Unit 01: Literacy All Around Us

(10 classes for the entire unit)

In Collaboration/Oral Language, students communicate to follow rules, work together, and learn to discuss important topics. Students understand and use appropriate social communication with their peers and others. Students also collaborate to generate research questions.

In Reading, students choose texts based on their purpose for reading. Students apply strategies for monitoring comprehension, ask questions before, during, and after reading, and make connections to texts. Students show their understanding of text by retelling and/or paraphrasing texts.

In Writing, students engage in the writing process, including planning ideas around different topics and developing focused drafts.

In Word Study, students decode and spell multisyllabic words with emphasis on specific syllable patterns. Students use print or digital resources, such as dictionaries, and context clues to determine the meaning of unfamiliar and multiple-meaning words.

TEKS in this unit: 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.2A, 3.2A.i, 3.2A.ii, 3.2A.iv, 3.2A.vii, 3.2B, 3.2B.i, 3.2B.iv, 3.2B.v, 3.2C, 3.2D, 3.3A, 3.3B, 3.4A, 3.5A, 3.6A, 3.6B, 3.6E, 3.6I, 3.7A, 3.7B, 3.7D, 3.7E, 3.11A, 3.11B, 3.13A

Unit 02A: Author’s Purpose & Craft: Examining Purpose and Message

(15 classes for the entire unit)

In Reading, students identify the author’s purpose and message across a variety of texts. Students examine these texts to determine how the purpose and message was achieved. By studying these texts for purpose and message, students can apply their knowledge to their own writing. Students also continue to use prior knowledge to make connections and generate questions to monitor and improve comprehension.

In Writing, students compose texts with an emphasis on purpose and message while following the writing process stages of planning, drafting, and editing. Editing skills include using complete simple sentences with subject-verb agreement, using appropriate verb tenses and nouns, capitalizing geographic names and places, and using apostrophes in contractions and possessives. Students correct their spelling using the sound-spelling patterns that they have learned.

In Word Study, students continue to use context clues and resources, such as dictionaries, to determine the meaning of words as they are reading. Students also decode and spell multisyllabic words with an emphasis on syllable division and the syllable patterns, including vowel digraphs and diphthongs. Students also decode and spell compound words, contractions, and abbreviations.

TEKS in this unit: 3.1A, 3.2A, 3.2A.i, 3.2A.ii, 3.2A.iii, 3.2A.iv, 3.2B, 3.2B.i, 3.2B.iii, 3.2B.iv, 3.2B.v, 3.2C, 3.2D, 3.3A, 3.3B, 3.3D, 3.5A, 3.6A, 3.6B, 3.6E, 3.6I, 3.7A, 3.7B, 3.7C, 3.7D, 3.7E, 3.10A, 3.11A, 3.11B, 3.11D, 3.11D.i, 3.11D.ii, 3.11D.iii, 3.11D.ix, 3.11D.x, 3.11D.xi

Unit 02B: Author’s Purpose & Craft: Examining Purpose and Structure

(12 classes for the entire unit)

In Reading, students examine the way in which authors organize and present information within a text based on their purpose and message. By identifying text/print and graphic features, students make predictions about the writer’s intentions. Students look for evidence that reveals the text structure and organization and explains how the text structure/organization contributes and supports the author’s purpose. Students also evaluate details and key ideas as well as ask questions and make connections to increase comprehension. Students demonstrate their understanding by annotating texts and discussing ideas that include supportive text evidence and use newly learned vocabulary.

In Writing, students engage in the writing process, composing a letter with specific organization and structure based on their purpose, message, and audience. Using the conventions of written language, students appropriately include nouns, verbs, pronouns, coordinating conjunctions and punctuation marks, including commas in a series. Students edit their work based on these conventions as well as ones learned in previous units.

In Word Study, students decode and spell multisyllabic words with emphasis on specific syllable patterns, homophones, and homographs. Students also continue to practice writing in cursive.

TEKS in this unit: 3.2A, 3.2A.i, 3.2A.ii, 3.2A.iii, 3.2A.iv, 3.2B, 3.2B.i, 3.2B.ii, 3.2B.iii, 3.2B.iv, 3.2B.v, 3.2D, 3.3D, 3.6A, 3.6B, 3.6C, 3.6E, 3.6F, 3.6G, 3.6I, 3.7B, 3.7C, 3.7E, 3.7F, 3.7G, 3.10A, 3.10B, 3.10C, 3.11A, 3.11B, 3.11B.i, 3.11D, 3.11D.i, 3.11D.iii, 3.11D.vii, 3.11D.viii, 3.11D.ix, 3.11D.x, 3.11D.xi, 3.11E, 3.12D

Unit 02C: Author’s Purpose & Craft: Examining Purpose and Language

(12 classes for the entire unit)

In Reading, students examine multiple texts, focusing on the author’s use of language, including imagery, figurative language, and sound devices. Students explore how the author’s use of language contributes to voice. Students describe how language and voice supports the author's purpose and message. Students also interpret the words and phrases used by the author in order to help them create mental images that improve understanding. Students continue to practice other comprehension strategies (e.g., asking questions, inferring, making connections etc.) while analyzing the impact of specific word choices on meaning.

In Writing, students engage in the writing process, drafting with language and word choice to deliver their own purpose and message. Students revise drafts to improve word choice in order to maintain meaning and clearly communicate their message. Students edit their writing for complete sentences with subject-verb agreement, including both simple and compound sentences. Other editing skills include the correct use of commas in compound sentences, coordinating conjunctions, adjectives (including comparative and superlative), and adverbs that convey time and manner. Students will publish their writing using cursive handwriting.

In Word Study, students decode and spell multisyllabic words with r-controlled and final stable syllables. Students continue to use syllable division patterns to decode and spell multisyllabic words. Students use dictionary resources to grasp the concept of word syllabication and pronunciation to help them understand multiple sound-spelling patterns and expand on their understanding of homophones/homographs. Students also learn to interpret the meaning of common idioms using context.

TEKS in this unit: 3.2A, 3.2A.i, 3.2A.ii, 3.2A.iv, 3.2B, 3.2B.i, 3.2B.ii, 3.2B.iv, 3.2B.v, 3.2D, 3.3D, 3.6B, 3.6D, 3.6E, 3.6F, 3.6G, 3.6I, 3.7B, 3.7C, 3.7F, 3.7G, 3.10A, 3.10D, 3.10F, 3.11A, 3.11B, 3.11B.ii, 3.11C, 3.11D, 3.11D.i, 3.11D.iv, 3.11D.v, 3.11D.viii, 3.11D.x, 3.11D.xi, 3.11E

Unit 03A: Fiction! Exploring Literary Elements

(15 classes for the entire unit)

In Reading, students explore a variety of fictional texts. They read, respond, and discuss their understanding of text by employing previously learned reading comprehension strategies. Through exposure to rich fictional texts, students recognize the essential literary elements of the fiction genre, including relationships among major and minor characters, the plot elements (sequence of events, conflict, resolution), and the influence of setting on the plot. They use these literary elements, as well as text evidence, to support their inferences, identify theme, and retell texts. Students also carefully examine the fictional texts for author’s purpose and craft, including the use of literary language and devices. Students study how authors use imagery, figurative language, sound devices, and point of view to establish voice, engage the reader, and enhance the message being conveyed.

In Writing, students apply what they are learning about literary elements and devices to their own writing. Students plan and draft a personal narrative using genre characteristics and craft. While the narrative may not be fictional, it should include most, if not all, of the literary elements: setting, character(s), events/plot, and theme/message. Using the conventions of language, they write with complete simple and compound sentences with subject-verb agreement, including the appropriate use of coordinating conjunctions and prepositional phrases. Students edit their work based on these conventions as well as the ones learned in previous units. Students also edit their drafts for correct spelling. Writing legibly in cursive is also an expectation.

In Word Study, students decode, spell, and determine meaning of words with prefixes as well as continue to build their knowledge of sound-spelling patterns.

TEKS in this unit: 3.2A, 3.2A.i, 3.2A.v, 3.2B, 3.2B.iv, 3.2B.vi, 3.2D, 3.3B, 3.3C, 3.6A, 3.6B, 3.6C, 3.6D, 3.6E, 3.6F, 3.6G, 3.6H, 3.7B, 3.7C, 3.7D, 3.7E, 3.7G, 3.8A, 3.8B, 3.8C, 3.8D, 3.10A, 3.10B, 3.10C, 3.10D, 3.10E, 3.10F, 3.11A, 3.11B, 3.11B.i, 3.11B.ii, 3.11C, 3.11D, 3.11D.i, 3.11D.vi, 3.11D.viii, 3.11D.xi, 3.12A

Unit 03B: Discovering Types of Fiction in Traditional Literature

(10 classes for the entire unit)

In Reading, students read, interact with, respond to/write about, and discuss various traditional stories. Students examine these traditional stories for not only the literary elements of theme, character, setting, and plot, but also for their unique genre characteristics. Students flexibly use their comprehension strategies to understand and compare pieces of traditional literature.

In Writing, students create a personal narrative and apply genre characteristics as they revise, edit, and publish their own writing. Students apply author’s craft learned during reading to their own writing products. Students rely on peer feedback to determine areas of their writing that need to be revised for clarity and coherence. Students edit their drafts for complete sentences with subject-verb agreement as well as appropriate use of prepositional phrases. Students also check their writing for correct spelling.

In Word Study, students use their knowledge of prefixes and suffixes to decode and spell words, including how adding suffixes can change base words (e.g., dropping silent e, changing y to i, and doubling the final consonant). Student also continue to build their knowledge of sound-spelling patterns in order to decode multisyllabic words. Students use context clues and knowledge of base words and affixes to determine the meaning of unfamiliar and multiple-meaning words.

TEKS ni this unit: 3.2A, 3.2A.i, 3.2A.v, 3.2A.vi, 3.2B, 3.2B.iv, 3.2B.vi, 3.2B.vii, 3.3B, 3.3C, 3.6D, 3.6E, 3.6F, 3.6G, 3.6H, 3.7B, 3.7C, 3.7D, 3.7E, 3.7G, 3.8A, 3.8B, 3.8C, 3.8D, 3.9A, 3.10A, 3.10B, 3.10C, 3.10D, 3.10E, 3.10F, 3.11A, 3.11B, 3.11B.i, 3.11B.ii, 3.11C, 3.11D, 3.11D.vi, 3.11D.xi, 3.11E, 3.12A

Unit 04: Discovering Informational Text

(15 classes for the entire unit)

In Reading, students read and interact with a variety of informational texts, including multimodal and digital texts. Students examine author’s purpose, audience, genre characteristics, and author’s craft to develop a deeper understanding of this genre. This includes recognizing central ideas, text/print and graphic features, and organizational patterns such as cause and effect, compare-contrast, chronological order, and problem-solution, to facilitate and increase comprehension of texts. Students respond to and interact with texts, including summarizing and paraphrasing texts as part of the comprehension process. Students apply their knowledge of informational texts as they conduct brief research regarding an informational topic. Students engage in the research process by reading a variety of digital and print sources to gather and synthesize information in order to learn about a topic.

In Writing, students follow the writing process to produce an informational composition based on their purpose and audience, applying genre characteristics and craft. Students focus on developing a clear central idea, using details, examples, and facts. Students revise their drafts to improve sentence structure and word choice for coherence and clarity. Students edit their work for correct use of adverbs and correct spelling as well as previously learned conventions. After revising and editing, students publish and share their writing.

In Word Study, students decode, spell, and recognize words that include a prefix or a suffix. When encountering unfamiliar words, students use context clues, affixes, and/or resources to determine meaning.

TEKS in this unit: 3.2A, 3.2A.v, 3.2A.vi, 3.2B, 3.2B.vi, 3.2B.vii, 3.3A, 3.3B, 3.3C, 3.6B, 3.6C, 3.6E, 3.6F, 3.6G, 3.6H, 3.7B, 3.7C, 3.7D, 3.7E, 3.7G, 3.9D, 3.9D.i, 3.9D.ii, 3.9D.iii, 3.9F, 3.10A, 3.10B, 3.10C, 3.11A, 3.11B, 3.11B.i, 3.11B.ii, 3.11C, 3.11D, 3.11D.v, 3.11D.xi, 3.12B, 3.13A, 3.13C, 3.13E

Unit 05: Drama! Exploring Dramatic Structure

(10 classes for the entire unit)

In Reading, students read, respond to/write about, and discuss multiple dramatic texts while employing strategies to support comprehension such as interacting with the text through annotating and notetaking. Students explore and discuss the elements of drama, including characters, dialogue, setting, acts, scenes, stage directions, etc. Students also examine literary elements (e.g., theme, character, plot, setting, etc.) and devices (e.g., point of view, imagery, figurative language, etc.) as well as author’s purpose and craft. Students also utilize text evidence to support their ideas and inferences.

In Writing, students create a personal narrative and apply genre characteristics as they plan, draft, revise, edit, and publish their own writing. Students have the option of crafting their narrative as a dramatic text, or play. Students apply author’s craft learned during reading to their own writing products. Students rely on peer feedback to determine areas of their writing that need to be revised for clarity and coherence. Students edit their drafts for spelling and previously learned conventions and mechanics.

In Word Study, students continue to use their knowledge of roots and affixes to decode and spell words as well as determine meaning.

In Collaboration, students engage in discussion to develop a deeper understanding of dramatic text by sharing their own analysis of a text using textual evidence and responding to the perspectives and analyses of others. Students work with a small group of peers to perform a play for an audience of their peers.

TEKS in this unit: 3.2A, 3.2A.v, 3.2A.vi, 3.2B, 3.2B.vi, 3.2B.vii, 3.3A, 3.3B, 3.3C, 3.6B, 3.6C, 3.6E, 3.6F, 3.6G, 3.7B, 3.7C, 3.7D, 3.7E, 3.7G, 3.8A, 3.8B, 3.8C, 3.8D, 3.9C, 3.10A, 3.10B, 3.10C, 3.10D, 3.10E, 3.10F, 3.11A, 3.11B, 3.11B.i, 3.11B.ii, 3.11C, 3.11D, 3.11D.xi, 3.12A

Unit 06: Discovering Poetry

(10 classes for the entire unit)

In Reading, students read and interact with poetry across a variety of poetic forms. Students explain author’s purpose, audience, genre characteristics, and analyze author’s craft in order to interpret and comprehend many different poems, including inferring theme. Students also explain the poet’s use of sound devices such as onomatopoeia and figurative language such as simile to achieve specific purposes, including to create images. Students also explain the use of structural elements such as lines, stanzas, rhyme, and rhyme scheme. Students continue to utilize text evidence to support their inferences and 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 develop voice through language and other literary devices. Students revise their poems based on self, peer, and teacher feedback. Students edit for spelling and previously learned mechanics and conventions but understand that poetry can sometimes include unconventional elements. Students publish and share their poems with others.

In Word Study, students continue to use their knowledge of roots and affixes to decode and spell words as well as determine the meaning.

TEKS in this unit: 3.2A, 3.2A.v, 3.2A.vi, 3.2B, 3.2B.vi, 3.2B.vii, 3.3A, 3.3B, 3.3C, 3.6B, 3.6C, 3.6D, 3.6E, 3.6F, 3.6G, 3.7B, 3.7C, 3.7D, 3.7E, 3.7G, 3.8A, 3.9B, 3.10A, 3.10B, 3.10C, 3.10D, 3.10E, 3.10F, 3.11A, 3.11B, 3.11B.i, 3.11B.ii, 3.11C, 3.11D, 3.11D.xi, 3.12A

Unit 07: Discovering Argument and Inquiry

(15 classes for the entire unit)

In Reading, students read and interact with a variety of argumentative texts. Students recognize characteristics and structures of argumentative text, including identifying the author’s claim/position on a topic/issue, distinguishing facts from opinions, and identifying the author’s intended audience. Students also analyze author’s craft in developing argumentative text including the use of persuasive devices and techniques such as hyperbole. Students also use the research process to seek information, ideas, and perspectives on a particular topic/issue in order to formulate their own position on the topic/issue.

In Writing, students apply characteristics and techniques employed by the authors of mentor texts in order to develop original argumentative texts that demonstrate strong reading-writing connections. Students use the information they have collected through research to develop an opinion essay. Students focus on developing a positon/argument using evidence such as facts, details, examples, statistics, expert opinions, quotes, etc. Students also revise their drafts for clarity and cohesion as well as edit for spelling and other previously learned conventions. Students publish and share their opinion essay for their intended audience.

In Word Study, students continue to use their knowledge of roots and affixes to decode, spell, and determine the meaning of words. Students also use context clues and resources to assist in determining the meaning of unknown words.

TEKS in this unit: 3.2A, 3.2A.v, 3.2A.vi, 3.2B, 3.2B.vi, 3.2B.vii, 3.3A, 3.3B, 3.3C, 3.6B, 3.6C, 3.6E, 3.6F, 3.6G, 3.6H, 3.7B, 3.7C, 3.7D, 3.7E, 3.7G, 3.9E, 3.9E.i, 3.9E.ii, 3.9E.iii, 3.9F, 3.10A, 3.10B, 3.10C, 3.10D, 3.10F, 3.10G, 3.11A, 3.11B, 3.11B.i, 3.11B.ii, 3.11C, 3.11D, 3.11D.xi, 3.12C, 3.13A, 3.13B, 3.13C, 3.13D, 3.13E, 3.13F, 3.13G, 3.13H

Unit 08: Discovering Connections Across Genres

(10 classes for the entire unit)

In Reading, students analyze a variety of texts in different genres, analyzing authors’ use of genre characteristics, structure, language, text features, and various modalities to support their purpose and message. Students identify the author’s purpose, intended audience, and message as well as examine author’s craft. Students use close reading strategies such as notetaking and annotating to help them write responses that demonstrate understanding.

In Writing, students engage in writing as a recursive process as they brainstorm/plan, draft, revise, edit, and publish texts in the genre of their choice. Students apply genre characteristics and author’s craft learned during text analysis to their own writing product. In revising, students review their texts for clarity, development, organization, style, word choice, and sentence variety. In editing, students continue to edit for punctuation, grammar, and spelling to make their message clear for an authentic audience.

In Word Study, students continue to use their knowledge of roots and affixes to decode and spell words as well as determine the meaning. Students also use context clues and resources to assist in determining the meaning of unknown words.

TEKS in this unit: 3.6E, 3.6F, 3.6G, 3.6H, 3.7B, 3.7C, 3.7D, 3.7E, 3.7G, 3.10A, 3.10B, 3.10C, 3.10D, 3.10F, 3.11B, 3.11B.i, 3.11B.ii, 3.11C, 3.12A, 3.12B, 3.12C

Unit 09: Researching for Understanding

(10 classes for the entire unit)

In Reading, students engage in inquiry and research. Students generate questions for inquiry as they develop and follow their research plan. For the purpose of research, students identify and gather relevant primary and secondary sources which they will cite appropriately through a works cited page. Through this process, students demonstrate an understanding of information as they answer their generated questions of inquiry. 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 want to present their findings based on their purpose and intended audience. Students revise their writing for both clarity and coherence. Correcting spelling and previously taught conventions are incorporated into the editing process. Students publish and present their research findings to their audience.

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: 3.6E, 3.6F, 3.6G, 3.6H, 3.7B, 3.7C, 3.7D, 3.7E, 3.7G, 3.11B, 3.11B.i, 3.11B.ii, 3.11C, 3.13A, 3.13B, 3.13C, 3.13D, 3.13E, 3.13F, 3.13G, 3.13H