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Grade: 3rd Unit: 1.1 Theme: New Beginnings Utah Core StandardREADING: With Every Text address these items: Text type & Genre, point of view, main ideaComprehension strategy: Analyze story structureEssential Question Why Does Sarah try to avoid going to school?TextsTina’s Try-outs

First Day Jitters

Making New Friends

Key Ideas & Details: What happens in the story that shows Sarah is nervous about going to school? What specific things happen because she is nervous?

RL.3.3Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

Craft & Structure: Compare how you feel about going to school and how Sarah felt about going to school. How are they the same and how are they different? How would you feel if you were a teacher on the first day of school?

RL.3.6Distinguish their own point of view from that of the narrator or those of the characters.

Integration of Knowledge & Ideas: How does the illustrator help make the ending a surprise?

RL.3.7Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

FOUNDATIONALPhonics/Spelling

Words with short vowels (a,e,i,o,u)

RF.3.3Know and apply grade-level phonics and word analysis skills in decoding words.

Fluency Pause at commas, and ellipsis (three dots…) RF.3.4

Read with sufficient accuracy and fluency to support comprehension.

SPEAKING & LISTENINGComprehension & Collaboration

In what ways did analyzing the way Sarah felt about the first day of school help you to understand the story?

SL.3.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

Presentation of Knowledge

Ask students to discuss a time they were nervous for school and what they did to get past it.

SL.3.4Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details speaking clearly at an understandable pace.

LANGUAGEAcademic Language

Character, setting, plot, inferences, illustrator, illustrations


Text Vocabulary Skill Word parts: compound wordsGrammar

Statements and Questions

L.3.1.iProduce simple, compound, and complex sentences.

WRITING

Text Type Personal narrative paragraph –event first day of schoolForm organizationFocus Topic sentence and supporting detailsTD Writing Prompt

Experiencing new people, places, and things can make you nervous. Think about something new you have experienced. Write to describe something new you have experienced. (Narrative)

W.3.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Grade: 3rd Unit: 1.2 Theme: Keeping in Touch Utah Core StandardREADING: With Every Text address these items: Text type & Genre, point of view, main ideaEssential Question How does Juno try to communicate with his Grandmother?Texts

Mail for Matty

Dear Juno

How We Keep In Touch

Key Ideas & Details: Why couldn’t Juno read the letter his grandmother wrote? Use details and/or illustrations from the story in your answer

RL.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Craft & Structure: A simile uses like or as to compare two things: On page 44, the author uses a simile to compare two things. What two things does the author compare and why?

RL.3.4Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Integration of Knowledge & Ideas: re-read pg. 44-47 and look at the illustrations on these pages. Based on what you read and see here, what do we learn about Juno and how he feels? Use specific details from these pages in your answer.



CVCe pattern (long vowels a, i, o,spelled late, kite, hope)


Fluency

dialogue and question marks

RF.3.4Read with sufficient accuracy and fluency to support comprehension.



LANGUAGE

Academic Language

Character, setting, plot, analyze, predictions, purposes, comprehension,


Text Vocabulary Skill

Context clues, sentence clues pg. 41

L.3.4.aUse sentence-level context as a clue to the meaning of a word or phrase.

GrammarWRITINGText Type Friendly Letter about an experience 1 paragraph (Opinion)Form Sentence FluencyFocus Complete sentences avoid sentence fragmentsTD Writing Prompt

Communicating with family and friends far away can be challenging. Think about different ways you can keep in touch with those far away. Write to share your opinion on the best way to keep in touch with relatives and friends living far away. (opinion)

W.3.1Write opinion pieces on topics or texts, supporting a point of view with reasons.

Unit: 1.3 Theme: Building Communities Utah Core StandardREADING: With Every Text address these items: Text type & Genre, point of view, main idea

Essential Question What happens when Human Communities expand into wildlife habitats?

Texts

Home Sweet Harlem

Whose Habitat is it?

All are Equal: It’s The Law!

Key Ideas & Details: What are the factors that led to Urban Sprawl? How has Urban Sprawl affected animals living in their natural habitat? Pg. 79

RI.3.2Determine the main idea of a text; recount the key details and explain how they support the main idea.

Craft & Structure: What is Urban Sprawl? RI.3.4Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

Integration of Knowledge & Ideas: Look at the picture on pg. 79. The elk are standing peacefully outside of the home. Why do the elk feel comfortable being near the homes? How is this an example of Urban Sprawl?

RI.3.7Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).


Words with long a


Fluency

Pronunciation of vocabulary words and other hard words pg. 81A

RF.3.4.aRead grade-level text with purpose and understanding.



LANGUAGEAcademic Language summarize, preview, predict, context clues, text featuresText Vocabulary

Dictionary and unfamiliar words, pg. 77

L.3.2.gConsult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Grammar

Subjects

L.3.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

WRITINGText Type Informative/expositoryForm Extended Response FocusTD Writing Prompt A community is full of many different places, people, and animals.

Think about people taking over animals habitats. Write to inform your reader about protecting animal habitats. (Informative/ Expository)

W.3.2Write informative/explanatory texts to

examine a topic and convey ideas and information clearly.

Grade: 3rd Unit: 1.4 Theme: Antarctic Life Utah Core StandardREADING: With Every Text address these items: Text type & Genre, point of view, main ideaEssential Question How does the father penguin take care of the penguin chick?Texts

Life in Antarctica

Penguin Chick

Antarctic Anthem

Key Ideas & Details: Describe Antarctica, the home of emperor penguins. What makes it hard for penguin chicks to survive in the fierce, cold, place?

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

Craft & Structure: The author uses the word fierce to describe the wind and the word whip to describe how the snow moved. What do these two words mean? What do these two sentences tell us about the environment in which this story takes place.

RI.3.4Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

Integration of Knowledge & Ideas: How does the illustration on pg. 105 help you to understand what it means to “toboggan down fast”?

RI.3.7Use information gained from

illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).


Words with long o


Fluency

Partner reading

RF.3.4.cUse context to confirm or self-correct word recognition and understanding, rereading as necessary.



LANGUAGEAcademic Language Summarize, main idea, details, text features, paraphraseText Vocabulary Dictionaries/ Homographs pg. 89Grammar

Predicates

L.3.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

WRITING

Text Type narrativeForm word choiceFocus precise wordsTD Writing Prompt

Antarctica is cold, icy, and a fierce place. Think about what it would be like to live on Antarctica. Write to describe what it would be like on Antarctica and how you would survive. ( Narrative)


Grade: 3rd Unit: 1.5 Theme: People and Their Pets Utah Core StandardREADING: With Every Text address these items: Text type & Genre, point of view, main ideaEssential Question How does Elizabeth solve her problem?Texts

Choosing A Pet

The Perfect Pet

Pets True or False?

Key Ideas & Details: Why did Elizabeth make a plan? How well did it work? Use story details in your answer.


Craft & Structure: How is the author’s use of the word “scratch” on RL.3.4

pg. 125 different from the way “scratch” is used on pg. 129? Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Integration of Knowledge & Ideas: How does the illustration in the lower right-hand corner on page 126 show how Elizabeth’s parents view her as a pet owner? How does the picture differ from the one on top of the page? Why might the author have used these two pictures?



Words with long i


Fluency

End punctuation ?, partner reading




LANGUAGEAcademic Language Preview, predict, problem, solution, text features, chapters,

summarize, illustrationsText Vocabulary Skill Dictionary and multi-meaning words

Grammar

Compound sentences


WRITINGText Type Opinion pieceForm Ideas and ContentFocus Elaboration and add detailsTD Writing Prompt

Satisfying the needs of a pet can be challenging. Think about some of your favorite pets. Write to share your opinion on what is the best kind of pet and how to take care of this pet. (opinion)

W.3.1.aIntroduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

Grade: 3rd Unit: 2.1 Theme: Putting on a performance Utah Core StandardREADING: With Every Text address these items: Text type & Genre, point of view, main idea

Essential Question How does little red ant find out who is the strongest one?Texts

The Wind and the Sun

The Strongest One

Behind the Scenes at a Play

Key Ideas & Details: What is the most important thing the different characters tell little red ant?

RL.3.2Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Craft & Structure: What is the setting in scene 2 and how do you know? Pg. 161

RL.3.5Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

Integration of Knowledge & Ideas: After reading The wind and the Sun, and The Strongest One. Create a Venn Diagram to compare and contrast the two stories.

RL.3.9Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)

FOUNDATIONALPhonics/Spelling Words with long e RF.3.3

Know and apply grade-level phonics and word

analysis skills in decoding words.

Fluency

end punctuation !, partner reading





scene, play, authors purpose, inferences, summarize antonyms, headings,

L.3.6Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Text Vocabulary skill antonymsGrammar

Common and proper nouns

L.3.1.aExplain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

WRITINGText Type narrative

Form organizationFocus Main idea and supporting detailsTD Writing Prompt

Performing in front of an audience can be exhilarating. Think about performances you have been on or would like to be in. Write to tell about a performance you have been in or would like to be in. (Narrative)


Grade: 3rd Unit: 2.2 Theme: Wolves Utah Core StandardREADING: With Every Text address these items: Text type & Genre, point of view, main ideaEssential Question Why does the Wolf go to school?TextsThe Boy who Cried Wolf.

Wolf!

The truth about Wolves.

Key Ideas & Details: What information supports the idea that the wolf wants to go to make friends? Use story details in your answer


Craft & Structure: Why does the pig tell the wolf to “go be big and dangerous somewhere else”? Use evidence from the text to support your answer. Pg. 191

RL.3.5Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

Integration of Knowledge & Ideas: How does the illustration on pg. 195 help you to understand why the farm animals might not have been impressed with the wolf’s reading?

RL.3.7Explain how specific aspects of a text's

illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)


Words with ch


Fluency

Echo reading





Illustrations, writers craft: beginning, middle, end, fantasy, reality

L.3.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Text Vocabulary Skill Dictionary and multi meaning words e.g. concentrate L.3.4Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading

and content, choosing flexibly from a range of strategies.L.3.4.dUse glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

Grammar

Singular and plural nouns


WRITINGText Type narrativeForm Word choiceFocus Use specific nounsTD Writing Prompt

A wolf is a splendid and dangerous animal that lives in the wild. Think about the qualities of a wolf and what it would be like if a wolf was loose in your neighborhood. Write to tell about what it would be like to have a wolf in your neighborhood. (Narrative)

W.3.3.aEstablish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

Grade: 3rd Unit: 2.3 Theme: Past, Present, and Future Utah Core StandardREADING: With Every Text address these items: Text type & Genre, point of view, main idea

Essential Question What so think the world and your life would be like in the future?

Texts

Where Did the First Americans Live?

What’s in Store for the Future?

Will Robots do all the Work?

Key Ideas & Details: Which statements in this article are fact and opinion? Explain you’re your answer

RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Craft & Structure: Which one of these predictions do you think would affect you the most? And why?

RI.3.6Distinguish their own point of view from that of the author of a text.

Integration of Knowledge & Ideas: Reread the paragraph under “Work and Transportation” How does working from home help the environment? How are experts helping those people who travel for work get there in a more eco-friendly manner?


Word with th, wh, sh


Fluency

partner reading




LANGUAGEAcademic Language fact, opinion, personal response, review, predict L.3.6

Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific

words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).


Word parts, plural endings

L.3.2.eUse conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

Grammar

Irregular plural nouns

L.3.1.bForm and use regular and irregular plural nouns.

WRITINGText Type opinionFormFocusTD Writing Prompt

Many predictions have been made about the future. Think about what the future might be like. Write to share your opinion about what the future will be like.

W.3.1.aIntroduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.W.3.1.bProvide reasons that support the opinion.

Grade: 3rd Unit: 2.4 Theme: Out in Space Utah Core StandardREADING: With Every Text address these items: Text type & Genre, point of view, main ideaEssential Question Why do you need to see other planets in the night sky?Texts

Constellations: pictures in the sky

The Planets in our Solar System

Star research

Key Ideas & Details: What are the differences between asteroids and comets? Use details from the selection to support your answer


Craft & Structure: According to the text what does the word “solar system” mean? How does it get its name? Pg. 232


Integration of Knowledge & Ideas: Refer to the text, photos, and captions on page 236-237 to answer the question. How are the asteroids and planets alike? How are they different?

RI.3.7Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.9Compare and contrast the most important points and key details presented in two

texts on the same topic.


Consonant blend thr, scr, spr, str


Fluency

Partner reading , unfamiliar words

RF.3.4.cUse context to confirm or self-correct word recognition and understanding, rereading as necessary.




Context clues, summarize, compare and contrast, text features


Text Vocabulary skill

Context clues, definitions


Grammar

Possessive nouns

L.3.2.dForm and use possessives.

WRITINGText Type Informative/explanatory Form voiceFocus Use words that show excitementTD Writing Prompt

Our solar system is a fascinating sight to see and explore. Think about what you have learned about the solar system. Write to explain about the interesting things you have learned through studying the solar system.

W.3.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Grade: 3rd Unit: 2.5 Theme: Being a Writer Utah Core StandardREADING: With Every Text address these items: Text type & Genre, point of view, main ideaEssential Question Why does the author decide to write children’s stories?Texts

Talking to LuLu Delacre, children’s author

Author: A True Story

Where I Sit Writing

Key Ideas & Details: Why does the author’s friend say that she should write children’s books? Use story details in your answer.


Craft & Structure: Reread pg. 262. Helen says that “the fun part of writing grocery list was that she could turn the list upside down and the words said the same thing.” What does she mean?

RL.3.4Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Integration of Knowledge & Ideas: Based on the illustrations and the context clues on pg. 266, define the word “rejection”



Words with /n/, gn, kn; /r/ wr

RF.3.3.dRead grade-appropriate irregularly spelled words.

Fluency

Choral reading, partner reading




LANGUAGEAcademic Language Authors purpose, writers craft: formal and informal languages,

summarize, L.3.6Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal

spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Text Vocabulary skill

Context clues and word clues


Grammar

Sentence combining with nouns

L.3.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.

WRITINGText Type opinionForm Sentence fluencyFocus Varied sentence lengthsTD Writing Prompt

A talented author can bring a lot of excitement and useful information to their readers. Think about your favorite book and why it’s your favorite. Write to explain your opinion about why your favorite book is the best.

W.3.1Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1.aIntroduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

Grade: 3rd Unit: 3.1 Theme: Food Around the World Utah Core Standard

READING: With Every Text address these items: Text type & Genre, point of view, main idea

Essential Question What lesson does making stone soup teach the people in the village?

TextsFamily Feast

Stone Soup

What’s for Lunch?

Key Ideas & Details: The text saying the villagers are “untrusting of strangers” and even suspicious of their neighbors.” What three details in the text might explain their attitudes? (pg. 290)


Craft & Structure: What is your opinion about sharing something as RL.3.6

part of a group? Explain your answer Distinguish their own point of view from that of the narrator or those of the characters.

Integration of Knowledge & Ideas: Using the text and illustrations on page 300-301, explain how the villagers’ attitudes about working together have changed.


FOUNDATIONAL

Phonics/Spelling

Words with /ar/ /or/ as in bark, card, and /or/ as in north, and shore


Fluency

Choral reading, intonation/pausing


SPEAKING & LISTENING

Comprehension & Collaboration


LANGUAGE

Academic Language Illustrations, inferences, visualize, synonyms, predict L.3.6

Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).


Synonyms


Grammar

Action verbs


WRITING

Text Type opinion

Form voice

Focus Use describing words

TD Writing Prompt The smell and sight of food can make your mouth begin to water. Think about your favorite kinds of foods. State your opinion about what is the best food and explain why it is the best.

W.3.1Write opinion pieces on topics or texts,

supporting a point of view with reasons.W.3.1.aIntroduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

Grade: 3rd Unit: 3.2 Theme: Solving Riddles Utah Core StandardREADING: With Every Text address these items: Text type & Genre, point of view, main ideaEssential Question Where is the world does Aziza live?Texts

Count on Detective Drake.

One riddle, One Answer.

Haiku

Key Ideas & Details: Aziza is important to her father’s kingdom. How does the author show that the sultan trusts his daughter’s judgement? (Pg. 321)


Craft & Structure: A scholar is someone who is educated. Which words on pg. 327 provide evidence of this definition?


Integration of Knowledge & Ideas: Look at the illustrations on page 329-333. How does the illustrator provide clues to help the reader understand Ahmed’s answer to the riddle?


FOUNDATIONALPhonics/Spelling Words with /ar/ r-controlled vowels as in bare, fair bear RF.3.3

Know and apply

grade-level phonics and word analysis skills in decoding words.

Fluency

Punctuation and commas





Setting, character, plot, authors purpose



Unfamiliar words


Grammar Present tense verbs L.3.1.eForm and use the simple (e.g., I walked; I walk; I will walk) verb

tenses.

WRITINGText Type narrativeForm Word choice Focus Use precise active verbs (include using a thesaurus)TD Writing Prompt

A fairy tale can ignite your imagination and enjoyment of reading. Think about fairy tales you have heard or read. Write to tell your own version of a fairy tale you have read or heard


Grade: 3rd Unit: 3.3 Theme: Ecosystems in Balance Utah Core StandardREADING: With Every Text address these items: Text type & Genre, point of view, main idea

Essential Question Ecosystems are communities of plants and animals. How do people’s activities affect these communities?

Texts For the Birds! The Desert is Alive!

Saving the Sand Dunes

Frog Frenzy!

Key Ideas & Details: Why did the students (plant) dead trees on the beach?


Craft & Structure: In the second paragraph, the author writes, “The roots of the grass grow down and anchor the dunes.” What does the word anchor mean in this context?


Integration of Knowledge & Ideas: What effect did planting trees have on the beach front towns?

RI.3.8Describe the logical connection between particular sentences and paragraphs in a text (e.g.,

comparison, cause/effect, first/second/third in a sequence).


Words with /ur/ r- controlled vowel er (her) ir (fir) ear (learn) ur (burn)


Fluency

Pronunciation, echo reading





Cause and effect, multiple meaning words


Text Vocabulary Skill Dictionary multiple meaning words L.3.4Determine or clarify the meaning of unknown and multiple-meaning

word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.4.dUse glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

Grammar

Past tense verbs

L.3.1.eForm and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

WRITINGText Type Informative/ ExplanatoryFormFocusTD Writing Prompt

Ecosystems are communities of plants and animals. Think about what you can do to help ecosystems. Write to explain the various things you can do to help ecosystems.

W.3.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Grade: 3rd Unit: 3.4 Theme: Making Journeys Utah Core StandardREADING: With Every Text address these items: Text type & Genre, point of view, main ideaEssential Question How will Steven get a gift for his aunt?TextsMy Winter Vacation

The Jones Family Express

Tips for Trips

Key Ideas & Details: How do you think Steven and Aunt Carolyn feel about each other? How can you tell?

RL.3.3Describe characters in a story (e.g., their traits, motivations, or feelings) and

explain how their actions contribute to the sequence of events

Craft & Structure: Would you enjoy traveling with Aunt Carolyn? Explain your answer

RL.3.6Distinguish their own point of view from that of the narrator or those of the characters.

Integration of Knowledge & Ideas: The illustrations on pg. 372-373 reveals aunt Carolyn’s gift. She states, “This is the best present anyone has ever given me.” Based on what we know about Aunt Carolyn, why do you think Steven chose a train themed around his family?



Words with long u, patterns oo (soon) ue (true) yoo (mule) oo (book)


Fluency Partner reading and expression, punctuation and dialogue RF.3.4Read with sufficient accuracy and fluency to support

comprehension.




Authors purpose, inferences, dialogue, cause and effect



Dictionary and homophones

L.3.4.dUse glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

Grammar Future tense verbs L.3.1.eForm and use the simple (e.g., I walked; I walk; I will

walk) verb tenses.

WRITINGText Type narrativeForm ConventionsFocus Punctuating dialogue TD Writing Prompt

There are many interesting places to travel and events that can happen while traveling. Think about places you have traveled to or read about. Write to tell about a trip you have taken or want to take. ( Narrative)


Grade: 3rd Unit: 3.5 Theme: The Art of Illustrating Utah Core StandardREADING: With Every Text address these items: Text type & Genre, point of view, main ideaEssential Question How do illustrators decide what art to create for a book?TextsDraw!

What Do Illustrators Do?

Jobs in Animation.

Key Ideas & Details: Illustrators follow a certain sequence when creating illustrations. Explain the beginning steps. (Pg. 391)

RI.3.3Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Craft & Structure: Using clues from the text, what does typeface mean? (pg. 403)


Integration of Knowledge & Ideas: Reread pg. 393 of “What do illustrators Do.” What is the main difference between an illustrator and an illustrator who is also an author

RI.3.7Use information gained from illustrations (e.g., maps,

photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).


Words with /oi/ /oy/


Fluency

Reading pace and pauses for punctuation ( within and at the end of sentences)




LANGUAGEAcademic Language Compare and contrast, sequence, point of view, illustrations L.3.6

Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking

for them).Text Vocabulary

Context clues and sentence clues


Grammar

Sentence combining with verbs


WRITINGText Type OpinionForm Word choiceFocusTD Writing Prompt

Illustrators can tell a story without words. Think about your favorite illustrations that you have seen in books. Write to share your opinion about what qualities or characteristic are necessary to make the best illustrations.

W.3.1.aIntroduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

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