Grade 3 Elementary English Language Arts and Reading
Fall Semester | |||||||
Unit Title | Unit 1: Literacy All Around Us | Unit 2: Author’s Purpose & Craft: Examining Author's Purpose & Message | Unit 3: Author's Purpose & Craft: Examining Purpose and Structure | Unit 4: Author's Purpose & Craft: Examining Purpose and Language | Unit 5: Fiction! Exploring Literary Elements & Traditional Literature | Unit 6: Drama! Exploring Dramatic Structure | Unit 7: Discovering Poetry |
Time | 13 Days | 13 Days | 13 Days | 12 Days | 19 Days | 9 Days | 13 Days |
Understandings | Reading: Students choose texts based on their purpose for reading. Students apply strategies for monitoring comprehension, ask questions before, during, and after reading, and make connections to texts. Students show their understanding of text by retelling and/or paraphrasing texts. Students self-select text based on interest, purpose, and readability. Students reflect on how their choices, behaviors, and preferences impact their growth as readers. By establishing a classroom culture that celebrates independent reading over sustained periods of time, students learn to set goals and work towards increased stamina. Students will monitor their comprehension using the signposts that alert readers to significant moments in a work of literature and encourage them to stop, notice, note and read closely. They discuss ideas in text and reflect to make meaning. Students actively listen and discuss with their peers about their reading and writing | Reading: Students identify the author’s purpose and message across a variety of texts. Students examine these texts to determine how the purpose and message was achieved. By studying these texts for purpose and message, students can apply their knowledge to their own writing. Students also continue to use prior knowledge to make connections and generate questions to monitor and improve comprehension. | Reading: Students examine the way in which authors organize and present information within a text based on their purpose and message. By identifying text/print and graphic features, students make predictions about the writer’s intentions. Students look for evidence that reveals the text structure and organization and explains how the text structure/organization contributes and supports the author’s purpose. Students also evaluate details and key ideas as well as ask questions and make connections to increase comprehension. Students demonstrate their understanding by annotating texts and discussing ideas that include supportive text evidence and use newly learned vocabulary.
| Reading: Students examine multiple texts, focusing on the author’s use of language, including imagery, figurative language, and sound devices. Students explore how the author’s use of language contributes to voice. Students describe how language and voice supports the author's purpose and message. Students also interpret the words and phrases used by the author in order to help them create mental images that improve understanding. Students continue to practice other comprehension strategies (e.g., asking questions, inferring, making connections etc.) while analyzing the impact of specific word choices on meaning.
| Reading: Students explore a variety of fictional and traditional literature texts. They read, respond, and discuss their understanding of text by employing previously learned reading comprehension strategies. Through exposure to rich fiction and traditional literature, students recognize the essential literary elements of the fiction and traditional literature genres, including relationships among major and minor characters, the plot elements (sequence of events, conflict, resolution), and the influence of setting on the plot. They use these literary elements, as well as text evidence, to support their inferences, identify theme, and retell texts. Students also carefully examine these texts for author’s purpose and craft, including the use of literary language and devices. Students study how authors use imagery, figurative language, sound devices, and point of view to establish voice, engage the reader, and enhance the message being conveyed. Students deepen their understanding of narrative structure by comparing and contrasting fictional texts and traditional literature | Reading: Students read, respond to/write about, and discuss multiple dramatic texts while employing strategies to support comprehension. Students explore and discuss the elements of drama, including characters, dialogue, setting, acts, scenes, stage directions, etc. Students also examine literary elements (e.g., theme, character, plot, setting, etc.) and devices (e.g., point of view, imagery, figurative language, etc.) as well as author’s purpose and craft. Students also utilize text evidence to support their ideas and inferences. | Reading: Students read and interact with poetry across a variety of poetic forms. Students explain author’s purpose, audience, genre characteristics, and analyze author’s craft in order to interpret and comprehend many different poems, including inferring theme. Students also explain the poet’s use of sound devices such as onomatopoeia and figurative language such as simile to achieve specific purposes, including to create images. Students also explain the use of structural elements such as lines, stanzas, rhyme, and rhyme scheme. Students continue to utilize text evidence to support their inferences and comprehension. |
Writing: Classroom procedures and expectations are established. Students set up their writing notebooks and engage in the writing process for narrative writing. In grammar, students will review simple sentence structure and subject-verb agreement. | Writing: Students compose texts with an emphasis on purpose and message while following the writing process stages of planning, drafting, and editing. Editing skills include singular and plural nouns, compound subject and compound predicate sentence structures. Students correct their spelling using the sound-spelling patterns that they have learned. | Writing: Students engage in the writing process, composing an informational piece with specific organization and structure based on their purpose, message, and audience. Using the conventions of written language, students appropriately include compound predicate and compound sentences, verb tense, and coordinating conjunctions. | Writing: Students engage in the writing process, continuing to draft with language and word choice to deliver their own purpose and message. Students revise drafts to maintain meaning and clearly communicate their message. Students edit their writing for complete sentences with subject-verb agreement, including both simple and compound sentences. Other editing skills include the correct use of commas in compound sentences, coordinating conjunctions, and common and proper nouns.
| Writing: Students apply what they are learning about literary elements (setting, character(s), events/plot, and theme/message) and devices to their own writing. Students go through the writing process to write adaptations of a classic fairy tale. Using the conventions of language, they write complete compound sentences with subject-verb agreement, including the appropriate use of coordinating conjunctions and commas in compound sentences. Students edit their work for conventions (capitalization of proper nouns, official titles of people, holidays, and geographical names and places, and use of pronouns to substitute for nouns) as well as the ones learned in previous units. Students also edit their drafts for correct spelling. Writing legibly in cursive is also an expectation.
| Writing: Students analyze and compose correspondence as they plan, draft, revise, edit, and publish their own writing. Students edit their drafts for spelling and previously learned conventions and mechanics. | Writing: Students utilize the writing process to compose original poems by using what they have learned in Reading about the genre characteristics and structural elements of poetry as well as how poets develop voice through language and other literary devices. Students revise their poems based on self, peer, and teacher feedback. Students edit for spelling and previously learned mechanics and conventions but understand that poetry can sometimes include unconventional elements. Students publish and share their poems with others. | |
Word Study: Unit 1 has been designed to set students up for success with their study of words in 3rd grade. In this unit students will review the 6 syllable types, syllable division principles, and inflectional endings. They will also learn the routines that will be used during the 5 day cycle (Word Sorts - open, closed, and writing sort, Writing Big Words, Steps to Decoding, Fluency Checklist). | Word Study: Students are finishing up 2nd grade review by working with multisyllabic words using closed, open, and VCe (long vowels a, e, i, o, u) syllables and abbreviations (days and months). The new content for students will be the long vowel pattern y_e (analyze, paralyze). Students will be introduced to the study of words through morphology with the affixes un- and -ly. | Word Study: Students decode and spell multisyllabic words with emphasis on CV long vowel open syllables and VCCV syllable division patterns. Students are also decoding and spelling abbreviations for titles, names, and geographical terms. In morphology, students will work on building words with the prefix dis- and suffix -en. | Word Study: Students are introduced to accented and unaccented syllables. The significance of having students understand and identify the accented and unaccented syllables is to help with decoding and encoding multisyllabic words. Students continue their study of morphology by adding another prefix and suffix in their affix toolbox. We introduce the spelling suffix rule of dropping the e and review some of the most commonly used contractions. | Word Study: Students deepen their learning of accented and unaccented syllables through their work with accent shifts and the review of homographs and are introduced to homophones. Students continue their work with syllable division with VCCCV and VCV patterns. Their study of morphology will continue by adding more prefixes and suffixes to their affix toolbox. | Word Study: Students continue to use their knowledge of roots and affixes to decode and spell words as well as determine meaning. Students understand that some words may change when adding a suffix, including doubling the final consonant and changing y to i when the y is preceded by a consonant in the base word. | Word Study: Students continue to use their knowledge of roots and affixes to decode and spell words as well as determine meaning. Students will work with words including vowel teams (diphthongs, and Long i and o digraphs/trigraphs). They will also finish off their work with abbreviations, including addresses and measurements. | |
Grammar: Students learn about the invitational process and use a noun and a verb in a sentence and make sure the verbs match the nouns in number and tense. | Grammar: Students use plural nouns to show more than one person, place, or thing and use two subjects and one verb to make a compound subject. | Grammar: Students use a subject and two verbs to make a compound predicate sentence and use verbs to show time: past, present, and future | Grammar: Students use a comma and and to join two sentences and use a comma and but to join to contrasting sentences. | Grammar: Students use a comma and so to join two sentences with a cause/effect relationship. Students capitalize proper nouns to emphasize the names of people, places, and things and capitalize official titles of people, holidays, and geographical names and places. | Grammar: Students match pronouns by number, person, and ownership and use apostrophes to show either ownership or contraction. | Grammar: Students use prepositional phrases to tell where, when, and which one and place adjectives before nouns to tell what kind or how many. | |
Handwriting: Students practice using proper hand grip and writing positions. Students will begin reviewing lowercase cursive. | Handwriting: Students are continuing to practice cursive letters and begin with joining letters. | Handwriting: Students are continuing to practice writing in lowercase cursive letters and begin with joining letters. | Handwriting: Students will continue practicing lowercase letters and begin uppercase letters | Handwriting: Students continue learning and practicing uppercase cursive letters. | Handwriting: Students continue learning and practicing uppercase cursive letters.
| Handwriting: Students continue learning and practicing cursive letters.
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TEKS | Phonics: 3.2Aii, 3.2Aiv, 3.2Avi, 3.2Bi | Phonics: 3.2Aii, 3.2Aiii, 3.2Av, 3.2Avi, 3.2Bi, 3.2Biii, 3.2Bvi, 3.2Bvii | Phonics: 3.2Aii, 3.2Aiii, 3.2Aiv, 3.2Av, 3.2Avi, 3.2Avii, 3.2Bi, 3.2Biii, 3.2Bv, 3.2Bvi, 3.2Bvii, 3.4A | Phonics: 3.2Aiii, 3.2Aiv, 3.2Av, 3.2Avi, 3.2Avii, 3.2Biii, 3.2Bv, 3.2Bvi, 3.2Bvii | Phonics: 3.2Aiv, 3.2Av, 3.2Avi, 3.2Bii, 3.2Bv, 3.2Bvi, 3.2Bvii, 3.3A, 3.3D | Phonics: 3.2Aii, 3.2Aiv, 3.2Avi, 3.2Avii, 3.2Bi, 3.2Bv, 3.2Bvii | Phonics: 3.2Aii, 3.2Aiii, 3.2Aiv, 3.2Av, 3.2Avi, 3.2Avii, 3.2Bi, 3.2Biii, 3.2Bv, 3.2Bvi, 3.2Bvii |
Reading: 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.2C, 3.3A, 3.3B, 3.5A, 3.6A, 3.6F, 3.6G, 3.6I, 3.7A, 3.7D, 3.8A, 3.8B, 3.8C, 3.9D, 3.9E, 3.10A, 3.10B | Reading: 3.1A, 3.2C, 3.3A, 3.3B, 3.3D, 3.4A, 3.5A, 3.6A, 3.6B, 3.6E, 3.7A, 3.7B, 3.7C, 3.7D, 3.7E, 3.10A | Reading: 3.1A, 3.1C, 3.2A, 3.3A, 3.3B, 3.3D, 3.6A, 3.6B, 3.6C, 3.6E, 3.6F, 3.6G, 3.6H, 3.6I, 3.7B, 3.7C, 3.7E, 3.7F, 3.7G, 3.9D, 3.10A, 3.10B, 3.10C | Reading: 3.1C, 3.3D, 3.6D, 3.6F, 3.6I, 3.7B, 3.7C, 3.7F, 3.7G, 3.10A, 3.10D, 3.10F | Reading: 3.3A, 3.3B, 3.3C, 3.6A, 3.6B, 3.6C, 3.6D, 3.6E, 3.6F, 3.6G, 3.6H, 3.7B, 3.7C, 3.7D, 3.7E, 3.7G, 3.8A, 3.8B, 3.8C, 3.8D, 3.9A, 3.10B, 3.10C, 3.10D, 3.10E, 3.10F | Reading: 3.6F, 3.6G, 3.7C, 3.7D, 3.8A, 3.8B, 3.8C, 3.8D, 3.9C, 3.10A, 3.10B, 3.10C, 3.10D, 3.10E, 3.10F, 3.12B | Reading: 3.1A, 3.1C, 3.1E, 3.3B, 3.4A, 3.6D, 3.6E, 3.6F, 3.6G, 3.6H, 3.6I, 3.7D, 3.7E, 3.7G, 3.8A, 3.9B, 3.10A, 3.10B, 3.10D, 3.10E, 3.10F | |
Writing: 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.11A, 3.11B, 3.11Bii, 3.11C, 3.11D, 3.11Di, 3.11Dxi, 3.12A | Writing: 3.11A, 3.11B, 3.11Bi, 3.11Bii, 3.11C, 3.11D, 3.11Di, 3.11Diii, 3.11Dviii, 3.11E, 3.12A | Writing: 3.1A, 3.1C, 3.9D, 3.11A, 3.11B, 3.11Bi, 3.11Bii, 3.11C, 3.11D, 3.11Di, 3.11Dii, 3.11Dviii, 3.11Dx, 3.12B | Writing: 3.1C, 3.11Bi, 3.11C, 3.11D, 3.11Di, 3.11Dviii, 3.11Dx, 3.11E, 3.12B, 3.13C | Writing: 3.1A, 3.1C, 3.1D, 3.1E, 3.11A, 3.11Bi, 3.11Bii, 3.11C, 3.11D, 3.11Di, 3.11Diii, 3.11Dvii, 3.11Dviii, 3.11Dix, 3.11Dx, 3.11E, 3.12A | Writing: 3.1A, 3.11A, 3.11Bi, 3.11Bii, 3.11C, 3.11D, 3.11Dx, 3.11E, 3.12B, 3.12D | Writing: 3.1A, 3.1C, 3.1E, 3.11A, 3.11B, 3.11C, 3.11D, 3.11Div, 3.11Dvi, 3.11Dx, 3.11E, 3.11E, 3.12A, 3.12B | |
Grammar: 3.11Di, 3.11Dxi | Grammar: 3.11Di, 3.11Diii, 3.11Dviii | Grammar: 3.11Di, 3.11Dii, 3.11Dviii, 3.11Dx | Grammar: 3.11Di, 3.11Dviii, 3.11Dx | Grammar: 3.11Di, 3.11Diii, 3.11Dvii, 3.11Dviii, 3.11Dix, 3.11Dx | Grammar: 3.11Dx | Grammar: 3.11Div, 3.11Dvi, 3.11Dx | |
Handwriting: 3.2D | Handwriting: 3.2D | Handwriting: 3.2D | Handwriting: 3.2D | Handwriting: 3.2D | Handwriting: 3.2D | Handwriting: 3.2D | |
Spring Semester | ||||||
Unit Title | Unit 8: Discovering Informational Texts | Unit 9: Discovering Argumentative Texts | Unit 10: Compare and Contrast | Unit 11: Bringing It All Together | Unit 12: Researching for Understanding | Unit 13: Discovering Connections Across Genres |
Time | 17 Days | 14 Days | 10 Days | 11 Days | 20 Days | 11 Days |
Understandings | Reading: Students read and interact with a variety of informational texts, including multimodal and digital texts. Students examine the author's purpose, audience, genre characteristics, and author’s craft to develop a deeper understanding of this genre. This includes recognizing central ideas, text/print and graphic features, and organizational patterns such as cause and effect, chronological order, and problem-solution, to facilitate and increase comprehension of texts. Students respond to and interact with texts, including summarizing and paraphrasing texts as part of the comprehension process. | Reading: Students read and interact with a variety of argumentative texts. Students recognize characteristics and structures of argumentative text, including identifying the author’s claim/position on a topic/issue, distinguishing facts from opinions, and identifying the author’s intended audience. Students also analyze author’s craft in developing argumentative text including the use of persuasive devices and techniques such as hyperbole. | Reading: Students read and interact with texts across multiple genres to compare and contrast the author's purpose and message, key ideas and details, and use of text structure. Students engage in close reading to make connections across texts and analyze how different authors develop a message or theme on similar topics. Students apply the Close Reading lenses taught in previous units to paired selections and discuss patterns and key understandings of the texts. | Reading: Students use close reading strategies such as notetaking and annotating to help them demonstrate understanding of text. | Reading: Students engage in inquiry and research. Students generate questions for inquiry as they develop and follow their research plan. For the purpose of research, students identify and gather relevant primary and secondary sources which they will cite appropriately through a works cited page. Through this process, students demonstrate an understanding of information as they answer their generated questions of inquiry. Additionally, students continue to incorporate ongoing reading strategies when necessary in order to improve comprehension | Reading: Students analyze a variety of texts in different genres, analyzing authors’ use of genre characteristics, structure, language, text features, and various modalities to support their purpose and message. Students identify the author’s purpose, intended audience, and message as well as examine author’s craft. Students use close reading strategies such as notetaking and annotating to help them write responses that demonstrate understanding. |
Writing: Students follow the writing process to produce an informational essay based on their purpose and audience, applying genre characteristics and craft. Students focus on developing a clear central idea, using details, examples, and facts. Students revise their drafts to improve sentence structure and word choice for coherence and clarity. Students edit their work for correct use of adjectives and adverbs and correct spelling as well as previously learned conventions. After revising and editing, students publish and share their writing. | Writing: Students apply characteristics and techniques employed by the authors of mentor texts in order to develop original persuasive speeches that demonstrate strong reading-writing connections. Students focus on developing an opinion (claim) using evidence such as facts, details, examples, statistics, expert opinions, quotes, etc. Students also revise their drafts for clarity and cohesion as well as edit for spelling and other previously learned conventions. Students publish and share their persuasive speeches for their intended audience. | Writing: Students will compose an argumentative extended response based on the paired passages read. Students will plan, draft, revise, edit, and score their ECR. | Writing: Students review texts for clarity, development, organization, style, word choice, and sentence variety. In editing, students review texts and edit for punctuation, grammar, and spelling. | Writing: Students use the writing process to deliver their research findings. Students plan how they want to present their findings based on their purpose and intended audience. Students revise their writing for both clarity and coherence. Correcting spelling and previously taught conventions are incorporated into the editing process. Students publish and present their research findings to their audience. | Writing: Students engage in writing as a recursive process as they brainstorm/plan, draft, revise, edit, and publish texts in the genre of their choice. Students apply genre characteristics and author’s craft learned during text analysis to their own writing product. In revising, students review their texts for clarity, development, organization, style, word choice, and sentence variety. In editing, students continue to edit for punctuation, grammar, and spelling to make their message clear for an authentic audience. | |
Word Study: Students continue to use their knowledge of roots and affixes to decode and spell words as well as determine meaning. Students will work with words including vowel teams (Long u, a and e digraphs/trigraphs). They will be introduced to the last suffix, -less, and begin a spiral review with morphology and word sums for the remainder of the school year | Word Study: Students continue to use their knowledge of roots and affixes to decode, spell, and determine the meaning of words. Students will work with words including r- controlled syllables. They will continue working with affixes through a spiral review with morphology and word sums for the remainder of the school year. | Word Study: Students continue to use their knowledge of roots and affixes to decode, spell, and determine the meaning of words. Students will work with words including additional sound spelling patterns -ough, -aw, -au, -al, and -all. They will continue working with affixes through a spiral review with morphology and word sums for the remainder of the school year. | Word Study: Students continue to use their knowledge of roots and affixes to decode, spell, and determine the meaning of words. Students will work with words including final stable syllables C+le, tion, sion, ture and age. They add the last suffix they will learn in third grade, -able to their repertoire and will continue working with affixes through a spiral review with morphology and word sums for the remainder of the school year. | Word Study: Students continue to develop their knowledge of phonics rules and patterns to assist them in decoding and spelling words. Additionally, students continue to develop their ability to use context clues, resources, and morphemic elements to determine the meaning of unknown words as they read. | Word Study: Students continue to develop their knowledge of phonics rules and patterns to assist them in decoding and spelling words. Additionally, students continue to develop their ability to use context clues, resources, and morphemic elements to determine the meaning of unknown words as they read. Students continue to use their knowledge of prefixes and suffixes to include suffix rules to build words and make meaning. | |
Grammar: Students compare two things using -er or more, never both, and compare three or more things using -est or most, never both. Students use adverbs to show how something happens. | Grammar: Students use adverbs to show when something happens. Students use commas to separate three or more items in a list or three or more actions. | Grammar: Students capitalize proper nouns to show the names of people, places, and things and use verbs to show time: past, present, and future. | Grammar: Students will review conventions from the year. | Grammar: Students know when they start a sentence with if, they probably need a comma. Students add an apostrophe -s to show ownership and they use a comma and a coordinating conjunction (FANBOYS) to join two independent clauses. | Grammar: Students make sure their verbs match their nouns and use commas to separate three or more items in a list. | |
Handwriting: Students continue learning and practicing cursive letters. | Handwriting: Students continue learning and practicing cursive letters. | Handwriting: Students continue learning and practicing cursive letters. | Handwriting: Students continue learning and practicing cursive letters. | .Handwriting: Students continue learning and practicing cursive letters. | Handwriting: Students continue learning and practicing cursive letters. | |
TEKS | Phonics: 3.2Ai, 3.2Aii, 3.2Aiv, 3.2Av, 3.2Avi, 3.2Avii, 3.2Bi, 3.2Biv, 3.2Bv, 3.2Bvi, 3.2Bvii, 3.3Ci | Phonics: 3.2Aii, 3.2Aiv, 3.2Av, 3.2Avi, 3.2Bi, 3.2Biv, 3.2Bv, 3.2Bvi, 3.2Bvii, 3.3C, 3.3D | Phonics: 3.2Ai, 3.2Aii, 3.2Aiv, 3.2Av, 3.2Avi, 3.2Avii, 3.2Bi, 3.2Biv, 3.2Bv, 3.2Bvi, 3.2Bvii, 3.3C | Phonics: 3.2Aii, 3.2Aiv, 3.2Av, 3.2Avi,3.2Bi, 3.2Biv, 3.2Bv, 3.2Bvi, 3.2Bvii, 3.3C | Phonics: 3.2Aii, 3.2Aiv, 3.2Av, 3.2Avi, 3.2Avii, 3.2Bi, 3.2Biv, 3.2Bv, 3.2Bvi, 3.2Bvii, 3.2Bi, 3.2Biv, 3.2Bv, 3.2Bvi, 3.2Bvii, 3.3C | Phonics: 3.2Aii, 3.2Aiv, 3.2Av, 3.2Avi, 3.2Avi, 3.2Avii 3.2Bi, 3.2Biv, 3.2Bv, 3.2Bvi, 3.2Bvii, 3.3C |
Reading: 3.1A, 3.1C, 3.2A, 3.3A, 3.3B, 3.4A, 3.6A, 3.6B, 3.6F, 3.6G, 3.6H, 3.6I, 3.7B, 3.7C, 3.7D, 3.7E, 3.7F, 3.7G, 3.9D, 3.9Di, 3.9Dii, 3.9Diii, 3.10A, 3.10B, 3.10C, 3.12B | Reading: 3.2A, 3.3A, 3.3B, 3.4A, 3.6A, 3.6B, 3.6E, 3.6F, 3.6G, 3.6H, 3.6I, 3.7B, 3.7C, 3.7D, 3.7E, 3.7F, 3.7G, 3.9E, 3.9Ei, 3.9Eii, 3.9Eiii, 3.9F, 3.10A, 3.10B, 3.10C, 3.10D, 3.10F, 3.10G | Reading: 3.1A, 3.1E, 3.6E, 3.6F, 3.6G, 3.6H, 3.6I, 3.7B, 3.7C, 3.7E, 3.7G, 3.8A, 3.8B, 3.9B, 3.9Ei, 3.9Eiii, 3.10A, 3.10B | Reading: 3.2A,3.3B, 3.3D, 3.4A, 3.6A,3.6B, 3.6C, 3.6E, 3.6F, 3.6G, 3.6H, 3.6I, 3.7B, 3.7C, 3.7D, 3.7E, 3.7G, 3.8B, 3.8C, 3.8D, 3.9A, 3.9D, 3.10A, 3.10C, 3.10E | Reading: 3.1A,3.1C,3.6E, 3.6F, 3.6G, 3.6H,3.7D, 3.7E, 3.10A, 3.11Bi, 3.11Bii, 3.11C, 3.11D, 3.11E, 3.12B, 3.12C, 3.13A, 3.13A, 3.13B, 3.13C, 3.13D, 3.13E, 3.13F, 3.13G, 3.13H | Reading: 3.1A,3.1B, 3.1C, 3.1D, 3.1E, 3.6A, 3.6B, 3.6E, 3.6F, 3.6G, 3.6I, 3.7A, 3.7B, 3.7C, 3.7D, 3.7E, 3.7G, 3.9F, 3.10A, 3.10B, 3.10C, 3.11A, 3.11B, 3.11Bi, 3.11Bii, 3.11C, 3.11D, 3.11E, 3.11H | |
Writing: 3.11A, 3.11Bi, 3.11Bii, 3.11C, 3.11Div, 3.11Dv, 3.11Dxi, 3.11E, 3.12B | Writing: 3.1A, 3.1C, 3.11A, 3.11Bi, 3.11Bii, 3.11C, 3.11Diii, 3.11Dv, 3.11Dix, 3.11Dx, 3.11Dxi, 3.11E, 3.12C | Writing: 3.1A, 3.1C, 3.7B, 3.7C, 3.11A, 3.11Bi, 3.11C, 3.11D, 3.11Dii, 3.11Diii, 3.11Dix, 3.11E, 3.12C | Writing: 3.1A, 3.1C, 3.1D, 3.11C | Writing: 3.1A,3.1C,3.6E, 3.6F, 3.6G, 3.6H,3.7D, 3.7E, 3.10A, 3.11Bi, 3.11Bii, 3.11C, 3.11D, 3.11E, 3.12B, 3.12C, 3.13A, 3.13A, 3.13B, 3.13C, 3.13D, 3.13E, 3.13F, 3.13G, 3.13H | Writing: 3.1A,3.1B, 3.1C, 3.1D, 3.1E, 3.6A, 3.6B, 3.6E, 3.6F, 3.6G, 3.6I, 3.7A, 3.7B, 3.7C, 3.7D, 3.7E, 3.7G, 3.9F, 3.10A, 3.10B, 3.10C, 3.11A, 3.11B, 3.11Bi, 3.11Bii, 3.11C, 3.11D, 3.11E, 3.11H | |
Grammar: 3.11Div, 3.11Dv
| Grammar: 3.11Diii, 3.11Dv, 3.11Dix, 3.11Dx | Grammar: 3.11Dii, 3.11Diii, 3.11Dix | Grammar: 3.11D
| Grammar: 3.11Di, 3.11Dviii, 3.11Dx | Grammar: 3.11Di, 3.11Dx
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Handwriting: 3.2D | Handwriting: 3.2D | Handwriting: 3.2D | Handwriting: 3.2D | Handwriting: 3.2D | Handwriting: 3.2D | |