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UTES – 3rd Grade Planning/Testing Guide 2016-2017

Dates Topic TEKS Resource Assessment Vocabulary Days NotesTBD BOY Assessments All STAAR

ReleaseSTAAR Release 3

daysDATES TBD

Week 1August 22nd – 26th

Reading Skill: Literary / Realistic Fiction

3.8A- sequence and summarize the plot’s main events and explain their influence on future events

3.8B-describe the interaction of characters including their relationships and the changes they undergo.

Texas Treasures“First-day Jitters” (Book 1)

“First Day Jitters” NervousFumbledChuckledNonsenseTrudged

5 days

Set up expectations: Biggest issues in 3rd grade:1) Focus2) Calling out instead of raising hand.

Address these issues first, and the rest is easy!

Remember to add visualsduring classroom setup.


Writing: Reading Response Letters and purpose

3.20B- write 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);

3.20C- write responses to literary or


Notebook CheckEditing and

Revising Assessments

NervousFumbledChuckledNonsenseTrudged

5 days

Write “thank-you” letters to donors of the school. This year we used “thanks for your hand in my education,” and had children trace their hands before decorating.

DON’T FORGET TO LABEL ALL OF THE JOURNALS!


expository texts that demonstrate an understanding of the text.

3.29A- listen attentively to speakers, ask relevant questions, and make pertinent comments;

3.29B- follow, restate, and give oral instructions that involve a series of related sequences of action

3.31A- Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with


appropriate detail and by providing suggestions that build upon the ideas of others.


Spelling: short vowels 3.24A- use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell;


Weekly Spelling Assessment


5 days

Spelling game Popsicle- each student spells a letter and goes around the room.

BodySpell on GoNoodle

Pg. 3 for classworkPg. 6 for HW


Grammar: short vowels 3.22A use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future); (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles

3.22B- use the complete subject and the complete


Texas TreasuresGrammar

BenchmarkBook


5 days

Video on short vowels (saved on your liked page)

https://www.youtube.com/watch?v=ZXMVCd0Izns&list=LLqmcvJhLMCINwzmL3zMG4oQ&index=11





predicate in a sentence


Social Studies: Classroom Community

3.2A- identify reasons people have formed communities, including a need for security, religious freedom, law, and material well-being


Studies Weekly Assessment


5 days

Classroom community project! Have students interview community members that are NOT their parents. challenging, engaging, and covers many TEKS!

Week 2August 29th – September 2nd

Reading: Poetry 3.6 Reading/Comprehension of Literary Text/Poetry: students understand, make inferences, and draw conclusions about the structure and elements of poetry and provide evidence from the text to support their understanding

3.6A Describe the characteristics of various forms of poetry and how they create imagery (e.g. narrative poetry, lyrical poetry, humorous

Texas Treasures

“Neighbors / Recycling” (Book 2)

Texas TreasuresWriting Journals

Verse,Stanza, Refrain,

Repetition,Rhyme

4 days

FIND BETTER MENTOR TEXT FOR INTRO TO POETRY. NEIGHBORS/RECYCLE SUCKS!

“Things” is a great poem for refrain with “ain’t got it no more.”

Use Taylor Swift’s “Shake it off,” to teacher repetition


poetry, free verse)Week 2August 29th – September 2nd

Writing: Reader’s Response Letters & Conventions

Same as Week 1 Writing TEKS

Texas Treasures





Repetition,Rhyme

4 days

5 parts to a letter:1) Date2) Greeting3) Body (with indentions)4) Closing5) Signature


Spelling: Final e 3.24A- use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell;

Texas Treasures




Repetition,Rhyme

4 days

BodySpell GoNoodle for spelling words

Pg. 9 for ClassworkPg. 12 for HW


Grammar: Commands and Exclamations

Same as Week 1 Grammar TEKS

Texas Treasures



BenchmarkBook


Repetition,Rhyme

4 days

Punctuation anchor chart



3.11A- identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding

Texas Treasures




Repetition,Rhyme

4 days

Creative Action:“The Araboolies of Liberty Street” Mentor Text

Discusses Liberty, Justice, and rights as a citizen


public officials to their word, and voting

Week 3September 6th-9th

Reading: Realistic Fiction“Amazing Grace”

3.4B-use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs

3.F19D

Texas Treasures“Amazing

Grace”(Book 1)

Texas Treasures AuditionsAdventure

ExploreSparklingFantasticSuccess

4 days

Use “Amazing Grace” from Texas Treasures

Multiple-meaning home-made template from student teaching in “Originals” folder

Don’t forget to explicitly define “REALISTIC FICTION”


Writing: Personal Narrative

3.17-Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

3.19A-Writing. Students write about their own experiences. Students are expected to write about important personal experiences

3.29A-listen attentively to speakers, ask relevant questions,


Grace”(Book 1)



AuditionsAdventure


4 days

Save example of “My Talent Show” for Personal Narrative examples

Use Personal Narrative Graphic Organizer (detailed one with sensory details on it)


and make pertinent comments;

3.31A-Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others


Spelling: Long a 3.24F-spell complex contractions (e.g., should've, won't)


Grace”(Book 1)


AuditionsAdventure


4 days




Grammar: Complete Subjects

3.22A-use and understand the function of the following parts of speech in the


Grace”(Book 1)


BenchmarkBook

AuditionsAdventure

ExploreSparklingFantastic

4 days

Use Schoolhouse Rock video “Mr. Morton” for subject/predicate.

https://www.youtube.com/

https://www.youtube.com/watch?v=fdUXxdmhIsw&index=5&list=LLqmcvJhLMCINwzmL3zMG4oQ


context of reading, writing, and speaking

3.22B-use the complete subject and the complete predicate in a sentence;

3.22C-use complete simple and compound sentences with correct subject-verb agreement

3.23B-use capitalization (iii) official titles of people;

3.23C-recognize and use punctuation marks including: (i) apostrophes in contractions and possessives; and (ii) commas in series and dates;

Success watch?v=fdUXxdmhIsw&index=5&list=LLqmcvJhLMCINwzmL3zMG4oQ



3.12B- identify examples of actions individuals and groups can take to improve the community


Grace”(Book 1)


AuditionsAdventure


4 days

Texas Treasures has differentiated texts (purple, orange, blue, green) about kids who make a difference.

COUNT THIS FOR S.S. GRADE!





Reading: Historical Fiction

3.4A-identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots

3.F19E

Texas Treasures

“Boom Town” (Book 2)

Texas Treasures sidewalksgrumbledtradersblossomedwailedlonesome

5 days

Use “Boom Town” from Texas Treasures


Writing: Personal Narrative & Conventions


Texas Treasures




sidewalksgrumbledtradersblossomedwailedlonesome

5 days

Editing / Revising Checklist (Student/ Peer/ Teacher one)


Spelling: long o 3.24F-spell complex contractions (e.g., should've, won't)

Texas Treasures




5 days

BodySpell on Go Noodle

Pg. 21 or 22 for ClassworkPg. 24 for HW


Grammar: Complete Predicates


Texas Treasures



BenchmarkBook


5 days

Use Schoolhouse Rock video “Mr. Morton” for subject/predicate.



Social Studies: Community Structures and Functions

3.2C- compare ways in which various other communities meet their needs

Texas Treasures



sidewalksgrumbledtraders

5 days

In the future, refer back to “Boom Town” and have students make their own town “must have’s”





blossomedwailedlonesome

Make an exemplary model of a new “Boom Town”

Week 5September 19th-23rd

Reading: Literary/ Fantasy

3.8A-sequence and summarize the plot's main events and explain their influence on future events;

3.5A-paraphrase the themes and supporting details of fables, legends, myths, or stories

Texas Treasures

“Wolf”

Texas Treasures passionbothering

admireconcentrate

achedsplendid

4 days

Find unified resource/terminology to teach summarizing. Too many organizers/vocab. Find the best and stick with it!


Writing: Personal Narrative


3.19A-Writing. Students write about their own experiences. Students are expected to write about important personal experiences

3.29A-listen

Texas Treasures

“Wolf”



passionbothering

admireconcentrate

achedsplendid

4 days

Students write narratives about a “first” moment. (e.g. first talent show, first Pokémon battle, first trip to beach, etc.)


attentively to speakers, ask relevant questions, and make pertinent comments;



Spelling: long i 3.24B-spell words with more advanced orthographic patterns and rules: (i) consonant doubling when adding an ending

Texas Treasures

“Wolf”


passionbothering

admireconcentrate

achedsplendid

4 days





Grammar: Compound Sentences

3.22A-use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future); (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the); (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully); (v) prepositions and prepositional phrases; (vi) possessive pronouns (e.g., his, hers, theirs); (vii) coordinating conjunctions (e.g., and, or, but);

3.22C-use complete simple and compound sentences with correct subject-verb

Texas Treasures

“Wolf”


BenchmarkBook

passionbothering

admireconcentrate

achedsplendid

4 days

Schoolhouse Rock “Conjunctions” to introduce concept.

Find new assessment activity for compound sentences


agreement

3.23B-use capitalization for (i) geographical names and places; (iii) official titles of people




3.4D- describe the effects of human processes such as building new homes, conservation, and pollution in shaping the landscape;

3.4E- identify and compare the human characteristics of various regions.

Texas Treasures

“Wolf”


passionbothering

admireconcentrate

achedsplendid

4 days

Studies Weekly?

*Bonus: Teaching moment for social justice in Wolf. Use the picture of the wolf in the Library to discuss prejudice, racism, and judgments


Reading: Folktale 3.F19E

3.F19D

Texas Treasures

“Stone Soup”

Texas Treasures Sidewalks, grumbled,

traders, blossomed,

5 days

Use inference organizer. Explicitly model inferencing with Monks and what happens next


wailed, lonesome


Writing: Personal Narrative & Conventions


Texas Treasures

“Stone Soup”



guests,banquet,

agreeable,curiosity,

gaze, untrusting

5 days


Spelling: long e 3.24B-spell words with more advanced orthographic patterns and rules: (i) consonant doubling when adding an ending

Texas Treasures

“Stone Soup”


guests,banquet,


gaze, untrusting

5 days



Grammar: Common and Proper Nouns


Texas Treasures

“Stone Soup”


BenchmarkBook

guests,banquet,


gaze, untrusting

5 days

Flocabulary “Capitalize” video



3.9A-describe the basic structure of government in the local community, state, and nation;

3.9B- identify local, state, and national government officials and explain how they are chosen

3.9C-identify

Texas Treasures

“Stone Soup”


guests,banquet,


gaze, untrusting

5 days

Bill of Rights project to introduce the structure of government.


services commonly provided by local, state, and national governments

3.9D- explain how local, state, and national government services are financed.

Week 7October 3rd- October 7th

Reading: Poetry 3.6A-Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).

“The Runner” Poem with

STAAR aligned questions

Texas Treasures stanzaverse

imageryrhyme

line

4 days

“Take me out of the Bathtub” has great examples of lyrical / humorous poetry.

Use “I am Poems” for Free Verse

FIND BETTER NARRATIVE POEMS


3,10A-Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to identify language that creates a graphic visual experience and appeals to the senses


Writing: Poetry 3.17-Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

3.18B-write poems that convey sensory details using the conventions of

I AM POEMS Notebook CheckEditing and


stanzaverse

imageryrhyme

line

4 days

Acrostic Poems can be used during whole or small group

Song lyrics help with lyrical


poetry (e.g., rhyme, meter, patterns of verse)


Spelling: silent letters 3.24B(iv)- double consonants in middle of words

Texas Treasures


stanzaverse

imageryrhyme

line

4 days Pg. 39 for Classwork

Pg. 42 for HW


Grammar: Singular and Plural Nouns

3.22A-use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future); (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the); (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully); (v) prepositions and prepositional phrases; (vi) possessive pronouns (e.g., his,

Texas Treasures


BenchmarkBook

stanzaverse

imageryrhyme

line

4 days

This has been hard EVERY year.

SEARCH FOR BETTER INTRODUCTORY VIDEO

The assessments from P work were really thorough!


hers, theirs); (vii) coordinating conjunctions (e.g., and, or, but);





Social Studies: Community Celebrations

3.13A- explain the significance of various ethnic and/or cultural celebrations in the local community and other

Texas Treasures

“Home-Grown Buttlerflies”


stanzaverse

imageryrhyme

line

4 days

If you have to skip something, you can skip this one if it is not around Halloween or Thanksgiving time.


communities;

3.13B- compare ethnic and/or cultural celebrations in the local community with other communities.

Week 8October 10th- 14th

Reading: Poetry 3.5-Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding

3.F19D

“Take me out of the

Bathtub”

“The Runner” STAAR aligned

questions

“The Oak and the Rose”

by Shel Silverstein

Texas Treasures stanzaverse

imageryrhyme

line

4 days

“The Runner” was a strong intro to show PRESTO on a poem

Use “The Oak and the Rose” by Shel Silverstein as well.

“Today is a very boring day” has great questions for inferences and drawing conclusions


Writing: Poetry & Conventions


Take me out of the Bathtub”


questions




stanzaverseimageryrhymeline

4 days

I AM POEMS. Use these first!


by Shel Silverstein


Spelling: three-letter blends

Same as Week 7 Spelling TEKS



questions


by Shel Silverstein”



4 days

These were hard for the kids. Don’t use “THREAD” next year. Too low incidence / all missed.



Grammar: Irregular Plural Nouns




questions


by Shel Silverstein


BenchmarkBook


4 days

Pg.



3.14A- identify and compare the heroic deeds of state and national heroes, including Hector P. Garcia and James A. Lovell, and other individuals such as Harriet Tubman, Juliette revised August 2014



questions


by Shel Silverstein”



4 days


Gordon Low, Todd Beamer, Ellen Ochoa, John "Danny" Olivas, and other contemporary heroes;

Week 9October 17th-21st

Reading: Expository 3.13D-use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text.

3.F19C

Texas Treasures

“Messaging Mania”

Texas Treasures record, estimate, focus

5 days

Talk to class about text features, cyber-bullying, cyber safety and use whole class discussion and examples. Very Powerful!


Writing: Short informational texts

3.17-Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose tex

3.20A-create brief compositions that: (i) establish a central idea in a topic sentence; (ii) include supporting sentences with simple facts, details, and explanations; and (iii) contain a concluding

Texas Treasures




record, estimate, focus

5 days


statement;

3.29A-listen attentively to speakers, ask relevant questions, and make pertinent comment



Spelling: Digraphs 3.24B-(ii) dropping final "e" when endings are added (e.g., -ing, -ed);

Texas Treasures





Pg. 54 for HW

Week 9 Grammar: Possessive 3.22A-use and Texas Texas Treasures record, 5 https://www.youtube.com/

https://www.youtube.com/watch?v=GN7q0La5vEA


October 17th-21st Nouns understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future); (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the); (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully); (v) prepositions and prepositional phrases; (vi) possessive pronouns (e.g., his, hers, theirs); (vii) coordinating conjunctions (e.g., and, or, but);


Treasures“Messaging

Mania”

Grammar Benchmark

Book

estimate, focus days watch?v=GN7q0La5vEA

One of the most well-done possessive noun videos ever!

https://www.youtube.com/watch?v=GN7q0La5vEA






3.15B- explain the significance of various individual writers and artists such as Carmen Lomas Garza, Laura Ingalls Wilder, and Bill Martin Jr. and their stories, poems, statues, and paintings and other examples of cultural heritage to various communities.

Texas Treasures




5 days

Week 10October 24th – October 28th

Reading: Informational Reading/Comprehension of Informational Text/Expository

Texas Treasures“Go West”

culture, communities, immigrants, established,

5 days

Nonfiction / Informational Main Idea organizer


Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) identify the details or facts that support the main idea; (C) identify explicit cause and effect relationships among ideas in text

traditional


Writing Short Informational Text


3.20 (A) create brief compositions that: (i) establish a central idea in a topic sentence; (ii) include supporting sentences with




culture, communities, immigrants, established, traditional

5 days

Use Messaging / Mania Cyber bullying or famous people books (


simple facts, details, and explanations; and (iii) contain a concluding statement;

3.29A listen attentively to speakers, ask relevant questions, and make pertinent comments

3.31AListening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.



Spelling Contractions 3.24B(ii) dropping final "e" when endings are added (e.g., -ing, -ed);





Pg. 60 for HW


Grammar combining with nouns

3.22(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future); (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the); (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully); (v) prepositions and prepositional phrases; (vi) possessive pronouns (e.g., his, hers, theirs); (vii) coordinating conjunctions (e.g.,

Texas Treasures

“Go West””


BenchmarkBook


5 days

NEED SOMETHING FOR THIS


and, or, but); and (viii) time-order transition words and transitions that indicate a conclusion;


3.23B(i)(iii)3.23C


Social Studies Tools to use

3.5(A) use cardinal and intermediate directions to locate places on maps and globes such as the Rocky Mountains, the Mississippi River, and Austin, Texas, in relation to the local community; (B) use a scale to determine the distance between places on maps and globes; (C) identify and use the compass rose, grid system, and symbols to locate places on maps and




5 days


globes; and (D) create and interpret maps of places and regions that contain map elements, including a title, compass rose, legend, scale, and grid system.

Week 11October 31st-November 4th

Reading Procedural 3.15(A) follow and explain a set of written multi-step directions; and (B) locate and use specific information in graphic features of text.

3.4B-use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs;

Texas Treasures“Author: A True Story”

talented,single,

excitement,acceptance,

useful,proper

5 days

How-To guides to practice sequencing skills.




3.20(A) create brief




talented,single,


useful,proper

5 days

Write your own information and create a text feature to go along with it.


compositions that: (i) establish a central idea in a topic sentence; (ii) include supporting sentences with simple facts, details, and explanations; and (iii) contain a concluding statement;

3.29A- listen attentively to speakers, ask relevant questions, and make pertinent comments

3.31A-Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and


answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.


Spelling r-controlled vowels er, ir, ur

3.24B(v)- complex consonants (e.g., scr-, -dge, -tch)



talented,single,


useful,proper


Pg. 66 for HW


Grammar action verbs 3.22(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future); (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the); (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully);



BenchmarkBook

talented,single,


useful,proper

5 days


(v) prepositions and prepositional phrases; (vi) possessive pronouns (e.g., his, hers, theirs); (vii) coordinating conjunctions (e.g., and, or, but); and (viii) time-order transition words and transitions that indicate a conclusion

3.22(C) use complete simple and compound sentences with correct subject-verb agreement.

3.23B(i) geographical names and places (iii) official titles of people

3.23(C) recognize and use punctuation marks including: (i) apostrophes in contractions and possessives

Week 11October 31st-

Social Studies Adaptations to the

3.2(C) compare ways in which

Texas Treasures


talented,single,

5 days


November 4th Environment various other communities meet their needs

3.4(A) describe and explain variations in the physical environment, including climate, landforms, natural resources, and natural hazards; (B) identify and compare how people in different communities adapt to or modify the physical environment in which they live such as deserts, mountains, wetlands, and plains; (C) describe the effects of physical processes such as volcanoes, hurricanes, and earthquakes in shaping the landscape

3.5(B) use a scale to determine the distance between places on maps and

“Author: A True Story”


useful,proper


globesWeek 12November 7th- November 11th

Reading Procedural 3.13(C) identify explicit cause and effect relationships among ideas in texts

3.4(C) identify and use antonyms, synonyms, homographs, and homophones

Texas Treasures

“Dear Juno”

photograph,crackle,

envelope,announced,

starry,soared

5 days

Week 12November 7th- November 11th


3.17-Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text

3.20(A) create brief compositions that: (i) establish a central idea in a topic sentence; (ii) include supporting sentences with simple facts, details, and explanations; and (iii) contain a concluding statement

Texas Treasures

“Dear Juno”



photograph,crackle,

envelope,announced,

starry,soared

5 days


3.29(A) listen attentively to speakers, ask relevant questions, and make pertinent comments

3.31 Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.


Spelling r-controlled vowels ar, or,

3.24B(v) complex consonants (e.g., scr-, -dge, -tch)

Texas Treasures

“Dear Juno”


photograph,crackle,

envelope,announced,

starry,soared

5 days Pg. 69 Classwork

Pg. 72 HW

Week 12 Grammar present-tense 3.22(A) use and Texas Texas Treasures photograph, 5


November 7th- November 11th

verbs understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future); (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the); (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully); (v) prepositions and prepositional phrases; (vi) possessive pronouns (e.g., his, hers, theirs); (vii) coordinating conjunctions (e.g., and, or, but); and (viii) time-order transition words and transitions that indicate a conclusion

Treasures“Dear Juno”

Grammar Benchmark

Book

crackle, envelope,

announced, starry,soared

days


3.22C-(C) use complete simple and compound sentences with correct subject-verb agreement.

3.23(B) use capitalization for: (i) geographical names and places; (ii) historical periods; and (iii) official titles of people;

3.23(C) recognize and use punctuation marks including: (i) apostrophes in contractions and possessives


Social Studies Adaptations to the Environment

3.2(C) compare ways in which various other communities meet their needs

3.4(A) describe and explain variations in the physical environment, including climate, landforms, natural resources, and

Texas Treasures

“Dear Juno”


photograph,crackle,

envelope,announced,

starry,soared

5 days


natural hazards; (B) identify and compare how people in different communities adapt to or modify the physical environment in which they live such as deserts, mountains, wetlands, and plains; (C) describe the effects of physical processes such as volcanoes, hurricanes, and earthquakes in shaping the landscape

3.5(B) use a scale to determine the distance between places on maps and globes

Week 13November 14th-November 18th

Reading Literary Nonfiction / Biography

3.(9) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied

Texas Treasures


photograph,crackle,

envelope,announced,

starry,soared

5 days


structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to explain the difference in point of view between a biography and autobiography

3.F19DWeek 13November 14th- November 18th

Writing Literary Nonfiction / Biography

3.17-Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text

3.20(A) create brief compositions that: (i) establish a central idea in a topic sentence; (ii) include supporting sentences with simple facts, details, and explanations;

Texas Treasures




photograph,crackle,

envelope,announced,

starry,soared

5 days


and (iii) contain a concluding statement

3.25(A) generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic

3.26(B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics); (C) take simple notes and sort evidence into provided categories or an organizer; (D) identify the author, title, publisher, and publication year of sources

3.30 Listening and


Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students areexpected to speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.


Spelling prefixes re, un, pre, miss

3.24(E) spell single syllable homophones (e.g., bear/bare; week/weak; road/rode);

Texas Treasures



photograph,crackle,

envelope,announced,

starry,soared

5 days


Grammar past-tense verbs

3.22(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

Texas Treasures



BenchmarkBook

photograph,crackle,

envelope,announced,

starry,soared

5 days


(i) verbs (past, present, and future); (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the); (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully); (v) prepositions and prepositional phrases; (vi) possessive pronouns (e.g., his, hers, theirs); (vii) coordinating conjunctions (e.g., and, or, but); and (viii) time-order transition words and transitions that indicate a conclusion

3.22(C) use complete simple and compound sentences with correct subject-verb agreement




Social Studies Modifications to the environment over time

3.1(A) use vocabulary related to chronology, including past, present, and future times; (B) create and interpret timelines; and (C) apply the terms year, decade, and century to describe historical times

3.2(B) identify ways in which people in the local community and other communities meet their needs for government, education, communication, transportation, and recreation

3.3(A) use

Texas Treasures



photograph,crackle,

envelope,announced,

starry,soared

5 days


vocabulary related to chronology, including past, present, and future times; (B) create and interpret timelines; and (C) apply the terms year, decade, and century to describe historical times

Week 14November 28th-December 2nd


3.4(B) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs;

3.9 Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to

Texas Treasures“What do illustrators

do?”

suggestions,instance,illustrate,

style,sketches,textures

5 days


support their understanding. Students are expected to explain the difference in point of view between a biography and autobiography

3.F19DWeek 14November 28th-December 2nd

Writing Literary Nonfiction / Biography

3.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text


3.25(A) generate


do?”





5 days


research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic

3.26(B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics); (C) take simple notes and sort evidence into provided categories or an organizer;

3.30 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity

Week 14 Spelling dipthong oi 3.24(E) spell single Texas Weekly Spelling suggestions, 5


November 28th-December 2nd

syllable homophones (e.g., bear/bare; week/weak; road/rode

Treasures“What do illustrators

do?”

Assessment instance,illustrate,


days


Grammar future-tense verbs

3.22(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future); (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the); (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully); (v) prepositions and prepositional phrases; (vi) possessive pronouns (e.g., his, hers, theirs); (vii) coordinating conjunctions (e.g.,


do?”


BenchmarkBook



5 days


and, or, but); and (viii) time-order transition words and transitions that indicate a conclusion;




Social Studies Modifications to the environment over time


3.2(B) identify ways


do?”




5 days


in which people in the local community and other communities meet their needs for government, education, communication, transportation, and recreation


Week 15December 5th- December 9th

Reading Persuasive 3.14Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students

Texas Treasures“The Jones

Family Express”

innocent,aisles,

annual,potential,expensive,

politely

5 days


are expected to identify what the author is trying to persuade the reader to think or do.

3.13(C) identify explicit cause and effect relationships among ideas in texts; and (D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text


Writing Persuasive 3.17-Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text

3.20(A) create brief compositions that: (i) establish a central idea in a topic sentence; (ii) include supporting


Family Express”



innocent,aisles,


politely

5 days


sentences with simple facts, details, and explanations; and (iii) contain a concluding statement


3.26(B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics); (C) take simple notes and sort evidence into provided categories or an organizer(E) differentiate between paraphrasing and plagiarism and


identify the importance of citing valid and reliable sources

3.30Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity


Spelling variant vowels u 3.24(B) spell words with more advanced orthographic patterns and rules


Family Express”


innocent,aisles,


politely

5 days


Grammar sentence combining with verbs

3.22(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future); (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g.,


Family Express”


BenchmarkBook

innocent,aisles,


politely

5 days


descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the); (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully); (v) prepositions and prepositional phrases; (vi) possessive pronouns (e.g., his, hers, theirs); (vii) coordinating conjunctions (e.g., and, or, but); and (viii) time-order transition words and transitions that indicate a conclusion;


3.23(B) use capitalization for: (i) geographical names and places; (ii) historical periods; and


(iii) official titles of people;


Social Studies PBL Unit 3.18(A) express ideas orally based on knowledge and experiences; (B) use technology to create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas; and (C) use standard grammar, spelling, sentence structure, and punctuation

3.19(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation


Family Express”


innocent,aisles,


politely

5 days


that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

3.27A-FWeek 16December 12th-December 16th

Reading TBD TBA Texas Treasures

“Seven Spools of Thread”

quarreling,beamed,

fabric,argued

possessions,purchased

5 days

Week 16December 12th-December 16th

Writing Conventions 3.17-Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text


Texas Treasures




quarreling,beamed,

fabric,argued


5 days




3.26(B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics); (C) take simple notes and sort evidence into provided categories or an organizer(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable


sources


Spelling dipthong ou, ow 3.24B(vi) abstract vowels (e.g., ou as in could, touch, through, bought

Texas Treasures



quarreling,beamed,

fabric,argued


5 days


Grammar verbs “be, do, have”

3.22(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future); (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the); (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully); (v) prepositions and prepositional phrases; (vi) possessive pronouns (e.g., his,

Texas Texas Treasures



BenchmarkBook

quarreling,beamed,

fabric,argued


5 days


hers, theirs); (vii) coordinating conjunctions (e.g., and, or, but); and (viii) time-order transition words and transitions that indicate a conclusion;



Week 16 December 12th-December 16th

Social Studies PBL Unit 3.18(A) express ideas orally based on knowledge and experiences; (B) use technology to create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas; and

Texas Treasures



quarreling,beamed,

fabric,argued


5 days


(C) use standard grammar, spelling, sentence structure, and punctuation

3.19(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

3.27A-FWeek 17December 19-20th

Reading TBD Texas Treasures

“Nacho and

guarantee,pleaded,

exhausted,

2 days


Lolita” preparations,brilliance,affection

Week 17December 19-20th

Writing Conventions 3.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text

3.20A(A) create brief compositions that: (i) establish a central idea in a topic sentence; (ii) include supporting sentences with simple facts, details, and explanations; and (iii) contain a concluding statement

3.25(A) generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-

Texas Treasures

“Nacho and Lolita”



guarantee,pleaded,

exhausted,preparations,

brilliance,affection

2 days


ended questions about the major research topic;

3.26(B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics); (C) take simple notes and sort evidence into provided categories or an organizer(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources


Spelling plural words 3.24B(vi) abstract vowels (e.g., ou as in could, touch, through, bought);

Texas Treasures



guarantee,pleaded,exhausted,preparations,brilliance,affection

2 days


Grammar linking verbs 3.22(A) use and understand the function of the following parts of speech in the

Texas Treasures



BenchmarkBook

guarantee,pleaded,exhausted,preparations,brilliance,

2 days


context of reading, writing, and speaking: (i) verbs (past, present, and future); (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the); (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully); (v) prepositions and prepositional phrases; (vi) possessive pronouns (e.g., his, hers, theirs); (vii) coordinating conjunctions (e.g., and, or, but); and (viii) time-order transition words and transitions that indicate a conclusion;

3.22(C) use complete simple and compound

affection


sentences with correct subject-verb agreement



Social Studies PBL Unit 3.18(A) express ideas orally based on knowledge and experiences; (B) use technology to create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas; and (C) use standard grammar, spelling, sentence structure, and punctuation

3.19(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and

Texas Treasures



guarantee,pleaded,exhausted,preparations,brilliance,affection

2 days


disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

3.27A-FWeek 18Janurary 4th-6th

Reading Introduction to Drama

3.7Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain

Texas Treasures

“A Growing Interest”

pollution,utilize,

awareness,emphasize

3 days


the elements of plot and character as presented through dialogue in scripts that are read, viewed, written, or performed.

Week 18 Janurary 4th-6th

Writing Imaginative Stories


3.18(A) write imaginative stories that build the plot to a climax and contain details about the characters and setting

Texas Treasures




pollution,utilize,awareness,emphasize

3 days

Week 18Janurary 4th-6th

Spelling variant vowels au, aw, alt, alk, all, ough

Review all conventions

Texas Treasures




3 days


Grammar contractions with “Not”


Texas Treasures



BenchmarkBook


3 days


Social Studies PBL Unit 3.18(A) express ideas orally based on knowledge and

Texas Treasures

“A Growing


pollution,utilize,awareness,

3 days


experiences; (B) use technology to create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas; and (C) use standard grammar, spelling, sentence structure, and punctuation

3.19(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict

Interest” emphasize


consequences, and take action to implement a decision.

3.27A-FWeek 19January 9th-13th

Reading Literary / Legend

3.F19E Texas Treasures

“Ramona and her Father”

5 days

Week 19January 9th-13th

Writing Imaginative stories and conventions



Texas Treasures




5 days


Spelling homophones Review all conventions

Texas Treasures



5 days


Grammar main and helping verbs


Texas Treasures



BenchmarkBook

5 days



Social Studies Government, Presidents, and the Founding Documents

3.10(A) identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights; and (B) describe and explain the importance of the concept of "consent of the governed" as it relates to the functions of local, state, and national government

3.14(A) identify and compare the heroic deeds of state and national heroes, including Hector P. Garcia and James A. Lovell, and other individuals such as Harriet Tubman, Juliette Gordon Low, Todd Beamer, Ellen Ochoa, John "Danny" Olivas, and other contemporary heroes; and (B) identify and analyze the heroic deeds of individuals,

Texas Treasures



5 days


including military and first responders such as the Four Chaplains


Reading Historical Fiction 3.2(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text

3.F19D

Texas Treasures

“Out of this World”

4 days


Writing Imaginative stories and conventions



Texas Treasures




4 days


Spelling soft c and g Review all conventions

Texas Treasures

“Out of this


4 days


World”Week 20January 17th-20th

Grammar irregular verbs Review all conventions

Texas Treasures



BenchmarkBook

4 days



3.10(A) identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights; and (B) describe and explain the importance of the concept of "consent of the governed" as it relates to the functions of local, state, and national government

3.14(A) identify and compare the heroic deeds of state and national heroes, including Hector P. Garcia and James A. Lovell, and other individuals such as Harriet Tubman, Juliette Gordon Low, Todd Beamer, Ellen Ochoa, John "Danny" Olivas, and other contemporary

Texas Treasures



4 days


heroes; and (B) identify and analyze the heroic deeds of individuals, including military and first responders such as the Four Chaplains

Week 21January 23rd-27th

Reading Historical Informational

3.F19E3.12 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and locate the author's stated purposes in writing the text.

Texas Treasures“Penguin

Chick”

5 days


Writing imaginative stories and conventions

3.17 Writing/Writing Process. Students



Revising

5 days


use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text


Chick” Assessments


Spelling compound words



Chick”


5 days


Grammar pronouns Review all conventions


Chick”


BenchmarkBook

5 days



3.10(A) identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights; and (B) describe and explain the importance of the concept of "consent of the governed" as


Chick”


5 days


it relates to the functions of local, state, and national government

3.14(A) identify and compare the heroic deeds of state and national heroes, including Hector P. Garcia and James A. Lovell, and other individuals such as Harriet Tubman, Juliette Gordon Low, Todd Beamer, Ellen Ochoa, John "Danny" Olivas, and other contemporary heroes; and (B) identify and analyze the heroic deeds of individuals, including military and first responders such as the Four Chaplains

Week 22January 30th – February 3rd

Reading Poetry 3.5 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and

Texas Treasures“Animal Homes”

5 days


genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding

3.F19DWeek 22January 30th – February 3rd

Writing Expository Essay Favorite Book, Character, Poem






5 days


Spelling inflectional endings I to y


Texas Treasures“Animal


5 days


Homes”Week 22January 30th – February 3rd

Grammar subject and object pronouns




BenchmarkBook

5 days


Social Studies African-American History

3.11(C) identify and explain the importance of individual acts of civic responsibility, including obeying laws, serving the community, serving on a jury, and voting

3.13(B) compare ethnic and/or cultural celebrations in the local community with other communities

3.14(A) identify and compare the heroic deeds of state and national heroes, including Hector P. Garcia and James A. Lovell, and other individuals such as Harriet Tubman, Juliette Gordon Low, Todd Beamer, Ellen Ochoa, John "Danny" Olivas, and



5 days


other contemporary heroes;

Week 23February 6th- 10th

Reading Expository 3.13(A) identify the details or facts that support the main idea; (B) draw conclusions from the facts presented in text and support those assertions with textual evidence; (C) identify explicit cause and effect relationships among ideas in texts

Texas Treasures

“Call of the Wild”

5 days





Texas Treasures




5 days




Spelling closed syllables Review all conventions

Texas Treasures



5 days


Grammar pronoun-verb agreement


Texas Treasures



BenchmarkBook

5 days




3.13(B) compare ethnic and/or cultural celebrations in the local community with other communities

3.14(A) identify and compare the heroic deeds of state and national heroes, including Hector P.

Texas Treasures



5 days


Garcia and James A. Lovell, and other individuals such as Harriet Tubman, Juliette Gordon Low, Todd Beamer, Ellen Ochoa, John "Danny" Olivas, and other contemporary heroes;

Week 24February 13th-17th

Reading Literary / Fiction 3.2(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text

3.8(A) sequence and summarize the plot's main events and explain their influence on future events

Texas Treasures“Wilbur’s

Boast”

5 days




3.20(A) create brief


Boast”



5 days


compositions that: (i) establish a central idea in a topic sentence; (ii) include supporting sentences with simple facts, details, and explanations; and (iii) contain a concluding statement


Spelling inflectional endings



Boast”


5 days


Grammar possessive pronouns



Boast”


BenchmarkBook

5 days




3.13(B) compare ethnic and/or cultural celebrations in the


Boast”


5 days


local community with other communities

3.14(A) identify and compare the heroic deeds of state and national heroes, including Hector P. Garcia and James A. Lovell, and other individuals such as Harriet Tubman, Juliette Gordon Low, Todd Beamer, Ellen Ochoa, John "Danny" Olivas, and other contemporary heroes;

Week 25February 21st -24th

Reading Literary / Fiction 3.4(A) identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots

3.5(A) paraphrase the themes and supporting details of fables, legends, myths, or stories

Texas Treasures“Unique

Animals of the Southwest”

4 days



3.17 Writing/Writing Process. Students use elements of the


Animals of the



4 days


writing process (planning, drafting, revising, editing, and publishing) to compose text


Southwest”


Spelling open syllables Review all conventions




4 days


Grammar pronoun-verb contractions





BenchmarkBook

4 days


Social Studies Women’s History

3.11(B) identify historical figures such as Helen Keller and Clara Barton and contemporary figures such as Ruby




4 days


Bridges and military and first responders who exemplify good citizenship;

3.12(A) give examples of community changes that result from individual or group decisions

3.12(C) identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good

3.14(A) identify and compare the heroic deeds of state and national heroes, including Hector P. Garcia and James A. Lovell, and other individuals such as Harriet Tubman, Juliette Gordon Low, Todd Beamer, Ellen Ochoa, John "Danny" Olivas, and other contemporary heroes


3.16(A) identify scientists and inventors, including Jonas Salk, Maria Mitchell, and others who have discovered scientific breakthroughs or created or invented new technology such as Cyrus McCormick, Bill Gates, and Louis Pasteur

Week 26February 27th- March 3rd


3.9 Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to explain the difference in point of view between a

Texas Treasures

“Stone Soup”

5 days


biography and autobiography

3.13(C) identify explicit cause and effect relationships among ideas in texts

3.F19D


Writing Expository Essay – Personal Hero


create brief compositions that: (i) establish a central idea in a topic sentence; (ii) include supporting sentences with simple facts, details, and explanations; and (iii) contain a concluding statement

3.25(A) generate

Texas Treasures

“Stone Soup”



5 days


research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and (B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question

3.26A(i) student-initiated surveys, on-site inspections, and interviews; (ii) data from experts, reference texts, and online searches; and (iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate


Spelling prefixes re, un, pre, dis, de


Texas Treasures

“Stone Soup”


5 days

Week 26February 27th-

Grammar adjectives and articles


Texas Treasures


5 days


March 3rd “Stone Soup” BenchmarkBook



3.11(B) identify historical figures such as Helen Keller and Clara Barton and contemporary figures such as Ruby Bridges and military and first responders who exemplify good citizenship;



3.14(A) identify and compare the heroic deeds of state and national heroes, including Hector P. Garcia and James A. Lovell, and other individuals such as

Texas Treasures

“Stone Soup”


5 days


Harriet Tubman, Juliette Gordon Low, Todd Beamer, Ellen Ochoa, John "Danny" Olivas, and other contemporary heroes

3.16(A) identify scientists and inventors, including Jonas Salk, Maria Mitchell, and others who have discovered scientific breakthroughs or created or invented new technology such as Cyrus McCormick, Bill Gates, and Louis Pasteur

Week 27March 6th-10th

Reading Expository 3.13(A) identify the details or facts that support the main idea(D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text.

Texas Treasures

“The Strongest One”

5 days


Writing Expository Essay – Personal Hero and conventions

3.17 Writing/Writing Process. Students use elements of the

Texas Treasures




5 days


writing process (planning, drafting, revising, editing, and publishing) to compose text


3.25(A) generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and (B) generate a research plan for gathering relevant information (e.g., surveys, interviews,


encyclopedias) about the major research question



Spelling finale stable syllables


Texas Treasures



5 days


Grammar adjectives that compare


Texas Treasures



BenchmarkBook

5 days



3.11(B) identify historical figures such as Helen Keller and Clara Barton and contemporary figures such as Ruby Bridges and military and first responders who exemplify good citizenship;

Texas Treasures



5 days




3.14(A) identify and compare the heroic deeds of state and national heroes, including Hector P. Garcia and James A. Lovell, and other individuals such as Harriet Tubman, Juliette Gordon Low, Todd Beamer, Ellen Ochoa, John "Danny" Olivas, and other contemporary heroes

3.16(A) identify scientists and inventors, including Jonas Salk, Maria Mitchell, and others


who have discovered scientific breakthroughs or created or invented new technology such as Cyrus McCormick, Bill Gates, and Louis Pasteur


Reading Expository 3.F19D

3.F19E

Texas Treasures

“Tales of the Trickster”

5 days





Texas Treasures




5 days


3.25(A) generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and (B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question



Spelling vowel team syllables


Texas Treasures

“Tales of the


5 days


Trickster”Week 28March 20th-24th

Grammar adverbs Review all conventions

Texas Treasures



BenchmarkBook

5 days


Social Studies Economics and You

3.6(A) identify ways of earning, spending, saving, and donating money (B) create a simple budget that allocates money for spending, saving, and donating

3.7(A) define and identify examples of scarcity; (B) explain the impact of scarcity on the production, distribution, and consumption of goods and services; and (C) explain the concept of a free market as it relates to the U.S. free enterprise system

3.8(A) identify examples of how a simple business operates

Texas Treasures



5 days

Week 29 Reading Poetry 3.6 Texas 5


March 27th-31st Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).

3.10A Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary

Treasures“Cook-a-

Doodle-do!”

days


text and provide evidence from text to support their understanding. Students are expected to identify language that creates a graphic visual experience and appeals to the senses

Week 29March 27th-31st




3.25(A) generate

Texas Treasures“Cook-a-

Doodle-do!”



5 days


research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and (B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question



Spelling r controlled vowels



Doodle-do!”


5 days

Week 29 Grammar prepositions Review all Texas Texas Treasures 5


March 27th-31st conventions Treasures“Cook-a-

Doodle-do!”

Grammar Benchmark

Book

days







Doodle-do!”


5 days

Week 30April 3rd-7th

Reading Literary / Folktale

3.4(B) use context to determine the relevant meaning of unfamiliar words or

Texas Treasures

“One Riddle, One Answer”

5 days


distinguish among multiple meaning words and homographs



Writing Procedural Text, how to save the environment



3.25(A) generate research topics

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5 days


from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic

3.26(B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics); (C) take simple notes and sort evidence into provided categories or an organizer; (D) identify the author, title, publisher, and publication year of sources; and (E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources


3.28 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used

3.29(A) listen attentively to speakers, ask relevant questions, and make pertinent comments;

3.30 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students


continue to apply earlier standards with greater complexity


Spelling suffixes Review all conventions

Texas Treasures



5 days


Grammar sentence combining with adjectives and adverbs


Texas Treasures



BenchmarkBook

5 days




3.7(A) define and identify examples of scarcity; (B) explain the impact of scarcity on the production, distribution, and consumption of goods and services; and (C) explain the concept of a free market as it relates to the U.S. free

Texas Treasures



5 days


enterprise system


Week 31April 10th-13th

Reading Procedural 3.13(C) identify explicit cause and effect relationships among ideas in texts

3.15(B) locate and use specific information in graphic features of text

Texas Treasures

4 days


Writing Procedural Text- How to save Environment



Texas Treasures



4 days




3.26(B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics); (C) take simple notes and sort evidence into provided categories or an organizer; (D) identify the author, title, publisher, and publication year of sources; and (E) differentiate between


paraphrasing and plagiarism and identify the importance of citing valid and reliable sources






Spelling Review all conventions

Texas Treasures


4 days


Grammar Review all conventions

Texas Treasures


BenchmarkBook

4 days




3.7(A) define and identify examples of scarcity; (B) explain the impact of scarcity on the production, distribution, and consumption of goods and services;

Texas Treasures


4 days


and (C) explain the concept of a free market as it relates to the U.S. free enterprise system


Week 32April 17th – 21st

Reading Literary / Drama 3.4(A) identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots;


Texas Treasures

5 days


Writing Procedural Text- How to save Environment


3.20(A) create brief compositions that:

Texas Treasures



5 days


(i) establish a central idea in a topic sentence; (ii) include supporting sentences with simple facts, details, and explanations; and (iii) contain a concluding statement


3.26(B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics); (C) take simple notes and sort evidence into provided categories


or an organizer; (D) identify the author, title, publisher, and publication year of sources; and (E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources







Texas Treasures


5 days



Texas Treasures


BenchmarkBook

5 days


Social Studies Business and Entrepreneurs

3.6(B) create a simple budget that allocates money for spending, saving, and donating

3.7(A) define and identify examples of scarcity; (B) explain the impact of scarcity

Texas Treasures


5 days


on the production, distribution, and consumption of goods and services; and (C) explain the concept of a free market as it relates to the U.S. free enterprise system


Week 33April 24th- 28th

Reading Literary / Fantasy

3.8(B) describe the interaction of characters including their relationships and the changes they undergo

3.4(C) identify and use antonyms, synonyms, homographs, and homophones

Texas Treasures

5 days


Writing Personal Narrative


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5 days


3.19 Writing. Students write about their own experiences. Students are expected to write about important personal experiences



Texas Treasures


5 days



Texas Treasures


BenchmarkBook

5 days




3.7(A) define and identify examples of scarcity; (B) explain the impact of scarcity on the production, distribution, and consumption of goods and services; and (C) explain the concept of a free market as it relates to the U.S. free

Texas Treasures


5 days


enterprise system


Week 34May 1st-5th

Reading Informational 3.13(C) identify explicit cause and effect relationships among ideas in texts

3.F19E

Texas Treasures

5 days

Week 34May 1st-5th

Writing Personal Narrative and Conventions


3.19 Writing. Students write about their own experiences. Students are expected to write about important personal experiences

Texas Treasures



5 days

Week 34May 1st-5th


Texas Treasures


5 days


Week 34May 1st-5th


Texas Treasures


BenchmarkBook

5 days

Week 34May 1st-5th





Texas Treasures


5 days

Week 35May 8th-12th

Reading Informational / Fable

3.13(A) identify the details or facts that support the main idea

3.8(B) describe the

Texas Treasures

5 days


interaction of characters including their relationships and the changes they undergo

3.F19FWeek 35May 8th-12th

Writing Research Report 3.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text


3.25(A) generate research topics from personal interests or by brainstorming with

Texas Treasures



5 days


others, narrow to one topic, and formulate open-ended questions about the major research topic; and (B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question.3.26(A) follow the research plan to collect information from multiple sources of information, both oral and written, including: (i) student-initiated surveys, on-site inspections, and interviews; (ii) data from experts, reference texts, and online searches; and (iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate; (B) use skimming and scanning


techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics); (C) take simple notes and sort evidence into provided categories or an organizer; (D) identify the author, title, publisher, and publication year of sources; and (E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources

3. (27) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to improve the focus of research as a


result of consulting expert sources (e.g., reference librarians and local experts on the topic). (28) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used. (29) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier


standards with greater complexity. Students are expected to: (A) listen attentively to speakers, ask relevant questions, and make pertinent comments


3.31A Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by


posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others

Week 35May 8th-12th


Texas Treasures


5 days

Week 35May 8th-12th


Texas Treasures


BenchmarkBook

5 days

Week 35May 8th-12th




Texas Treasures


5 days



Week 36May 15th-19th

Reading Expository and Persuasive

3.13(A) identify the details or facts that support the main idea(C) identify explicit cause and effect relationships among ideas in texts

3.F19F

Texas Treasures

5 days


Writing Research Report 3.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text

3.20(A) create brief compositions that: (i) establish a central idea in a topic sentence; (ii) include supporting sentences with simple facts, details, and explanations; and (iii) contain a

Texas Treasures



5 days


concluding statement

3.25(A) generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and (B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question.3.26(A) follow the research plan to collect information from multiple sources of information, both oral and written, including: (i) student-initiated surveys, on-site inspections, and interviews; (ii) data from experts, reference texts, and online


searches; and (iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate; (B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics); (C) take simple notes and sort evidence into provided categories or an organizer; (D) identify the author, title, publisher, and publication year of sources; and (E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources

3.(27) Research/Synthesizing Information. Students clarify


research questions and evaluate and synthesize collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic). (28) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used. (29) Listening and Speaking/Listening.


Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively to speakers, ask relevant questions, and make pertinent comments


3.31A Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier


standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others



Texas Treasures


5 days



Texas Treasures


BenchmarkBook

5 days


Social Studies 3.13(A) explain the significance of various ethnic and/or cultural celebrations in the local community and other communities

3.15(A) identify various individual writers and artists such as Kadir Nelson, Tomie

Texas Treasures


5 days


dePaola, and Phillis Wheatley and their stories, poems, statues, and paintings and other examples of cultural heritage from various communities; and (B) explain the significance of various individual writers and artists such as Carmen Lomas Garza, Laura Ingalls Wilder, and Bill Martin Jr. and their stories, poems, statues, and paintings and other examples of cultural heritage to various communities