Longview ISD3rd Grade ELA Unit 1A-1-2

3rd Grade TEKS with Specificities
3.1Listening/Speaking/Purposes. The student listens attentively and engages actively in various oral language experiences.
3.1ADetermine purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3).
Including:
Responds through questions and comments: how are we listening to videos/ speakers/ story/ recordings/ each other/ teacher
3.6Reading/Fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels.
3.6ARead regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (3).
•Approximately 5 times per week for at least 15-30 minutes
3.6BRead regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader (3).
Reads 80 wpm with 90% accuracy
3.6CRead orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation) (3).
3.6DSelf-select independent level reading such as by drawing on personal interest, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty (1-3).
Including:
•Teaches students to self-select independent reading materials (e.g. magazines, books, etc.) according to theme, author, genre, etc.
•Teaches children to use various methods to determine difficulty/interest levels (ex. Counting number of errors/unknown words in 1 page/paragraph, book synopsis)
3.6ERead silently for increasing periods of time (2-3).
15-30 minutes, minimum
3.7Reading/Variety of Texts. The student reads widely for different purposes in varied sources.
3.7ARead classic and contemporary works (2-8).
•Including a variety of culturally diverse narrative and expository text
3.7BRead from a variety of genres for pleasure and to acquire information from both print and electronic sources (2-3).
Including
•Locates/recalling explicit information from the text (text dependent reading) and electronic sources
3.7CRead to accomplish various purposes both assigned and self-selected (2-3).
Including:
•Reads for enjoyment (narrative/literary and expository text)
•Reads for information (expository text)
Reading/Comprehension. The student uses a variety ofstrategies to comprehend selections read aloud and selections read independently.
3.9AUse prior knowledge to anticipate meaning and make sense of texts (K-3).
Including:
•Predicts outcomes and actions in fiction selections and narrative poems, based on context clues and personal experiences
•Uses personal experience and knowledge to understand texts
3.9BEstablish purposes for reading or listening such as to be informed, to follow directions, and to be entertained (K-3).
Including:
•Self-directed and teacher-directed purposes consciously chosen and articulated by either the teacher or student
3.9DMonitor his/her own comprehension and act purposefully when comprehension breaks down using strategies such as rereading, searching for clues, and asking for help (1-3).
Including
•Takes independent action when he or she has trouble understanding text (e.g., rereads, asks for help)
•Uses contextual, syntactic, and structural analysis strategies to understand the meaning of unfamiliar words
3.10Reading/Literary Response. The student responds to various texts.
3.10ARespond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning) in writing, and through movement, music, art, and drama (2-3). / 3.10A Continued
Including:
•Participates constructively in classroom discussions, dramatic activities, and oral reading experiences
•Creates questions at the literal, interpretive, and evaluative levels to assess his or her comprehension of complex information in fiction and nonfiction poetry selections
•Describes a character orally, dictating a note to a character, drawing a map of the setting, drawing a picture that depicts the events in a story)
3.10BDemonstrate understanding of informational text in various ways such as through writing, illustrating, developing demonstrations, and using available technology (2-3).
Including:
•Responds appropriately on a personal level, both orally and in writing, to nonfiction selections (e.g., rewriting a short article using a different type of organization, creating a graphic organizer to illustrate the main idea and details, writing a note to the author, summarizing the selection orally, writing a newspaper column using information from the selection, outlining information, taking notes)
3.10CSupport interpretations or conclusions with examples drawn from text (2-3).
Including:
Identifies accurate, connected text evidence to:
Analyzes and Draw Conclusions About:
•Characters/Motivation
•Characters/Traits
•Characters/Conflict
•Characters/Changes They Undergo
•Setting
•cause/effect relationships
Compares/Contrasts literary elements such as characters
3.10DConnect ideas and themes across texts (1-3).
Including:
Make Connections Across Texts
Connects Ideas:
•"Why was the Inuit bear hunter mentioned in both the announcement and the story?”
•“A common idea throughout this article is the importance of-“
Connects sign/message to plot:
•"Read the four protest signs below." And then "Which of these signs would most likely have been carried by a member of the Friends of the Everglades?"
Compare or Contrast Across Texts
Compares Ideas:
•"The newspaper article and Lisa’s report both tell about —"
•"An idea present in both selections is —"
•“One idea found in both of these stories is that people can be -“
•“An idea present in both articles is —“
Compares Characters:
•"How is Sete different from his friends?"
•How is the first woman who is questioned in ‘The Sultan’s Pearls’ like the first man who is questioned in ‘The King’s Gold’?”
Compares Events:
•"According to the article, how was Douglas’s career as a journalist similar to her attending college?"
Compares Themes:
•"Which of these is a theme in both selections?"
•“A theme found in both articles is —“
and supports the conclusions with text evidence [and/or personal experience]
3.11Reading/Text Structures/Literary Concepts. The student analyzes the characteristics of various types of texts.
3.11CRecognize the distinguishing features of familiar genres, including stories, poems, and informational texts (1-3).
Including: Recognizes
•Features of text (e.g., title of this article),
•Author’s Purpose (e.g., “Why does Roberto most likely write this journal entry?”), and
•Attributes of fiction and non-fiction (e.g. “The reader can tell that this story is make-believe because —“)
3.11EUnderstand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms (texts) (3-5)
Including: fable, folk tale, tall tale, legend / 3.11HAnalyze characters, including their traits, feelings, relationships, and changes (1-3).
Including:
•Analyzesindividual characters and
•Compares/contrasting characters
Identifies Traits of Characters
•PhysicalTraits
•Personal Traits (e.g., moral, ethical, evil, compassionate, loving, wealthy/poor)
•Emotional Traits
Identifies Feelings/Emotions of Characters
Identified Motivation of Characters (for decisions, actions, and changes)
•Intellectual Motivation
•Emotional Motivation
•Physical Motivation
Analyzes Relationships
•Between/among other characters
•With self
•With nature/ environment
Identifies Change
•Emotional
•Physical
•Change From beginning to end
•Change before an event and after an even in the plot
How the reader knows about the character (characterization)
•What the character says
•What the character does or does not do
•What other characters tell us about the character
•What the author tells us about the character directly and indirectly (e.g. Explanatory words in quotations)
•Other characters’ reactions to the character
3.11IIdentify the importance of the setting to a story's meaning.
Identifies Setting of a Work or Portion of a Work
•Time- historical time and clock time
•Place- real and imaginary
Identified Purpose/Significance of Setting
•to establish or develop a unique plot line
•to establish or develop unique conflicts and/or resolution of conflicts
•to establish the mood or atmosphere of a work
•to influence the reader’s perceptions/reactions of events/characters
3.11JRecognize the story problem(s) or plot (1-3). Recognizes Plot as the “careful arrangement by an author of incidents in a narrative to achieve a desired effect. Plot is more than simply the arrangement of happenings. It is the result of the writer’s deliberate selection of interrelated actionsand the choice of arrangement in presenting and resolving a conflict. Most plots involve conflict, a struggle between two opposing forces.”
Analyzes Plot Elements (when they are used and for what purpose)
•Exposition (introduction of characters, setting, background information, etc., includes narrator and point of view)
•Narrative hook (inciting incident; introduction of the conflict or the story problem)
•Rising Action (events leading up to climax) or complication (building of the tension between opposing forces)
•Climax (highest point of interest or the turning point or the point at which the story problem is solved or the conflict resolved)
•Falling Action (leading down to the resolution of the story problem/line)
•Resolution (conclusion or end; resolution of the conflict or solution to the story problem)
including analyzing text in order to determine:
•how the author builds suspense
•the story problem?
•when the story problem begins
•how the author develops (the plot) of the passage
•how the point of view influences the reader’s understanding of a character
•the cause of the conflict(s)
3.13Reading/Culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of culture.
3.13AConnect life experiences with the life experiences, language, customs, and culture of others (K-3).
Including:
•Discusses his or her customs and culture and those of others after listening to family stories and stories from children’s books
•Connects those personal experiences with the life experiences, language, customs, and culture of others

8/27/2007DRAFT