intranet.usd443.orgintranet.usd443.org/wested/pacing guides/2011/readi… · web...

Reading, Grade:3 Mastery Check 1 Benchmark#: R.3.1.4.2 ▲State Language: The student understands the purpose of text features (e.g., title, graphs and charts, table of contents, pictures/illustrations, boldface type, italics, glossary and index) and uses such features to locate information in and to gain meaning from appropriate level text.

Student Friendly Language: I can understand and use text features to help me gain meaning from a passage.

Concept (Students will know): text featurestitlegraphs/chartstable of contentspictures/illustrations boldface typeitalicsglossary index

Skills (Students will do): understands purposelocates information using features

DOK Level:

2

Big Ideas: Knowing the purpose of text features helps locate and gain meaning from text. Essential Questions: What are text features?How do text features help the reader gain information from text?Core Materials(Any selection)Available Houghton Mifflin Resources:Lost and Found TM 121HGarden of Abdul Gasazi TM 419 HAcross Wide Dark Sea Social Studies Link TM 180-181Cliff Hanger Social Studies Link TM 46Mulan Language Link TM 86Grandma’s Records Career Link TM 210Talking Cloth Health Link TM 232Dancing Rainbows Science Link TM 258Dogzilla Science Link TM 332Mysterious Giant Social Studies Link TM 358Raising Dragons Science Link TM 390Garden/Abdul Gasazi Career Link TM416Theme 4 :Fugitives on Four Legs TM 422Nights of the Pufflings Science Link TM 36Seal Surfer Career Link TM 66The Living Desert TM 114Trapped by Ice Media Link TM 248Theme 5 A Wild Ride TM 263

Supplemental Materials:

www.literacyleader.com

Teaching Strategies

Reading, Grade: 3 Mastery Check 1Benchmark#: R.3.1.4.5 ▲State Language: Student Friendly Language:

1

The student uses information from the text to make inferences and draw conclusions.

I can use my prior knowledge and clues the author gives me to figure out what the author is saying.

Concept (Students will know): textinferenceconclusionprior knowledge

Skills (Students will do): draw conclusionsmake inferencesuses information

DOK Level:

2

Big Ideas: Using information in the text and my prior knowledge will aid in making inferences and drawing conclusions.

Essential Questions: What is inference?How can inferences be made?Core Materials(Any selection)Available Houghton Mifflin Lessons:Mulan TM 89ARadio Rescue TM 137DTheme 5 Resources TM R8-9Raising Dragons TM 393 ADinosaur Bob TM 439 E Theme 3 Resources TM R12Across Wide Dark Sea TM 183 ATheme 4 Connections TM 119ETheme 5 Resources TM R 10-11Poppa’s New Pants TM 367ATheme 6 Connections TM 413DTheme 6 Resources TM R10


QAR

Teaching Strategies

Reading, Grade: 3 Mastery Check 1Benchmark#: R.3.1.3.2 ▲

2

State Language: The student determines the meaning of unknown words or phrases using context clues (e.g., definitions, restatements, examples, descriptions) from sentences or paragraphs.

Student Friendly Language: I can determine the meaning of words I don't know by using context clues, synonyms, antonyms, and homophones.

Concept (Students will know) : wordscontext cluessentencesparagraphs

Skills (Students will do) :

Determines meaning

DOK Level:

2

Big Ideas: Using clues around the unknown word will help in understanding the meaning of the unknown word. Essential Questions: What are context clues?How can a reader use context clues to understand unfamiliar words? Core Materials(Any selection)Available Houghton Mifflin Lessons:Dogzilla TM 333GDinosaur Bob TM 439HAntonyms:Theme 1 R19, Theme 2 R17, Theme 3 R19&23, Theme 4 R17, Theme 5 R 15, Theme 6 R 15&17Synonyms:Theme 1 R 15&19, Theme 2 R 21, Theme 3 R17&19&21, Theme 4 69F, Theme 5 R17, Theme 6 R17&21Homophones:Theme 5 251G, 267ITheme 6 419D,E,F


Teaching Strategies

Reading, Grade 3 Mastery Check 2Benchmark #: 3.1.2.5 State Language: The student adjusts reading rate to support

Student Friendly Language: I will adjust my reading speed to help me understand

3

comprehension when reading narrative, expository, and technical texts.

what I read.

Concept (Students will know) : Reads expressivelyPacePhrasingIntonationRhythmReading rateNarrativeExpositoryTechnical text

Skills (Students will do) : Read expressivelyAdjust rateSupport comprehension

DOK Level:

2

Big Ideas: Knowing how and when to adjust reading pace and reading with correct phrasing and intonation will help students better comprehend different types of texts.Essential Questions: What is pace?When do I need to adjust?What is phrasing?What is intonation and rhythmWhat are the differences in reading narrative, expository, and technical text?How can knowing these elements of fluency help me comprehend different types of texts? Core Materials

(Any selection )

Available Houghton Mifflin Lessons:Two Days in May TM 99H


SSRFluency RubricReaders’ Theater Scriptswww.literacyleader.com

Teaching Strategies:

Reading, Grade 3 Mastery Check 2Benchmark #: 3.1.2.2 State Language: The student reads expressively with appropriate pace, phrasing, intonation, and rhythm of speech.

Student Friendly Language: I will read using expression, phrasing, stress, and rhythm of speech.

Concept (Students will know) : Reads expressively

Skills (Students will do) : Read expressively

DOK Level:

4

PacePhrasingIntonationRhythmReading rateNarrativeExpositoryTechnical text

Adjust rateSupport comprehension

2


(Any selection )





Reading, Grade 3 Mastery Check 2Benchmark #: 3.1.1.1 State Language: The student uses decoding skills that include knowledge of phonetics and structural analysis when reading unknown words.

Student Friendly Language: I can use decoding skills (chunking, segmenting and blending, and word families) to help me read words I don't know and to read smoothly.

Concept (Students will know) : Decoding skillsStructural analysisWord recognition strategiesFluent reading

Skills (Students will do) : Use strategiesReading unknownsReading fluently

DOK Level: 2

5

Big Ideas: Strategies for decoding will help students read fluently.Essential Questions: What is fluent reading?What are decoding strategies I can use?What are some other word recognition strategies I can use? How will knowing these strategies help me read smoothly?Core Materials:(Any selection)

Available Houghton Mifflin Lessons: Mulan TM 89C Mysterious Giant TM 361 C-DRadio Rescue TM 137F Raising Dragons TM 393 C-DPoetry TM 151C Night of the Pufflings TM 39 C-D Lost and Found TM121D Theme 4 Connections TM 119 F-GCliff Hanger TM 49D Biography TM 147 C-DKeeping Quilt TM 185D Theme 4 Resources, TM, R14-19Two Days in May TM 99C-D Fairy Tales TM 295 C-DGrandma’s Records TM 213 C-D Across the Wide Dark Sea TM 183CTalking Cloth TM 233 D Yunmi/Halmon’s Trip TM 213DDancing Rainbows TM 259 C-D Trapped By Ice TM 251 C-DTrickster Tales TM 301 D Theme 5 Connections TM 267 FDogzilla TM 333 C-D Theme 5 Resources TM R14Pepita Talks Twice TM 337C-D Poppa’s New Pants TM 367 C-DRamona Quimby TM 399 C-D Theme 6 Connections TM 413 F-GHoughton Mifflin Leveled ReadersMacmillan McGraw-Hill Leveled Readers


Fluency RubricMaking Words Word Wall ActivitiesDecoding Strategies Fix It StrategiesReaders’ Theater Scripts


Reading, Grade 3 Mastery Check 2 Benchmark #: 3.1.2.4 State Language: The student uses a variety of word-recognition strategies to read fluently.




DOK Level: 2

Big Ideas: Strategies for decoding will help students read fluently.Essential Questions: What is fluent reading?

6

What are decoding strategies I can use?What are some other word recognition strategies I can use? How will knowing these strategies help me read smoothly?Core Materials:(Any selection)





Reading, Grade 3 Mastery Check 2Benchmark #: 3.1.2.1 State Language: The student uses knowledge of conventions (e.g., question marks, exclamation points, commas, apostrophes, italics, graphics, hyphens) to read fluently at instructional or independent reading levels.

Student Friendly Language: I will use conventions (?, !, , ', italics, graphics, hyphens) to help me be a smooth reader.

Concept (Students will know) : ConventionsQuestion marksExclamation pointsCommasApostrophesItalicsGraphicsHyphensRead fluentlyInstructional levelIndependent level

Skills (Students will do) : Use knowledgeRead fluently

DOK Level: 2

7

Big Ideas: Understanding how our voice changes at punctuation marks will help students better comprehend text and read fluently.Essential Questions: What are the purposes of question marks, exclamation points, commas, apostrophes, italics, graphics, and hyphens? How does my voice change when I read these punctuation marks?Why should my voice change when I read punctuation?How does reading the punctuation help me understand the text better?Core Materials

(Any selection)

Houghton Mifflin Leveled ReadersMacmillan McGraw-Hill Leveled Readers


Fluency RubricReaders’ Theater Scriptswww.literacyleader.com


Reading, Grade 3 Mastery Check 2 Benchmark #: 3.1.2.3 State Language: The student uses knowledge of sentence structure to read fluently at instructional or independent reading levels.

Student Friendly Language: I can use my knowledge of sentence structure to help me read smoothly.

Concept (Students will know) : Sentence structuresFluent readingInstructional levelIndependent level

Skills (Students will do) : Use sentence structure knowledgeRead smoothly

DOK Level: 2

Big Ideas: Knowing sentence structure will help students anticipate upcoming words and read more fluently .Essential Questions: What is sentence structure?What is fluent reading?What is instructional level?What is independent level?How can sentence structure be used to anticipate upcoming words to aid in fluent reading?Core Materials

(Any selection)


SSR

8

Houghton Mifflin Leveled Readers

MacMillan McGraw-Hill Leveled Readers

Fluency RubricReaders’ Theater Scripts www.literacyleader.com


Reading, Grade: 3 Mastery Check 3 Benchmark#: R.3.1.4.10 ▲State Language: The student retells or determines important events and main ideas from narrative and expository texts.

Student Friendly Language: I can retell the main idea and supporting details in a passage.

Concept (Students will know): important eventsmain ideanarrativeexpository

Skills (Students will do): retellsdetermines important events

DOK Level:

2

Big Ideas:

Retelling helps the reader sequentially restate important events and main ideas in narrative and expository text.

Essential Questions: What is the main idea?How does a reader retell main ideas and important details in narrative and expository text?

Core Materials

(Any selections)

Available Houghton Mifflin Lessons:Lost and Found TM 121 AGrandma’s Records TM 213A


Graphic Organizerswww.literacyleader.com

9

Miss Rumphius TM 279E

Teaching Strategies

Reading, Grade: 3 Mastery Check 3Benchmark#: R.3.2.1.2 ▲State Language: The student identifies and describes setting, environment, time of day or year, historical period, situation, place) of the story or literary text.

Student Friendly Language: I can identify and describe the setting: environment, time, situation, place, historical period, and year in a passage.

Concept (Students will know): settingenvironmenttime of day or yearhistorical periodsituation placepassage

Skills (Students will do): identifiesdescribes

DOK Level:

1

Big Ideas: The setting helps the reader to comprehend and relate to textEssential Questions: What is the setting of the passage?Why does the setting help the reader comprehend the text?How is the setting determined in the passage?Core Materials

(Any selection)

Available Houghton Mifflin Lessons:Garden of Abdul Gasazi TM 419ADinosaur Bob TM 439 E


10

Theme 3 Resources: TMR12Fairy Tales TM 295 A

Teaching Strategies

Reading, Grade: 3 Mastery Check 3Benchmark#: R.3.1.4.9 ▲State Language: The student links cause and effects in appropriate-level narrative and expository texts.

Student Friendly Language: I can link or connect what caused something to happen (effect) in a passage.

Concept (Students will know) : narrativeexpositorycauseeffect


links cause and effect

DOK Level:

2

Big Ideas:Students need to know that causes have effects.

Essential Questions: What is the difference between cause and effect?How can readers apply cause and effect in real life?

Core Materials

(Any selection)

Available Houghton Mifflin Lessons :Cliff Hanger TM 49ARadio Rescue TM 137D


Graphic Organizers

11

Teaching Strategies

Reading, Grade: 3 Mastery Check 4Benchmark#: R.3.1.4.7State Language: The student sequences events and information in logical order.

Student Friendly Language: I can sequence events in correct order.

Concept (Students will know) : eventsinformationlogical order


sequences

DOK Level:

1

Big Ideas: Using clue words helps the reader put events in logical order.

Essential Questions: Why do readers need to sequence events in logical order?What are clue words that help the reader sequence events?

Core Materials

(Any selections)

Available Houghton Mifflin Lessons:Lost and Found TM 121ARadio Rescue TM 137 E


Story MapsGraphic Organizers

12

Teaching Strategies

Reading, Grade: 3 Mastery Check 4 Benchmark#: R.3.2.1.3State Language: The student identifies plot sequence.

Student Friendly Language: I can identify the plot sequence (beginning, middle, and end) in a passage.

Concept (Students will know): PlotSequenceBeginningMiddleend

Skills (Students will do):

identifies

DOK Level: 1

Big Ideas: The plot sequence is a series of events that happenin the beginning, middle, and end of the story that give a story its meaning.

Essential Questions: What is plot sequence?How does a reader identify the plot sequence?

Core Materials

(Any selection)

Houghton Mifflin Leveled ReadersMacMillan McGraw-Hill Leveled ReadersLost and Found TM 121ARadio Rescue TM 137 E


13

Teaching Strategies

Reading, Grade: 3 Mastery Check 4Benchmark#: R.3.1.4.4State Language: The student generates and responds logically to literal, inferential, and critical thinking questions before, during and after reading the text.

Student Friendly Language: I can generate or learn to ask and answer important questions before, during, and after reading.

Concept (Students will know): literalinferentialcritical thinkingbefore/during/after reading

Skills (Students will do): generatesresponds

DOK Level: 2

Big Ideas: Students must learn to generate and respond to appropriate questions before, during and after reading.

Essential Questions: What are questions that I can ask and answer before, during and after reading?Why do readers ask questions before, during and after reading text?What are some strategies I can use for finding answers to questions?

Core Materials

(Any selections)Houghton Mifflin Leveled ReadersMacMillan McGraw-Hill Leveled Readers


QAR

Teaching Strategies

14

Reading, Grade: 3 Mastery Check 4 Benchmark#: RI.3.2State Language: Determine the main idea of a text; recount the key details and explain how they support the main idea.

Student Friendly Language: I can determine the main idea and describe how the most important details support the main idea.

Concept (Students will know): important eventssupporting detailmain ideanarrative/expositorycause/effect

Skills (Students will do): determine important eventsdescribe and support why details support main idea

DOK Level: 3

Big Ideas: Third grade students are required to refer to the text to support their answers. Students must identify the main idea and find the most important details that strengthen the main idea. At this level, students tell how historical events, scientific ideas or “how to” procedures are related in a text by analyzing the sequence of events and the cause and effect.Essential Questions: Think about what you read and create your own questions (being sure to refer to the text) about an important idea. What is the main idea of this text? How do you know? What are the important ideas in this text? How do you know? How are the important ideas connected to the main idea? Which step comes first? After that? What happened first? What happened after that? Can you tell me how these ideas are the same? Can you tell me how they are different?Core Materials any selection

Available Houghton Mifflin Lessons:Lost and Found TM 121AGrandma’s Records TM 213AMiss Rumphius TM 279E


readworks.orgfcrr.orgreadwritethink.org

15

Teaching Strategies

Reading, Grade: 3 Mastery Check 5 Benchmark#: R.3.2.1.1 ▲State Language: The student identifies and describes characters’ physical traits, basic personality traits and actions.

Student Friendly Language: I can identify and describe how characters look, act, and feel in a passage.

Concept (Students will know): characterphysical traitspersonality traitsactions

Skills (Students will do): identifiesdescribes

DOK Level: 1

Big Ideas: Identifying and understanding characters’ traits, emotions and motives help the reader understand the characters and their actions.Knowing about the character helps the reader understand the story better by making personal connections with the characters.

Essential Questions: What are the characters’ physical traits, personality traits and actions?Why does knowing the characters physical traits, personality traits and actions help the reader comprehend better?Core Materials

(Any selection)

Available Houghton Mifflin Lessons: Trickster Tales TM 285Theme 3 Writing Workshop TM 335 DDinosaur Bob TM 439 ETheme 3 Resources TM R12Fairy Tales TM 295A


Character Maps

Teaching Strategies

16

Reading, Grade: 3 Mastery Check 5Benchmark#: R.3.1.4.8 ▲State Language: The student compares and contrasts information (e.g., topics, characters) in text.

Student Friendly Language: I can compare and contrast information and characters when I am reading.

Concept (Students will know): topicscharacterstext

Skills (Students will do): comparecontrast

DOK Level:

2

Big IdeasComparing and contrasting topics and characters helps us understand their similarities and differences.

Essential Questions: What is comparing?What is contrasting?How does compare/contrast help the reader understand information?

Core Materials

(Any selections)

Available Houghton Mifflin Lessons:Miss Rumphius TM 273 ATheme 4 Connections TM 119DTheme 4 Resources TM R10-11Theme Connections from Themes 1-6


Graphic Organizers

Teaching Strategies

17

Reading, Grade: 3 Mastery Check 5 Benchmark#: R.3.1.3.5 ▲State Language: The student determines the meaning of words through knowledge of word structure (e.g., compound, contractions, root words, prefixes and suffixes).

Student Friendly Language: I can determine the meaning of words I don't know by knowing word structures (compounds, contractions, root words, prefixes (mis-, pre-, pro-, re-, un-), and suffixes (-ed, -er, -est, -ing, -ly, -y )).

Concept (Students will know) : meanings of wordscompoundscontractionsroot wordsprefixsuffix


determines meaning

DOK Level:

2

Big Ideas: Understanding word structures is necessary for identifying unknown words. Word structure helps readers discover meaning of unknown words. Essential Questions: What is a prefix, suffix, root word, compound word and contraction?Why is knowing the differences between word structures helpful when reading?Core Materials(Any selection)Available Houghton Mifflin Lessons:Cliff Hanger TM 49CLost and Found TM 121CRadio Rescue TM 137 F-GPoetry 151CKeeping Quilt TM 185CTalking Cloth TM 232 CMiss Rumphius TM 279 F-GTrickster Tales TM 301CMysterious Giant TM 361CRaising Dragons TM 393 CGarden/Abdul Gasazi TM 419CDinosaur Bob TM 439 F-GTheme 3 Resources TM R18-23Seal Surfer TM 69C-DTwo Days in May TM 99 C,G


Teaching Strategies

18

Reading, Grade 3 Mastery Check 6Benchmark #: 3.1.4.6State Language: The student identifies text structure (sequence, problem-solution).

Student Friendly Language: I can identify sequence and problem-solution text structures.

Concept (Students will know) : Text structureProblem/solutionsequence

Skills (Students will do) : identify

DOK Level: 2

Big Ideas: Knowing the way a text is organized can aid comprehension.Essential Questions: What is problem/solution structure?What is sequence structure?What are some key words associated with problem/solution structure?What are some key words associated with sequence structure?Core Materials(Any expository selections with sequence or problem-solution structure)

Available Houghton Mifflin Resources: Biography Theme Cliff Hanger Social Studies Link TM 46Nights of the Pufflings Theme 6 Helen Keller TM 402Houghton Mifflin Leveled ReadersMacMillan McGraw-Hill Leveled Readers


www.literacyleader.com


19

Reading, Grade 3 Mastery Check 6 Benchmark #: 3.1.3.1 State Language: (See following page)The student expands sight-word vocabulary.

Student Friendly Language: I can expand my sight word vocabulary.

Concept (Students will know) : Sight word vocabulary

Skills (Students will do) : expand

DOK Level: 1

Big Ideas: Knowing sight words with automaticity will increase fluency and comprehension.Essential Questions: What are the sight words for my grade?How will knowing sight words help my fluency and comprehension?Core Materials

(Any selection)

Houghton Mifflin Leveled ReadersMacmillan McGraw-Hill Leveled ReadersHoughton Mifflin Vocabulary Readers


SSRDolch List www.theschoolbell.com


20

Third Grade Sight Word ChecklistR.3.1.3.1: The student expands sight-word vocabulary

Test ID: 2100291Teachers: You may check students’ sight-word knowledge at any time

during the school year. Keep in mind that this is an assessed indicator for MC 6, so all data must be entered into FileMaker during that window (Ap. 30-

May 8).

1 soon 21 use 41 wash2 made 22 fast 42 show3 run 23 say 43 hot4 gave 24 light 44 because5 open 25 pick 45 far6 has 26 hurt 46 live7 find 27 pull 47 draw8 only 28 cut 48 clean9 us 29 kind 49 grow10 three 30 both 50 best11 our 31 sit 51 upon12 better 32 which 52 these13 hold 33 fall 53 sing14 buy 34 carry 54 together15 funny 35 small 55 please16 warm 36 under 56 thank17 ate 37 read 57 wish18 full 38 why 58 many19 those 39 own 59 shall20 done 40 found 60 laugh

Reading, Grade 3 Mastery Check 6

21

Benchmark#: R.3.1.4.14State Language: The student distinguishes between fact & opinion in various texts.

Student Friendly Language: I can tell the difference between a fact and an opinion.

Concept (Students will know) : FactOpinionVarious Texts

Skills (Students will do) : Distinguishes

DOK Level: 2

Big Ideas: Distinguishing between fact and opinion helps us evaluate the validity of written and oral information.Knowing the differences between facts and opinions helps us make intelligent judgmentsUnderstanding opinions helps us acknowledge and accept other viewpoints.

Essential Questions: What is the difference between fact & opinion?Why is it important to know the difference between fact & opinion?

Core Materials

Available Houghton Mifflin Lessons:Night of the Pufflings TM 39ATheme 4 Connections TM 119DBiography TM 147HTheme 4 Resources TM R8-9


Teaching Strategies

Reading, Grade 3 Mastery Check 6Benchmark#: R.3.1.3.3

22

State Language: The student identifies and uses synonyms, antonyms, and homophones to determine the meaning of words.

Student Friendly Language: I can determine the meaning of words I don't know by using, synonyms, antonyms, and homophones.

Concept (Students will know) : wordssentencesparagraphssynonymsantonymshomophones


Determines meaning

DOK Level:

2

Big Ideas: Using clues around the unknown word will help in understanding the meaning of the unknown word. Essential Questions: What are synonyms?What are antonyms?What are homophones? Core Materials(Any selection)Available Houghton Mifflin Lessons:Dogzilla TM 333GDinosaur Bob TM 439HAntonyms:Theme 1 R19, Theme 2 R17, Theme 3 R19&23, Theme 4 R17, Theme 5 R 15, Theme 6 R 15&17Synonyms:Theme 1 R 15&19, Theme 2 R 21, Theme 3 R17&19&21, Theme 4 69F, Theme 5 R17, Theme 6 R17&21Homophones:Theme 5 251G, 267ITheme 6 419D,E,F


Teaching Strategies

Reading, Grade: 3 Mastery Check 6 Benchmark#: RI.3.6

23

State Language: Distinguish their own point of view from that of the author of a text.

Student Friendly Language: I can distinguish the authors’ point of view and compare it to my own point of view.

Concept (Students will know): point of view

Skills (Students will do): identify authors point of viewidentify their own point of view

DOK Level: 2

Big Ideas: Students in grade 3 must be able to compare their point of view with the author’s point of view.

Essential Questions: What does the author want the reader to understand about this topic? Think about what the author is telling you in this text. Do you agree or disagree with the authors thinking?Core Materials any selection


readworks.orgfcrr.orgreadwritethink.org

Teaching Strategies

Reading, Grade 3 Mastery Check 6Benchmark #: 3.1.2.5 State Language: The student adjusts reading rate to support

Student Friendly Language: I will adjust my reading speed to help me understand

24

comprehension when reading narrative, expository, and technical texts.

what I read.

Concept (Students will know) : Reads expressivelyPacePhrasingIntonationRhythmReading rateNarrativeExpositoryTechnical text

Skills (Students will do) : Read expressivelyAdjust rateSupport comprehension

DOK Level:

2


(Any selection )





Reading, Grade 3 Mastery Check 6Benchmark #: 3.1.2.2 State Language: The student reads expressively with appropriate pace, phrasing, intonation, and rhythm of speech.

Student Friendly Language: I will read using expression, phrasing, stress, and rhythm of speech.

Concept (Students will know) : Reads expressively

Skills (Students will do) : Read expressively

DOK Level:

25

PacePhrasingIntonationRhythmReading rateNarrativeExpositoryTechnical text

Adjust rateSupport comprehension

2


(Any selection )





Reading, Grade 3 Mastery Check 6Benchmark #: 3.1.1.1 State Language: The student uses decoding skills that include knowledge of phonetics and structural analysis when reading unknown words.




DOK Level: 2

26

Big Ideas: Strategies for decoding will help students read fluently.Essential Questions: What is fluent reading?What are decoding strategies I can use?What are some other word recognition strategies I can use? How will knowing these strategies help me read smoothly?Core Materials:(Any selection)





Reading, Grade 3 Mastery Check 6 Benchmark #: 3.1.2.4 State Language: The student uses a variety of word-recognition strategies to read fluently.




DOK Level: 2

Big Ideas: Strategies for decoding will help students read fluently.Essential Questions: What is fluent reading?

27

What are decoding strategies I can use?What are some other word recognition strategies I can use? How will knowing these strategies help me read smoothly?Core Materials:(Any selection)





Reading, Grade 3 Mastery Check 6Benchmark #: 3.1.2.1 State Language: The student uses knowledge of conventions (e.g., question marks, exclamation points, commas, apostrophes, italics, graphics, hyphens) to read fluently at instructional or independent reading levels.

Student Friendly Language: I will use conventions (?, !, , ', italics, graphics, hyphens) to help me be a smooth reader.

Concept (Students will know) : ConventionsQuestion marksExclamation pointsCommasApostrophesItalicsGraphicsHyphensRead fluentlyInstructional levelIndependent level

Skills (Students will do) : Use knowledgeRead fluently

DOK Level: 2

28

Big Ideas: Understanding how our voice changes at punctuation marks will help students better comprehend text and read fluently.Essential Questions: What are the purposes of question marks, exclamation points, commas, apostrophes, italics, graphics, and hyphens? How does my voice change when I read these punctuation marks?Why should my voice change when I read punctuation?How does reading the punctuation help me understand the text better?Core Materials

(Any selection)

Houghton Mifflin Leveled ReadersMacmillan McGraw-Hill Leveled Readers


Fluency RubricReaders’ Theater Scriptswww.literacyleader.com


Reading, Grade 3 Mastery Check 6 Benchmark #: 3.1.2.3 State Language: The student uses knowledge of sentence structure to read fluently at instructional or independent reading levels.

Student Friendly Language: I can use my knowledge of sentence structure to help me read smoothly.

Concept (Students will know) : Sentence structuresFluent readingInstructional levelIndependent level

Skills (Students will do) : Use sentence structure knowledgeRead smoothly

DOK Level: 2

Big Ideas: Knowing sentence structure will help students anticipate upcoming words and read more fluently .Essential Questions: What is sentence structure?What is fluent reading?What is instructional level?What is independent level?How can sentence structure be used to anticipate upcoming words to aid in fluent reading?Core Materials

(Any selection)


SSR

29

Houghton Mifflin Leveled Readers

MacMillan McGraw-Hill Leveled Readers

Fluency RubricReaders’ Theater Scripts www.literacyleader.com


30

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