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  • ELAR/SS: Where we Are: Using Geographical Tools/ Going Deeper into Fiction & Personal Narrative Writing

ELAR/SS: Where we Are: Using Geographical Tools/ Going Deeper into Fiction & Personal Narrative Writing

Suggested Time Frame: 20 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

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

3.8 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

3.19 Writing. Students write about their own experiences. Students are expected to:
(A) write about important personal experiences.

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:
(iv) r-controlled vowels (e.g., fer-ment, car-pool);
(D) identify and read contractions (e.g., I’d, won’t);

Social Studies Focus
3.5A use cardinal and intermediate directions to locate places on maps and globes such as the Rocky Mountains, the Mississippi River, and Austin, Texas, in relation to the local community
3.5B use a scale to determine the distance between places on maps and globes
3.5C identify and use the compass rose, grid system, and symbols to locate places on maps and globes
3.5D create and interpret maps of places and regions that contain map elements, including a title, compass rose, legend, scale, and grid system.
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:
(i) verbs (past, present, and future);
(iv) adverbs (e.g., time: before, next; manner: carefully, beautifully);
(vii) coordinating conjunctions (e.g., and, or, but);
(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:
(B) use capitalization for:
(iii) official titles of people;
(C) recognize and use punctuation marks including:
(ii) commas in series and dates;

3.24 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(B) spell words with more advanced orthographic patterns and rules:
(i) consonant doubling when adding an ending;
(D) spell words with common syllable constructions (e.g., closed, open, final stable syllable);
(F) spell complex contractions (e.g., should’ve, won’t);