3rd Reading and Writing Planning
Jan. 8-12 and Jan. 15-19, 2018
January 2 Schedule
8:00-11:30
- DCA Data PLC (8:00-10:00)
- Planning for 1/8 and 1/15 (10:00-11:00 Reading, 11-11:30 writing )
- If you only teach writing, come at 11:00.
Achieve Suggestions
- Making it Count
- Can Iran Save A Lot...?
- Mapping Out the Future
- Can You Picture That?
Reading
1/3 -INFORMATIONAL TEXT: Procedural 3.15
Students understand how to glean and use information in procedural texts and documents.
3.15 (A) follow and explain a set of written multi-step directions.
3.15 (B) locate and use specific information in graphic features of text.
3.12 (A) identify the topic and explain the author’s purpose in writing about the text
1/8 and 1/15-Fig. 19 D and Fiction 3.8 A, B- Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand and author's message. Students are expected to: (D)make inferences using text evidence to support understanding. (Holiday 1/15)
Quality Questions: (Fig. 19 D)
- The reader can tell from the story that _____. (fiction)
- Which sentence in the story tells you that ___ (Fiction)
- From this article about ___the reader can tell that ___ (Literary nonfiction)
- Which sentence in this short biography supports the conclusion that ___ was ___?
- What can you conclude about ___?
- One conclusion that can be made about ___ is ___
- Which line in this poem told the reader that ___ was afraid?
Coming Soon:
New Grading period:
1/15 and 1/22 Fig. 19 D, E
1/29 and 2/5 Expository 3.14 A, B, C, D
2/12 and 2/19 Fiction 3.8 A, B, C and 3.10
2/26 and 3/5 Theme and Genre 3.5 and 3.10
Writing
Write From the Beginning-Expository
Genre- Expository (5 weeks)
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 Sentence Fluency:
The Napping House
The Important Book
Henry's Freedom Box
Dog Team
Home
Wonderful Alexander and the Catwings
Wombat Diving
Flower Garden
Casey at the Bat
Harlem
I Swim an Ocean in my Sleep
Market Day
The Sign of the Seahorse
The Big Box
Wild Child
Water Dance
Slugs
A River Dream
The Table Where Rich People Sit
The Pooh Story Bookl
Old Black Fly
Polka Bats
Night Noises
Nappy Hair
My ManBlue
My Little Sister Ate One Hare
Social Studies
Many resources in Pearson online. Sign in with T then ID# for login and password.
Chapter 4 Lesson 2 (1/8)
2(A) Identify reasons people have formed communities, including a need for security, religious freedom, law, and material well-being.
2.C Explain when, where, and why the Spanish established settlements and Catholic missions in Texas.
8.A Identify and explain clusters and patterns of settlement in Texas at different time periods.
12.C Analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas
16.A Explain the meaning of various patriotic symbols and landmarks of Texas.
19.C Summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas.
21.A Differentiate between, locate, and use valid primary and secondary sources to acquire information about the United States and Texas.
Lesson 3 (1/15):
2.D Identify Texas’ role in the Mexican War of Independence and the war's impact on the development of Texas.
2.E Identify the accomplishments and explain the economic motivations and impact of significant empresarios.
12.A Explain how people in different regions of Texas earn their living, past and present.
12.C Analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas.
14.B Identify and compare characteristics of the Spanish colonial government and the early Mexican governments and their influence on inhabitants of Texas.
17.D Identify the importance of historical figures and important individuals who modeled active participation in the democratic process.
Coming Soon:
Chapter 4 Lesson 2- Jan. 8-12, Lesson 3- Jan. 15-19
New Grading Period: Chapter 4
Essential Questions 1. Why do we have government? 2. What are the foundational beliefs of the U.S. government? 3. Why were the Declaration of Independence and the U.S. Constitution written? 4. Why does the U.S. have three branches of government?
5. Why does the United States have three levels of government?