3rd Reading and Writing Planning
Dec. 11-15, Jan. 3-5 and Jan. 8-12
3rd grade Quest Frontloads
- Lourdes and partner
- Glory and partner
January 2 Schedule
8:00-11:30
- Planning for 1/8 and 1/15 (8:00-9:30)
- DCA Data PLC (9:30-11:30)
Reading -Nov. 27 and Dec. 4 (DCA Dec. 6)
12/11-Fiction:
3.8 A -Sequence and summarize the plot's main events and explain thier influence on future events
3.8 B-describe the interaction of characters including their relationships and the changes they undergo
1/3 -INFORMATIONAL TEXT: Procedural 3.15 - 2 weeks
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
Quality Questions:
- What is the first step in the directions for making ___?
- According to the recipe, what do you do according to this recipe after ___?
- What can you tell about ___ from the graph?
- What can the reader tell about ___ from the article?
Coming Soon:
12/6 DCA #1
12/11 -Fiction
New Grading period:
1/3 and 1/8 Procedural
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 / Procedural
Genre- Expository (5 weeks)
Procedural (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 3 Lesson 6 (12/11)
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(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.
3(A) Use vocabulary related to chronology, including past, present, and future times
3(C) apply the terms year, decade, and century to describe historical times
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(A) identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights
17(B) sequence and categorize information.
Coming Soon:
Chapter 4 Lessons 1-3 - Jan. 3-5, Jan. 8-12, 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?
Chapter 4 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.
9(A) Describe the basic structure of government in the local community, state, and nation.
9(B) Identify local, state, and national government officials and explain how they are chosen.
9(C) Identify services commonly provided by local, state and national governments.
9(D) Explain how local, state, and national government services are financed.
10 (A) Identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights.
10 (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.