Students will create a collection using objects, participate in a read-aloud, create another collection using sight word cards, and present their collections to the class.

Third grade students will identify and discuss facts and details from expository text and draw conclusions using textual evidence in learning stations.

Students will participate in stations with board games that reinforce rhyming, onset, and rimes, and blending.

Students will explore cause and effect relationships by creating different representations of a cause or an effect from a given scenario.

Students will analyze multiple texts on the same topic to identify the text structures used and find each author’s purpose.

Students will focus on context clues in a vocabulary lesson.

Students will be able to identify cause and effect relationships using an expository text.

Students collaborate in small groups to discuss their peers’ poetry and assess the poetry according to the student-created rubric. The rubric assesses students’ ability to make meaningful connections to the poetic devices in their poetry. Through collaboration, they are building a culture of receptiveness among their peers.

The students will watch the teacher model how to create a summary, and then work in groups to create a summary from an expository text.

The students will read and summarize expository text using a graphic organizer to aid the process.

In learning stations, students use textual evidence and personal schema to make inferences about the structure and elements of poetry, and provide textual evidence to support their understanding.

Students will use alphabet cards to create consonant-vowel-consonant (CVC) words and encode and decode given CVC words.

Students will identify explicit cause and effect relationships using keywords and phrases while reading relevant informational texts aligned with technology and current events.

Students will engage in activities that allow them to take a book walk and use criteria to choose a good-fit book, use strategies to self-monitor their own comprehension while independently reading, and use partner talk criteria to reflect on their strategies collaboratively. 

Students look for meaning in poems using poetry tools and work in groups to identify how parts of poems fit together to give a message. They then independently infer the message from a poem their teacher reads. 

Students will create their own version of "The Three Little Pigs" using story elements on a Beginning, Middle, End (BME) story map. First, students will draft their story map with detailed pictures in sequential order, and then go back and add their words later. Once their story is completed, students will be able to retell their story to peers and their teacher.

Texas Essential Knowledge and Skills (TEKS) Vertical Alignment

Click below to learn about the TEKS related to the unit and Research Lesson. The highlighted student expectation(s) is the chosen focus for the Research Lesson.