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                                                       1st Nine Weeks  
                              August 27-October 26

    WEEK #

    Unit 1

    MAIN SELECTION TITLES

    MAIN & PAIRED GENRES

    Week 1

    Lesson 1

    A Fine, Fine School

    Humorous Fiction & Informational Text

    Week 2

    Lesson 2

    The Trial of Cardigan Jones

    Fantasy & Reader’s Theatre

    Week 3

    Lesson 3

    Destiny’s Gift

    Realistic Fiction & Informational Text

    Week 4

    Lesson 4

    Pop’s Bridge

    Historical Fiction & Information Text

    Week 5

    Lesson 5

    Roberto Clemente

    Biography & Poetry

    WEEK #

    Unit 2

    MAIN SELECTION TITLES

    MAIN & PAIRED GENRES

    Week 6

    Lesson 6

    Max’s Words

    Humorous Fiction & Poetry

    Week 7

    Lesson 7

    What Illustrations Do?

    Informational Text & Fairy Tale

    Week 8

    Lesson 8

    The Harvest Birds

    Folk Tale & Reader’s Theatre

    Week 9

    Benchmark Week-Prep/Assess/ Analyze (Reading)

                                                                   2nd Nine Weeks
     
                            October 29-January 19

    WEEK #

    Unit 2

    MAIN SELECTION TITLES

    MAIN & PAIRED GENRES

    Week 10

    Lesson 9

    Kamishibia Man

    Realistic Fiction & Information Text

    Week 11

    Lesson 10

    Young Thomas Edison

    Biography & Informational Text

    WEEK #

    Unit 3

    MAIN SELECTION TITLES

    MAIN & PAIRED GENRES

    Week 12

    Lesson 11

    Jump!

    Biography & Informational Text

    Week 13

    Lesson 12

    The Science Fair

    Realistic Fiction & Poetry

    Week 14

    Lesson 13

    Yonder Mountain: A Cherokee Legend

    Legend & Informational Text

    Week 15

    Lesson 14

    Aero and Officer Mike

    Informational Text

    Week 16

    Lesson 15

    The Extra-good Sunday

    Humorous Fiction & Reader’s Theatre

    WEEK #

    Unit 4

    MAIN SELECTION TITLES

    MAIN & PAIRED GENRES

    Week 17

    Lesson 16

    A Mr. Rubbish Mood

    Humorous Fiction & Informational Text

    Week 18

    Benchmark Week-Prep/Assess/ Analyze (Reading)

                                                  3rd Nine Weeks
                           January 22-March 29

    WEEK #

    Unit 4

    MAIN SELECTION TITLES

    MAIN & PAIRED GENRES

    Week 19

    Lesson 17

    The Albertosaurus Mystery

    Informational Text

    Week 20

    Lesson 18

    A Tree is Growing

    Informational Text & Poetry

    Week 21

    Lesson 19

    Dogzilla

    Fantasy & Informational Text

    Week 22

    Lesson 20

    Life on the Ice

    Informational Text & Reader’s Theatre

    WEEK #

    Unit 5

    MAIN SELECTION TITLES

    MAIN & PAIRED GENRES

    Week 23

    Lesson 21

    Two Bad Ants

    Fantasy & Poetry

    Week 24

    Lesson 22

    The Journey: Stories of Migration

    Informational Text & Fable

    Week 25

    Lesson 23

    The Journey of Oliver K. Woodman

    Fantasy & Informational Text

    Week 26

    Lesson 24

    Dog-of-Sea Waves

    Realistic Fiction & Informational Text

    Week 27

    Benchmark Week-Prep/Assess/ Analyze (Reading)


                                        4th Nine Weeks
                              April 1- June 7 

    WEEK #

    Unit 5

    MAIN SELECTION TITLES

    MAIN & PAIRED GENRES

    Week 28

    Lesson 25

    Mountains: Surviving on Mt. Everest

    Informational Text & Play

    WEEK #

    Unit 6

    MAIN SELECTION TITLES

    MAIN & PAIRED GENRES

    Week 29

    Lesson 26

    The Foot Race Across America

    Informational Text & Traditional Tale

    Week 30

    STAAR Prep/Review

    Week 31

    STAAR –Reading & Math

    Week 32

    Lesson 27

    The Power of Magnets

    Informational Text

    Week 33

    Lesson 28

    Becoming Anything He Wants to Be

    Informational Text & Journal Entry

    Week 34

    Lesson 28

    A New Team of Heroes

    Play & Informational Text

    Week 35

    Lesson 30

    Saving Buster

    Fiction & Informational Text

    Week 36

    Fountas & Pinnell Assessment

    MATH TEKS 
     
    (3.1) The student is expected to:

    (A) use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999;

    (B) use place value to compare and order whole numbers through 9,999; and

    (C) determine the value of a collection of coins and bills.

     

    (3.2) The student is expected to:

    (A) construct concrete models of fractions;

    (B) compare fractional parts of whole objects or sets of objects in a problem situation using concrete models;

    (C) use fraction names and symbols to describe fractional parts of whole objects or sets of objects; and

    (D) construct concrete models of equivalent fractions for fractional parts of whole objects.

     

    (3.3) The student is expected to:

    (A) model addition and subtraction using pictures, words, and numbers; and

    (B) select addition or subtraction and use the operation to solve problems involving whole numbers through 999.

     

    (3.4) The student is expected to: revised August 2012

    (A) learn and apply multiplication facts through 12 by 12 using concrete models and objects;

    (B) solve and record multiplication problems (up to two digits times one digit); and

    (C) use models to solve division problems and use number sentences to record the solutions.

     

    (3.5) The student is expected to:

    (A) round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations; and

    (B) use strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems.

     

    (3.6) The student is expected to:

    (A) identify and extend whole-number and geometric patterns to make predictions and solve problems;

    (B) identify patterns in multiplication facts using concrete objects, pictorial models, or technology; and

    (C) identify patterns in related multiplication and division sentences (fact families) such as 2 x 3 = 6, 3 x 2 = 6, 6 ÷ 2 = 3, 6 ÷ 3 = 2.

     

    (3.7) The student is expected to:

    (A) generate a table of paired numbers based on a real-life situation such as insects and legs; and

    (B) identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table.

     

    (3.8) The student is expected to:

     

    (3.9) Geometry and spatial reasoning. The student recognizes congruence and symmetry. The student is expected to:

    (A) identify congruent two-dimensional figures; revised August 2012

    (B) create two-dimensional figures with lines of symmetry using concrete models and technology; and

    (C) identify lines of symmetry in two-dimensional geometric figures.

     

    (3.10)  The student is expected to locate and name points on a number line using whole numbers and fractions, including halves and fourths.

     

    (3.11) The student is expected to:

    (A) use linear measurement tools to estimate and measure lengths using standard units;

    (B) use standard units to find the perimeter of a shape;

    (C) use concrete and pictorial models of square units to determine the area of two-dimensional surfaces;

    (D) identify concrete models that approximate standard units of weight/mass and use them to measure weight/mass;

    (E) identify concrete models that approximate standard units for capacity and use them to measure capacity; and

    (F) use concrete models that approximate cubic units to determine the volume of a given container or other three-dimensional geometric figure.

     

    (3.12) The student is expected to:

    (A) use a thermometer to measure temperature; and

    (B) tell and write time shown on analog and digital clocks.

     

    (3.13) The student is expected to:

    (A) collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data;

    (B) interpret information from pictographs and bar graphs; and

    (C) use data to describe events as more likely than, less likely than, or equally likely as. revised August 2012

     

    (3.14) The student is expected to:

    (A) identify the mathematics in everyday situations;

    (B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;

    (C) select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and

    (D) use tools such as real objects, manipulatives, and technology to solve problems.

     

    (3.15) The student is expected to:

    (A) explain and record observations using objects, words, pictures, numbers, and technology; and

    (B) relate informal language to mathematical language and symbols.

     

    (3.16) Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to:

    (A) make generalizations from patterns or sets of examples and nonexamples; and

    (B) justify why an answer is reasonable and explain the solution process.