3rd Reading and Writing Planning
Nov. 12-16 and Nov. 26-30, 2018
Small Group Binders due Nov. 15
Digital Learning Days - Nov. 15-16
Reading DCA - Dec. 5
Reading
Nov. 12-Expository
INFORMATIONAL TEXT: Expository 3.13 Students analyze, make inferences, and draw conclusions about expository text and provide evidence from text to support their understanding.
3.13 (B) draw conclusions from the facts presented in text and support those assertions with textual evidence
3.13 (C ) identify explicit cause and effect relationships among ideas in text
3.13 (D) use the text features (title, table of contents, illustrations, bold print, captions, key words, italics) to locate information and make and verify predictions about the text.
Nov. 26-30 Review for DCA
Fig. 19 D questions stems:
- Read paragraph 8 from the story. So I mumbled something like, “Oh, it was nothing.” Which was a mistake. Why does ____ think he’s made a mistake?
- What does _____mean when he says he is “saved by the bell”?
- What is the best summary of the story?
- The purpose of the questions in paragraph 2 is to —
- The subheadings in the selection support the main idea that —
- Which statement describes one of Mrs. Baird’s business challenges?
- What is the theme of the selection?
- The author wrote this selection most likely to —
- What is the best summary of the section titled _______?
Most tested TEKS:
3.4 B
3.13 A
3.13 B
3.2 B
3.9
Fig. 19 D
Coming Soon:
11/12 Expository-cause and effect and drawing conclusions
11/26 and 12/3 DCA Review and DCA Dec. 5
12/10 and 12/17 Fiction
Writing
10/29 continue personal narrative
11/5 Begin expository writing
11/12, 11/26, 12/3, 12/10, 12/17 continue expository
Process-3.17 A, B Planning and drafting (Spanish and English same)
- Edit using CUPS (Capitalize, Usage, Punctuation, Spelling)
- Revise using ARMS (Add, Remove, Move, Substitute)
Grammar-
- 3.22 (A) use and understand the follow parts of speech in the context of reading, writing, and speaking: (iii) adjectives – (descriptive; limiting [this, that] articles [a, an, the]) (ii) adverbs (time [before, next], manner [carefully, beautifully])
- 3.22 (B) use the complete subject and the complete predicate in a sentence
- 3.22 (C) use complete simple and compound sentences with correct subject-verb agreement
**There are great grammar lessons in Nearpod and Flocabulary
Social Studies Unit 3 (Oct. 15-Dec. 21)
There are several videos in Schoology for this unit. They are pretty good. Take a look.
Many resources in Pearson online. Sign in with T then ID# for login and password.
Unit 3- Communities Build A Nation (9 weeks)
1(A) describe how individuals, events, and ideas have changed communities, past and present.
1(B) identify individuals, including Pierre-Charles L’Enfant, Benjamin Banneker, and Benjamin Franklin, who have helped to shape communities.
1(C) describe how individuals, including Daniel Boone, Christopher Columbus, the Founding Fathers, and Juan de Oñate, have contributed to the expansion of existing communities or to the create of new communities.
(2) History. The student understands common characteristics of communities, past and present. The student is expected to:
2(A) identify reasons people have formed communities, including a need for security, religious freedom, law, and material well-being.
2(B) identify reasons people have formed communities, including a need for security, religious freedom, law, and material well-being.
2(C) compare ways in which various other communities meet their needs.
(3) History. The student understands the concepts of time and chronology. The student is expected to:
3(A) use vocabulary related to chronology, including past, present, and future times.
3(B) create and interpret timelines.
3(C) apply the terms year, decade, and century to describe historical times.
(4) Geography. The student understands how humans adapt to variations in the physical environment. The student is expected to:
4(A) describe and explain variations in the physical environment, including climate, landforms, natural resources, and natural hazards.
4(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.
(10) Government. The student understands important ideas in historical documents at various levels of government. The student is expected to:
10(A) identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights
(14) Culture. The student understands the role of heroes in shaping the culture of