3rd Reading and Writing Planning
March 19-23 and March 26-30, 2018
DCA Data PLC-Thursday 8:00-11:30
- At STAAR standard, 53%-62% passing
- 16% masters
- 33% meets
- 64% approaches
- 36% below
Most Missed:
ELA-Gr3_15: Students understand how to glean and use information in procedural
texts and documents.
ELA-Gr3_13C: identify explicit cause and effect relationships among ideas in texts
ELA-Gr3_2B: ask relevant questions, seek clarification, and locate facts and details
about stories and other texts and support answers with evidence from text
ELA-Gr3_5A: paraphrase the themes and supporting details of fables, legends,
myths, or stories
ELA-Gr3_Fig19E: summarize information in text, maintaining meaning and logical
order
Reading - (No more STAAR type passages until 4/23.)
3/19 and 3/26: INFORMATIONAL TEXT: Expository 3.14- 2 weeks
Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
3.13 (A) (R) identify the details or facts that support the main idea
3.13 (B) (R) draw conclusions from the facts presented in text and support those assertions with textual evidence
3.13 (C) (R) identify explicit cause and effect relationships among ideas in text
3.13 (D) (R) 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.
3.12 (A) (R) identify the topic and explain the author’s purpose in writing about the text
Coming Soon:
4/2 Literary Nonfiction 3.9
4/9 and 4/16 Reading Blitz-Phase 1
4/23 and 4/30 Reading Blitz-Phase 2 and STAAR Review
5/7 Phase 3 Reading Blitz
5/14 STAAR Review and STAAR Reading and Math
5/21 Last week...woohoo!!!!
Writing
Write From the Beginning-Expository
Genre- Expository
TEKS-Writing/Informational Texts Expository —
3.20 . Students write expository texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
(B) create a brief composition that (i) establish a central idea in a topic sentence (ii) include supporting sentences with simple facts, details, and explanations (iii) contain a concluding statement
Mentor Texts for Voice:
Wemberly Worried
How to Lose All Your Friends
I Am the Dog, I Am the Cat
Hey World, Here I Am!
Harris and Me (Chapter)
The Gift of Sacred Dog
Earth Dance
Desert Voices
December
Dear Children of the Earth
Roller Coaster
Tell Me Again About the Day I Was Born
Creativity
Click Clack Moo, Cows That Type
The Carousel
Bull Run (Chapter)
The Block
Between Earth and Sky
Alexander and the Terrible...
Benjamin Brody's BackyardBag
Brother Eagle, Sister Sky
The Teacher from the Black Lagoon
What Mary Jo Shared
Tough Cookie
Tar Beach
Shaq and the Bean Stalk
Sleeping Ugly
Thank you, Mr. Falker
A Symphony of Whales
Anansi and the Talking Melon
Paper Bag Princess
My Many Colored Days
Pink and Say
Social Studies
Many resources in Pearson online. Sign in with T then ID# for login and password.
Unit 7 Lessons 1 and 2:
(6) Economics. The student understands the purposes of earning, spending, saving, and donating money. The student is expected to: ®6(A) identify ways of earning, spending, saving, and donating money. 6(B) create a simple budget that allocates money for spending, saving, and donating. (7) Economics. The student understands the concept of the free enterprise system. The student is expected to: 7(A) define and identify examples of scarcity. 7(B) explain the impact of scarcity on the production, distribution, and consumption of goods and services. ®7(C) explain the concept of a free market as it relates to the U.S. free enterprise system. (8) Economics. The student understands how businesses operate in the U.S. free enterprise system. The student is expected to: 8(A) identify examples of how a simple business operates. 8(B) explain how supply and demand affect the price of a good or service. 8(C) explain how the cost of production and selling price affect profits. 8(D) explain how government regulations and taxes impact consumer costs.
Chapter 7: Lessons 1-2
Essential Questions
1. How do people get what they need?
2. What is the difference between needs and wants?
3. How do people make choices when there is scarcity?
4. What are the differences between goods and services?
5. What are the differences between producers and consumers?
6. How is price influenced by supply and demand?
7. What are the differences between spending, saving and donating money?
8. How does specialization and division of labor help people make products?
Chapter 7: Concepts/Main Ideas
- People have to make choices about needs and wants because all resources are limited.
- People trade goods and services within communities, with other states, and with other countries.
- People are both producers and consumers of goods and services.
- The price of a products is influenced by supply and demand.
- People depend on each other as producers, consumers, savers, and borrowers.
- Specialization and the division of labor help people make products
Coming Soon:
Chapter 7 Lessons 1-5 (6 weeks)
Chapter 8 Lessons 1-4 (5 weeks)