Unit 01: Ready, Set, Go! Using Print and Language in the World Around Us

(20 classes for the entire unit)

In Collaboration/Oral Language, students form collaborative relationships with peers and develop the norms in order to support dialogue and learning. All learning provides opportunities for dialogue to support listening and speaking development.

In Reading, students learn how to choose texts at home, school, and within their community and discuss how readers interact with a variety of texts for different reading purposes. Emphasis is given to how readers monitor their comprehension and employ strategies when comprehension suffers. Students also begin to identify resources they can use to support their word learning.

In Writing, students begin learning about the writing process with time devoted to the importance of prewriting, planning, and drafting. Students collect and generate ideas about possible writing topics, examine how ideas can be evaluated, and if needed further develop and share those ideas with peers for feedback and suggestions. Writers recognize that through thoughtful planning, drafting is facilitated, and writers are better able to communicate with the world around them. Students also edit their writing for complete sentences with subject-verb agreement, including a look at the use of singular and plural nouns, verb tense, pronouns, and ensuring capitalization at the beginning of sentences and proper punctuation at the end of sentences.

In Word Study, students demonstrate their phonological awareness skills by orally producing rhymes, distinguishing between long and short vowels in spoken words, and recognizing the change in spoken words when phonemes are added or removed. Students appy their phonological awareness skills to decode and spell single syllable words with short and long vowels and blends with an emphasis on closed and open syllable patterns as well as word with inflectional endings such as -s, -es, ing, and -ed. Understanding these inflectional endings supports the concepts of singular and plural nouns and verb tense which are being taught through the lens of editing in Writing. Students work with single syllable words with open and closed syllables both in decoding and spelling. Students use context clues to determine word meaning.

TEKS in this unit: 2.1A, 2.1B, 2.1C, 2.1D, 2.1E, 2.2A, 2.2A.i, 2.2A.ii, 2.2A.iii, 2.2A.iv, 2.2B, 2.2B.i, 2.2B.iii, 2.2B.vi, 2.2B.vii, 2.2C, 2.2C.i, 2.2C.vi, 2.3B, 2.4A, 2.5A, 2.6A, 2.6I, 2.7E, 2.11A, 2.11B, 2.11D, 2.11D.i, 2.11D.ii, 2.11D.iii, 2.11D.vii, 2.11D.ix, 2.11D.x, 2.11D.xi, 2.11E

Unit 02: Understanding Purpose and Making Connections to Comprehend

(10 classes for the entire unit)

In Collaboration/Oral Language, students expand their understanding and ability to work collaboratively with peers to facilitate dialogue and learning. Students practice active listening and speaking clearly when interacting with partners, small groups, and the class as a whole. Opportunities for dialogue should be purposefully included into all learning.

In Reading, students use their growing ability to engage in dialogue and conversation with peers to support learning and understanding. Students identify and discuss author’s purpose in a variety of texts. Students look for details, facts, and ideas that reveal the author’s purpose. Students also improve comprehension by making connections to personal experiences, ideas in other texts, and society. Students continue to use strategies to establish their own purposes for reading and monitor their comprehension in order to support understanding of texts. Students demonstrate their understanding by describing their connections, retelling, and interacting with texts through writing and illustrating. Understanding of texts is further supported through use of resources and context clues to identify and learn the meaning of unfamiliar words.

In Writing, students learn from the authors they have been reading and focus on their own purposes for writing. Students use planning to brainstorm ideas that support their purpose for writing about their topic(s). Students rely on their planning to transfer ideas into draft form, while paying attention to their own purpose as a writer. As students engage in editing, they analyze their work for conventions and spelling with the understanding that writers edit their work to improve a reader’s ability to comprehend the text. Specifically, they will be editing for complete sentences with subject-verb agreement, appropriate verb tense, singular/plural nouns, prepositional phrases, pronouns, and spelling.

In Word Study, students are introduced to alphabetizing to the first letter as well as continue to use print and digital resources to determine word meaning. Students demonstrate phonological awareness skills by distinguishing between short and long vowel sounds and by adding and changing phonemes to form new words. Students also decode and spell words with short and long vowels including those that represent closed syllables, open syllables, VCe syllables, and vowel digraphs. Other decoding and spelling skills include blends and the inflectional endings -s, -es, -ing, and -ed.

TEKS in this unit: 2.1A, 2.1B, 2.1C, 2.1D, 2.1E, 2.2A, 2.2A.ii, 2.2A.iii, 2.2A.iv, 2.2B, 2.2B.i, 2.2B.iii, 2.2B.vi, 2.2B.vii, 2.2C, 2.2C.i, 2.2C.vi, 2.2D, 2.3A, 2.3B, 2.4A, 2.5A, 2.6A, 2.6E, 2.6I, 2.7A, 2.7C, 2.7D, 2.7E, 2.7F, 2.10A, 2.11A, 2.11B, 2.11B.ii, 2.11D, 2.11D.i, 2.11D.ii, 2.11D.vi, 2.11D.vii, 2.11D.xi, 2.11E

Unit 03: Asking Questions and Predicting to Comprehend

(10 classes for the entire unit)

In Collaboration/Oral Language, students expand their understanding and ability to work collaboratively with peers to facilitate dialogue and learning. Students practice active listening and speaking clearly when interacting with partners, small groups, and the class as a whole. Opportunities for dialogue should be purposefully included into all learning.

In Reading, students continue to identify and discuss author’s purpose for writing including how authors use text/print and graphic features for specific purposes. Students also incorporate the strategy of asking questions before, during, and after reading to increase comprehension as well as to monitor understanding. Additionally, students make, correct, and/or confirm predictions while reading. This includes using text/print and graphic features when predicting. Students begin to understand that these comprehension strategies are interconnected and simultaneous rather than step by step and isolated. Students should use the strategies flexibly and rely on them as needed to improve comprehension.

In Writing, students engage in the writing process to write with a clear purpose and message. Students plan and develop drafts that include details that support their ideas. Students also use what they have learned from the authors they are studying and include their own text/print and graphic features to support their purpose and message. Through editing, students increase their understanding of the conventions of language by developing an understanding of complete sentences with subject-verb agreement, common/proper nouns, and adjectives. Students also edit for capitalization of months of the year and days of the week as well as check for end punctuation and correct spelling. Throughout the writing process, students use listening and speaking skills to discuss and share their writing. In this unit, students also begin to learn and practice the formation of letters in cursive.

In Word Study, students continue to use context clues as well as print and digital resources to determine word meaning. Students demonstrate phonological awareness skills by distinguishing between short and long vowel sounds and by adding, changing, and removing phonemes to form new words. Students also decode and spell words with vowel digraphs and diphthongs while continuing to also recognize and apply previously learned syllable patterns (open, closed, and VCe). Other decoding and spelling skills include consonant trigraphs.

TEKS in this unit: 2.1A, 2.1B, 2.1C, 2.1D, 2.1E, 2.2A, 2.2A.ii, 2.2A.iii, 2.2A.iv, 2.2B, 2.2B.i, 2.2B.iii, 2.2B.vii, 2.2C, 2.2C.i, 2.2D, 2.2E, 2.3A, 2.3B, 2.6B, 2.6C, 2.6I, 2.7C, 2.7E, 2.7F, 2.10A, 2.10C, 2.11A, 2.11B, 2.11B.ii, 2.11D, 2.11D.i, 2.11D.iii, 2.11D.ix, 2.11D.xi

Unit 04: Visualizing to Comprehend

(5 classes for the entire unit)

In Reading, students add to their reading strategies by creating mental images while both listening to and reading a variety of texts. Students examine and discuss how authors use descriptive, literal, and figurative language in order to create meaning and help the reader visualize. Students are continuing to develop and integrate comprehension strategies to increase their ability to monitor and adjust for comprehension.

In Writing, students move through the writing process flexibly and fluidly. Based on what they are learning about the author’s use of language in reading, students carefully choose their words as they draft so their audience can create mental images of their topic and ideas. Students continuously edit their work for correct use of adjectives, commas in a series and in dates, and spelling as well as all previously taught grammar skills. This is now a regular part of the writing process.

In Word Study, students continue to practice using both context clues and print and digital resources to determine word meaning. Students are introduced to the VCCV syllable division pattern where multisyllabic words are divided between the two consonants. Student then apply their knowledge of the syllable patterns to the syllables in multisyllabic words. Students support decoding and encoding skills through phonological skills that include distinguishing short and long vowel sounds in multisyllabic words.

TEKS in this unit: 2.1A, 2.1C, 2.1D, 2.2A, 2.2A.ii, 2.2B, 2.2B.i, 2.2B.iii, 2.2B.v, 2.2B.vii, 2.2C, 2.2C.i, 2.2C.iv, 2.2C.v, 2.2D, 2.2E, 2.3A, 2.3B, 2.6D, 2.6I, 2.7C, 2.7E, 2.7F, 2.10D, 2.11A, 2.11B, 2.11B.ii, 2.11D, 2.11D.iv, 2.11D.x, 2.11D.xi

Unit 05: Inferring, Determining Key Ideas, and Synthesizing to Comprehend

(25 classes for the entire unit)

In Reading, students add to their reading comprehension strategies by making inferences and using text evidence to deepen comprehension. Students also evaluate details and determine which ideas are most important in order to increase understanding. Additionally, students synthesize details, ideas, and information to create new understandings, perspectives, and/or insights. Students are also introduced to the basic skills necessary for research and inquiry.

Students generate questions on a research topic. Students evaluate the quality of their questions and determine which sources are best suited to gaining information regarding questions. Student then apply all the comprehension strategies they have learned to gather information from their sources. Students demonstrate an understanding of information gathered from sources and reevaluate their questions and sources.

In Writing, students use the writing process to create coherent, interesting texts that have focused, pertinent details. Students revise their writing with an understanding that through revision writers improve the clarity of their work. Authors revise by adding, deleting, or rearranging words, phrases, and sentences. Through this careful and deliberate work, writing is improved. Additionally, students continue to grow their understanding of conventions to create pieces that flow. Students should edit their work for spelling and appropriate use of coordinating conjunctions in compound subjects while ensuring that the compound subject and the verb agree in the sentence. Previously learned conventions should be a part of editing as well. Writing is published and shared in a variety of formats and to a wide range of audiences.

In Word Study, students practice alphabetizing and use context clues and resources to determine word meaning. In both decoding and spelling, students increase their knowledge of sound-spelling patterns as they learn how sounds can be represented with multiple patterns (variant vowels). Students also work with previously taught syllable patterns (open, closed) in multisyllabic words. Additionally, students are introduced to the VCCV syllable division pattern where multisyllabic words are divided between the two consonants unless the consonants are a digraph or consonant blend. In addition, students explore words with silent letters. Students continue to build their bank of high-frequency words. Students also continue to learn the correct formation of cursive letters.

TEKS in this unit: 2.1A, 2.1C, 2.1D, 2.2B, 2.2B.ii, 2.2B.iii, 2.2B.v, 2.2B.vii, 2.2C, 2.2C.i, 2.2C.ii, 2.2C.iv, 2.2C.v, 2.2D, 2.2E, 2.3A, 2.3B, 2.3D, 2.6F, 2.6G, 2.6H, 2.6I, 2.7C, 2.7D, 2.7E, 2.11A, 2.11B, 2.11B.ii, 2.11C, 2.11D, 2.11D.i, 2.11D.viii, 2.11D.xi, 2.11E, 2.13A, 2.13C, 2.13E

Unit 06A: Examining Characteristics of Fiction, Including Drama

(15 classes for the entire unit)

In Reading, students explore a variety of fictional texts, including drama. They read, respond, and discuss their understanding of text by flexibly employing previously learned reading strategies that support comprehension. Students identify and describe characters’ internal and external traits, plot elements, and the importance of setting. Understanding these elements allows students to understand the topic and theme of a piece of writing as well as the author’s purpose. Recognizing author’s purpose is further supported by an understanding of text structure, print and graphic features, use of language, and point of view. Students also recognize these same literary elements and devices in drama, specifically zeroing in on the use of dialogue to develop the story. Students interact and respond to texts by retelling and paraphrasing using text evidence, including brief written comments.

In Writing, students use the writing process to compose personal narratives. Time is devoted to prewriting and planning with the characteristics of the fictional text in mind, building on conversations and elements addressed in reading. Students look for adjectives, adverbs, conjunctions in compound subjects and predicates, and apostrophes in contractions when editing as well as previous taught conventions. Students share their writing with others.

In Word Study, students increase their vocabulary by decoding, spelling, and determining the meaning of words with suffixes. Students understand how adding an affix changes the meaning of the word and can indicate either a comparison or superlative using -er and -est. Students use resources such as a dictionary or thesaurus to learn how to pronounce unfamiliar words and to build their vocabulary, including learning new antonyms and synonyms. Students decode and spell contractions. Students also decode and spell words using knowledge of syllable division and applying appropriate syllable patterns, including r-controlled syllables. Students specifically focus on the VCV pattern where the general rule is that if the vowel is long the division comes before the consonant (e.g., fla-vor), or if the vowel is short, the division comes after the consonant (e.g., com-ic). Students continue to grow their bank of high-frequency words.

TEKS in this unit: 2.2B, 2.2B.iii, 2.2B.iv, 2.2B.v, 2.2B.vi, 2.2C, 2.2C.i, 2.2C.iii, 2.2C.iv, 2.2C.v, 2.2C.vi, 2.2D, 2.2E, 2.3A, 2.3B, 2.3C, 2.3D, 2.6A, 2.6B, 2.6C, 2.6E, 2.6F, 2.6G, 2.6H, 2.6I, 2.7B, 2.7C, 2.7D, 2.7E, 2.8A, 2.8B, 2.8C, 2.8D, 2.9C, 2.9F, 2.10A, 2.10B, 2.10C, 2.10D, 2.10E, 2.11A, 2.11B, 2.11B.i, 2.11B.ii, 2.11C, 2.11D, 2.11D.iv, 2.11D.v, 2.11D.viii, 2.11D.x, 2.11D.xi, 2.12A

Unit 06B: Examining Characteristics of Traditional Literature

(10 classes for the entire unit)

In Reading, students begin examining the specific characteristics of traditional literature such as folktales, fables, and fairy tales. Students identify and describe characters’ internal and external traits, plot elements, and the importance of setting within traditional literature. Understanding these elements allows students to understand the topic and theme of a piece of writing as well as the author’s purpose. Analysis of text structure, print and graphic features, use of language, and point of view, all support students’ awareness of author’s purpose. Students interact and respond to texts by retelling, paraphrasing, and using text evidence in brief written and oral comments. Additionally, students continue to incorporate ongoing reading strategies when necessary in order to improve comprehension.

In Writing, students proceed through the writing process to compose personal narratives that are well organized and engaging. Emphasis is placed on the revision, as students incorporate some research in constructing the drafts of their personal narratives. When revising, students may add details, delete details, or move ideas around. Students edit their drafts for previously learned conventions and spelling. Students will publish their writing for an intended audience using what they have learned about cursive handwriting.

In Word Study, students continue to apply syllable division and syllable types to decode and spell multisyllabic words. Students increase their vocabulary by studying prefixes, including un-, re-, and dis-. Students not only decode and spell words with affixes, they understand how adding an affix, either prefix or suffix, changes the meaning of the word. Additionally, students learn to identify, use, and explain idioms.

TEKS in this unit: 2.2B, 2.2B.iii, 2.2B.v, 2.2B.vi, 2.2C, 2.2C.i, 2.2C.iv, 2.2C.v, 2.2C.vi, 2.2E, 2.3A, 2.3B, 2.3C, 2.3D, 2.6C, 2.6E, 2.6F, 2.6G, 2.6H, 2.7B, 2.7C, 2.7D, 2.7E, 2.8A, 2.8B, 2.8C, 2.8D, 2.9A, 2.10A, 2.10B, 2.10C, 2.10D, 2.10E, 2.11B, 2.11B.i, 2.11B.ii, 2.11C, 2.11D, 2.11D.xi, 2.12A, 2.13A, 2.13C

Unit 07A: Examining Characteristics of Informational Text

(10 classes for the entire unit)

In Reading, students explore characteristics and structures of informational text, including: central idea and supportive evidence, text features, and organizational patterns such as cause and effect and chronological order to facilitate and increase comprehension of texts. Students also examine the characteristics of procedural texts to serve as models for writing. Students experience parts of the research process by generating questions on a topic, identifying and gathering information on generated questions, and demonstrating an understanding of the information being gathered. Additionally, students continue to incorporate ongoing reading strategies when necessary in order to improve comprehension.

In Writing, students proceed through the writing process to create their own informational texts, including procedural texts. Ample time is devoted to prewriting and planning with the characteristics of the genre incorporated, building on conversations and elements addressed in reading. Students revise to improve their drafts by adding, deleting, or rearranging ideas and details. Students edit for spelling as well as previously taught conventions. Students also continue to share and publish their writing.

In Word Study, students increase their vocabulary by continuing their study of prefixes and suffixes. Students decode and spell words with affixes as well as understand how adding a prefix and/or suffix changes the meaning of the word. Compound words are introduced, and students understand how compound words are formed either by combining two independent words to create one new word (closed compound word) such as cupcake or two words written separately but maintaining one meaning (open compound word) such as ice cream. Additionally, students learn to identify, use, and explain the use of homographs.

TEKS in this unit: 2.2B, 2.2B.iii, 2.2B.iv, 2.2B.v, 2.2B.vi, 2.2B.vii, 2.2C, 2.2C.i, 2.2C.iii, 2.2C.iv, 2.2C.v, 2.2C.vi, 2.2E, 2.3B, 2.3C, 2.3D, 2.6A, 2.6B, 2.6C, 2.6E, 2.6F, 2.6G, 2.6H, 2.7B, 2.7C, 2.7D, 2.7E, 2.9D, 2.9D.i, 2.9D.ii, 2.9D.iii, 2.9F, 2.10A, 2.10B, 2.10C, 2.11B, 2.11B.i, 2.11B.ii, 2.11C, 2.11D, 2.11D.xi, 2.12B, 2.13A, 2.13C, 2.13E

Unit 07B: Finding Information Through Inquiry and Research

(10 classes for the entire unit)

In Reading, students engage in inquiry and research. With adult assistance, students generate questions for inquiry as they develop and follow a research plan. Through this process, students demonstrate an understanding of information as they answer their pre-generated questions of inquiry. For the purpose of research, students identify and gather relevant primary and secondary sources which they will cite appropriately. Additionally, students continue to incorporate ongoing reading strategies when necessary in order to improve comprehension.

In Writing, students use the writing process to deliver their research findings. Students plan how they would like to present and report their findings. Using that plan, students compose a draft and revise for both clarity and coherence. When revising, students may add details, delete details, or move text. Previously taught conventions are also incorporated into the editing process. Students publish and present their research findings to an audience.

In Word Study, students increase their vocabulary by continuing their study of prefixes and inflectional endings. Students decode and spell words with affixes as well as understand how adding a prefix and/or inflectional ending changes the meaning of the word. Additionally, students learn to identify, use, and explain the use of homographs.

TEKS in this unit: 2.2B, 2.2B.iii, 2.2B.v, 2.2B.vi, 2.2B.vii, 2.2C, 2.2C.i, 2.2C.iv, 2.2C.v, 2.2C.vi, 2.2E, 2.3B, 2.3C, 2.3D, 2.6A, 2.6B, 2.6C, 2.6E, 2.6F, 2.6G, 2.6H, 2.7B, 2.7C, 2.7D, 2.7E, 2.9D, 2.9D.i, 2.9D.ii, 2.9D.iii, 2.9F, 2.10A, 2.10B, 2.10C, 2.11B, 2.11B.i, 2.11B.ii, 2.11C, 2.11D, 2.11D.xi, 2.12B, 2.13A, 2.13B, 2.13C, 2.13D, 2.13E, 2.13F, 2.13G

Unit 08: Examining Characteristics of Poetry

(10 classes for the entire unit)

In Reading, students explore the genre characteristics of poetry. Students explain visual patterns and structures by reading a variety of poems in different poetry forms. Students discover author’s purpose of poetry through evaluating how structure and language influence the author’s purpose and message (theme). Additionally, students continue to incorporate ongoing reading strategies when necessary in order to improve comprehension.

In Writing, students utilize the writing process to compose original poems by using what they have learned in Reading about the genre characteristics and structural elements of poetry as well as how poets use language to convey their purpose and message. Students revise their poems based on self, peer, and teacher feedback. Students edit for spelling and previously learned mechanics and conventions. Students publish and share their poems with others.

In Word Study, students continue to develop their knowledge of phonics rules and patterns to assist them in decoding and spelling words. Additionally, students continue to develop their ability to use context clues, resources, and morphemic elements to determine the meaning of unknown words as they read.

TEKS in this unit: 2.2E, 2.6A, 2.6B, 2.6C, 2.6D, 2.6E, 2.6F, 2.6G, 2.6H, 2.7B, 2.7C, 2.7D, 2.7E, 2.8A, 2.9B, 2.9F, 2.10A, 2.10B, 2.10D, 2.10E, 2.10F, 2.11B, 2.11B.i, 2.11B.ii, 2.11C, 2.11D, 2.11D.xi, 2.12A

Unit 09: Examining Characteristics of Persuasive Text

(10 classes for the entire unit)

In Reading, students examine the characteristics of various types of persuasive texts, including stating what the author is trying to persuade the reader to think or do and distinguishing facts from opinions. Students examine author’s craft in persuasive text including how authors convey their message; use detailed reasoning for their position on a particular topic/issue; choose particular words, phrases, and sentences that make an impact on their readers; and use particular text structures and text features to support their position. Additionally, students continue to incorporate ongoing reading strategies as necessary to maintain and improve comprehension.

In Writing, students use the writing process to compose letters to a specific audience in order to persuade them into thinking about or acting on a particular topic/issue. Students revise their writing to ensure their message is clear. When revising, students may add details, delete details, or move text. Previously taught conventions are also incorporated into the editing process, with an emphasis on learning the new skill of capitalizing the salutation and conclusion of a letter as well as on correct spelling.

In Word Study, students are introduced to decoding and spelling common abbreviations. Students may have the opportunity to use some abbreviations in context when they write their letters. This may include abbreviating the date (e.g., Feb. 20, 2019) or using formal titles such as Mr., Mrs., Miss, Dr., etc.

TEKS in this unit: 2.2B, 2.2B.iv, 2.2C, 2.2C.iii, 2.6A, 2.6C, 2.6E, 2.6F, 2.6G, 2.6H, 2.7B, 2.7C, 2.7E, 2.9E, 2.9E.i, 2.9E.ii, 2.9F, 2.10A, 2.10B, 2.10C, 2.10D, 2.10F, 2.11B, 2.11B.i, 2.11B.ii, 2.11C, 2.11D, 2.11D.ix, 2.11D.xi, 2.12C

Unit 10: Living in a World of Literacy

(10 classes for the entire unit)

In Reading, students review what they have learned throughout the year and reflect on all the different texts they have read or listened to. Students highlight what they have learned about comprehension, genre, author’s purpose and craft, and inquiry through a book talk of one of their favorite texts.

In Writing, students once again reflect on their learning throughout the year with particular respect to their personal growth as readers and writers. Students write a letter to their third grade teacher in which they describe their strengths and set goals for themselves for the next school year.

In Word Study, students continue to develop and apply their knowledge of phonics and vocabulary to their reading and writing.

TEKS in this unit: 2.6A, 2.6G, 2.7B, 2.7C, 2.7D, 2.10A, 2.11D, 2.11D.ix, 2.11D.xi, 2.12C, 2.13A, 2.13B, 2.13C, 2.13E, 2.13G