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ELAR/SS: The World Around Us: How We Meet Our Needs and Wants/ Bridging Reading Strategies And Skills to the Test Genre

Suggested Time Frame: 14 Instructional Days

        
Genre Focus

**The Reading TEKS in this unit are the eligible TEKS for the STAAR Grade 3 Reading Assessment.

3.2 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:
(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; -S

3.4 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(B) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs; -R
(C) identify and use antonyms, synonyms, homographs, and homophones; -S

3.5 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) paraphrase the themes and supporting details of fables, legends, myths, or stories. -S

3.6 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to:
(A) describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse). -S

3.8 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(A) sequence and summarize the plot’s main events and explain their influence on future events; -R
(B) describe the interaction of characters including their relationships and the changes they undergo; -R
(C) identify whether the narrator or speaker of a story is first or third person.

3.10 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to:
(A) identify language that creates a graphic, visual experience and appeals to the senses. -S

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

Figure 19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
(D) make inferences about text and use textual evidence to support understanding; -S
(E) summarize information in text, maintaining meaning and logical order. -S

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 multi-syllabic words in context and independent of context by applying common spelling patterns including:
(iv) using knowledge of common prefixes and suffixes (e.g., dis-, -ly);
(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);

Social Studies Focus
3.6A identify ways of earning, spending, saving, and donating money
3.6B create a simple budget that allocates money for spending, saving, and donating
3.7A define and identify examples of scarcity
3.7B explain the impact of scarcity on the production, distribution, and consumption of goods and services
3.7C explain the concept of a free market as it relates to the U.S. free enterprise system.
3.8A identify examples of how a simple business operates
3.8B explain how supply and demand affect the price of a good or service
3.8C explain how the cost of production and selling price affect profits
3.8D explain how government regulations and taxes impact consumer costs
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:
(ii) nouns (singular/plural, common/proper);
(iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the);
(vi) possessive pronouns (e.g., his, hers, theirs); 

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:
(D) use correct mechanics including paragraph indentations.