Midland ISD ELAR Scope And Sequence Grade 3 Unit 2 .

Revised 9/11/12Midland ISD ELAR Scope and SequenceGrade 3Unit 2-Discovering Other Literary GenresUnit Dates: 10/8/12 – 11/9/1224 DaysUnit Assessment: 11/5/12-11/9/12Whole Group ReadingGenreDay 1Day ermine purpose, generatequestions, and monitorcomprehension in biographiesSummarize information in text.Explain the difference in point of viewbetween a biography and anautobiography.Explain the difference in point of viewbetween a biography and anautobiography. FocusWhole Group ReadingDay 3Biography Monitor/Adjust comprehension(Fig 19C)Summarize information in text maintainingmeaning and logical order (Fig 19E) Make inferences about text and use textualevidence to support understanding (Fig.19D)Explain the difference in point of viewbetween a biography andautobiography(3.9A) Make inferences about text and use textualevidence to support understanding (Fig.19D)Explain the difference in point of viewbetween a biography andautobiography(3.9A)ELPSUses ideas to make/confirm predictions(3.2A)Ask relevant questions, seekclarification, and locate facts anddetails about stories and other textsand support answers with evidencefrom text (3.2B)Establish purpose for reading selectedtexts and monitor comprehension,making corrections and adjustmentswhen that understanding breaks down(3.2C)Establish purposes for reading selectedtexts (Fig19A)Ask literal, interpretive and evaluativequestions of text(Fig 19B)Monitor/Adjust comprehension (Fig19C)Explain how various design techniquesused in media influence the message(3.16B) 2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension throughbasic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions,and classroom communicationCSCOPE ResourcesDay 2BiographyNote: You will need to select a gradeappropriate biography and a gradeappropriate biographical video. Please seethe last page of this document forresources.Unit 2, Exemplar Lesson 1Shared Reading, Day 1http://www.mycscope.us/module/content/search/ /item/671866/viewdetail.ashxNote: You will need to select a grade-appropriatebiography (class set). Please see the last pageof this document for resources.Unit 2, Exemplar Lesson 1Shared Reading, Day 2http://www.mycscope.us/module/content/search/ /item/671866/viewdetail.ashxNote: You will need to select 2 grade-appropriateexcerpts from biographies and 2 gradeappropriate excerpts from autobiographies.Please see the last page of this document forresources.Unit 2, Exemplar Lesson 1Shared Reading, Day 3http://www.mycscope.us/module/content/search/ /item/671866/viewdetail.ashxNote: You will need to gather a collection ofgrade-appropriate biographies andautobiographies. Please see the last page ofthis document for resources.Unit 2, Exemplar Lesson 1Shared Reading, Day 4http://www.mycscope.us/module/content/search/ /item/671866/viewdetail.ashxTeacherNotesR Readiness StandardS Supporting Standard

MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 2- Discovering Other Literary GenresWhole Group Word StudyDay 1Read and Spell words with endings(adding –ing or -ed) and doubleconsonants when appropriate. FocusWord Study Decode words in context andindependent of context by applyingcommon spelling patterns: Doublingfinal consonants when adding anending (3.1Aii)Spell words with consonant doublingwhen adding endings(3.24Bi)Day 2Day 3Day 4Read and Spell words with endings anddrop the final –e when appropriate.Read and spell words with endings andchange a final –y to –i when appropriate.Read and spell words with endings anduse appropriate rules for adding suffixes Decode words in context and independentof context by applying common spellingpatterns: Dropping the final “e” and addendings such as –ing, -ed, or -able (3.1Ai)Spell words by dropping final “e” whenendings are added (-ing, -ed) (3.24Bii) Decode words in context and independentof context by applying common spellingpatterns: Changing the final “y” to “I”(3.1Aiii)Spell words by changing y to I beforeadding an ending (3.24Biii) CSCOPEResourcesELPS Decode words in context and independentof context by applying common spellingpatterns: Doubling final consonants whenadding an ending (3.1Aii)Decode words in context and independentof context by applying common spellingpatterns: Dropping the final “e” and addendings such as –ing, -ed, or -able (3.1Ai)Decode words in context and independentof context by applying common spellingpatterns: Changing the final “y” to “I”(3.1Aiii)Spell words with consonant doubling whenadding endings(3.24Bi)Spell words by dropping final “e” whenendings are added (-ing, -ed) (3.24Bii)Spell words by changing y to I beforeadding an ending (3.24Biii)ELPS2B: Recognize English sound system in new vocabulary3A: Practice using English sound system in new vocabulary4A: Learn relationships between sounds and letters5A: Learn relationships between sounds and letters when writingUnit 2, Exemplar Lesson 1Word Study, Day 1Unit 2, Exemplar Lesson 1Word Study, Day 2Unit 2, Exemplar Lesson 1Word Study, Day 3Unit 2, Exemplar Lesson 1Word Study, Day 4http://www.mycscope.us/module/content/search/ /module/content/search/ /module/content/search/ /module/content/search/ /item/671866/viewdetail.ashx*Performance IndicatorTeacherNotes.2R Readiness StandardS Supporting Standard

MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 2- Discovering Other Literary GenresWhole Group WritingDay 1Students generate ideas for apersonal narrative. Students writecursive letters with proper letterformation and slant.FocusWriting Plan a first draft by selecting a genreappropriate for conveying the intendedmeaning to an audience and generatingideas through a range of strategies (e.g.brainstorming, graphic organizers, logs,journals) (3.17A)Write about important personalexperiences (3.19A)Write legibly in cursive script withspacing between words in asentence(3.23A)Day 2Students generate ideas for a personalnarrative. Students write cursive letterswith proper letter formation and slant. Plan a first draft by selecting a genreappropriate for conveying the intendedmeaning to an audience and generatingideas through a range of strategies (e.g.brainstorming, graphic organizers, logs,journals) (3.17A)Write about important personal experiences(3.19A)Write legibly in cursive script with spacingbetween words in a sentence(3.23A)Day 3Students plan and organize informationand ideas using a graphic organizer.Students write cursive letters withproper letter formation and slant. CSCOPEResourcesELPS TeacherNotes3Day 4Students plan and organize informationand ideas using a graphic organizer.Students write cursive letters withproper letter formation and slant.Plan a first draft by selecting a genreappropriate for conveying the intendedmeaning to an audience and generatingideas through a range of strategies (e.g.brainstorming, graphic organizers, logs,journals) (3.17A)Explain how various design techniquesused in media influence themessage(3.16B)Write about important personal experiences(3.19A)Write legibly in cursive script with spacingbetween words in a sentence(3.23A) Plan a first draft by selecting a genreappropriate for conveying the intendedmeaning to an audience and generatingideas through a range of strategies (e.g.brainstorming, graphic organizers, logs,journals) (3.17A)Write about important personal experiences(3.19A)Write legibly in cursive script with spacingbetween words in a sentence(3.23A)3A: Practice using English sound system in new vocabulary 3C: Speak using a variety of sentence structures 3G: Express opinions, ideas, and feelings 4A: Learn relationshipsbetween sounds and letters 5G: Narrate, describe, and explain in writingUnit 2, Lesson 1, WritingDay 1Unit 2, Lesson 1, WritingDay 2Unit 2, Lesson 1, WritingDay 3Unit 2, Lesson 1, WritingDay 4http://www.mycscope.us/module/content/search/ /module/content/search/ /module/content/search/ /module/content/search/ /item/671866/viewdetail.ashxAs you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to usethe TEKS and form of writing from the Scope and Sequence to select resources.This lesson introduces the routine forteaching and practicing cursive handwriting.This should not take more than 5 minutes.Please see the last page for additionalresources.R Readiness StandardS Supporting Standard

MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 2- Discovering Other Literary GenresWhole Group ReadingCSCOPEResourcesELPSDay 6Day 7Day 8Drama/PlayDrama/PlayDrama/PlayExplain the difference in point ofview between a biography and anautobiography.Explain the element of character aspresented through dialogue in drama.Explain the element of character aspresented through dialogue in drama. Explain the element of character aspresented through dialogue in dramaincluding their relationships andchanges they undergo. FocusWhole Group ReadingGenreDay 5Biography/AutobiographyMake inferences about text and usetextual evidence to supportunderstanding (Fig. 19D)Explain the difference in point of viewbetween a biography andautobiography(3.9A)Write responses to literary orexpository texts that demonstrate anunderstanding of the text(3.20C)Explain the elements of plot and characteras presented through dialogue in scriptsthat are read, viewed, written, orperformed(3.7A)Monitor/Adjust comprehension (Fig 19C)Make inferences about text and use textualevidence to support understanding (Fig19D)Explain the elements of plot and characteras presented through dialogue in scriptsthat are read, viewed, written, orperformed(3.7A)Monitor/Adjust comprehension (Fig 19C)Make inferences about text and use textualevidence to support understanding (Fig19D) Explain the elements of plot and characteras presented through dialogue in scripts that are read, viewed, written, or performed(3.7A) Monitor/Adjust comprehension (Fig 19C) Describe the interaction of charactersincluding their relationships and thechanges they undergo(3.8B) Make inferences about text and use textualevidence to support understanding (Fig19D) Write responses to literary or expositorytexts that demonstrate an understanding ofthe text(3.20C)2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G:Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communicationNote: You will need to select a gradeNote: You will need to select a grade-appropriateNote: You will need to use a grade-appropriateNote: You will need to use a grade-appropriatedrama. Please see the last page of thisappropriate excerpt from a biography and adrama that demonstrates character traits anddrama that demonstrates character traits anddocument for resources.character change. Please see the last page ofcharacter change. Please see the last page ofgrade-appropriate excerpt from anautobiography. Please see the last page ofthis document for resources.this document for resources.this document for resources.Unit 2, Exemplar Lesson 1Unit 2, Exemplar Lesson 2Unit 2, Exemplar Lesson 2Unit 2, Exemplar Lesson 2Shared Reading, Day 5Shared Reading, Day 7Shared Reading, Day 8Shared Reading, Day r.net/index.cfmrch/ /item/671866/viewdetail.ashx*Performance IndicatorTeacherNotes4R Readiness StandardS Supporting Standard