3rd Grade ELAR Unit 7

Big Idea:

Explore nonfiction text features and cause and effect.

Student Expectations:

Priority TEKS

3.7(B) Write a response to a literary or informational text that demonstrates an understanding of a text

3.9(Di) Recognize characteristics and structures of informational text, including the central idea with supporting evidence

3.9(Dii) Recognize characteristics and structures of informational text, including features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding; and

3.9(Diii) Recognize characteristics and structures of informational text, including organizational patterns such as cause and effect and problem and solution

Focus TEKS

3.2(Bi) Spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables

3.10(B) Explain how the use of text structure contributes to the author’s purpose

3.10(C) Explain the author’s use of print and graphic features to achieve specific purposes

3.12(B) compose informational text including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft

3.12(D) compose correspondence such as thank you notes or letters

3.13(A) generate questions on a topic for formal and informal inquiry;

3.13(B) develop and follow a research plan with adult assistance;

3.13(C) identify and gather relevant information from a variety of sources;

3.13(D) identify primary and secondary sources;

3.13(E) demonstrate understanding of information gathered;

3.13(F) recognize the difference between paraphrasing and plagiarism when using source materials;

3.13(G) create a works cited page; and

3.13(H) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

Ongoing TEKS

3.1(A) Listen actively, ask relevant questions to clarify information, and make pertinent comments;

3.1(B) Follow, restate, and give oral instructions that involve a series of related sequences of action;

3.1(C) Speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;

3.1(D) Work collaboratively with others by following agreed-upon rules, norms, and protocols; and

3.1(E) Develop social communication such as conversing politely in all situations.

3.2(Avii) Identifying and reading high frequency words from a research based list

3.2(Bii) Spelling homophones

3.2(D) write complete words, thoughts, and answers legibly in cursive leaving appropriate spacing between words

3.3(A) use print or digital resources to determine meaning, syllabication, and pronunciation

3.3(B) use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple meaning words

3.3(C) identify the meaning of and use words with affixes, such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful

3.3(D) identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text

3.4 Developing and sustaining foundational language skills: listening, speaking, reading, writing and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

3.5 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.(E) develop social

3.6(H) synthesize information to create new understanding

3.6(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down communication such as conversing politely in all situations.

3.7(A) Describe personal connections to a variety of sources, including self-selected texts

3.7(C) Use text evidence to support an appropriate response

3.7(E) Interact with sources in meaningful ways such as notetaking, annotating, freewriting or illustrating.

3.7(F) Respond using newly acquired vocabulary as appropriate

3.7(G) Discuss specific ideas in the text that are important to the meaning

3.8(A) infer the theme of a work, distinguishing theme from topic

3.8(B) explain the relationships among the major and minor characters

3.8(C) analyze plot elements, including the sequence of events, the conflict, and the resolution; and

3.8(D) explain the influence of the setting on the plot.

Student Learning Targets:

• I will identify and use nonfiction text features.
• I will understand the relationship between cause and effect.
• I will identify the main idea with supporting details.
• I will write a response to a text that demonstrates understanding.

Essential Questions:

• Why does an author put different text features into a text?
• How did the author organize the given text? How does that help us understand the text?
• How would your understanding of the text change if supporting details were removed?
• Can you find examples where the author demonstrated cause and effect in the given text?
• How can you apply cause and effect to your life?

Extra Information:

Adopted Textbook: Texas Journeys, Houghton Mifflin Harcourt

District Grading Policy

Fry Sight Word List

Texas Gateway Online Resource Center