Grade 3 SLAR
Unit 2 Overview
Title
Suggested Time Frame
Fiction and Poetry
2
ndSix Weeks
24 Days
Big Ideas/Enduring Understandings
Guiding Questions
Reading:
● Students will understand the structure and elements of fiction. ● Students understand, make inferences, and draw conclusions about
fiction.
● Students understand the structure and elements of poetry.
Writing:
● Students will plan a first draft using a range of strategies such as brainstorming and graphic organizers.
●
Students will write about important personal experiences.Reading:
● How will I use the structure and elements of fiction to understand a text? ● How can I use higher order thinking skills to better understand a text?
● How will I use structure and elements to understand a poem? Writing:
● How will I use strategies to organize my thoughts for writing?
●
What personal experiences could I use to create a narrative?*Highlighted TEKS are authentic to the Spanish language and Spanish literacy and are not found in the ELAR Curriculum
Reading and Writing Connections
Reading TEKS 3.4B context clues
3.6A elements of poetry 3.7A elements of drama
3.8ABC sequence and summary
3.10A sensory language
3.13A Supporting facts and details
Word Study/Phonics TEKS ELAR: 3.4C synonym, antonym, homographs, homophones 3.4E alphabetize
3.24Bii drop final “e”
3.24Biii change “y” to ”i”
3.24E single syllable homophones
SLAR: 3.1 DF sílaba tónica
3.4 BCE homographs, alphabatize 3.24Aii, H soft r between vowels
Writing TEKS
3.17ABCDE writing process
3.19A personal narrative
Conventions TEKS ELAR: 3.22Ai verbs
3.22Aii nouns
3.22Aiii adjectives
3.22Aiv adverbs
3.23A cursive
SLAR: 3.22 Ai-v verbs, nouns,
adjectives, articles
Listening & Speaking TEKS
3.29A listen attentively 3.29B follow, restate oral directions
3.30A speak coherently about a topic
3.31A participate in discussions
Vertical Alignment Expectations
*TEKS one level below* *TEKS one level above*
http://ipsi.utexas.edu/EST/files/standards/TEKS/SLAR_TEKS_K-6.pdf
Sample Assessment Question
Coming Soon
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material.
Reading Bundle
Ongoing TEKS: Fig. 19A-F, 1CE, 2AB, 4BC,8AB, 10A, 13ABCD
Knowledge and Skills with
Student Expectations
District Specificity/ Examples
Vocabulary
Instructional
Strategies
Suggested Resources
Resources listed and categorized to indicate suggested uses. Any additional resources
must be aligned with the TEKS.
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
Figure 19 is Ongoing
(A)¿Por qué crees que leímos ___? ¿Cómo te hizo sentir esta historia? ¿Qué te gusta más en ___?
¿Qué aprendiste al escucharme leer ___? ¿Qué aprendiste al leer este artículo? ¿Cuál de estas dos selecciones crees que disfrutarías leer más?
-Propósito
-Preguntas
literales
-preguntas
interpretivas
–preguntas
evaluativas
Modeling
Questioning
K-W-L
Think Alouds
Monitoring
Graphic
organizers
-Daily Read alouds
-SIlent read
-Partner reading
-Small groups
standards with greater depth
in increasingly more complex
texts as they become
self-directed, critical readers. The
student is expected to:
(A) establish purposes for
reading selected texts based
upon own or others’ desired
outcome to enhance
comprehension;
(B) ask literal, interpretive,
and evaluative questions of
text;
(C) monitor and adjust
comprehension (e.g., using
background knowledge,
creating sensory images,
reread, generating
questions);
(D) make inferences about
text using textual evidence to
support understanding;
(E) summarize information in
text, maintaining meaning
and logical order;
(F) make connections (e.g.,
thematic links, author
analysis) between literary and
informational texts with
similar ideas and provide
textual evidence
(B)¿Que sucedió cuando __ hizo __?
(literal) ¿Qué quiso decir el autor con
esta oración: “__”? (interpretativo)
¿De qué manera expresó menor su
enojo __? (evaluativa) ¿Cuál de las
siguientes dos oraciones te ayudan
más a entender la información?
(evaluativa)
(C)Lee esto otra vez para determinar
por qué __ es importante.
(D) Puedes determinar de esta
historia que __. ¿Cuál oración en la
historia te muestra que __? Con este
artículo, el lector puede determinar
que __. ¿Qué información en este
artículo apoya la conclusión que __?
(E) Haz un resumen de los cuatro hechos más importantes en este artículo. ¿Cuál es el resumen más completo de esta información? Haz un resumen de los tres hechos más importantes en estainformación en el orden en que se presentaron estos hechos.
(F) ¿Cuál es una idea importante que se encuentra en ambas selecciones? Una idea que se presenta en el artículo y en la biografía es _____ . La historia y el artículo ambos presentan ideas sobre ___. ¿Por qué se mencionó __ en el artículo del periódico y en la historia con el diario? ¿Qué es un tema en ambas selecciones?
-conocimiento
previo
-imágenes sensoriales-Inferencias
-evidencia
textual
-resumen
-secuencia
-orden lógico
-enlaces
temáticos
-análisis del
autor
-textos
literarios
- textos
informativos
-evidencia
textual
(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 (e.g., vino-la
bebida; vino-del verbo venir);
En el párrafo __ de este cuento, ¿qué
significa la palabra __?
¿Cuáles claves te ayudaron a saber el
significado de la palabra __?
En el párrafo __ de este artículo de
periódico, ¿cuáles claves te ayudan a
saber el significado de __?
-El contexto
-Claves
-palabras con
significados
múltiples
-los
homógrafos
Students using
dictionaries to
confirm word
meanings as used
in context
Children’s Literature:
Activities: Websites:
Lessons:
(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)
¿Qué imagines en tu mente son
creadas por este poema?
¿Qué puedes decir sobre este poema?
Puedes decir de este poema que __.
¿Qué tipo de poesía es el siguiente
poema?
¿Cuáles son las diferencias en estos
dos poemas?
¿Cómo se parecen las imágenes
creadas por estos dos poemas?
-Verso libre
-Poesía lírica
-poesía
narrativa
-Poesía
humorística
acrostic,
diamante, free
verse, funny
poems
Children’s Literature:
Activities:
Various poets/poetry books
Websites:
(3.7) Reading/
Comprehension of Literary
Text/Drama. Students
understand, make inferences
and draw conclusions about
the structure and elements of
drama provide evidence from
text to support their
understanding. Students are
expected to:
(A) explain the elements of
plot and character as
presented through dialogue
in scripts that are read,
viewed, written, or
performed
¿Que puedes concluir de lo que __ le dijo a __? (conflicto)
¿Por qué expreso __(personaje) ___ (declaración)?
¿Fue consistente el dialogo de __ con el argumento general? ¿Por qué sí o por qué no?
-El argumento
-los personajes
-un dialogo
-guiones leídos
Use story maps to
show setting,
characters, plot,
and climax.
Perform Reader’s
Theater
Children’s Literature:
Activities:
Websites:
Lessons:
(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
¿Que sucedió cuando __?
Antes que __ hiciera __, ¿Qué hizo? ¿Qué sucedió después __?
¿Por qué son importantes los párrafos __ al __ en esta historia?
¿Por qué es importante el párrafo __ en esta historia?
¿Cuál evento le ayuda al lector a predecir lo que sucederá próximo?
El lector puede concluir que _ hará __ porque __.
El argumento
el problema
el solución
Charades, comic
strips, character
maps, summary
boxes,
graphic
organizers
Create summary
boxes and flow
chart graphic
organizers
Children’s Literature:
Activities:
Websites:
Lessons:
(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
How did you feel when you read_?
Which words in this story made you
feel like you could almost (smell, hear,
see, feel) _?
¿Cómo te sentiste cuando leíste __?
¿Cuáles palabras en esta historia te hicieron sentir que casi podías (oler, oír, ver) __?Símile
Metáfora
Use the 5 senses
Children’s Literature:
Activities:
Websites:
Lessons:
(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
What is _?
How does _ make _?
Where is _?
This article is mostly about _.
Which detail listed below is important
to the main idea?
¿Qué es __?
¿Cómo hace __(personaje o cosa)?
¿Dónde está __?
Este artículo se trata principalmente
de __.
¿Cuál de los siguientes detalles es
importante para la idea principal?
Explicar
Hechos
detalles
la idea central
graphic
organizers
Children’s Literature:
Activities:
Websites:
Lessons:
Word Study/Phonics Bundle
Ongoing TEKS: 1CE
Knowledge and Skills with
Student Expectations
District Specificity/ Examples
Vocabulary
Instructional
Strategies
Suggested Resources
Resources listed and categorized to indicate suggested uses. Any additional resources must
be aligned with the TEKS.
ELAR: (3.4) Reading/ Vocabulary Development.
Students understand new vocabulary and use it when reading and writing. Students are expected to:
(C) identify and use homographs, and homophones
(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
What is the opposite of ___?
What word means the same as ___?
Which of the following lists of 4 words
has the list in correct alphabetical order?
Homographs
Homophones
Antonyms
Synonyms
Alphabetize
Alphabetic
Order
Syllabication
Put spelling
words in
alphabetical
order, identify
guide words,
define words
using dictionary.
Syllable counting
of vocab or
spelling words.
Children’s Literature:
Activities:
Websites:
Lessons:
(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;
Word ending
Children’s Literature:
Activities: (linked to google drive activity
folder)
Websites:
Lessons:
(3.24) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (E) spell single syllable homophones (e.g., bear/bare; week/weak; road/rode)
homophone
word ending
Children’s Literature:
Activities:
Websites:
Lessons:
SLAR: 3.1 Reading/Beginning Reading Skills/Phonics.Students use the
relationships between letters and sounds and spelling based on orthographic rules to decode written Spanish. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
Students are expected to: (D) develop automatic recognition of words that have the same sounds represented by different letters with increased accuracy
(e.g., "r" and "rr," as in ratón and perro; "ll" and "y," as in llave and yate; "g" and "j," as in gigante and jirafa;
"c," "k," and "q," as in casa, kilo, and quince; "c," "s," and "z," as in cereal, semilla, and zapato;
"j" and "x," as in cojín and México; "i" and "y," as in imán and doy; "b" and "v," as in burro and vela);
Children’s Literature:
Activities: (linked to google drive activity
folder)
Websites:
Lessons:
Background/Extra Information:
(F) identify the syllable that is stressed (sílaba tónica);
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
Children’s Literature:
Activities: (linked to google drive activity
folder)
Websites:
Lessons:
unfamiliar words or distinguish among multiple meaning words and homographs (e.g., vino-la bebida; vino-del verbo venir);
Background/Extra Information:
(C) identify and use antonyms, synonyms, and homophones (e.g., tubo, tuvo);
(E) alphabetize a series of words to the third letter and use a dictionary or a glossary to determine the meanings and syllabication of unknown words.
3.24 Oral and Written Conventions/Spelling.
Students spell correctly. Students are expected to: (A) spell words with increased accuracy using orthographic rules, including: (ii) words that use syllables with soft /r/ spelled as "r" and always between two vowels, as in pero and perro; (H) use with increased accuracy accents on words commonly used in questions and exclamations (e.g., cuál, dónde, cómo);
Children’s Literature:
Activities: (linked to google drive activity
folder)
Websites:
Lessons:
Writing Bundle
Ongoing TEKS
Cursive, 3.23A, 3.17A_E
Knowledge and Skills with
Student Expectations
District Specificity/ Examples
Vocabulary
Instructional
Strategies
Suggested Resources
Resources listed and categorized to indicate suggested uses. Any additional resources must be
aligned with the TEKS.
(17) Writing/Writing Process.
Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are
expected to:
(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals)
(17)(B) develop drafts by
categorizing ideas and organizing paragraphs
(17)(C) revise drafts for coherence, organization, use of
simple/compound
(17)(D) edit drafts for grammar, mechanics
(17)(E) publish written work for audience
Review and Practice the Writing Process consistently.
Which ideas can be grouped together?
What words could be changed to make this sentence better?
How could you change sentence __ to show more detail?
Are all of the words spelled correctly? Are all the sentences complete sentences?
Are there any fragments?
Are there any run-on sentences? Does every sentence end with a punctuation mark?
Does every sentence start with a capital letter? Draft Genre Audience Word Choice Edit Indent Publish The Writing Academy Brainstorming Graphic organizers Peer Editing Children’s Literature: Activities:
The Writing Academy Blocks 3 and 4.
Websites: Lessons:
(19) Writing. Students write about
their own experiences. Students are expected to write about important personal experiences.
Write in journals responding to various prompts. Student writing journals Prewriting Activities: Brainstorm Children’s Literature: Activities:
-The Writing Academy Blocks 3 and 4
ELAR: (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);
(ii) nouns (singular/plural, common/proper);
(iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the);
(iv) adverbs (e.g., time: before, next; manner: carefully, beautifully);
(i) Identify a verb within a sentence. Use verbs in sentences.
(ii) Identify nouns in a sentence. Use nouns in sentences
(iii)Identify adjectives in a sentence and add adjectives to simple sentences in journals. Use adjectives in
sentences. Read the sentence below. What part of speech is the underlined word? She placed the beautiful rose in a vase.
(iv) Identify adverbs that tell how, where, when. Read the sentence below. What part of speech is the underlined word? Angelina sang beautifully at the concert
Past Tense Present Tense Future Tense Verb Action Noun Person, Place, Thing, or Idea adjectives descriptive adverbs, time, manner Take a picture activity: Have students go outside and choose an object to describe. They can either take a real picture or draw a picture with as many details as possible. Have students write a description using vivid adjectives. Children’s Literature:
Activities: (linked to google drive activity folder)
Websites: Lessons:
(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;
Introduced in the 3rd grade, this should be practiced daily.
Students should go to fourth grade writing with upper and lower case cursive skills.
cursive, penmanship
Daily Practice Children’s Literature: Activities:
Websites: Lessons:
SLAR: 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) regular and irregular verbs (past, present, future, and perfect tenses in the indicative mode); (ii) nouns (singular/plural, common/proper);
(iii) adjectives (e.g., descriptive: dorado, rectangular; limiting: este, ese, aquel);
(iv) articles (e.g., un, una, lo, la, el, los, las);
(v) adverbs (e.g., time: luego, antes; manner: cuidadosamente);
Children’s Literature:
Activities: (linked to google drive activity folder)
Websites: Lessons:
