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  • ELAR/SS: How We Express Ourselves Over Time: Customs and Traditions/ Exploring Expository

ELAR/SS: How We Express Ourselves Over Time: Customs and Traditions/ Exploring Expository

Suggested Time Frame: 25 Instructional Days

        
Genre Focus

3.4 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(A) identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less) and know how they change the meaning of roots; -R
(B) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs; -R
(E) alphabetize 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

3.12 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) identify the topic and locate the author’s stated purposes in writing the text. -R

3.13 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:
(A) identify the details or facts that support the main idea; -R
(B) draw conclusions from the facts presented in text and support those assertions with textual evidence; -R
(C) identify explicit cause and effect relationships among ideas in texts; -R
(D) use text features (e.g. bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text. -R

3.15 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:
(A) follow and explain a set of written multi-step directions;
(B) locate and use specific information in graphic features of text. -S

3.16 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: -S
(A) understand how communication changes when moving from one genre of media to another;
(B) explain how various design techniques used in media influence the message (e.g., shape, color, sound).

3.20 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(A) create brief compositions 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;

Beginning Reading Skills

3.1 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:
(A) decode multisyllabic words in context and independent of context by applying common spelling patterns including:
(v) using knowledge of derivational affixes (e.g., -de, -ful, -able);
(B) use common syllabication patterns to decode words including:
(iii) final stable syllable (e.g., puz-zle, con-trac-tion);
(v) vowel digraphs and diphthongs (e.g., ei-ther);

3.2 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:
(A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions;
(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; -S
(C) establish 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).

Social Studies Focus
3.3A use vocabulary related to chronology, including past, present, and future times
3.3B create and interpret timelines
3.3C apply the terms year, decade, and century to describe historical times
3.13A explain the significance of various ethnic and/or cultural celebrations in the local community and other communities
3.13B compare ethnic and/or cultural celebrations in the local community with other communities
3.15A identify various individual writers and artists such as Kadir Nelson, Tomie dePaola, and Phillis Wheatley and their stories, poems, statues, and paintings and other examples of cultural heritage from various communities
3.15B explain the significance of various individual writers and artists such as Carmen Lomas Garza, Laura Ingalls Wilder, and Bill Martin Jr. and their stories, poems, statues, and paintings and other examples of cultural heritage to various communities
Oral & Written Conventions

3.22 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
(v) prepositions and prepositional phrases;
(vi) possessive pronouns (e.g., his, hers, theirs);
(viii) time-order transition words and transitions that indicate a conclusion;
(C) use complete simple and compound sentences with correct subject-verb agreement.

3.23 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
(A) write legibly in cursive script with spacing between words in a sentence;
(C) recognize and use punctuation marks including:
(ii) commas in series and dates;
(D) use correct mechanics including paragraph indentations. 

3.24 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(B) spell words with more advanced orthographic patterns and rules:
(v) complex consonants (e.g., scr-, -dge, -tch); and
(vi) abstract vowels (e.g., ou as in could, touch, through, bought);
(E) spell single syllable homophones (e.g., bear/bare; week/weak; road/rode);