3rd Grade ELAR Unit 9

Big Idea:

Applying reading strategies through different types of modals.

Student Expectations:

Priority TEKS

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

Focus TEKS

3.2(Aiv) decoding words using knowledge of syllable division patters such as VCCV, VCV, and VCCCV with accent shifts

3.2(Biv) spelling multisyllabic words with multiple sound-spelling patterns

3.9(F) Recognize characteristics of multimodal and digital texts.

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

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(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 explain the difference between the theme and main idea.
• I will infer the theme within a text.
• I will summarize the important events of a story.

Essential Questions:

• How does communication change when moving from one genre of media to another?
• What is the importance of knowing the theme of a text?
• Why do people publish the same information in different ways?
• What are some reasons we read?
• What are the steps in understanding the summary of a text?

Extra Information:

Adopted Textbook: Texas Journeys, Houghton Mifflin Harcourt

District Grading Policy

Fry Sight Word List

Texas Gateway Online Resource Center