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  • ELAR/SS: Where we Are: How Does Where We Live Affect How we Live?/ Looking through Informational Lens

ELAR/SS: Where we Are: How Does Where We Live Affect How we Live?/ Looking through Informational Lens

Suggested Time Frame: 23 Instructional Days

Genre Focus

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
(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: -S
(A) identify the topic and locate the author’s stated purposes in writing the text.

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); and

Writing –
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; and
(iii) contain a concluding statement;

Research –
3.25 Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:
(A) generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic;
(B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question.

3.26 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
(A) follow the research plan to collect information from multiple sources of information, both oral and written, including:
(i) student-initiated surveys, on-site inspections, and interviews;
(ii) data from experts, reference texts, and online searches;
(iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate;
(B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics);
(C) take simple notes and sort evidence into provided categories or an organizer;
(D) identify the author, title, publisher, and publication year of sources;
(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

3.27 Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:
(A) improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic).

3.28 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to
(A) draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used.

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:
(i) dropping the final “e” and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable);
(ii) doubling final consonants when adding an ending (e.g., hop to hopping);
(iii) changing the final “y” to “i” (e.g., baby to babies);

Social Studies Focus
3.4B identify and compare how people in different communities adapt to or modify the physical environment in which they live such as deserts, mountains, wetlands, and plains
3.4C describe the effects of physical processes such as volcanoes, hurricanes, and earthquakes in shaping the landscape
3.4D describe the effects of human processes such as building new homes, conservation, and pollution in shaping the landscape
3.4E identify and compare the human characteristics of various regions.
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;
(viii) time-order transition words and transitions that indicate a conclusion;

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:
(B) use capitalization for:
(i) geographical names and places;
(C) recognize and use punctuation marks including:
(i) apostrophes in contractions and possessives;
(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:
(ii) dropping final “e” when endings are added (e.g., -ing, -ed);
(iii) changing y to i before adding an ending;