3rd Reading and Writing Planning
Sept. 3-7 (Monday holiday) and Sept. 10-14, 2018 (Poetry)
SLO (Student Learning Objective)
- Should be general and easy to measure
- More info at staff meeting on Sept. 4
Achieve Articles
- Bringing School to Work
- Bringing the Farm to School
- School on Snowy Days
Reading TEKS
- 9/3-7 and 9/10-14 Poetry TEKS
- Istation BOY assessment Sept. 3-10
- Achieve 3000 assessment Level set (all classes are ready)
Sept. 4-7 Fiction
3.8 A sequence and summarize the plot's main events and explain their influence on future events
3.8 B describe the interaction of characters including their relationships and the changes they undergo.
Sept. 10 and Sept. 17:
LITERARY TEXT: Poetry 3.6 Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.
3.6 (A) explain how the structural elements of poetry (e.g. rhyme, meter, stanzas, line breaks) relate to its form (e.g. lyrical poetry, free verse)
Poetry Question Stems:
- What images in your mind were created by reading this poem? Which line or lines created this image for you?
- What can you tell about this poem?
- You can tell from this poem that ---
- Which type of poetry is the following poem?
- What are the differences in these 2 poems?
- How are the images created alike in these 2 poems?
Coming Soon:
9/17 and 9/24-Theme and Genre 3.5
Achieve 3000-Begin when classes and students are entered.
Writing TEKS-1st grading period
- Make sure titles of Mentor texts/sentences are included in your lesson plans.
- WRITING / WRITING PROCESS:
- 3.17 A-E – Plan, develop drafts, revise, edit, publish Launching the Writing Workshop,
- Grade 3 Genre—Personal Narrative,
- Grade 3 WRITING/ LITERARY TEXTS—3.19 Students write about important personal experiences. Students are expected to:
- 3.19 (A) write brief stories that include a beginning, middle, and end RESPONSE TO TEXT
- 3.20 (A) create multi-paragraph essay
- 3.20 (C) write responses to literary and expository texts and provide evidence from the text to demonstrate understanding.
- ORAL AND WRITTEN CONVENTIONS / CONVENTIONS
- 3.22 Students understand the functions and use the conventions of academic language when speaking and writing.
- Students are expected to: 3.22 (A) use and understand the follow parts of speech in the context of reading, writing, and speaking:
- (i) verbs – (past, present, future)
- (ii) nouns (singular, plural, common, proper)
- 3.22 (B) use the complete subject and the complete predicate in a sentence
- ORAL AND WRITTEN CONVENTIONS / HANDWRITING, CAPITALIZATION AND PUNCTUATION
- 3.23 Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
- Students are expected to: 3.23 (A) write legibly in cursive script with spacing between words in a sentence
- 3.23 (B) use capitalization for geographical names/places, historical periods, official titles of people
- 3.23( C) recognize and use punctuation marks including apostrophes in contractions and possessives, commas in a series and dates
- 3.23 (D) use correct mechanics including paragraph indentions
6 Traits Focus (8/20, 8/27, 9/3, 9/10, 9/17, 9/24)
Social Studies-Unit 1- 4 weeks (Chapter 1 Lessons 1-3)
Pearson Link:
user: T ID #
pwd: T ID #
TEKS:
1(A) Describe how individuals, events, and ideas have changed communities, past and present.2(A) Identify reasons people have formed communities, including a need for security, religious freedom, law, and material well-being.
2(B) Identify ways in which people in the local community and other communities meet their needs for government, education, communication, transportation, and recreation. 2(C) Compare ways in which various other communities meet their needs.
3(A) Use vocabulary related to chronology, including past, present, and future times.
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.
5(B) Use a scale to determine the distance between places on maps and globes.
5(C) Identify and use the compass rose, grid system, and symbols to locate places on maps and globes.
5(D) Create and interpret maps of places and regions that contain map elements, including a title, compass rose, legend, scale, and grid system.
Essential Questions
1. What makes a good community?
2. What are the characteristics that comprise a community or region?
3. How have communities changed over time?
4. What are similarities and differences between various communities?
5. What are the characteristics and purposes of different types of maps?
6. What are the characteristics of rural, suburban, and urban communities?
6(A) Identify ways of earning, spending, saving, and donating money