Recommended Instruction Timeline s1

Instructional Timeline – 3rd Grade Elementary Language Arts – 2nd Nine Weeks

Unit 5: Reading – Culture & History; Persuasive & Research; Writing – Writing Process; Persuasive Texts; Open Choice

Suggested Time Frame: ≈ 3 weeks

Introduction The Instructional Timeline, as required by RRISD Local Board Policy (EG – Local, 246909), breaks down the content of each nine-week period into smaller, more manageable units of instruction. Each timeline includes opportunities for teachers to extend instruction and/or to re-teach as necessary; this unit has ______Instructional Days and ______Days to re-teach and/or extend Instruction.

The following Texas Essential Knowledge and Skills (TEKS), the accompanying Knowledge & Skill Statement (KSSs), and Student Expectations (SEs) are listed in this document where they should be taught initially; it is the expectation that the TEKS, KSSs, and SEs will continue to be reviewed so that students master their grade level TEKS, KSSs, and SEs. Figure 19 appears recursively throughout these documents because the TEKS/SEs serve to support the instruction of Figure 19.

Description Culture & History  The purpose of this unit is to help children think about informational text in terms of the topic of each piece of text and the author’s stated purposes for writing the text. For example, the topic might be sharks, but the stated purpose might be helping readers think about sharks as a species that should be protected instead of hunted. S  tudents must have experiences analyzing informational texts that have a cultural emphasis, a historical emphasis, as well as a contemporary emphasis.

Persuasive Text  The emphasis on the study of persuasive text is for the student to understand that the goal of all persuasive texts is to get the reader to change his or her thinking and/or behavior. Students should learn that no persuasive text is written without an ulterior motive. Students need to analyze what the author is trying to get the reader to think or do.

Research  The research process supports the study of culture and history well, as well as the study of persuasive texts. When emphasizing culture and history, students can choose a specific topic they are interested in learning more about, and examine texts on that topic by looking at the various purposes authors have for writing about that topic.  Because there is a historical aspect to the requirements of culture and history, students can draw upon what they are learning in Social Studies and incorporate these topics into their research projects. For example, when looking at famous people from other time periods, what were the author’s stated purposes for writing about those people, and how do those purposes differ from how author’s write about contemporary people from history?  The research process can also be used to analyze persuasive text. Students can investigate the strategies writers of persuasive text and persuasive media use to change behavior and attitudes.

Assured Experiences Throughout the unit, students experience:  daily opportunities to read and write in a workshop format, as defined in the Introduction of the Texas Essential Knowledge and Skills;  opportunities to read for a minimum of 20 minutes per day in both independent and instructional level text; and  opportunities to read and write a variety of genres throughout the course of the unit.

Unit 5: Reading – Culture & History; Persuasive & Research; Writing – Writing Process; Persuasive Texts; Open Choice

Suggested Pacing Week 1: Week 2: Week 3:

Note: The symbol “-BMK” indicates that the KSS, SE or TEK to which it is attached will be assessed on an upcoming benchmark assessment.

Reading Workshop Writing Workshop

TEKS/SE Reading TEKS/SEs Writing TEKS/SEs taught during this period Daily: Independent Reading Daily: Writing Process and eligible 3.11(A) Students read independently for a sustained period of time and 3.17 (A) plan a first draft by selecting a genre appropriate for for testing on paraphrase what the reading was about, maintaining meaning and conveying the intended meaning to an audience and generating district logical order (e.g., generate a reading log or journal; participate in book ideas through a range of strategies (e.g., brainstorming, graphic assessments talks) organizers, logs, journals) KSS Figure 19 - Use a flexible range of metacognitive reading skills in (B) develop drafts by categorizing ideas and organizing them into Bold and both assigned and independent reading to understand an author’s paragraphs underlined message. Students will continue to apply earlier standards with greater (C) revise drafts for coherence, organization, use of simple and TEKS/SE are high stakes depth in increasingly more complex texts as they become self-directly, compound sentences, and audience for our critical readers. (D) edit drafts for grammar, mechanics, and spelling using a teacher- district (less developed rubric than 90% Fluency (E) publish written work for a specific audience mastery on 3.3(A) read aloud grade level appropriate text with fluency (rate, TAKS) accuracy, expression, appropriate phrasing) and comprehension Instructional Level Text – 80 words per minute read correctly per Bold minute, with comprehension TEKS/SE are Independent Level Text – 100 words per minute read correctly per assessed on minute, with comprehension TAKS

Unit: Culture & History Unit: Writing Persuasive Texts KSS 3.12 - analyze, make inferences, and draw conclusions about the KSS 3.21 - Students write persuasive texts to influence the attitudes author’s purpose in cultural, historical and contemporary contexts and or actions of a specific audience on specific issues. provide evidence from the text to support their understanding 3. 21(A) write persuasive essays for appropriate audiences that 3.12(A) identify the topic and locate the author’s stated purposes in establish a position and use supporting details writing the text Fig. 19 (E) summarize information in text, maintaining meaning and Unit: Open Choice Writing logical order Note: Students may write using any style they wish, about any topics Fig. 19 (F) make connections (e.g., thematic links, author analysis) they wish: letters, stories, nonfiction writing, diary/journal entries

Unit 5: Reading – Culture & History; Persuasive & Research; Writing – Writing Process; Persuasive Texts; Open Choice

between literary and informational texts with similar ideas and provide textual evidence

Unit: Persuasive Text KSS 3.14 – analyze, make inferences, and draw conclusions about persuasive text and provide evidence from text to support their analysis 3.14(A) identify what the author is trying to persuade the reader to think or do

Strategies 3.2(A) use ideas (e.g. illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions 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 3.2(C) establish purpose for reading selected texts and monitor comprehension, making correlations and adjustments when that understanding breaks down (e.g. identify clues, using background knowledge, generating questions, rereading a portion aloud)

Unit: Research 3.25(A) generate topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic 3.25(B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question KSS 3.26 - determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather 3.26(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 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 on an organizer 3.26(D) identify the author, title, publisher, and publication year of

Unit 5: Reading – Culture & History; Persuasive & Research; Writing – Writing Process; Persuasive Texts; Open Choice

sources 3.26(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources KSS 3.27 - clarify research questions and evaluate and synthesize collected information 3.27(A) improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic)

Phonics Oral and Written Conventions 3.1(A) decode multisyllabic words in context and independently in 3.22(A) use & understand the function of following parts of speech in context by applying common spelling patterns including: (iv)using the context of reading, writing, speaking (iii) adjectives (e.g., knowledge of common prefixes and suffixes (e.g. dis-, -ly) (v)using descriptive: wooden, rectangular; limiting: this, that; articles: a, an, knowledge of derivational affixes (e.g., -de, - ful, -able) the (v) prepositions & prepositional phrases 3.22(B) use the complete subject & the complete predicate in a Vocabulary sentence 3.4(A) identify the meaning of common prefixes (e.g., in-, dis-) and 3.23(A) write legibly in cursive script with spacing between words in a suffixes (e.g. –full, -less) and know how they change the meaning of sentence roots. 3.23(B) use capitalization for (iii) official titles of names of people 3.4(C) identify and use antonyms, synonyms, homographs, and 3.24(B) spell words with more advanced homophones orthographic patterns and rules (i) consonant doubling when adding an ending Listening/Speaking/Teamwork 3.24(E) spell single syllable homophones 3.29(A) listen attentively to speakers, ask relevant questions, and make (e.g., bear/bare; week/weak; road/rode) pertinent comments 3.24(G) use print & electronic resources to find 3.29(B) follow, restate, and give oral instructions that involve a series of and check correct spellings related sequences of action. Spanish: 3.30(A) speak coherently about the topic under discussion, employing 3.22 (D) identify, read, and write abbreviations (e.g., Ave, Dra., Atte.). eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively. 3.31(A) participate in teacher-and student-led discussions by posing and answering questions with appropriate details and by providing suggestions that build upon the ideas of others.

Generaliza- Culture & History Persuasive Texts tions  Readers need to understand an author’s purpose for writing a piece  Writers use creative ways to convince the reader to change in order to comprehend the meaning of the text effectively. his/her behavior and/or thinking.  The topic of a text and the purpose for writing the text are  Writers use particular strategies to convince the reader. complementary.  Writers must research their topics well to find the most compelling  Although the topic of different texts may be the same, readers need reasons to ask the reader to change their opinion or their to understand that the purpose for writing the text can and will behavior.

Unit 5: Reading – Culture & History; Persuasive & Research; Writing – Writing Process; Persuasive Texts; Open Choice

change.  Writers often associated a particular point of view or plea with  The same topic can be written about for different purposes in famous people hoping that the association will convince the reader different periods of time (e.g., sharks were initially written about to to be more like the famous person. prove they were man-eating monsters, but in recent years, the plea  Writers will often make promises about a product to convince the to preserve shark populations is more common). reader to try it, by appealing to emotional or physical needs that  Authors have specific purposes for writing outweigh the person’s logical responses.  Authors can write about the same topic, but can have different  Writers who are trying to change opinions will often play on the purposes for doing so. reader’s emotions.  Texts on the same topic will sound different dependent upon the purposes of the texts. Persuasive Texts  Persuasive texts are designed to get the reader to change thinking or take action on a specific topic.  Effective readers need to be aware of the strategies writers use to try and change the readers’ opinions or to cause them to take action.  Effective readers of persuasive text are able to distinguish between the facts and the opinions presented in the text.

Essential Culture & History Persuasive Text Questions  How can understanding the topic of a text and the author’s purpose  How does the use of opinions, accompanied by facts, help to help a reader to better comprehend a text? convince the reader to change his or her actions/behavior?  How are the topic of a text and the author’s purpose  What kinds of persuasive strategies should writers notice in print complementary? and digital persuasive media that could help writers become more  How can the same topic be written with different purposes? effective?  How does the language of a text change based upon the purpose  How much researching should a writer complete before attempting of the author? to write persuasive text on a topic?  How can the purpose of a text change based upon whether it is a  What kinds of language should a writer use to try and influence cultural, historical, or contemporary text? the reader of persuasive text? Persuasive Text  How do persuasive texts try to change a reader’s behavior or attitudes toward a topic?  What reading persuasive texts, how do readers know when strategies are being used to try to persuade the reader?  How do effective readers distinguish between facts and opinions in persuasive text?  How are persuasive techniques used in digital media different from persuasive techniques used in print? How are they similar?

Unit 5: Reading – Culture & History; Persuasive & Research; Writing – Writing Process; Persuasive Texts; Open Choice

Core College & Career Readiness Standards (CCRS) – [the STAAR test (2011-12) will be based upon these CCRS, in addition to the related Components TEKS/SEs]

Writing 3. Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information, organize material generated, and formulate a thesis.

Reading A. Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying lengths. 5. Analyze the presentation of information and the strength and quality of evidence used by the author, and judge the coherence and logic of the presentation and the credibility of an argument. 9. Identify and analyze the audience, purpose, and message of an informational or persuasive text. 11. Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme. C. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods. 4. Analyze and compare the use of language in literary works from a variety of world cultures.

Speaking A. Understand the elements of communication both in informal group discussions and formal presentations (e.g., accuracy, relevance, rhetorical features, organization of information). 2. Adjust presentation (delivery, vocabulary, length) to particular audiences and purposes.

Listening 2. Interpret a speaker’s message; identify the position taken and the evidence in support of that position. B. Listen effectively in informal and formal situations. 1. Listen critically and respond appropriately to presentations.

Key Cognitive Skills B. Reasoning 1. Consider arguments and conclusions of self and others. 2. Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions. 3. Gather evidence to support arguments, findings, or lines of reasoning. 4. Support or modify claims based on the results of an inquiry. D. Academic Behaviors 3. Strive for accuracy and precision.

Core TEKS/SEs Clarification: TEKS/SEs Clarification: Components  The Research unit should be used to help students explore  The more opportunities students have to read and study persuasive text, topics as they relate to texts from the Culture & History and the better writers they will become. Persuasive genres.  One of the first steps in writing effective persuasive text is to come up  Teachers will need to model how readers determine an with a controversial topic. In order for students to take a side on the topic,

Unit 5: Reading – Culture & History; Persuasive & Research; Writing – Writing Process; Persuasive Texts; Open Choice

author’s purpose as stated in the text, as well as to highlight they must have opportunities to read extensively about both sides of an the various strategies writers of persuasive text utilize. issue. Because effective persuasive texts use facts to bolster opinions,  Teachers will have to help students see how persuasive the more facts from reliable sources students have the more effective texts work, by studying appropriate mentor texts together. A their arguments will be. mentor text is a strong example of a particular genre (in this case, persuasive text), that the teacher uses to help students learn characteristics of that genre. Students will refer back to the mentor text to help them write strong examples of that genre, as well as to remember comprehension strategies.

Core Vocabulary Components The vocabulary noted below is derived from this grade level’s TEKS/SEs. Related definitions come from the TEA Glossary. Please visit the following TEA links for additional information: English / Spanish.

A-I J-Z appeal In rhetoric, the means of persuasion in an argument. According to Aristotle, there are three fundamental appeals to convince a person: reason, ethics, and emotion. open-ended research question A type of question used to encourage many possible responses rather than audience a single directed one (e.g., What are the effects of watching TV while The intended target group for a message, regardless of the studying?). medium. paraphrase bandwagon appeal To restate the meaning of something in different words. Paraphrasing alters A persuasive technique used in media messages that appeals to the exact wording of the source and transmits its ideas or information the “everyone is doing it” mentality. without evaluation or interpretation.

bibliographic information persuasive text The locating information about a source (i.e., book, journal, Text written with the intent to persuade or convince the reader of periodical, or Web site). For example, a book’s bibliographic something. information consists of author, title, place of publication, publisher, and date of publication. See a style guide for specific formatting proposition-and-support rules (e.g., MLA, Chicago, APA). An organizational structure in which the writer first asserts an idea or opinion and then provides information to support the idea or opinion. brainstorming A technique in which many ideas are generated quickly and purpose without judgment or evaluation in order to solve a problem, clarify The intended goal of a piece of writing; the reason a person writes. a concept, or inspire creative thinking. Brainstorming may be done

Unit 5: Reading – Culture & History; Persuasive & Research; Writing – Writing Process; Persuasive Texts; Open Choice

in a classroom, small group, or individually. summarize To reduce large sections of text to their essential points and main ideas. drawing conclusions Note: It is still important to attribute summarized ideas to the original source. A form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the word choice information, and comes to a decision. The conclusion is generally The author’s thoughtful use of precise vocabulary to fully convey meaning based on more than one piece of information. to the reader.

inference Connecting bits of information to make a logical guess. Readers make inferences by drawing conclusions, making generalizations, and making predictions. A subtle inference is one in which the bits of information are not as easily connected.

Curricular  Earth & Space (Weather & Climate, Water Cycle) Connections  Decision Making in Communities (Past & Present)

Required Lessons

Recommend- ed Lessons

Differentia-  English Language Proficiency Standards Student Expectations with Sentence Stems and Activities to support implementation of tion: the Standards (Note: when you open the link, it may ask you for a certificate or if it is OK to open the file, click OK each time you see the screens.)  As part of allowable accommodations for Special Education students, students are allowed to use graphic organizers on the TAKS test as long as these accommodations are regularly used as part of classroom instruction. Region 13 has started a powerful project to collect as many of these graphic organizers as possible, and via their website post the degree to which TEA blesses or partially blesses these organizers as allowable. The graphic organizers are posted by content area: http://www5.esc13.net/agc/accommodations.html

Instructional Websites Resources  Think Central – Leveled readers associated with the Journeys and Senderos textbooks  Pearson Successnet - Leveled Readers for Science and Social Studies content  Read-Write-Think – Model lessons  Teacher Professional Books (ASCD)  PBS Kids – Advertising Tricks

Textbook Resources Note: The resources below are suggested as possible shared reading and/or writing experiences. Please use your judgment to determine if © Round Rock I.S.D. 8 Instructional Timeline – 3rd Grade Elementary Language Arts – 2nd Nine Weeks

Unit 5: Reading – Culture & History; Persuasive & Research; Writing – Writing Process; Persuasive Texts; Open Choice

these selections are appropriate for use with your students. Journeys Senderos  

Books  Fountas, I. C., & Pinnell, G. S. (2001). Guiding readers and writers, grades 3-6: teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann. (170 copies, iBistro)  Harvey, S., & Goudvis, A. (2005). The comprehension toolkit grades 3-6: language and lessons for active literacy. Portsmouth, NH: Heinemann. (61 copies, iBistro)  Harvey, S., & Goudvis, A. (2000). Strategies that work: teaching comprehension to enhance understanding. Portland, ME: Stenhouse Publishers. (193 copies, iBistro)  Ray, K. W. (2006). Study driven: a framework for planning units of study in the writing workshop. Portsmouth, NH: Heinemann. (69 copies, iBistro)

Assessment Resources