Post on 19-Aug-2018
Midland ISD ELAR Scope and Sequence Grade 3
Unit 3-Reading to Discover-Expository Text 27 Days Unit Dates: 11/12/12 – 12/21/12 Unit Assessment: by 12/21/12
R=Readiness Standard S=Supporting Standard
Revised 10/31/12
Whole Group Reading
Day 1 Day 2 Day 3 Day 4
Wh
ole
Gro
up
Read
ing
Gen
re Expository/Informational Text Expository/Informational Text Expository/Informational Text Expository/Informational Text
Fo
cu
s
Focus: Students analyze expository text in order to use text features to make predictions
Use ideas (e.g. illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions (3.2A)
Use text features (e.g. bold print, captions, key words, italics0 to locate information and make and verify predictions about contents of text (3.13D)
Focus: Students establish purposes for
reading expository text and locate the
author’s stated purpose in writing the text.
Ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text (3.2B)
Identify the topic and locate the author’s stated purposes in writing the text(3.12A)
Ask literal, interpretive, and evaluative questions of text (Fig19B)
Monitor and adjust comprehension (Fig 19C)
Explain how various design techniques used in media influence the message(3.16B)
Write responses to literary or expository texts that demonstrate an understanding of the text (3.20C)
Focus: Students ask questions before,
during, and after reading in order to
maintain good comprehension.
Ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text (3.2B)
Ask literal, interpretive, and evaluative questions of text (Fig19B)
Monitor and adjust comprehension (Fig 19C)
Write responses to literary or expository texts that demonstrate an understanding of the text (3.20C)
Focus: Students ask literal, interpretive, evaluative, and synthesis questions about texts and find specific evidence such as facts and details to support answers Ask relevant questions, seek
clarification, and locate facts and details about stories and other texts and support answers with evidence from text (3.2B)
Ask literal, interpretive, and evaluative questions of text (Fig19B)
Write responses to literary or expository texts that demonstrate an understanding of the text (3.20C)
EL
PS
2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication
Reso
urc
es
CS
CO
PE
Note: You will need to select a grade- appropriate expository text with several text features. Please see the last page of this document for resources.
Note: You will need to select a grade- appropriate expository text or news article from the internet with a clearly stated purpose. Please see the last page of this document for resources.
Note: You will need to select a grade- appropriate expository text. Please see the last page of this document for resources.
Note: You will need to select a grade- appropriate expository text. Please see the last page of this document for resources.
Unit 3, Exemplar Lesson 1 Shared Reading, Day 1
http://www.mycscope.us/module/content/search/item/673293/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Shared Reading, Day 2
http://www.mycscope.us/module/content/search/item/673293/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Shared Reading, Day 3
http://www.mycscope.us/module/content/search/item/673293/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Shared Reading, Day 4
http://www.mycscope.us/module/content/search/item/673293/viewdetail.ashx
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text
2 R=Readiness Standard S=Supporting Standard
Whole Group Word Study
Day 1 Day 2 Day 3 Day 4
Wo
rd S
tud
y
Fo
cu
s
Focus: Students examine a list of high frequency words that will be used in spelling and writing. Spell high-frequency and compound
words from a commonly used list (3.24C)
Focus: Students examine a list of high frequency words that will be used in spelling and writing.
Spell high-frequency and compound words from a commonly used list (3.24C)
Focus: Students examine a list of high frequency words that will be used in spelling and writing.
Spell high-frequency and compound words from a commonly used list (3.24C)
Focus: Students examine a list of high frequency words that will be used in spelling and writing.
Spell high-frequency and compound words from a commonly used list (3.24C)
EL
PS
ELPS 2B: Recognize English sound system in new vocabulary 3A: Practice using English sound system in new vocabulary 4A: Learn relationships between sounds and letters 5A: Learn relationships between sounds and letters when writing
Reso
urc
es
C
SC
OP
E
Unit 3, Exemplar Lesson 1 Word Study, Day 1 http://www.mycscope.us/module/content/sear
ch/item/673293/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Word Study, Day 2 http://www.mycscope.us/module/content/search
/item/673293/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Word Study, Day 3 http://www.mycscope.us/module/content/search
/item/673293/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Word Study, Day 4 http://www.mycscope.us/module/content/search
/item/673293/viewdetail.ashx
Teacher Notes
.
MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text
3 R=Readiness Standard S=Supporting Standard
Whole Group Writing
Day 1 Day 2 Day 3 Day 4
Wri
tin
g
Fo
cu
s
Focus: Students generate ideas for expository writing.
Plan a first draft (3.17A) Write legibly in cursive script with
spacing between words in a sentence(3.23A)
Focus: Students select a topic for expository writing and draft
Plan a first draft (3.17A) Develop drafts by categorizing ideas
and organizing them into paragraphs (3.17B)
Write legibly in cursive script with spacing between words in a sentence(3.23A)
Focus: Students select a topic for
expository writing and draft
Plan a first draft (3.17A) Develop drafts by categorizing ideas
and organizing them into paragraphs (3.17B)
Write legibly in cursive script with spacing between words in a sentence(3.23A)
Focus: Students select a topic for
expository writing and plan the first draft
using a graphic organizer. Plan a first draft (3.17A)
Develop drafts by categorizing ideas and organizing them into paragraphs (3.17B)
Write legibly in cursive script with spacing between words in a sentence(3.23A)
EL
PS
3A: Practice using English sound system in new vocabulary 3C: Speak using a variety of sentence structures 3G: Express opinions, ideas, and feelings 4A: Learn relationships between sounds and letters 5G: Narrate, describe, and explain in writing
Reso
urc
es
CS
CO
PE
Unit 3, Lesson 1, Writing Day 1 http://www.mycscope.us/module/content/sear
ch/item/673293/viewdetail.ashx
Unit 3, Lesson 1, Writing Day 2 http://www.mycscope.us/module/content/search
/item/673293/viewdetail.ashx
Unit 3, Lesson 1, Writing Day 3 http://www.mycscope.us/module/content/search
/item/673293/viewdetail.ashx
Unit 3, Lesson 1, Writing Day 4 http://www.mycscope.us/module/content/search
/item/673293/viewdetail.ashx
As you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to use the TEKS and form of writing from the Scope and Sequence to select resources.
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text
4 R=Readiness Standard S=Supporting Standard
Whole Group Reading
Day 5 Day 6 Day 7 Day 8
Wh
ole
Gro
up
Read
ing
Gen
re Expository/Informational Text Expository/Informational Text Expository/Informational Text Expository/Informational Text
Fo
cu
s
Focus: Students identify the details or
facts that support the main idea. Monitor and adjust comprehension
(Fig 19C) Identify the details or facts that
support the main idea(3.13A)
Focus: Students identify the details or
facts that support the main idea of expository text
Monitor and adjust comprehension (Fig 19C)
Identify the details or facts that support the main idea(3.13A)
Focus: Students draw conclusions based on evidence they find in the text as they read. Draw conclusions from the facts
presented in text and support those assertion with textual evidence (3.13B)
Make inferences about text and use textual evidence to support understanding (Fig19D)
Focus: Students draw conclusions based on evidence they find in the text as they read.
Draw conclusions from the facts presented in text and support those assertion with textual evidence (3.13B)
Make inferences about text and use textual evidence to support understanding (Fig19D)
ELPS 2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication
Reso
urc
es
CS
CO
PE
Note: You will need to select a grade-appropriate expository text. Please see the last page of this document for resources.
Note: You will need to select a grade-appropriate expository text. Please see the last page of this document for resources.
Note: You will need to select a grade-appropriate expository text. Please see the last page of this document for resources.
Note: You will need to select a grade-appropriate expository text. Please see the last page of this document for resources.
Unit 3, Exemplar Lesson 1 Shared Reading, Day 5
http://www.mycscope.us/module/content/se
arch/item/673293/viewdetail.ashx
Unit 3, Exemplar Lesson 1
Shared Reading, Day 6
http://www.mycscope.us/module/content/search
/item/673293/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Shared Reading, Day 7
http://www.mycscope.us/module/content/search
/item/673293/viewdetail.ashx
Unit 3 Exemplar Lesson 1 Shared Reading, Day 8
hhttp://www.mycscope.us/module/content/searc
h/item/673293/viewdetail.ashx
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text
5 R=Readiness Standard S=Supporting Standard
Whole Group Word Study
Day 5 Day 6 Day 7 Day 8
Wo
rd S
tud
y
Fo
cu
s
Focus: Students identify, read, and spell contractions Identify and read contractions (e.g.
I’d, won’t) 3.1D Spell complex contractions (e.g.
should’ve, won’t) (3.24F)
Focus: Students decode and spell words with the abstract vowels (/oo/). Decode words applying knowledge of
common spelling patterns (e.g. –ight, -ant) (3.1C)
Spell words with consonant doubling
when adding an ending (3.24Bvi)
Focus: Students decode and spell words with the abstract vowels (/ou/). Decode words applying knowledge of
common spelling patterns (e.g. –ight, -ant) (3.1C)
Spell words with consonant doubling
when adding an ending (3.24Bvi)
Focus: Students decode and spell words with the abstract vowels (/ow/). Decode words applying knowledge of
common spelling patterns (e.g. –ight, -ant) (3.1C)
Identify and use antonyms, synonyms, homographs and homophones (3.4C)
Spell words with consonant doubling when adding an ending (3.24Bvi)
EL
PS
2B: Recognize English sound system in new vocabulary 3A: Practice using English sound system in new vocabulary 4A: Learn relationships between sounds and letters 5A: Learn relationships between sounds and letters when writing
Reso
urc
e
s
CS
CO
PE
Unit 3, Exemplar Lesson 1 Word Study, Day 5
http://www.mycscope.us/module/content/sear
ch/item/673293/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Word Study, Day 6
http://www.mycscope.us/module/content/search
/item/673293/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Word Study, Day 7
http://www.mycscope.us/module/content/search
/item/673293/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Word Study, Day 8
http://www.mycscope.us/module/content/search
/item/673293/viewdetail.ashx
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text
6 R=Readiness Standard S=Supporting Standard
Whole Group Writing
Day 5 Day 6 Day 7 Day 8
Wri
tin
g
Fo
cu
s
Focus: Students select a topic for
expository writing and draft
Plan a first draft (3.17A)
Develop drafts by categorizing ideas and organizing them into paragraphs.(3.17B)
Write legibly in cursive script with spacing between words in a sentence(3.23A)
Focus: Students select a topic for
expository writing and draft.
Plan a first draft (3.17A)
Write legibly in cursive script with spacing between words in a sentence(3.23A)
Focus: Students select a topic for
expository writing and plan the first draft using a graphic organizer
Plan a first draft (3.17A)
Write legibly in cursive script with spacing between words in a sentence(3.23A)
Focus: Students select a topic for
expository
Plan a first draft (3.17A)
Write legibly in cursive script with spacing between words in a sentence(3.23A)
EL
PS
3A: Practice using English sound system in new vocabulary 3C: Speak using a variety of sentence structures 3G: Express opinions, ideas, and feelings 4A: Learn relationships between sounds and letters 5G: Narrate, describe, and explain in writing
Reso
urc
es
CS
CO
PE
Unit 3, Lesson 1, Writing Day 5 http://www.mycscope.us/module/content/sear
ch/item/673293/viewdetail.ashx
Unit 3, Lesson 1, Writing Day 6 http://www.mycscope.us/module/content/search
/item/673293/viewdetail.ashx
Unit 3, Lesson 1, Writing Day 7 http://www.mycscope.us/module/content/search
/item/673293/viewdetail.ashx
Unit 3, Lesson 1, Writing Day 8 http://www.mycscope.us/module/content/search
/item/673293/viewdetail.ashx
As you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to use the TEKS and form of writing from the Scope and Sequence to select resources.
Teacher Notes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text
7 R=Readiness Standard S=Supporting Standard
Whole Group Reading
Day 9 Day 10 Day 11 Day 12
Wh
ole
Gro
up
Read
ing
Gen
re Expository/Informational Text Expository/Informational Text Expository/Informational Text Expository/Informational Text
Fo
cu
s
Focus: Students identify cause and effect relationships among ideas in texts.
Identify explicit cause and effect relationships among ideas in texts (3.13C)
Write responses to literary or expository texts that demonstrate an understanding of the text (3.20C)
Focus: Students identify cause and effect relationships among ideas in texts.
Identify explicit cause and effect relationships among ideas in texts (3.13C)
Write responses to literary or expository texts that demonstrate an understanding of the text (3.20C)
Focus: Students summarize information in text, maintaining meaning and logical order Summarize information in text,
maintaining meaning and logical order (Fig19E)
Identify the details or facts that support the main idea(3.13A)
Focus: Students generate research topics and formulate open-ended questions. Ask relevant questions, seek
clarification, and locate facts and details about stories and other texts and support answers with evidence from text (3.2B)
Ask literal, interpretive, and evaluative questions of text (Fig19B)
Generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic (3.25A)
EL
PS
2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication
Reso
urc
es
CS
CO
PE
Note: You will need to select a grade-
appropriate expository text. Please see the
last page of this document for resources.
Note: You will need to select a grade-appropriate
expository text. Please see the last page of this
document for resources.
Note: You will need to select a previously read
grade-appropriate expository text. Please see
the last page of this document for resources.
No Text required
Unit 3 Exemplar Lesson 1 Shared Reading, Day 9 http://www.mycscope.us/module/content/se
arch/item/673293/viewdetail.ashx
Unit 3 Exemplar Lesson 1 Shared Reading, Day 10 http://www.mycscope.us/module/content/search
/item/673293/viewdetail.ashx
Unit 3, Exemplar Lesson 2 Shared Reading, Day 11 http://www.mycscope.us/module/content/search
/item/673319/viewdetail.ashx
Unit 3, Exemplar Lesson 3 Shared Reading, Day 12 http://www.mycscope.us/module/content/search
/item/673319/viewdetail.ashx
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text
8 R=Readiness Standard S=Supporting Standard
Whole Group Word Study
Day 9 Day 10 Day 11 Day 12
Wo
rd S
tud
y
Fo
cu
s
Focus: Students identify and apply playful uses of language in riddles using homophones and homographs
Use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs (3.4B)
Identify and use antonyms, synonyms, homographs and homophones (3.4C)
Identify and apply playful uses of language (e.g. tongue twisters, palindromes, riddles) (3.4D)
Focus: Students use context to determine the relevant meaning of homophones.
Use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs (3.4B)
Spell single syllable homophones (e.g. bear/bare, week/weak, road/rode) (3.24E)
Focus: Students spell words with the double consonants in the middle of words by doubling consonants when adding an ending.
Double consonants in middle of words (3.24Biv)
Use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell (3.24A)
Consonant doubling when adding an ending (3.24Bi)
Spell words with double consonants in middle of words (3.24Biv)
Focus: Students use context to determine the meaning of homophones
Use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs (3.4B)
Identify and use antonyms, synonyms, homographs and homophones (3.4C)
EL
PS
2B: Recognize English sound system in new vocabulary 3A: Practice using English sound system in new vocabulary 4A: Learn relationships between sounds and letters 5A: Learn relationships between sounds and letters when writing
Reso
urc
e
s
CS
CO
PE
Unit 3, Exemplar Lesson 1 Word Study, Day 9 http://www.mycscope.us/module/content/sear
ch/item/673293/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Word Study, Day 10 http://www.mycscope.us/module/content/search
/item/673293/viewdetail.ashx
Unit 3, Exemplar Lesson 2 Word Study, Day 11 http://www.mycscope.us/module/content/search
/item/673319/viewdetail.ashx
Unit 3, Exemplar Lesson 2 Word Study, Day 12 http://www.mycscope.us/module/content/search
/item/673319/viewdetail.ashx
Teacher Notes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text
9 R=Readiness Standard S=Supporting Standard
Whole Group Writing
Day 9 Day 10 Day 11 Day 12
Wri
tin
g
Fo
cu
s
Focus: Students create a brief
composition with a topic sentence that establishes the central idea.
Plan a first draft (3.17A) Develop drafts by categorizing
ideas and organizing them into paragraphs.(3.17B)
Create a brief composition that establish a central idea in a topic sentence (3.20Ai)
Write legibly in cursive script with spacing between words in a sentence(3.23A)
Focus: Students develop a composition
by categorizing ideas, facts, and details and organize them into paragraphs
Develop drafts by categorizing ideas and organizing them into paragraphs.(3.17B)
Create a brief composition that include supporting sentences with simple facts, details, and explanations (3.20Aii)
Write legibly in cursive script with
spacing between words in a
sentence(3.23A)
Focus: Students develop an expository
composition by categorizing ideas, facts, and details and organize them into paragraphs. Develop drafts by categorizing ideas
and organizing them into paragraphs.(3.17B)
Create a brief composition that include supporting sentences with simple facts, details, and explanations (3.20Aii)
Time-order transition words and transitions that indicate a conclusion (3.22Aviii)
Write legibly in cursive script with spacing between words in a sentence(3.23A)
Focus: Students develop an expository
composition by categorizing ideas, facts, and details and organize them into paragraphs. Develop drafts by categorizing ideas
and organizing them into paragraphs.(3.17B)
Create a brief composition that include supporting sentences with simple facts, details, and explanations (3.20Aii)
Write legibly in cursive script with
spacing between words in a
sentence(3.23A)
EL
PS
3A: Practice using English sound system in new vocabulary 3C: Speak using a variety of sentence structures 3G: Express opinions, ideas, and feelings 4A: Learn relationships between sounds and letters 5G: Narrate, describe, and explain in writing
Reso
urc
es
CS
CO
PE
Unit 3, Lesson 1, Writing Day 9 http://www.mycscope.us/module/content/sear
ch/item/673293/viewdetail.ashx
Unit 3, Lesson 1, Writing Day 10 http://www.mycscope.us/module/content/search
/item/673293/viewdetail.ashx
Unit 3, Lesson 2, Writing Day 11 http://www.mycscope.us/module/content/search
/item/673319/viewdetail.ashx
Unit 3, Lesson 2, Writing Day 12 http://www.mycscope.us/module/content/search
/item/673319/viewdetail.ashx
As you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to use the TEKS and form of writing from the Scope and Sequence to select resources.
Teacher Notes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text
10 R=Readiness Standard S=Supporting Standard
Whole Group Reading
Day 13 Day 14 Day 15 Day 16
Wh
ole
Gro
up
Read
ing
Gen
re Expository/Informational Text Expository/Informational Text Expository/Informational Text Expository/Informational Text
Fo
cu
s
Focus: Students generate a research
plan to find relevant information Generate a research plan for
gathering relevant information (e.g. surveys, interviews, encyclopedias) about the major research question (3.25B)
Focus: Students follow their research plan and skim and scan text features to locate possible relevant information. Monitor and adjust comprehension (Fig 19C)
Make inferences about text and use textual evidence to support understanding (Fig19D)
Summarize information in text, maintaining meaning and logical order (Fig19E)
Identify the details or facts that support the main idea(3.13A)
Draw conclusions from the facts presented in text and support those assertion with textual evidence (3.13B)
Identify explicit cause and effect relationships among ideas in texts (3.13C)
Use text features (e.g. bold print, captions, key words, italics0 to locate information and make and verify predictions about contents of text (3.13D)
Follow the research plan to collect information from multiple sources of information, including data from experts, reference texts and on line searches (3.26Aii)
Follow the research plan to collect information from multiple sources of information, including visual sources of information (e.g. maps, timelines, graphs) where appropriate (3.26Aiii)
Focus: Students skim and scan text features to locate information and take simple notes Monitor and adjust comprehension (Fig 19C)
Make inferences about text and use textual evidence to support understanding (Fig19D)
Summarize information in text, maintaining meaning and logical order (Fig19E)
Identify the details or facts that support the main idea(3.13A)
Draw conclusions from the facts presented in text and support those assertion with textual evidence (3.13B)
Identify explicit cause and effect relationships among ideas in texts (3.13C)
Use text features (e.g. bold print, captions, key words, italics0 to locate information and make and verify predictions about contents of text (3.13D)
Follow the research plan to collect information from multiple sources of information, including data from experts, reference texts and on line searches (3.26Aii)
Follow the research plan to collect information from multiple sources of information, including visual sources of information (e.g. maps, timelines, graphs) where appropriate (3.26Aiii)
Use skimming and scanning techniques to identify data by looking at text features (e.g. bold print, captions, key words, italics) (3.26B)
Take simple notes and sort evidence into provided categories of an organizer (3.26C)
Focus: Students skim and scan text features to locate information and take simple notes Monitor and adjust comprehension (Fig 19C)
Make inferences about text and use textual evidence to support understanding (Fig19D)
Summarize information in text, maintaining meaning and logical order (Fig19E)
Identify the details or facts that support the main idea(3.13A)
Draw conclusions from the facts presented in text and support those assertion with textual evidence (3.13B)
Identify explicit cause and effect relationships among ideas in texts (3.13C)
Use text features (e.g. bold print, captions, key words, italics0 to locate information and make and verify predictions about contents of text (3.13D)
Follow the research plan to collect information from multiple sources of information, including data from experts, reference texts and on line searches (3.26Aii)
Follow the research plan to collect information from multiple sources of information, including visual sources of information (e.g. maps, timelines, graphs) where appropriate (3.26Aiii)
Use skimming and scanning techniques to identify data by looking at text features (e.g. bold print, captions, key words, italics) (3.26B)
Take simple notes and sort evidence into provided categories of an organizer (3.26C)
EL
P
S
2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication
Res
ou
rces
CS
CO
PE
You will need to select grade-appropriate expository texts for teacher –selected research topic. Please see the last page of this document for resources.
You will need to select grade-appropriate expository texts for teacher –selected research topic. Please see the last page of this document for resources.
You will need to select grade-appropriate expository texts for teacher –selected research topic. Please see the last page of this document for resources.
You will need to select grade-appropriate expository texts for teacher –selected research topic. Please see the last page of this document for resources.
Unit 3, Exemplar Lesson 2 Shared Reading, Day 13
http://www.mycscope.us/module/content/search/item/673319/viewdetail.ashx
Unit 3, Exemplar Lesson 2 Shared Reading, Day 14
http://www.mycscope.us/module/content/search/item/673319/viewdetail.ashx
Unit 3, Exemplar Lesson 2 Shared Reading, Day 15
http://www.mycscope.us/module/content/search/item/673319/viewdetail.ashx
Unit 3, Exemplar Lesson 2 Shared Reading, Day 16
http://www.mycscope.us/module/content/search/item/673319/viewdetail.ashx
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text
11 R=Readiness Standard S=Supporting Standard
Whole Group Word Study
Day 13 Day 14 Day 15 Day 16
Wo
rd S
tud
y
Fo
cu
s
Focus: Students use tongue twisters in order to learn about playful language in writing.
Identify and apply playful uses of language (e.g. tongue twisters, palindromes, riddles) (3.4D)
Focus: Students use a dictionary to determine syllabication and pronunciation of unknown words
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 (3.4E)
Focus: Students decode words with the endings -er and -est. Dropping the final “e” and add endings
such as –ing, -ed, or –able (3.1Ai) Doubling final consonants when
adding an ending (e.g. hop to hopping) (3.1Aii)
Changing the final “y” to “i” (e.g. baby to babies) (3.1Aiii)
Spell words with consonant doubling
when adding an ending (3.24Bi)
Dropping final “e” when endings are
added (e.g., -ing, -ed) (3.24Bii)
Changing y to I before adding an
ending (3.24Biii)
Focus: Students decode words with the endings -er and -est. Dropping the final “e” and add endings
such as –ing, -ed, or –able (3.1Ai) Doubling final consonants when
adding an ending (e.g. hop to hopping) (3.1Aii)
Changing the final “y” to “i” (e.g. baby
to babies) (3.1Aiii)
Spell words with consonant doubling
when adding an ending (3.24Bi)
Dropping final “e” when endings are
added (e.g., -ing, -ed) (3.24Bii)
Changing y to I before adding an
ending (3.24Biii)
EL
PS
2B: Recognize English sound system in new vocabulary 3A: Practice using English sound system in new vocabulary 4A: Learn relationships between sounds and letters 5A: Learn relationships between sounds and letters when writing
Reso
ur
ces
C
SC
OP
E Unit 2, Exemplar Lesson 2
Word Study, Day 13 http://www.mycscope.us/module/content/search/item/673319/viewdetail.ashx
Unit 2, Exemplar Lesson 2 Word Study, Day 14 http://www.mycscope.us/module/content/search/item/673319/viewdetail.ashx
Unit 2, Exemplar Lesson 2 Word Study, Day 15 http://www.mycscope.us/module/content/search/item/673319/viewdetail.ashx
Unit 2, Exemplar Lesson 2 Word Study, Day 16 http://www.mycscope.us/module/content/search/item/673319/viewdetail.ashx
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text
12 R=Readiness Standard S=Supporting Standard
Whole Group Writing
Day 13 Day 14 Day 15 Day 16
Wri
tin
g
Fo
cu
s
Focus: Students make connections between literary and informational texts with similar ideas and provide textual evidence.
Develop drafts by categorizing ideas and organizing them into paragraphs.(3.17B)
Create a brief composition that contain a concluding statement (3.20Aiii)
Write legibly in cursive script with spacing between words in a sentence(3.23A)
Focus: Students revise their drafts for coherence, organization, use of simple and compound sentences
Revise drafts for coherence, organization, use of simple and compound sentences, and audience (3.17C)
Create a brief composition that establish a central idea in a topic sentence (3.20Ai)
Create a brief composition that contain a concluding statement (3.20Aiii)
Use coordinating conjunctions (3.22Avii)
Use time-order transition words and transitions that indicate a conclusion (3.22Aviii)
Use complete simple and compound sentences with correct subject-verb agreement (3.22C)
Write legibly in cursive script with spacing between words in a sentence(3.23A)
Focus: Students organize their drafts and add text features.
Develop drafts by categorizing ideas and organizing them into paragraphs.(3.17B)
Revise drafts for coherence, organization, use of simple and compound sentences, and audience (3.17C)
Create a brief composition that establish a central idea in a topic sentence (3.20Ai)
Create a brief composition that include supporting sentences with simple facts, details, and explanations (3.20Aii)
Create a brief composition that contain a concluding statement (3.20Aiii)
Write legibly in cursive script with spacing between words in a sentence(3.23A)
Focus: Students organize their drafts and add text features.
Develop drafts by categorizing ideas and organizing them into paragraphs.(3.17B)
Revise drafts for coherence, organization, use of simple and compound sentences, and audience (3.17C)
Create a brief composition that establish a central idea in a topic sentence (3.20Ai)
Create a brief composition that include supporting sentences with simple facts, details, and explanations (3.20Aii)
Create a brief composition that contain a concluding statement (3.20Aiii)
Write legibly in cursive script with spacing between words in a sentence(3.23A)
EL
PS
3A: Practice using English sound system in new vocabulary 3C: Speak using a variety of sentence structures 3G: Express opinions, ideas, and feelings 4A: Learn relationships between sounds and letters 5G: Narrate, describe, and explain in writing
Reso
urc
es
CS
CO
P
E
Unit 3, Exemplar Lesson 2, Writing Day 13 http://www.mycscope.us/module/content/sear
ch/item/673319/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Writing Day 14 http://www.mycscope.us/module/content/search
/item/673319/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Writing Day 15 http://www.mycscope.us/module/content/search
/item/673319/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Writing Day 16 http://www.mycscope.us/module/content/search
/item/673319/viewdetail.ashx
As you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to use the TEKS and form of writing from the Scope and Sequence to select resources.
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text
13 R=Readiness Standard S=Supporting Standard
Whole Group Reading
Day 17 Day 18 Day 19 Day 20
Wh
ole
Gro
up
Read
ing
Gen
re Expository/Informational Text Expository/Informational Text Expository/Informational Text Expository/Informational Text
Fo
cu
s
Focus: Students skim and scan text features to locate information and take simple notes Monitor and adjust comprehension (Fig 19C)
Make inferences about text and use textual evidence to support understanding (Fig19D)
Summarize information in text, maintaining meaning and logical order (Fig19E)
Identify the details or facts that support the main idea(3.13A)
Draw conclusions from the facts presented in text and support those assertion with textual evidence (3.13B)
Identify explicit cause and effect relationships among ideas in texts (3.13C)
Use text features (e.g. bold print, captions, key words, italics0 to locate information and make and verify predictions about contents of text (3.13D)
Follow the research plan to collect information from multiple sources of information, including data from experts, reference texts and on line searches (3.26Aii)
Follow the research plan to collect information from multiple sources of information, including visual sources of information (e.g. maps, timelines, graphs) where appropriate (3.26Aiii)
Use skimming and scanning techniques to identify data by looking at text features (e.g. bold print, captions, key words, italics) (3.26B)
Take simple notes and sort evidence into provided categories of an organizer (3.26C)
Focus: Students skim and scan text features to locate information and take simple notes Monitor and adjust comprehension (Fig 19C)
Make inferences about text and use textual evidence to support understanding (Fig19D)
Summarize information in text, maintaining meaning and logical order (Fig19E)
Identify the details or facts that support the main idea(3.13A)
Draw conclusions from the facts presented in text and support those assertion with textual evidence (3.13B)
Identify explicit cause and effect relationships among ideas in texts (3.13C)
Use text features (e.g. bold print, captions, key words, italics0 to locate information and make and verify predictions about contents of text (3.13D)
Follow the research plan to collect information from multiple sources of information, including data from experts, reference texts and on line searches (3.26Aii)
Follow the research plan to collect information from multiple sources of information, including visual sources of information (e.g. maps, timelines, graphs) where appropriate (3.26Aiii)
Use skimming and scanning techniques to identify data by looking at text features (e.g. bold print, captions, key words, italics) (3.26B)
Take simple notes and sort evidence into provided categories of an organizer (3.26C)
Focus: Students sort their notes into categories
Take simple notes and sort evidence into provided categories of an organizer (3.26C)
Focus: Students sort their notes into categories
Write responses to literary or expository texts that demonstrate an understanding of the text (3.20C)
Take simple notes and sort evidence into provided categories of an organizer (3.26C)
EL
PS
2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication
Reso
urc
es
CS
CO
PE
Note: You will need to select grade-appropriate expository texts for teacher –selected research topic. Please see the last page of this document for resources.
Note You will need to select grade-appropriate expository texts for teacher –selected research topic. Please see the last page of this document for resources.
Note: No text required/ research notes Note: No text required/ research notes
Unit 3, Exemplar Lesson 2 Shared Reading, Day 17
http://www.mycscope.us/module/content/search/item/673319/viewdetail.ashx
Unit 3, Exemplar Lesson 2 Shared Reading, Day 18
http://www.mycscope.us/module/content/search/item/673319/viewdetail.ashx
Unit 3, Exemplar Lesson 2 Shared Reading, Day 19
http://www.mycscope.us/module/content/search/item/673319/viewdetail.ashx
Unit 3, Exemplar Lesson 2 Shared Reading, Day 20
http://www.mycscope.us/module/content/search/item/673319/viewdetail.ashx
Teacher Notes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text
14 R=Readiness Standard S=Supporting Standard
Whole Group Word Study
Day 17 Day 18 Day 19 Day 20
Wo
rd S
tud
y
Fo
cu
s
Identify and decode words with common prefixes and determine how they change the meanings of words Decode multisyllabic words in context
and independent of context by using knowledge of common prefixes and suffixes(3.1Aiv)
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. (3.4A)
Identify and decode words with common prefixes and determine how they change the meanings of words Decode multisyllabic words in context and
independent of context by using knowledge of common prefixes and suffixes(3.1Aiv)
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. (3.4A)
Identify and decode words with common suffixes and determine how they change the meanings of words and part of speech Decode multisyllabic words in context and
independent of context by using knowledge of common prefixes and suffixes(3.1Aiv)
Decode multisyllabic words in context and independent of context by using knowledge of derivational affixes(3.1Av)
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. (3.4A)
Identify and decode words with common suffixes and determine how they change the meanings of words and part of speech Decode multisyllabic words in context and
independent of context by using knowledge of common prefixes and suffixes(3.1Aiv)
Decode multisyllabic words in context and independent of context by using knowledge of derivational affixes(3.1Av)
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. (3.4A)
Spell words with consonant doubling when
adding endings(3.24Bi)
Spell words by dropping final “e” when
endings are added (-ing, -ed) (3.24Bii)
EL
PS
2B: Recognize English sound system in new vocabulary 3A: Practice using English sound system in new vocabulary 4A: Learn relationships between sounds and letters 5A: Learn relationships between sounds and letters when writing
Reso
ur
ces
C
SC
OP
E Unit 2, Exemplar Lesson 2
Word Study, Day 17 http://www.mycscope.us/module/content/sear
ch/item/673319/viewdetail.ashx
Unit 2, Exemplar Lesson 2 Word Study, Day 18 http://www.mycscope.us/module/content/search
/item/673319/viewdetail.ashx
Unit 2, Exemplar Lesson 2 Word Study, Day 19 http://www.mycscope.us/module/content/search
/item/673319/viewdetail.ashx
Unit 2, Exemplar Lesson 2 Word Study, Day 20 http://www.mycscope.us/module/content/search
/item/673319/viewdetail.ashx
Teacher Notes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text
15 R=Readiness Standard S=Supporting Standard
Whole Group Writing
Day 17 Day 18 Day 19 Day 20
Wri
tin
g
Fo
cu
s
Focus: Students edit drafts for punctuation and capitalization.
Edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric (3.17D)
Write legibly in cursive script with spacing between words in a sentence(3.23A)
Use capitalization for geographical names and places (3.23Bi)
Use capitalization for historical periods (3.23Bii)
Recognize and use apostrophes in contractions and possessives (3.23Ci)
Recognize and use commas in series and dates (3.23Cii)
Use capitalization for official titles of people (3.23Biii)
Focus: Students edit their drafts for grammar and spelling. Edit drafts for grammar, mechanics, and spelling
using a teacher-developed rubric (3.17D)
Use coordinating conjunctions (3.22Avii)
Use time-order transition words and transitions that indicate a conclusion (3.22Aviii)
Use complete simple and compound sentences with correct subject-verb agreement (3.22C)
Write legibly in cursive script with spacing between words in a sentence(3.23A)
Spell words with double consonants in middle of words (3.24Biv)
Spell words with abstract vowels (e.g. ou as in could, touch, through, bought) (3.24Bvi)
Spell high-frequency and compound words from a commonly used list (3.24C)
Spell words with common syllable construction (e.g. closed, open, final stable syllable) (3.24D)
Spell single syllable homophones (e.g. bear/bare, week/weak, road/rode) (3.24E)
Spell complex contractions (e.g. should’ve won’t ) (3.24F)
Focus: Students publish their expository compositions using cursive writing and correct mechanics including paragraph indentation. Write legibly in cursive script with
spacing between words in a sentence(3.23A)
Use correct mechanics including paragraph indentations (3.23D)
Focus: Students publish and share their expository compositions. Write legibly in cursive script with
spacing between words in a sentence(3.23A)
Use correct mechanics including paragraph indentations (3.23D)
EL
PS
3A: Practice using English sound system in new vocabulary 3C: Speak using a variety of sentence structures 3G: Express opinions, ideas, and feelings 4A: Learn relationships between sounds and letters 5G: Narrate, describe, and explain in writing
Reso
urc
es
CS
CO
PE
Unit 3, Exemplar Lesson 2, Writing Day 17 http://www.mycscope.us/module/content/sear
ch/item/673319/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Writing Day 18 http://www.mycscope.us/module/content/search
/item/673319/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Writing Day 19 http://www.mycscope.us/module/content/search
/item/673319/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Writing Day 20 http://www.mycscope.us/module/content/search
/item/673319/viewdetail.ashx
As you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to use the TEKS and form of writing from the Scope and Sequence to select resources.
Teacher Notes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text
16 R=Readiness Standard S=Supporting Standard
Whole Group Reading
Day 21 Day 22 Day 23 Day 24
Wh
ole
Gro
up
Read
ing
Gen
re
Fo
cu
s
These blank days may be placed anywhere
within the unit, as needed. These blank days may be placed anywhere
within the unit, as needed. These blank days may be placed anywhere
within the unit, as needed. These blank days may be placed anywhere
within the unit, as needed.
EL
PS
Reso
urc
es
CS
CO
PE
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text
17 R=Readiness Standard S=Supporting Standard
Whole Group Word Study
Day 21 Day 22 Day 23 Day 24
Wo
rd S
tud
y
Fo
cu
s
These blank days may be placed anywhere
within the unit, as needed. These blank days may be placed anywhere
within the unit, as needed. These blank days may be placed anywhere
within the unit, as needed. These blank days may be placed anywhere
within the unit, as needed.
EL
PS
2B: Recognize English sound system in new vocabulary 3A: Practice using English sound system in new vocabulary 4A: Learn relationships between sounds and letters 5A: Learn relationships between sounds and letters when writing
Reso
urc
es
C
SC
OP
E
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text
18 R=Readiness Standard S=Supporting Standard
Whole Group Writing
Day 21 Day 22 Day 23 Day 24
Wri
tin
g
Fo
cu
s
These blank days may be placed anywhere within the unit, as needed.
These blank days may be placed anywhere
within the unit, as needed. These blank days may be placed anywhere
within the unit, as needed. These blank days may be placed anywhere
within the unit, as needed.
EL
PS
ELPS 1G Use accessible language to learn new language 3F Speak using high-frequency and content area vocabulary 3G Express opinions, ideas, and feelings 3H Narrate, describe, and explain 5A Learn relationships between sounds and letters when writing 5E Employ complex grammatical structures 5G Narrate, describe, and explain in writing
Reso
urc
es
CS
CO
PE
As you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to use the TEKS and form of writing from the Scope and Sequence to select resources.
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text
19 R=Readiness Standard S=Supporting Standard
Whole Group Reading
Day 25 Day 26 Day 27
Wri
tin
g
Fo
cu
s
These blank days may be placed anywhere within the unit, as needed.
These blank days may be placed anywhere
within the unit, as needed. Unit Assessment
EL
PS
Reso
urc
es
CS
CO
PE
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text
20 R=Readiness Standard S=Supporting Standard
Whole Group Word Study
Day 25 Day 26 Day 27
Wri
tin
g
Fo
cu
s
These blank days may be placed anywhere within the unit, as needed.
These blank days may be placed anywhere
within the unit, as needed. Unit Assessment
EL
PS
Reso
urc
es
CS
CO
PE
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text
21 R=Readiness Standard S=Supporting Standard
Whole Group Writing
Day 25 Day 26 Day 27
Wri
tin
g
Fo
cu
s
These blank days may be placed anywhere within the unit, as needed.
These blank days may be placed anywhere
within the unit, as needed. Unit Assessment
EL
PS
Reso
urc
es
CS
CO
PE
Teacher Notes
Ongoing TEKS for Reading: 3.3A, 3.11A, 3.29A, 3.29B, 3.30A, 3.31A Ongoing TEKS for Word Study: 3.1Bi, 3.1Bii, 3.1Biii, 3.1Biv, 3.1Bv Ongoing TEKS for Writing: 3.22Ai, 3.22Aii
Gu
ide
d
Rea
din
g/
Sm
all
Gro
up
Guided Reading/Small group lessons are the individualized sessions in which you help children develop as readers based on their needs, challenges, and
sometimes their preferences. Select text according to your children’s instructional level. You may use the books suggested in the teacher’s guide, select from the Leveled Readers Database (pages 112-123 of the CLLG), or your campus’ guided reading library.
Ind
ep
en
de
nt
Read
ing
Independent Reading: Independent literacy work includes meaningful and productive activities for children to do while you work with small groups. This is an
opportunity for your students to build mileage as readers, to develop good independent work skills, to collaborate with others, and to work at their own pace. The Suggested Weekly Focus for each lesson provides options for independent work that expand on the week’s instruction. (Fountas, CLLG p6) Read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order. (3.11A) See Independent Reading in CSCOPE Exemplar Daily Lessons for additional ideas. http://www.mycscope.us
MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text
22 R=Readiness Standard S=Supporting Standard
MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text
23 R=Readiness Standard S=Supporting Standard
Text Resources: You may use these resources to select texts to use with the CSCOPE lessons, or use additional campus resources.
Grade-appropriate expository texts
Tyrannosaurus: The Tyrant Lizard by Rob Shone
Pill Bugs Up Close by Greg Pyers
Volleyball by Natasha Evdokimoff
Canada by Nathan Olsen
Our Sun by Molly Blaisdell
Tornado! The 1974 Super Outbreak by Jacqueline A. Ball
Fossils by Rebecca Olien
Books by Gail Gibbons
Books by Seymour Simon
Online resource for expository prompts http://www2.asd.wednet.edu/pioneer/barnard/wri/exp.htm
Grade-appropriate texts with examples of tongue twisters
Busy Buzzing Bumblebees and Other Tongue Twisters, by Alvin Schwartz Fox in Socks, by Dr. Seuss Oh Say Can You Say?, by Dr. Seuss Ridiculous Tongue Twisters, by Chris Tait She Sells Seashells, by Grace Kim Twimmerick, by Lou Brooks World’s Toughest Tongue Twisters, by Joseph Rosenbloom
-adopted resources Grade-appropriate literary texts that could be paired with expository texts
Stellaluna, by Janell Cannon Verdi, by Janell Cannon Pinduli, by Janell Cannon
-adopted resources
You may use these resources or use the above resources to select your own Daily Lesson 1: HMH Unit 1, Lesson 3: Kids Making a Difference Daily Lesson 2: HMH Unit 1, Lesson 3: Kids Making a Difference Daily Lesson 3: HMH Unit 5, Lesson 25: Mountains: Surviving on Mt. Everest Daily Lesson 4: HMH Unit 3, Lesson 14: Kids and Critters Daily Lesson 5: HMH Unit 4, Lesson 20: Life on the Ice
MIDLAND ISD Scope & Sequence Grade 3 ELA –Unit 3- Reading to Discover-Expository Text
24 R=Readiness Standard S=Supporting Standard
Daily Lesson 6: HMH Unit 4, Lesson 20: Clever Colonies Daily Lesson 7: HMH Unit 3, Lesson 14: Aero and Officer Mike Daily Lesson 8: HMH Unit 4, Lesson 20: More Than a Pet Daily Lesson 9: HMH Unit 4, Lesson 19: Whose Land Is It? Daily Lesson 10: HMH Unit 4, Lesson 19: Whose Land Is It? Daily Lesson 11: HMH Unit 5, Lesson 25: Extreme Skiing, Extreme Danger Daily Lesson 12: Text Depends on Teacher-Selected Research Topic HMH CLLG p108-109 for lists of informational text available Daily Lesson 13: Text Depends on Teacher-Selected Research Topic HMH CLLG p108-109 for lists of informational text available Daily Lesson 14: Text Depends on Teacher-Selected Research Topic HMH CLLG p108-109 for lists of informational text available Daily Lesson 15: Text Depends on Teacher-Selected Research Topic HMH CLLG p108-109 for lists of informational text available Daily Lesson 16: Text Depends on Teacher-Selected Research Topic HMH CLLG p108-109 for lists of informational text available Daily Lesson 17: Text Depends on Teacher-Selected Research Topic HMH CLLG p108-109 for lists of informational text available Daily Lesson 18: Text Depends on Teacher-Selected Research Topic HMH CLLG p108-109 for lists of informational text available Daily Lesson 19: Text Depends on Teacher-Selected Research Topic HMH CLLG p108-109 for lists of informational text available Daily Lesson 20: Text Depends on Teacher-Selected Research Topic HMH CLLG p108-109 for lists of informational text available