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Campus: Harper

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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Stated Objectives:

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)

Text features

Suggested Day

5E Model

Instructional Procedures

(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

Reading Materials

 Journey’s Book

Writing Materials

 Mimio Subject Verb


 Subject Verb

Agreement Scoot


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

Reading Materials

 Time Magazine for


 Teacher created

Interactive Expository

Text Booklet

 Sticky notes

Writing Materials

 Subject/Verb

Agreement Scoot

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

Reading Materials

 Journey’s Book

 Journey’s Book CD

 Venn Diagram