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20162017ScopeandSequenceEnglishLanguageArtsGrade3

st

1 Cycle
Unit

43Days
Aug. 22 Oct. 21, 2016
#ofLessons

CurriculumScopeandSequence201617

TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

Unit1.A:LiteraryTextRealisticFiction
UnitOverview:Throughout this unit, you will integrate the instructional practices in this planning guide with the First25DayLaunchand
the First25DayWritingWorkshop,which will set the foundation for guided reading routines and practices, and provide strategies for
implementing the writing process. Also during the unit, students will use context clues and affixes to discover the meaning of unknown
words. Through the genre of RealisticFiction,students will learn to ask questions specific to the genre, compare plots in several
different texts, and describe main characters. Students will also identify authors craft through inference, summary, characterizations,
first and third person narrator, use ideas to make and confirm predictions and identify language that create a visual graphic experience.
Students will respond to text and create personal narratives using writing conventions such as correct use of nouns, verbs, and
punctuation. Students will brainstorm research topics and determine relevant resources to investigate the topics.
Unit1.A

SuggestedPacing TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

Literary Text
Realistic Fiction

Aug. 22 Sept. WordStudy/PhonicsVocabulary


9 (3 Weeks)
R ELA.3.4AIdentify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full,
Aug. 19 Teacher -less), and know how they change the meaning of roots.R ELA.3.4BUse context to determine the
Prep. Day
relevant meaning of unfamiliar words or distinguish among multiple meaning words and
Labor Day Sept. homographs.
5
SpellingELA.3.1B.iUse common syllabication patterns to decode words including closed syllable
Sept. 12 -17
(CVC) (e.g., mag-net, splen-did).
Extend Review ELA.3.24AUse knowledge of letter sounds, word parts, word segmentation, and syllabication to
Assess Reteach spell.
ELA.3.24B.vSpell words with more advanced orthographic patterns and rules: complex
consonants (e.g., scr-, -dge, -tch).
ComprehensionSkills

ELA.3.2AUse ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing
clues) to make and confirm predictions.ELA.3.2BAsk relevant questions, seek clarification, and
locate facts and details about stories and other texts and support answers with evidence from
text.
R ELA.3.8ASequence and summarize the plot's main events and explain their influence on
future events.R ELA.3.8BDescribe the interaction of characters including their relationships and
the changes they undergo.
ELA3.8CIdentify whether the narrator or speaker of a story is first or third person.S ELA.3.10A
Identify language that creates a graphic visual experience and appeals to the senses.

20162017ScopeandSequenceEnglishLanguageArtsGrade3
43Days

st

1 Cycle
Unit

Aug. 22 Oct. 21, 2016


#ofLessons

Reading
Sept. 20-25

CurriculumScopeandSequence201617

TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

Additionalemphasison:RELA.3.Fig19DMake inferences about text and use textual evidence to


support understanding.RELA.3.Fig19ESummarize information in text, maintaining meaning and
logical order.
WritingWrittenConventionsELA.3.22A.iUse and understand verbs (past, present, and future) in
the context of reading, writing, and speaking.ELA.3.22A.iiUse and understand the function of
nouns (singular/plural, common/proper) in the context of reading, writing, and speaking.
ELA.3.23C.iRecognize and use punctuation marks including apostrophes in contractions and
possessives.
Composition:PersonalNarrativeCompositionELA.3.20CWrite responses to literary or expository
texts and provide evidence from the text to demonstrate understanding.ELA.3.19AWrite about
important personal experiences.
ResearchELA.3.25AGenerate research topics from personal interests or by brainstorming with
others, narrow to one topic, and formulate open-ended questions about the major research topic.
ELA.3.25BGenerate a research plan for gathering relevant information (e.g., surveys, interviews,
encyclopedias) about the major research question.
OngoingTEKS:Pleaseseepages2122foralistofongoingTEKS.
Literary Nonfiction
WordStudy/PhonicsVocabularyRELA.3.4BUse context to determine the relevant meaning of
unfamiliar words or distinguish among multiple meaning words and homographs.SELA.3.4C
Identify and use antonyms, synonyms, homographs, and homophones.
Phonics/SpellingELA.3.1B.iiUse common syllabication patterns to decode words including open
syllable (CV) (e.g., ve-to).ELA.3.24B.iSpell words with more advanced orthographic patterns and
rules: consonant doubling when adding an ending.
ELA.3.24B.vSpell words with more advanced orthographic patterns and rules: complex

consonants (e.g., scr-, -dge, -tch).


ComprehensionSkillsSELA.3.2BAsk relevant questions, seek clarification, and locate facts and
details about stories and other texts and support answers with evidence from text.SELA.3.5A
Paraphrase the themes and supporting details of fables, legends, myths, or stories.SELA.3.9
Explain the difference in point of view between a biography and autobiography.
Additionalemphasison:RELA.3Fig19DMake inferences about text and use textual evidence to
support understanding.RELA.3Fig19ESummarize information in text, maintaining meaning and
logical order..
WritingWrittenConventionsELA.3.22A.iiiUse and understand the function of adjectives (e.g.,
descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the) in the context of reading,
writing, and speaking.ELA.3.22A.viiiUse and understand time-order transition words and
transitions that indicate a conclusion in the context of reading, writing, and speaking.ELA.3.23B.i
Use capitalization for geographical names and places.ELA.3.23B.iiUse capitalization for
historical periods.
ELA.3.23B.iiiUse capitalization for official titles of people.
Composition:LiteraryNonfictionandPersonalNarrativeELA.3.19AWrite about important personal
experiences.
ELA.3.20CWrite responses to literary or expository texts and provide evidence from the text to
demonstrate understanding.

Unit1.B:LiteraryNonfiction
UnitOverview:Throughout this unit, you will integrate the instructional practices in this planning guide with the First25DayLaunchand
the First25DayWritingWorkshop,which will set the foundation for guided reading routines and practices, and provide strategies for
implementing the writing process. Also, students will use context clues and antonyms and synonyms to discover the meaning of
unknown words, use syllabication to decode words, and orthographic patterns to spell words. Through the genre of biography and
autobiography,students will learn to ask questions specific to the genre, paraphrase the themes and supporting details, explain the
difference in point of view between a biography and an autobiography, make inferences and, summarize and paraphrase texts.
Students will respond to text and create personal narratives using writing conventions such as transitions, adjectivess, capitalization for
official titles of people, geographical places, and for historical periods. Students will research a plan to collect information, skimming
and scanning techniques to identify data by looking at text features, and take notes.


Unit1.B

SuggestedPacing TEKSTexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

ResearchELA.3.26A.iiFollow the research plan to collect information from multiple sources of


information, both oral and written, including: data from experts, reference texts, and online
searches.ELA3.26BUse skimming and scanning techniques to identify data by looking at text
features (e.g., bold print, captions, key words, italics).ELA.3.26CTake simple notes and sort
evidence into provided categories or an organizer.
OngoingTEKS:Pleaseseepages2122foralistofongoingTEKS.

Unit1.C:InformationalTextExpository
UnitOverview:Throughout this unit, students will use context clues and alphabetize a series of words to the third letter using
dictionaries, and spell words using orthographic rules and work with contractions. Through the genre of Expositorytext, students will
learn to discuss main idea and distinguish it from the topic, details or state facts, and explain the author's purpose in writing the text,
also the order of events, summary and inferences using textual evidence. Students will respond to text and create an expository text,
establishing a central idea in a topic sentence, including supporting sentences with simple facts, details ad explanations, and
containing a concluding statement using writing conventions such as capitalization for geographical names and places, as well as
official titles of people. Students will follow a research plan to collect information from multiple sources of information, identify the
author, title, publisher, and publication year of sources, and differentiate between paraphrasing and plagiarism.
Unit1.C

SuggestedPacing

TEKSTexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

Informational Text Sept. 27 To Oct. WordStudy/PhonicsVocabularyRELA.3.4BUse context to determine the relevant meaning of
Expository
18
unfamiliar words or distinguish among multiple meaning words and homographs.ELA.3.4E
Alphabetize a series of words to the third letter and use a dictionary or a glossary to determine
(3 Weeks)
the meanings, syllabication, and pronunciation of unknown words.
Early Dismissal Phonics/SpellingELA.3.1B.iiUse common syllabication patterns to decode words including open
Oct. 11
syllable (CV) (e.g., ve-to).ELA.3.1DIdentify and read contractions (e.g., I'd, won't).ELA.3.24F
Fall Holiday Oct. Spell complex contractions (e.g., shouldve, wont).
12

ComprehensionSkillsRELA.3.12Identify the topic and locate the author's stated purposes in


writing the text. RELA.3.13AIdentify the details or facts that support the main idea.RELA3.13B
Oct. 19-21
Extend Review Draw conclusions from the facts presented in text and support those assertions with textual

Assess Reteach evidence.RELA3.13CIdentify explicit cause and effect relationships among ideas in texts.

Writing

ELA.3.Fig19ESummarize information in text, maintaining meaning and logical order.

Sept. 28-30

WritingWrittenConventionsELA.3.22A.iUse and understand verbs (past, present, and future) in


the context of reading, writing, and speaking.ELA.3.22A.iiUse and understand the function of
nouns (singular/plural, common/proper) in the context of reading, writing, and speaking.
ELA.3.23B.iUse capitalization for geographical names and places.ELA3.23B.iiiUse
capitalization for official titles of people.

Snapshot2
Reading
Suggested
Window
Oct. 25-27
Snapshot3
Reading

Composition:ExpositoryCompositionELA.3.20CWrite responses to literary or expository texts and


provide evidence from the text to demonstrate understanding.ELA.3.20A.iCreate brief
compositions that establish a central idea in a topic sentence. ELA3.20AiiCreate brief
compositions that include supporting sentences with simple facts, details, and explanations.ELA
3.20A.iiiCreate brief compositions that contain a concluding statement.
ResearchELA.3.26A.iiiFollow the research plan to collect information from multiple sources of
information, both oral and written, including: visual sources of information (e.g., maps, timelines,
graphs) where appropriate.ELA.3.26DIdentify the author, title, publisher, and publication year of
sources. ELA.3.26EDifferentiate between paraphrasing and plagiarism and identify the
importance of citing valid and reliable sources.
Literary Text Poetry

Suggested
WordStudy/PhonicsVocabulary
WindowNov. 911
RELA.3.4AIdentify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full,
-less), and know how they change the meaning of roots.ELA.3.4DIdentify and apply playful uses
of language (e.g., tongue twisters, palindromes, riddles).
Oct. 24 Nov.
11 (3 Weeks)
Phonics/SpellingELA.3.1B.iiiUse common syllabication patterns to decode words including final
Nov. 14 Extend stable
Review Assess syllable (e.g., puz-zle, con-trac-tion).ELA.3.1B.vUse common syllabication patterns to decode
Reteach
words including vowel digraphs and diphthongs (e.g., ei-ther).ELA.3.24B.iSpell words with more
advanced orthographic patterns and rules: consonant doubling when adding an ending.
ELA.3.24B.iiiSpell words with more advanced orthographic patterns and rules: changing -y to -i
before adding the ending -es.

ComprehensionSkills
SELA.3.2BAsk relevant questions, seek clarification, and locate facts and details about stories
and other texts and support answers with evidence from text.SELA.3.6ADescribe the
characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry,
lyrical poetry, humorous poetry, free verse).
SELA.3.10AIdentify language that creates a graphic visual experience and appeals to the
senses.
Additionalemphasison:RELA.3.Fig19DMake inferences about text and use textual evidence to
support understanding.RELA.3.Fig19ESummarize information in text, maintaining meaning and
logical order.

20162017ScopeandSequenceEnglishLanguageArtsGrade3

nd

2 Cycle
Unit

37Days
Oct. 24 Dec. 16, 2016
#ofLessons

CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

WritingWrittenConventionsELA.3.22A.iiiUse and understand the function of adjectives (e.g.,


descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the) in the context of reading,
writing, and speaking.ELA.3.22A.viUse and understand possessive pronouns (e.g., his, hers,
theirs) in the context of reading, writing, and speaking.
Composition:PoetryELA.3.20CWrite responses to literary or expository texts and provide
evidence from the text to demonstrate understanding.ELA.3.18BWrite poems that convey
sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse).
ResearchELA.3.26BUse skimming and scanning techniques to identify data by looking at text
features (e.g., bold print, captions, key words, italics).
ELA.3.27AImprove the focus of research as a result of consulting expert sources (e.g.,
reference librarians and local experts on the topic).

Unit2.B:InformationalTextProcedural
UnitOverview:Throughout this unit, students will use context clues, synonyms, antonyms and homophones, and spell words using
orthographic patterns, including dropping the final e, and abstract vowels. Through the genre of InformationalTextProcedural,
students will learn to ask, questions, seek clarification, locate facts and details, topic, locate the author's stated purposes, details or
facts, text features, follow and explain a set of written multi-step directions, summarize, make inferences using textual evidence and
make connections. Students will respond to text and create a brief compositions that include supporting sentences with simple facts,
details, and explanations, using written conventions, such as prepositions and prepositional, phrases, coordinating conjunctions,
commas, time-order transition words and transitions that indicate a conclusion. Students will create a plan to collect information from
multiple sources.
Unit2.B

SuggestedPacing

TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

Informational Text Nov. 15 To Dec. WordStudy/PhonicsVocabularyRELA.3.4BUse context to determine the relevant meaning of
1 (3 weeks)
unfamiliar words or distinguish among multiple meaning words and homographs. SELA.3.4C

Identify and use antonyms, synonyms, and homophones.


SpellingELA.3.1B.iUse common syllabication patterns to decode words including closed syllable
(CVC) (e.g., mag-net, splen-did).ELA.3.24B.iiSpell words with more advanced orthographic
patterns and rules: dropping final e when endings are added (e.g., -ing, -ed).
ELA.3.24B.viSpell words with more advanced orthographic patterns and rules: abstract vowels
(e.g., ou as in could, touch, through, bought).
ComprehensionSkillsSELA.3.2BAsk relevant questions, seek clarification, and locate facts and
details about stories and other texts and support answers with evidence from text.RELA.3.12A
Identify the topic and locate the author's stated purposes in writing the text. RELA.3.13AIdentify
the details or facts that support the main idea.RELA.3.13DUse text features (e.g., bold print,
captions, key words, italics) to locate information and make and verify predictions about contents
of text.ELA.3.15AFollow and explain a set of written multi-step directions.

Procedural

Additionalemphasison:RELA.3.Fig19DMake inferences about text and use textual evidence to


Early Dismissal support understanding.RELA.3.Fig19ESummarize information in text, maintaining meaning and
Nov. 16
logical order. ELA.3.Fig19FMake connections (e.g., thematic links, author analysis) between
literary and informational texts with similar ideas and provide textual evidence.
Thanksgiving
Holiday Nov. 23- WritingWrittenConventionsELA.3.22A.vUse and understand the function of prepositions and
25
prepositional phrases in the context of reading, writing, and speaking.ELA3.22A.viiUse and
understand coordinating conjunctions (e.g., and, or, but) in the context of reading, writing, and
Dec.2 Extend
speaking.ELA.3.22A.viiiUse and understand time-order transition words and transitions that
Review Assess
indicate a conclusion in the context of reading, writing, and speaking.ELA3.23C.iiRecognize and
Reteach
use punctuation marks including commas in series and dates.
Composition:ExpositoryELA.3.20A.iiCreate brief compositions that include supporting sentences
with simple
facts, details, and explanations.ELA.3.20CWrite responses to literary or expository texts that
demonstrate an understanding of the text.
ResearchELA.3.26A.iFollow the research plan to collect information from multiple sources of
information, both oral and written, including: student-initiated surveys, on-site inspections, and
interviews.

20162017ScopeandSequenceEnglishLanguageArtsGrade3

nd

2 Cycle
Unit

37Days
Oct. 24 Dec. 16, 2016
#ofLessons

CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

Unit2.C:LiteraryTextRealisticFiction
UnitOverview:Throughout this unit, students will use context clues, multiple meaning words, synonyms, antonyms and homophones,
and spell words changing the y to i, and using contractions. Through the genre of RealisticFiction, students will learn to make and
confirm predictions, ask questions, seek clarification, and locate facts and details, sequence and summarize the plot's main events,
identify interaction of characters, order events in chronological order, and determine whether the narrator is first or third person.
Students will respond to text and write about important personal experiences, using writing conventions such as coordinating
conjunctions and apostrophes. Students will draw conclusions through explanation and create a works-cited page from notes.
Unit2.C
Literary Text
Realistic Fiction

SuggestedPacing

Dec. 5 To Dec.
15 (2 Weeks)

TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

WordStudy/PhonicsVocabularyRELA.3.4BUse context to determine the relevant meaning of


unfamiliar words or distinguish among multiple meaning words and homographs.SELA.3.4C
Identify and use antonyms, synonyms, homographs, and homophones.

Dec. 16 Extend
Review Assess Phonics/SpellingELA.3.1B.ivUse common syllabication patterns to decode words including rReteach
controlled vowels (e.g., fer-ment, car-pool).
Winter Break
Dec.19 Jan.2

ELA.3.1DIdentify and read contractions (e.g., I'd, won't).ELA.3.24B.iiiSpell words with more
advanced orthographic patterns and rules: changing y to i before adding the ending -es.
ELA.3.24FSpell complex contractions (e.g., shouldve, wont).
ComprehensionSkillsELA.3.2AUse ideas (e.g., illustrations, titles, topic sentences, key words, and
foreshadowing clues) to make and confirm predictions.SELA.3.2BAsk relevant questions, seek
clarification, and locate facts and details about stories and other texts and support answers with
evidence from text.RELA.3.8ASequence and summarize the plot's main events and explain
their influence on future events.RELA.3.8BDescribe the interaction of characters including their
relationships and the changes they undergo.ELA3.8CIdentify whether the narrator or speaker of
a story is first or third person.SELA.3.10AIdentify language that creates a graphic visual
experience and appeals to the senses.
Additionalemphasison:RELA.3.Fig19DMake inferences about text and use textual evidence to

support understanding.
R ELA.3.Fig19ESummarize information in text, maintaining meaning and logical order.

20162017ScopeandSequenceEnglishLanguageArtsGrade3

nd

2 Cycle
Unit

37Days
Oct. 24 Dec. 16, 2016
#ofLessons

CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

WritingWrittenConventionsELA.3.22A.viiUse and understand coordinating conjunctions (e.g.,


and, or, but) in the context of reading, writing, and speaking.ELA.3.23C.iRecognize and use
punctuation marks including apostrophes in contractions and possessives.
Composition:PersonalNarrativeCompositionELA.3.20CWrite responses to literary or expository
texts and provide evidence from the text to demonstrate understanding.ELA.3.19AWrite about
important personal experiences.
the text.
ResearchELA.3.28ADraw conclusions through a brief written explanation and create a workscited page from notes, including the author, title, publisher, and publication year for each source
used.
OngoingTEKS:Pleaseseepages2122foralistofongoingTEKS.

20162017ScopeandSequenceEnglishLanguageArtsGrade3
37Days

nd

2 Cycle
Unit

Oct. 24 Dec. 16, 2016


#ofLessons

CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

Unit3.AInformationalTextExpository
UnitOverview:Throughout this unit, students will use context clues, multiple meaning words and prefixes and suffixes, and spell words
with r-controlled vowels. And homophones. Through the genre of Expositorytext, students will learn to discuss main idea and
distinguish it from the topic, details or state facts and, locate and use specific information in graphic features, also the order of events,
summary and inferences using evidence and, make connections between literary and informational texts with similar ideas. Students
will respond to text and create an expository text, establishing a central idea in a topic sentence, including supporting sentences with
simple facts, details ad explanations, and containing a concluding statement using writing conventions such as adjectives, prepositions,
and punctuation marks including commas. Students will generate research topics from personal interests and a research plan for
gathering relevant information.
Unit3.A

SuggestedPacing

Informational Text Jan. 4 To Jan.


Expository
25 (3 Weeks)
Teacher
Preparation
Day Jan. 3

TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

WordStudy/PhonicsVocabularyRELA.3.4AIdentify the meaning of common prefixes (e.g., -in, dis-)


and suffixes (e.g., - ful, -less), and know how they change the meaning of roots.RELA.3.4BUse
context to determine the relevant meaning of unfamiliar words or distinguish among multiple
meaning words and homographs.

Phonics/SpellingELA.3.1A.ivDecode multisyllabic words in context and independent of context by


applying common spelling patterns including using knowledge of common prefixes and suffixes
Holiday Martin (e.g., dis-, -ly).
Luther King
Jan. 16
ELA.3.1B.ivUse common syllabication patterns to decode words including r-controlled vowels
(e.g., fer-ment, car-pool).
Snapshot4
Reading
ELA.3.24ESpell single syllable homophones (e.g., bear/bare; week/weak; road/rode).
Suggested
Window

ComprehensionSkillsRELA.3.13AIdentify the details or facts that support the main idea.RELA3.13


BDraw conclusions from the facts presented in text and support those assertions with textual

Jan. 25-27
See Outline for
TEKS Details
evidence.RELA.3.13CIdentify explicit cause and effect relationships among ideas in texts. S
Jan. 26-27
Extend Review ELA.3.15BLocate and use specific information in graphic features of text.
Assess Reteach
Additionalemphasison:RELA.3.Fig19DMake inferences about text and use textual evidence to
support understanding.RELA.3.Fig19ESummarize information in text, maintaining meaning and
logical order. RELA.3.Fig19FMake connections (e.g., thematic links, author analysis) between

20162017ScopeandSequenceEnglishLanguageArtsGrade3
47Days

rd

3 Cycle
Unit

Jan. 4 Mar. 10, 2017


#ofLessons

CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

ELA.3.22A.vUse and understand the function of prepositions and prepositional phrases in the
context of reading, writing, and speaking.ELA.3.22A.iiiUse and understand the function of
adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the) in the
context of reading, writing, and speaking.
Composition:ExpositoryELA.3.20BWrite letters whose language is tailored to the audience and
purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date,
salutation, closing).
ELA.3.20A.iCreate brief compositions that establish a central idea in a topic sentence.
Early Dismissal
ELA.3.20A.iiCreate brief compositions that include supporting sentences with simple facts,
Jan. 25
details, and explanations.
ELA.3.20A.iiiCreate brief compositions that contain a concluding statement. ELA.3.20CWrite
responses to literary or expository texts that demonstrate an understanding of the text.
ResearchELA.3.25AGenerate research topics from personal interests or by brainstorming with
others, narrow to one topic, and formulate open-ended questions about the major research topic.
ELA.3.25BGenerate a research plan for gathering relevant information (e.g., surveys, interviews,
encyclopedias) about the major research question.
OngoingTEKS:Pleaseseepages2122foralistofongoingTEKS.
Unit3.B:LiteraryNonfiction
UnitOverview:Throughout this unit, students will use antonyms, synonyms, homographs, homophones, alphabetize words to the third
letter and use a dictionary, and spell words dropping the final sounds and doubling the final consonant. Through the genre of Biography
andAutobiography, students will learn to ask questions specific to the genre, paraphrase the themes and supporting details, explain the
difference in point of view between a biography and an autobiography, make inferences and, summarize and paraphrase texts and,
make connections between texts. Students will respond to text and write letters using writing conventions such as nouns, verbs,

adverbs and capitalization for official titles of people. Students will research plan to collect information, skim and scan techniques to
identify data by looking at text features, and take notes.
Unit3.B

SuggestedPacing TEKSTexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

Literary Nonfiction

Jan. 30 To Feb. WordStudy/PhonicsVocabularySELA.3.4CIdentify and use antonyms, synonyms, homographs,


8 (2 Weeks)
and homophones. ELA3.4EAlphabetize a series of words to the third letter and use a dictionary
or a glossary to determine the meanings, syllabication, and pronunciation of unknown words.

Snapshot3
Suggested
Window
Writing
Feb. 13-15

Phonics/SpellingELA.3.1A.iDecode multisyllabic words in context and independent of context by


applying common spelling patterns including dropping the final e and add endings such as -ing,
-ed, or -able (e.g., use, using, used, usable).
ELA.3.1A.iiiDecode multisyllabic words in context and independent of context by applying
common spelling patterns including changing the final y to i (e.g., baby to babies).
ELA.3.24B.iSpell words with more advanced orthographic patterns and rules: consonant
doubling when adding an ending.ELA.3.24B.iiSpell words with more advanced orthographic
patterns and rules: dropping final e when endings are added (e.g., -ing, -ed).

Feb. 9-10
Extend Review ComprehensionSkillsSELA.3.5AParaphrase the themes and supporting details of fables, legends,
Assess Reteach myths, or stories.SELA.3.9Explain the difference in point of view between a biography and
autobiography.
Early Dismissal
Additionalemphasison:RELA.3.Fig19DMake inferences about text and use textual evidence to
Feb. 22
support understanding.RELA.3.Fig19ESummarize information in text, maintaining meaning and
logical order. RELA.3.Fig19FMake connections (e.g., thematic links, author analysis) between
literary and informational texts with similar ideas and provide textual evidence.
WritingWrittenConventionsELA.3.22A.iUse and understand verbs (past, present, and future) in
the context of reading, writing, and speaking.ELA.3.22A.iiUse and understand the function of
nouns (singular/plural, common/proper) in the context of reading, writing, and speaking.
ELA.3.22A.ivUse and understand the function of adverbs (e.g., time: before, next; manner:
carefully, beautifully) in the context of reading, writing, and speaking.ELA3.23B.iiiUse
capitalization for official titles of people.
Composition:LetterWritingELA.3.20BWrite letters whose language is tailored to the audience and
purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date,
salutation, closing).ELA.3.20CWrite responses to literary or expository texts and provide

evidence from the text to demonstrate understanding.

20162017ScopeandSequenceEnglishLanguageArtsGrade3
47Days

rd

3 Cycle

Jan. 4 Mar. 10, 2017

Unit

#ofLessons

CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

ResearchELA.3.26A.iiFollow the research plan to collect information from multiple sources of


information, both oral and written, including: data from experts, reference texts, and online
searches.ELA.3.26BUse skimming and scanning techniques to identify data by looking at text
features (e.g., bold print, captions, key words, italics).
ELA.3.26CTake simple notes and sort evidence into provided categories or an organizer. Ongoing
TEKS:Pleaseseepages2122foralistofongoingTEKS.

Unit3.C:LiteraryTextPoetry
UnitOverview:Throughout this unit, students will use context clues to discover the meaning of unknown words and playful uses of the
language, spell words using the rule changing the y to i. Through the genre of Poetry,students will learn to identify of various forms of
poetry, words and figures of speech such as similes and metaphors, language that creates a graphic visual experience appealing to the
senses, summarization and inferences providing textual evidences. Students will respond to text and write poems that convey sensory
details and conventions of poetry using adjectives, prepositions, prepositional phrases, simple and compound sentences. Students will
use skimming and scanning techniques to identify data by looking at text features and consult expert sources, follow a research plan to
collect information from multiple sources of information, identify the author, title, publisher, and publication year of sources, and
differentiate between paraphrasing and plagiarism.
Unit3.C

SuggestedPacing TEKSTexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

Poetry

Feb. 13 To Mar. WordStudy/PhonicsVocabularyRELA.3.4BUse context to determine the relevant meaning of


7 (3 Weeks)
unfamiliar words or distinguish among multiple meaning words and homographs.ELA.3.4D
Identify and apply playful uses of language (e.g., tongue twisters, palindromes, riddles).
Spring Break
Mar. 13 To Mar. Phonics/SpellingELA.3.1A.iiiDecode multisyllabic words in context and independent of context by
8-10
applying common spelling patterns including changing the final y to I (e.g., baby to babies).
ComprehensionSkillsSELA.3.6ADescribe the characteristics of various forms of poetry and how
they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).S

ELA.3.10AIdentify language that creates a graphic visual experience and appeals to the senses.
Additionalemphasison:RELA.3.Fig19DMake inferences about text and use textual evidence to
support understanding.
R ELA.3.Fig19ESummarize information in text, maintaining meaning and logical order.
WritingWrittenConventionsELA.3.22A.iiiUse and understand the function of adjectives (e.g.,
descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the) in the context of reading,
writing, and speaking.ELA3.22A.vUse and understand the function of prepositions and
prepositional phrases in the context of reading, writing, and speaking.
ELA.3.22CUse complete simple and compound sentences with correct subject-verb agreement.
Composition:PoetryELA.3.20CWrite responses to literary or expository texts and provide evidence
from the text to demonstrate understanding.ELA.3.18BWrite poems that convey sensory details
using the conventions of poetry (e.g., rhyme, meter, patterns of verse).
ResearchELA.3.26A.iiiFollow the research plan to collect information from multiple sources of
Extend Review information, both oral and written, including: visual sources of information (e.g., maps, timelines,
Assess Reteach graphs) where appropriate.ELA.3.26DIdentify the author, title, publisher, and publication year of
Mar. 17
sources. ELA.3.26EDifferentiate between paraphrasing and plagiarism and identify the
importance of citing valid and reliable sources.

20162017ScopeandSequenceEnglishLanguageArtsGrade3
48Days

th

4 Cycle
Unit

Mar. 20 May 25, 2017


#ofLessons

CurriculumScopeandSequence201617

TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

Unit4.AInformationalTextExpository/Persuasive
UnitOverview:Throughout this unit, students will use prefixes and suffixes, and spell words with derivational affixes and following the
rule for dropping the final e. Through the genre of InformationalTextExpository/Persuasive, students will learn to ask relevant
questions, draw conclusions, and text features, Identify what the author is trying to persuade the reader to think or do, locate and use
specific information in graphic features of text, summarizing and making inferences providing a textual evidence. Students will respond
to text and write a letter and a persuasive expository text, establishing a central idea in a topic sentence, including supporting
sentences with simple facts, details ad explanations, and containing a concluding statement using writing conventions such as
adjectives, articles, adverbs, capitalization for geographical names and places and capitalization for historical periods. Students will
skim and scan t to identify data by looking at text features, and consulting expert sources.
Unit4.A

SuggestedPacing TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

Informational Text Mar. 20 To Apr.


Expository/
13 (4 Weeks)
Persuasive
Apr. 17-18
Extend Review
Assess Reteach
Spring Holiday
April 14

Reading

WordStudy/PhonicsVocabularyRELA.3.4AIdentify the meaning of common prefixes (e.g., in-, dis-)


and suffixes (e.g., -full, -less), and know how they change the meaning of roots.
Phonics/SpellingELA.3.1A.vDecode multisyllabic words in context and independent of context by
applying common spelling patterns including using knowledge of derivational affixes (e.g., -de,
-ful, -able).ELA.3.24B.iiSpell words with more advanced orthographic patterns and rules:
dropping final e when endings are added (e.g., -ing, -ed).
ComprehensionSkillsSELA.3.2BAsk relevant questions, seek clarification, and locate facts and
details about stories and other texts and support answers with evidence from text.RELA.3.13B
Draw conclusions from the facts presented in text and support those assertions with textual
evidence.RELA.3.13DUse text features (e.g., bold print, captions, key words, italics) to locate
information and make and verify predictions about contents of text.ELA.3.14AIdentify what the
author is trying to persuade the reader to think or do.SELA.3.15BLocate and use specific
information in graphic features of text.
Additionalemphasison:RELA.3.Fig19DMake inferences about text and use textual evidence to
support understanding.RELA.3.Fig19ESummarize information in text, maintaining meaning and

logical order.
WritingWrittenConventions:ELA.3.22A.iiiUse and understand the function of adjectives (e.g.,
descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the) in the context of reading,
writing, and speaking.ELA.3.22A.ivUse and understand the function of adverbs (e.g., time:
before, next; manner: carefully, beautifully) in the context of reading, writing, and speaking.
ELA.3.23B.iUse capitalization for geographical names and places.ELA.3.23B.iiUse capitalization
for historical periods.
April1012
Writing
April 17-19

Composition:PersuasiveEssayELA.3.20A.iCreate brief compositions that establish a central idea in


a topic sentence.
ELA.3.20BWrite letters whose language is tailored to the audience and purpose (e.g., a thank
you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing).
ELA.3.20CWrite responses to literary or expository texts and provide evidence from the text to
demonstrate understanding.ELA.3.21AWrite persuasive essays for appropriate audiences that
establish a position and use supporting details.
ResearchELA.3.26BUse skimming and scanning techniques to identify data by looking at text
features (e.g., bold print, captions, key words, italics).
ELA.3.27AImprove the focus of research as a result of consulting expert sources (e.g., reference
librarians and local experts on the topic).

20162017ScopeandSequenceEnglishLanguageArtsGrade3

th

4 Cycle
Unit

48Days

CurriculumScopeandSequence201617

Mar. 20 May 25, 2017


#ofLessons

TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

WordStudy/PhonicsVocabularyRELA.3.4BUse context to determine the relevant meaning of


unfamiliar words or distinguish among multiple meaning words and homographs.
Phonics/SpellingELA.3.1A.iiDecode multisyllabic words in context and independent of context
by applying common spelling patterns including doubling final consonants when adding an
ending (e.g., hop to hopping).ELA.3.24B.ivSpell words with more advanced orthographic
patterns and rules: double consonants in the middle of words.

Fiction (Folktales,
Myths, Legends)

ComprehensionSkillsSELA.3.5AParaphrase the themes and supporting details of fables, legends,


myths, or stories.ELA3.5BCompare and contrast the settings in myths and traditional folktales.R
Apr. 19 to May 5 ELA.3.8ASequence and/or summarize the plot's main events and explain their influence on
future events.RELA.3.8BDescribe the interaction of characters including their relationships and
(3 Weeks)
the changes they undergo.ELA.3.8CIdentify whether the narrator or speaker of a story is first or
May 9 STAAR third person.
May 8-9 Extend Additionalemphasison:RELA.3.Fig19DMake inferences about text and use textual evidence to
Review Assess support understanding.RELA.3.Fig19ESummarize information in text, maintaining meaning and
Reteach
logical order.
WritingWrittenConventionsELA.3.22A.ivUse and understand the function of adverbs (e.g., time:
before, next; manner: carefully, beautifully) in the context of reading, writing, and speaking.
ELA.3.22A.viUse and understand possessive pronouns (e.g., his, hers, theirs) in the context of
reading, writing, and speaking.
Composition:ImaginativeStoryELA.3.20CWrite responses to literary or expository texts and
provide evidence from the text to demonstrate understanding.ELA.3.18AWrite imaginative
stories that build the plot to a climax and contain details about the characters and setting.

48Days

th

4 Cycle
Unit

Mar. 20 May 25, 2017


#ofLessons

CurriculumScopeandSequence201617

TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

ResearchELA.3.26A.iFollow the research plan to collect information from multiple sources of


information, both oral and written, including: student-initiated surveys, on-site inspections, and
interviews.
OngoingTEKS:Pleaseseepages2122foralistofongoingTEKS.
Unit4.C:LiteraryTextDrama
UnitOverview:Throughout this unit, students will use prefixes and suffixes and playful uses of language, and spell using digraphs and
diphthongs, words with orthographic patterns such as abstract vowels. Through the genre of Drama,students will learn to make and
confirm predictions, explain the elements of plot and character as presented through dialogue, identify language that creates a graphic
visual experience, summarize and paraphrase, and make inferences using textual evidence. Students will write imaginative stories
using writing conventions such as possessive pronouns, time-order transition words and transitions that indicate a conclusion, and
punctuation marks including commas. Students will draw conclusions and create a works-cited page from notes.

Unit4.C

SuggestedPacing TEKSTexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

Drama

May 10 To May WordStudy/PhonicsVocabularySELA.3.4CIdentify and use antonyms, synonyms, homographs,


24 (2 Weeks)
and homophones. ELA.3.4DIdentify and apply playful uses of language (e.g., tongue twisters,
palindromes, riddles).
May 25 Extend
Review Assess Phonics/SpellingELA3.1B.vUse common syllabication patterns to decode words including vowel
Reteach
digraphs and diphthongs (e.g., ei-ther).ELA3.24B.viSpell words with more advanced
orthographic patterns and rules: abstract vowels (e.g., ou as in could, touch, through, bought).
ComprehensionSkills
ELA.3.2AUse ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing
clues) to make and confirm predictions.
ELA.3.7AExplain the elements of plot and character as presented through dialogue in scripts

that are read, viewed, written, or performed.SELA.3.10AIdentify language that creates a graphic
visual experience and appeals to the senses.
Additionalemphasison:RELA.3.Fig19DMake inferences about text and use textual evidence to
support understanding.RELA.Fig19ESummarize information in text, maintaining meaning and
logical order.

20162017ScopeandSequenceEnglishLanguageArtsGrade3

th

4 Cycle
Unit

48Days
Mar. 20 May 25, 2017
#ofLessons

CurriculumScopeandSequence201617

TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

WritingWrittenConventionsELA.3.22A.viUse and understand possessive pronouns (e.g., his,


hers, theirs) in the context of reading, writing, and speaking.ELA.3.22A.viiiUse and understand
time-order transition words and transitions that indicate a conclusion in the context of reading,
writing, and speaking.ELA.3.23C.iRecognize and use punctuation marks including apostrophes
in contractions and possessives.ELA3.23C.iiRecognize and use punctuation marks including
commas in series and dates.
Composition:ImaginativeStory(Play)ELA.3.18AWrite imaginative stories that build the plot to a
climax and contain details about the characters and setting.
ResearchELA.3.28ADraw conclusions through a brief written explanation and create a workscited page from notes, including the author, title, publisher, and publication year for each source
used.
OngoingTEKS
Unit planning guides
identify Ongoing
TEKS that align to Embedding
ongoing TEKS
and support the
development of the throughout all
content standards units of study
supports
covered in each
students
unit.
development of
*See unit planning reading
guides for a list of proficiency.
recommended
ongoing TEKS
specific to each unit
of study

ReadingComprehensionELA.3.Fig19AEstablish purposes for reading selected texts based upon


own or others desired outcome to enhance comprehension.ELA.3.Fig19BAsk literal,
interpretive, and evaluative questions of text.ELA.3.Fig19CMonitor and adjust comprehension
(e.g., using background knowledge, creating sensory images, rereading a portion aloud,
generating questions).RSELA.3.Fig19DMake inferences about text and use textual evidence to
support understanding.RSELA.3.Fig19ESummarize information in text, maintaining meaning
and logical order.ELA.3.Fig19FMake connections (e.g., thematic links, author analysis) between
literary and informational texts with similar ideas and provide textual evidence.
ReadingStrategiesELA.3.2AUse ideas (e.g., illustrations, titles, topic sentences, key words, and
foreshadowing clues) to make and confirm predictions.SELA.3.2BAsk relevant questions, seek
clarification, and locate facts and details about stories and other texts and support answers with
evidence from text.ELA.3.2CEstablish purpose for reading selected texts and monitor
comprehension, making corrections and adjustments when that understanding breaks down
(e.g., identifying clues, using background knowledge, generating questions, re-reading a portion
aloud).

20162017ScopeandSequenceEnglishLanguageArtsGrade3

th

4 Cycle
Unit

48Days
Mar. 20 May 25, 2017
#ofLessons

CurriculumScopeandSequence201617

TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

Phonics/SpellingELA.3.1CDecode words applying knowledge of common spelling patterns (e.g.,


-eigh, -ought).ELA.3.1EMonitor accuracy in decoding.ELA.3.24AUse knowledge of letter
sounds, word parts, word segmentation, and syllabication to spell.
ELA.3.24CSpell high-frequency and compound words from a commonly used list. ELA.3.24D
Spell words with common syllable constructions (e.g., closed, open, final stable syllable).
ELA.3.24ESpell single syllable homophones (e.g., bear/bare; week/weak; road/rode).
ELA.3.24GUse print and electronic resources to find and check correct spellings. Fluency
ELA.3.3ARead aloud grade-level appropriate text with fluency (rate, accuracy, expression,
appropriate phrasing) and comprehension.ELA.3.11ARead independently for a sustained period
of time and paraphrase what the reading was about, maintaining meaning and logical order
(e.g., generate a reading log or journal; participate in book talks).
VocabularyRELA.3.4AIdentify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g.,
-ful,-less), and know how they change the meaning of roots.RELA.3.4BUse context to
determine the relevant meaning of unfamiliar words or distinguish among multiple meaning
words and homographs.SELA.3.4CIdentify and use antonyms, synonyms, homographs, and
homophones. ELA.3.4EAlphabetize a series of words to the third letter and use a dictionary or a
glossary to determine the meanings, syllabication, and pronunciation of unknown words.
MediaLiteracyELA.3.16AUnderstand how communication changes when moving from one genre
of media to another.ELA.3.16BExplain how various design techniques used in media influence
the message (e.g., shape, color, sound).SELA.3.16CCompare various written conventions used
for digital media (e.g., language in an informal e-mail vs. language in a web-based news article).
WritingProcessELA.3.17APlan a first draft by selecting a genre appropriate for conveying the
intended meaning to an audience and generating ideas through a range of strategies (e.g.,
brainstorming, graphic organizers, logs, journals).

ELA.3.17BDevelop drafts by categorizing ideas and organizing them into paragraphs.


ELA.3.17CRevise drafts for coherence, organization, use of simple and compound sentences,
and audience.
ELA.3.17DEdit drafts for grammar, mechanics, and spelling using a teacher developed rubric.
ELA.3.17EPublish written work for a specific audience.

20162017ScopeandSequenceEnglishLanguageArtsGrade3

th

4 Cycle
Unit

48Days
Mar. 20 May 25, 2017
#ofLessons

CurriculumScopeandSequence201617

TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

WrittenConventionsELA.3.22BUse the complete subject and the complete predicate in a


sentence. ELA.3.22CUse complete simple and compound sentences with correct subject-verb
agreement.ELA.3.23AWrite legibly in cursive script with spacing between words in a sentence.
ELA.3.23DUse correct mechanics including paragraph indentations.
Listening/SpeakingELA.3.29AListen attentively to speakers, ask relevant questions, and make
pertinent comments.ELA.3.29BFollow, restate, and give oral instructions that involve a series of
related sequences of action.ELA.3.30ASpeak coherently about the topic under discussion,
employing eye contact, speaking rate, volume, enunciation, and the conventions of language to
communicate ideas effectively.ELA.3.31AParticipate in teacher- and student-led discussions by
posing and answering questions with appropriate detail and by providing suggestions that build
upon the ideas of others.