ELAR TEKS Used Daily/Weekly

*Reading

Reading/Beginning Reading/Strategies.  Students comprehend a variety of texts drawing on useful strategies as needed.

3.2A, 3.2B, 3.2C

Reading/Fluency.  Students read grade-level text with fluency and comprehension.

3.3A, 4.1A

Reading/Vocabulary Development.  Students understand new vocabulary and use it when reading and writing.

3.4A, 4.2A, 3.4B, 4.2B, 3.4C

Reading/Comprehension Skills.  Students use a flexible range of met cognitive reading skills in both assigned and independent reading to understand an author’s message.

Fig 19A  Establish a purpose for reading a selection

Fig 19B  Ask literal, interpretive, and evaluative questions of text

Fig 19C  Monitor and adjust comprehension

Fig  19D  Make inferences about text and use textual evidence to support                     understanding

Fig 19E  Summarize information in a text

Fig 19F  Make connections between literary and informational texts

Reading/Comprehension of literary text/Theme and Genre.  Students analyze, make inferences, and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.

3.5A, 4.3A

Reading/Comprehension of literary text/literary nonfiction.  Students understand, make inferences, and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding.

Reading/Comprehension of informational text/Expository Text.  Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.

3.13A, 4.11A, 3.13B, 4.11B, 3.13C, 4.11C, 3.13D, 4.11D

Reading/Comprehension of literary text/fiction. Students understand, make inferences, and draw conclusions about structure and elements of fiction and provide evidence from the text to support their understanding.

3.8A, 4.6A,3.8B, 4.6B, 3.8C, 4.6C

Reading/Comprehension of Text/Independent Reading.  Students read independently for sustained periods of time and produce evidence of their reading. 3.11A, 4.9A

*Daily Paragraph Editing

Oral and written conventions.  Students understand the function of and use the conventions of academic language when speaking and writing.

Use and understand the function of the following parts of speech in the context of reading, writing, and speaking.

Nouns (singular/plural, common, proper)

3.22B, 4.20B

Use the complete subject and the complete predicate in a sentence

3.22C, 4.20C

Use complete simple and compound sentences with correct subject-verb agreement.

3.23B, 4.21B

Capitalization

3.23C, 4.21C

Recognize and use punctuation marks.

*Spelling

3.24E, 4.22C

Spell single syllable homophones/ spell commonly used homophones

3.24G, 4.22D

Use print and electronic resources to find and check correct spellings. Use spelling patterns and rules and print and electronic resources to determine and check correct spellings.

*Writing

Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

3.17A, 4.15A Plan a first draft,

3.17B, 4.15B develop drafts by categorizing ideas

3.17C, 4.15C revise drafts

3.17D, 4.15D edit drafts

3.17E, 4.15E publish written work

Mrs. Flanagan’s

Third and Fourth Grade

Week of 4-7-14