTexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
Drama
that are read, viewed, written, or performed.SELA.3.10AIdentify language that creates a graphic
visual experience and appeals to the senses.
Additionalemphasison:RELA.3.Fig19DMake inferences about text and use textual evidence to
support understanding.RELA.Fig19ESummarize information in text, maintaining meaning and
logical order.
20162017ScopeandSequenceEnglishLanguageArtsGrade3
th
4 Cycle
Unit
48Days
Mar. 20 May 25, 2017
#ofLessons
CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
20162017ScopeandSequenceEnglishLanguageArtsGrade3
th
4 Cycle
Unit
48Days
Mar. 20 May 25, 2017
#ofLessons
CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
20162017ScopeandSequenceEnglishLanguageArtsGrade3
th
4 Cycle
Unit
48Days
Mar. 20 May 25, 2017
#ofLessons
CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill: