3rd Reading and Writing Planning
Nov. 6-10 and Nov. 13-17, 2017
Reading -Nov. 6 and Nov. 13
Expository: Nov. 6 and Nov. 13
INFORMATIONAL TEXT: Expository
3.14 Students analyze, make inferences, and draw conclusions about expository text and provide evidence from text to support their understanding.
3.13 (A) identify the details or facts that support the main idea
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.
3.12 (A) identify the topic and explain the author’s purpose in writing about the text.
Quality Questions:
- 3.13A What is _____?
- How does ___ make ___?
- Where is ___?
- This article is mostly about ___?
- Which detail listed below is important to the main idea?
- The ___ was ___ because---
- What is the main idea of this information?
- 3.13(B) You can tell from this information that ...
- What information in the text tells the reader that ...
- Which sentence in this article tells the article that ___ is ___?
- 3.13(C) You can tell that ___ causes ___ because ___.
- What was the effect of ___?
- How did ___ become ___?
- 3.13(D) How would you find ___ in this information?
- Which of the following would be helpful in finding information about ___?
Quality Questions: (Spanish)
- 3.13 (A) ¿Qué es_______?
- Cómo hace ______(personaje o cosa)?
- ¿Dónde está __________?
- ¿Este artículo se trata principalmente de ___.
- ¿Cuál de los siguientes detalles es importante para la idea principal?
- El/La _____era/estaba ____ porque ________.
- ¿Cuál es la idea principal de esta información?
- 3.13 (B) Puedes determiner de esta información
- que___.
- ¿Qué información en el texto le dice al lector que______?
- ¿Qué información en este artículo le dice al lector que __________?
- ¿Qué puedes determinar de _____?
- ¿Cuál oración en este artículo de periódico le
- hace saber al lector que _____es/está ______
- (conclusiones no declaradas en el artículo)
- 3.13 (C) Puedes determinar que ____ causa _____
- porque _____sucede porque ______.
- ¿Cómo hizo _____(personaje)_____?
- ¿Qué fue el efecto de _____?
- ¿Qué causó ______?
- ¿Cómo se convirtió ______en_______?
- 3.13 (D) Cómo encontrarías_____en esta información?
- ¿Cuál de los siguientes sería útil para
- encontrar información sobre _______?
- Si estuvieras buscando ______, ¿qué característica de texto usarías? ¿Estuviste correcto/a en tu predicción?
Coming Soon:
11/6 and 11/13 -Expository
11/27 and 12/4 - Literary Nonfiction
12/11 -Fiction
Expository text features
Expository text features
Cause and Effect
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 Word Choice:
A Bad Case Of Stripes (Spanish)
Amber on the Mountain
Brave Irene (Spanish)
Canoe Days
Dancing in the Wings
The Lotus Seed
Maniac Magee
Many Luscious Lollipops
Yeh Shen (Spanish)
Wilma Unlimited (Spanish)
The Wolf Who Cried Boy
Dancing in the Wings
Food Fight
The Cowboy and the Black-Eyed Pea
Baloney
Piggy Pie (Spanish)
Chicken Little (Spanish)
Pedro, el valiente
Que Cre'es?
Asi vamos a la escuela
Pollita Pequenita
Social Studies
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Chapter 3 Lesson 2-3 - 11/6 and 11/13
1(A) Describe how individuals, events, and ideas have changed communities, past and present.
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
14(A) identify and compare the heroic deeds of state and national heroes, including Hector P. Garcia and James A. Lovell, and other individuals such as Harriet Tubman, Juliette Gordon Low, Todd Beamer, Ellen Ochoa, Jon “Danny” Olivas, and other contemporary heroes.
17(B) sequence and categorize information.
Coming Soon: Chapter 3
Lesson 2-11/6
Lesson 3 - 11/13
Lesson 4 - 11/27
Lesson 5 - 12/4
Lesson 6 - 12/11