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Author(s): C. Lindstrom, V. Virginia, M.
Date Created / Revised: 10/31/18
Six Weeks Period: 3rd Grade Level & Course: 3 rd Language Arts
Timeline: 5 days Unit Title: Reading to Discover-Expository Text Lesson #
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TEK # and SE
3.2(B) ask relevant questions, seek clarification, and locate facts and details about stories and
other texts and support answers with evidence from text; and
3.2(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).
3.4(C) identify and use antonyms, synonyms, homographs, and homophones;
Fig19(A) establish purposes for reading selected texts based upon own or others’ desired
outcome to enhance comprehension
Fig19(B) ask literal, interpretive, and evaluative questions of text
Fig19(C) monitor and adjust comprehension (e.g., using background knowledge, creating
sensory images, rereading a portion aloud, generating questions)
Fig19(D) make inferences about text and use textual evidence to support understanding;
Readiness Standard (Fiction, Expository)Supporting Standard (Literary Nonfiction, Poetry)
Fig19(E) summarize information in text, maintaining meaning and logical order; and Readiness
Standard (Fiction, Expository)Supporting Standard (Literary Nonfiction, Poetry)
Fig19(F) make connections (e.g., thematic links, author analysis) between literary and
informational texts with similar ideas and provide textual evidence.
3.12(A) Students are expected to identify the topic and locate the author's stated purposes in
writing the text.
3.13(D) use text features (e.g., bold print, captions, key words, italics) to locate information and
make and verify predictions about contents of text.
3.16(B) explain how various design techniques used in media influence the message (e.g.,
shape, color, sound); and
3.22(C) use complete simple and compound sentences with correct subject-verb agreement.
3.23(A) write legibly in cursive script with spacing between words in a sentence;
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3.26(B) use skimming and scanning techniques to identify data by looking at text features (e.g.,
bold print, captions, key words, italics);
3.26(C) take simple notes and sort evidence into provided categories or an organizer;
3.1(B) use common syllabication patterns to decode words including:
3.1(B.i) closed syllable (CVC) (e.g., mag-net, splen-did);
3.1(B.ii) open syllable (CV) (e.g., ve-to);
3.1(B.iii) final stable syllable (e.g., puz-zle, con-trac-tion);
3.1(B.iv) r-controlled vowels (e.g., fer-ment, car-pool); and
3.1(B.v) vowel digraphs and diphthongs (e.g., ei-ther);
3.1(E) monitor accuracy in decoding.
3.3(A) Students are expected to read aloud grade-level appropriate text with fluency (rate,
accuracy, expression, appropriate phrasing) and comprehension.
3.11(A) Students are expected to read independently for a sustained period of time and
paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate
a reading log or journal; participate in book talks).
3.29(A) listen attentively to speakers, ask relevant questions, and make pertinent comments;
3.29(B) follow, restate, and give oral instructions that involve a series of related sequences of
3.30(A) Students are expected to speak coherently about the topic under discussion, employing
eye contact, speaking rate, volume, enunciation, and the conventions of language to
communicate ideas effectively.
3.31(A) Students are expected to participate in teacher- and student-led discussions by posing
and answering questions with appropriate detail and by providing suggestions that build upon
the ideas of others.
See Instructional Focus Document (IFD) for TEK Specificity
Authors choose structures to organize information to construct meaning. The ability to
decode patterns supports the development of word reading, fluency, and
comprehension, An extensive vocabulary supports the development of oral and written
communication, Readers use strategies to support understanding of text. Readers
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create connections to make text personally relevant and useful. An extensive vocabulary
supports the development of oral and written communication.
Misconceptions None Identified
Key Vocabulary Homophone- a word that is pronounces that same, but not spelled the same as another
word and has a different meaning. (bear and bare, week and weak)
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
Materials, Resources, Notes
Day 1- Engage Reading:
1. Before reading the story, conduct a quick review activity by
using a variety of texts and have students determine whether the
text is fiction or nonfiction. They can actually say it or they can
hold up Fiction/nonfiction cards. Next,read the story What Do
Illustrators Do in Journey’s book. Stop throughout the story to
make predictions about each section and discuss various text
1. Students will review the subject of a sentence.
2. Introduce Subject Verb Agreement with Mimio.
3. Subject Verb Agreement Scoot (activity) after introduction and
practice with subject verb agreement Mimio.
4. Introduce long –o pattern and give spelling pretest.
Continue Guided Reading Groups
Mimio Subject Verb
Day 2 -Explore Reading:
1. Expository Text PowerPoint. Discuss examples of text features
including: subtitles, table of contents, glossary, index, title,
headings, bold print, and illustrations with captions.
2. Go over the Expository Text Booklets whole group. Label and
discuss each part.
3. Select one article from Time Magazine for Kids to read
together. Model how to read through using text features and
discuss. Include the following in your discussion:
* meaning of each feature and its importance
* author’s purpose for writing the article
* summary for the article
* location of the illustrations and why that is important
as well as the captions.
3. In groups, have students choose another article from the
magazine and read together. Give each group sticky notes to
label the text features found in the article.
Continue Guided Reading Groups
1. Complete Subject/Verb Agreement if time permits
Time Magazine for
Day 3 - Reading:
1. Play What Do Illustrators Do? aloud using Journey’s Book CD.
2. Students will group read the story Jack Drew a Beanstalk then
the teacher reads a version of Jack and the Beanstalk aloud to
Journey’s Book CD