good habits, great readers © 2006 pearson learning group … · 5 predictions. d) compare and...

GOOD HABITS, GREAT READERS © 2006 Pearson Learning Group

correlated to

Virginia State English Standards of Learning Grade 3

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Virginia State Third Grade English Standards of Learning

Correlation to Pearson Learning’s Celebration Press – Good Habits Great Readers

September 2006

Reading continues to be a priority in third grade. Emphasis is on learning about words, reading age-appropriate text with fluency and expression, and learning comprehension strategies. The student will read a variety of fiction and nonfiction literature, which relates to all areas of the curriculum. The student will use effective communication skills in-group activities and will present brief oral reports. Reading comprehension strategies will be applied in all subjects, with emphasis on materials that reflect the Standards of Learning in mathematics, science, and history and social science. The student will plan, draft, revise, and edit stories, simple explanations, and short reports. In addition, the student will gather and use information from print and non-print sources. The student also will write legibly in cursive.

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Third Grade Standards Program Evidence Oral Language

3.1 The student will use

effective communication skills in group activities.

a) Listen attentively by making eye contact, facing the speaker, asking questions, and summarizing what is said. b) Ask and respond to questions from teachers and other group members. c) Explain what has been learned.

Program Overview:

• Skills Covered in Celebration Press Reading: Comprehension: pages 18

• Supports English Language Learners: page 21

• An Overview of a Shared Reading Lesson: pages 30-31

• Teaching a Shared Reading Lesson: pages 32-33

• Features of Your Shared Reading 5-Day Planner: pages 34-35

• An Overview of a Guided Reading Lesson: pages 40-41

• Teaching a Guided Reading Lesson: pages 42-43

Shared Reading Examples: New Language, New Friends: Day 1 –Introduce the Book Fireflies: Day 1 – Introduce the Book Guided Reading Examples: The Adventures of Max and Ned: Before Reading – Focus Attention Aladdin & the Magic Lamp: Before Reading – Focus Attention Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group? - Retelling Assessment Handbook: Retelling Rubric: page 33 Oral Language Behaviors Checklist: page 47 Checklist of Good Habits: page 52 Checklist of Good Habits: page 53

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3.2 The student will present

brief oral reports. a) Speak clearly. b) Use appropriate volume and

pitch. c) Speak at an understandable

rate. d) Organize ideas sequentially or

around major points of information.

e) Use grammatically correct language and specific vocabulary to communicate ideas.

Shared Reading Examples: Hiking the Appalachian Trail: Center Activities – Writing Center provides opportunity to address this standard. George Washington Carver: Center Activities – Writing Center provides opportunity to address this standard. Guided Reading Examples: Building a Winner: Additional Activities – Writing: Write a New Article provides opportunity to address this standard. The Case of the Missing Planet: Additional Activities – Writing: Write a New Article provides opportunity to address this standard. Assessment Handbook: Oral Language Behaviors Checklist: page 47

Reading Program Evidence 3.3 The student will apply

word-analysis skills when reading.

a) Use knowledge of all vowel patterns.

b) Use knowledge of homophones. c) Decode regular multisyllabic

words.

Program Overview:

• The Key Principles: pages 2-3 • The Five Domains of Reading:

pages 6-9 • The 7 Habits of Great Readers:

pages 10-11 • Skills Covered in Celebration

Press Reading: Vocabulary/Word Study: pages 17

• Literacy Centers: Word Study: page 27

• Features of Your Shared Reading 5-Day Planner: Day 2 Word Study: page 34

• Features of Your Teaching Plan Cover: Focus for Instruction - Phonics: page 39

• An Overview of a Guided Reading Lesson: Phonics Mini-lesson: page 41

• Teaching a Guided Reading Lesson: Word Study Mini-lesson: page 43

Shared Reading Examples: Fossil Seekers: Center Activities – Word Study: page 161 More Than Marionettes: Day 2 – Mini-lesson: Word Study: page 176 Guided Reading Examples: Fossil Find: Focus for Instruction – Word Study Mini-lesson: Syllabication The San Francisco Exploratorium: Focus for Instruction – Word Study Mini-

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lesson: Multisyllabic Words Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group? Phonics and Vocabulary Assessment Handbook: Running Record: page 41 Checklist of Good Habits: page 51 Checklist of Good Habits: page 52

3.4 The student will use

strategies to read a variety of fiction and nonfiction materials.

a) Preview and use text formats. b) Set a purpose for reading. c) Apply meaning clues, language

structure, and phonetic strategies.

d) Use context to clarify meaning of unfamiliar words.

e) Read fiction and nonfiction fluently and accurately.

f) Reread and self-correct when necessary.

Program Overview:




Press Reading: Structural Analysis – pages 16-17 and Expository Text - page 20

• Literacy Centers: Fluency Practice: page 26

• Teaching a Shared Reading Lesson: Model the Strategy: page 32

Shared Reading Examples: Fiction: A Home for Nellie: Focus Lesson: page 106 Nonfiction: George Washington Carver: Focus Lesson: page 148 Guided Reading Examples: Fiction: What Happens to the Dog?: Before Reading – Focus Attention Nonfiction: Tiger Tales: Before Reading – Focus Attention Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group? Phonics and Vocabulary Assessment Handbook: Running Record: page 41 Early Reading Behaviors Checklist: page 45 Checklist of Good Habits: page 52 Checklist of Good Habits: page 53

3.5 The student will read and

demonstrate comprehension of fiction.

a) Set a purpose for reading. b) Make connections between

previous experiences and reading selections.

c) Make, confirm, or revise

Program Overview:




Press Reading: Comprehension: pages 18- 20

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predictions. d) Compare and contrast settings,

characters, and events. e) Identify the author’s purpose. f) Ask and answer questions. g) Draw conclusions about

character and plot. h) Organize information and

events logically. i) Summarize major points found

in fiction materials. j) Understand basic plots of

fairy tales, myths, folktales, legends, and fables.

• Literacy Centers: Response Center: page 27

• Features of Your Shared Reading 5-Day Planner: Day 4/5 Retelling: page 35

• Features of Your Teaching Plan Cover: : page 39

• An Overview of a Guided Reading Lesson: Digging Deeper: page 41

• Your Guided Reading Reproducibles: page 44

Shared Reading Fiction Examples: The Fortune Tellers: Focus Lesson: page 190 The True Story of the Three Little Pigs: Focus Lesson: page 202 Guided Reading Fiction Examples: The Creature Vanishes: After Reading – Discuss the Text How Mother Nature Got Her Job: Before Reading – Focus Attention Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group? Comprehension: Assessment Handbook: Retelling Rubric: page 33 Story Frame: page 35 Book Frame: page 36 Checklist of Good Habits: page 52 Checklist of Good Habits: page 53 Checklist of Good Habits: page 56 Checklist of Good Habits: page 57

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3.6 The student will continue

to read and demonstrate comprehension of nonfiction.

a) Identify the author’s purpose. b) Make connections between

previous experiences and reading selections.

c) Ask and answer questions about what is read.

d) Draw conclusions. e) Organize information and

events logically. f) Summarize major points found

in nonfiction materials. g) Identify the characteristics

of biographies and autobiographies.

h) Compare and contrast the lives of two persons as described in biographies and/or autobiographies.

Program Overview:




Press Reading: Expository Text: page 20

• Literacy Centers: Response Center: pages 26-27

• An Overview of a Shared Reading Lesson: Day 1 – Mini-lesson: page 30

• Teaching a Shared Reading Lesson: Review and Reflect: page 32

• Features of Your Shared Reading 5-Day Planner: Focus Lesson: page 34

• An Overview of a Guided Reading Lesson: After Reading: page 40


Shared Reading Nonfiction Examples: Through Artist’s Eyes: Focus Lesson: page 244 The Buzz About Honeybees: Focus Lesson: page 256 Guided Reading Nonfiction Examples: The Mystery of Magnets: Focus for Instruction – Reading Skill: Understand Nonfiction Text Structure: Cause and Effect People of the Canyon: Focus for Instruction – Reading Skill: Monitor Comprehension Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group? Retelling: Assessment Handbook: Retelling Rubric: page 33 Book Frame: page 36 Checklist of Good Habits: page 52 Checklist of Good Habits: page 55 Checklist of Good Habits: page 56 Checklist of Good Habits: page 57

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3.7 The student will

demonstrate comprehension of information from a variety of print resources.

a) Use dictionary, glossary, thesaurus, encyclopedia, and other reference books, including online reference materials.

b) Use available technology.

Program Overview:




Press Reading: Expository Text: page 20

• Literacy Centers: Response Center: pages 26-27

• An Overview of a Shared Reading Lesson: Day 1 – Mini-lesson: page 30

• Teaching a Shared Reading Lesson: Review and Reflect: page 32

• Features of Your Shared Reading 5-Day Planner: Focus Lesson: page 34

• An Overview of a Guided Reading Lesson: After Reading: page 40


Shared Reading Examples: The Changing Earth: Table of Contents and Glossary Yo-Yo Ma: Table of Contents and Glossary Guided Reading Examples: First Kids: Table of Contents and Glossary Hunting Crocodiles with Steve Irwin: Table of Contents and Glossary Assessment Handbook: Retelling Rubric: page 33 Story Frame: page 35 Book Frame: page 36 Checklist of Good Habits: page 52 Checklist of Good Habits: page 53 Checklist of Good Habits: page 54 Checklist of Good Habits: page 55 Checklist of Good Habits: page 57

Third Grade Standards Writing Program Evidence

3.8 The student will write

legibly in cursive.

Program Overview:

• Literacy Centers: Writing Activities: pages 26-27

• Features of Your Shared Reading 5-Day Planner: Writing Center: page 35

• An Overview of a Guided Reading Lesson: Options for Further

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Instruction - Writing: page 41 • Your Guided Reading

Reproducibles: page 44 Shared Reading Examples: The Changing Earth: Writing Center: page 281 Lon Po Po: Writing Center: page 299 Guided Reading Examples: Shark Attack! Writing: Write a Character Sketch So You Want to Make a Video! Write a Procedural Text Assessment Handbook: Story Frame: page 35 Book Frame: page 36 Reading Log: page 49 Home Reading Record: page 66

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descriptive paragraphs. a) Develop a plan for writing. b) Focus on a central idea. c) Group related ideas. d) Include descriptive details

that elaborate the central idea.

e) Revise writing for clarity.

Program Overview:



• An Overview of a Guided Reading Lesson: Options for Further Instruction - Writing: page 41


Shared Reading Examples: The Mystery of Magnets: Writing Center: page 311 Lake Critter Journal: Writing Center: page 335 Guided Reading Examples: They Changed the World: Write a Description Thinking Outside the Box: Write a Book Report


stories, letters, simple explanations, and short reports across all content areas.

a) Use a variety of planning strategies.

b) Organize information according to the type of writing.

c) Identify the intended audience.

d) Revise writing for specific vocabulary and information.

e) Use available technology.

Program Overview:





Shared Reading Examples: Zebras: Writing Center: page 353 New Language, New Friends: Writing Center: page 365 Guided Reading Examples: Too Close to the Sun: Write a Journal Entry Water Wise: Write a Persuasive Paragraph

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3.11 The student will edit

writing for correct grammar, capitalization, punctuation, and spelling.

a) Use complete and varied sentences.

b) Use the word I in compound subjects.

c) Use past and present verb tense.

d) Use singular possessives. e) Use commas in a simple series. f) Use simple abbreviations. g) Use apostrophes in

contractions with pronouns. h) Use correct spelling for high-

frequency sight words, including irregular plurals.

Program Overview:





Shared Reading Examples: Isla: Writing Center: page 377 The True Story of the Three Little Pigs: Writing Center: page 389 Guided Reading Examples: A Year in Antarctica: Writing: Write a Nonfiction Narrative ZD3, the Handy Robot: Writing: Write a Notice

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A Correlation of the Five Essential Components of Effective Reading Instruction

with Celebration Press Reading: Good Habits, Great Readers

Third Grade

Phonics: The ability to recognize words accurately, fluently, and independently is fundamental to reading in an alphabetic writing system. For kindergarten students, critical skills include learning to associate sounds with letter, using those associations to decode and read simple words, and learning to recognize important non-decodable words. What Students Need to Learn:

• Accurate and rapid identification of the letters of the alphabet • The alphabetic principle • Phonics elements • The application of phonics elements to reading and writing.

Key Research Findings:

• More effective than non-systematic or no phonics instruction • Significantly improves kindergarten and first grade children’s word

recognition and spelling • Significantly improves children’s reading comprehension • Effective for children from various social and economic levels • Particularly beneficial for children who are having difficulty learning

to read and who are at risk for developing future reading problems • Most effective when introduced early • Not an entire reading program for beginning readers

Program Evidence: Program Overview:

• The Shared Reading weekly plan includes daily mini-lessons on phonics/word study: page 4

• Literacy Centers and Independent Work are routines which extend and reinforce aspects of reading taught in whole-class or small-group lessons: page 5

• The Five Domains of Reading: Phonics: page 6-7 • Skills Covered in Celebration Press Reading: Phonics: page 16 • Literacy Centers: Word Study: page 27

Assessment Handbook (2/3) • Setting Benchmark Expectations: page 16

Assessment Card: • When Are My Readers Ready to Move Up to the Next Guided Reading Group?

Phonics and Vocabulary: Front Cover • What If My Readers Are Having Trouble? Phonics: Inside Front Cover

Shared Reading: • Day 2 – Word Study: Grade-appropriate, text-based instruction in word

study gives students opportunities to practice skills appropriate to Shared Reading selection. Skills addressed include; Plurals, Irregular Plurals With and Without Spelling Changes, Contractions, Adverbs, Comparatives, Suffixes, Compound Words, Based Words, Apostrophes, Multiple Meanings, Irregular Past-Tense Words, Syllabication,

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Superlatives and Comparatives, Singular Possessives; Alliteration, Synonyms, Singular and Plural Possessives, Using a Dictionary, Roots, Antonyms.

• Center Activities – Vocabulary Builder: This center allows students to dig more deeply into the meaning and usage of specific words in the text. Students apply vocabulary strategies they’ve learned throughout the week. When possible, position this center near the word wall, and stock it with paper, pencils, sticky notes, a dictionary, and the week’s big book or poetry poster.

• Best Practice Routines: Tier Two Words: pages 14-15

Criteria Program Evidence Third Grade High Priority Items –Decoding and Word Recognition Instruction 1. Teaches strategies to decode multisyllabic words using the structural features of such word parts as affixes (e.g., pre-, mis-,-tion) to aid in word recognition.

Shared Reading Examples: Lighthouses: Mini-lesson: Word Study: Suffixes: page 98 Hiking the Appalachian Trail: Mini-lesson: Word Study: Base Words: page 122 Yo-Yo-Ma: Mini-lesson: Word Study: Suffixes: page 272 Guided Reading Examples: Chasing Tornadoes: Focus for Instruction: Word Study: Mini-lesson: Prefixes: page The Creature Vanishes: Focus for Instruction: Word Study: Mini-lesson: Suffixes They Changed the World: Focus for Instruction: Word Study: Mini-lesson: Suffixes –ly, -ful

2. Emphasizes reading harder and bigger words (i.e., multisyllabic words) and reading all words more fluently.

Shared Reading Examples: Wild Baby Animals: Mini-lesson: Fluency: Accuracy: page 88 Lighthouses: Mini-lesson: Fluency: Numbers and Dates: page 100 Guided Reading Examples: Ellen Ochoa: Focus for Instruction: Vocabulary Encyclopedia of World Sports: Focus for Instruction: Vocabulary Building a Winner: Focus for Instruction: Vocabulary Assessment Card: Fluency

Third Grade Discretionary Items – Decoding and Word Recognition Instruction 1. Separates word parts that are highly similar (e.g., ight and aight).

No Evidence Found

2. Introduces word parts that occur with high frequency over those that occur in only a few words.

No Evidence Found

3. Teaches the word parts first and then incorporates the words into sentences and

No Evidence Found

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connected text. 4. Extends instruction to orthographically larger and more complex units (e.g., ight, aught, own).

No Evidence Found

5. Provides explicit explanations, including modeling, "Think-alouds," guided practice, and the gradual transfer of responsibility to students.

No Evidence Found

6. Relies on examples more than abstract rules. (Begin with familiar words. Show "nonexamples." Use word parts rather than have students search for little words within a word. Examples: depart, report.)

No Evidence Found

7. Makes clear the limitations of structural analysis.

Program Overview: The Key Principals: What the Research Says – Teach skills and strategies in the context of real reading: page 3 Assessment Card: Phonics and Vocabulary: use context clues and other strategies to figure out sentence and word meanings Comprehension: monitor meaning and use fix-up strategies flexibly and in combination when meaning is unclear Shared Reading Teacher’s Guide: Unit 3 – Great Readers Use What They Know: page 4

8. Uses extended text in opportunities for application.

Program Overview: An Overview of a Guided Reading Lesson – Reread and Access: page 41 Assessment Card: Back Cover: Fluency – make sure the student practice with text at her independent reading level. Encourage multiple readings. Assessment Handbook: Home Reading Record: page 66

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Vocabulary: The ability to store information about the meaning and pronunciation of words. There are four types of vocabulary: listening, speaking, reading, and writing. Development of stored information about the meanings and pronunciation of words necessary for communication. What Students Need to Learn:

• The meaning for most of the words in a text so they can understand what they read

• To apply a variety of strategies to learn word meanings • To make connections between words and concepts • To use “new” words accurately in oral and written language

Key Research Findings: • Children learn the meanings of most words indirectly, through everyday

experiences with oral and written language. • Some vocabulary must be taught directly.


• The Key Principals: Provide opportunities for students to collaborate and talk about their learning: page 3

• The Shared Reading weekly plan includes daily mini-lessons on vocabulary: page 4


• The Five Domains of Reading: Vocabulary: page 8-9 • Skills Covered in Celebration Press Reading: Vocabulary/Word Study: page

17 • Literacy Centers: Vocabulary Builder: page 27

Assessment Handbook (2/3) • Setting Benchmark Expectations: page 16 • Oral Language Behaviors Checklist: page 47 • Checklist of Good Habits: page 53


Vocabulary: Front Cover • What if My Readers Are Having Trouble? Vocabulary: Inside Front Cover

Shared Reading: • Day 2 – Vocabulary: Skills included are; Multiple Meaning Words,

Synonyms, Antonyms, Glossary and Index. • Literacy Centers: Vocabulary Builder: page 26 • Best Practice Routines; Tier Two Words, divide vocabulary words into

three categories: page 14-15 Guided Reading:

• Guiding the Reading: Before Reading – Vocabulary: Word Origins, Compound Words, Homophones, Categorize and Classify, Antonyms, Multiple-Meaning Words, Context Clues, Abbreviations, Categorize and Classify, Homographs, Descriptive Words,

• Guiding the Reading: Before Reading – Vocabulary: Each title has a few

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identified vocabulary words identified to pre-teach. • ESL/ELL Support: This additional support provides additional vocabulary

support. Criterion Program Evidence

Third Grade High Priority Items – Vocabulary Instruction

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1. Teaches strategies to use context to gain the meaning of an unfamiliar word. Context includes the words surrounding the unfamiliar words that provide information to its meaning.

Shared Reading Examples: A Home for Nellie: Mini-lesson: Word Study: Compound Words: page 110 Wild Baby Animals: Mini-lesson: Fluency: Accuracy: page 88 Hiking the Appalachian Trail: Mini-lesson: Fluency: Text Clues: page 124 Guided Reading Examples: At Home on a Coral Reef: Guiding the Reading: Before Reading: Monitor Comprehension People of the Canyon: Guiding the Reading: Before Reading: Monitor Comprehension

2. Repeated and multiple exposures to vocabulary.

Shared Reading Examples: Fossils Seekers: Day 1 – 3: Addresses vocabulary all 3 days: pages 162-166 Guided Reading Examples: The Guided Reading lesson plan is a 2-day format. Vocabulary is taught on both days. The Adventures of Max and Ned: The Adventures of Robin Hood: Amphibians

3. Emphasizes direct instruction in specific concepts and vocabulary essential to understanding text.

Shared Reading Examples: All of the Shared Reading lessons directly teach specific concepts and the vocabulary is directly related to the topic and text. More Than Marionettes: Day 1: Mini-Lesson: Introduce the Book: Preteach: Vocabulary: page 174 Lon Po Po: Center Activities: Vocabulary Builder: page 299 Isla: Center Activities: Vocabulary Builder: page 377 Guided Reading Examples: All of the Guided Reading lessons directly teach specific concepts and the vocabulary is directly related to the topic and text. A Day At the Races: Day 1: Before Reading: Vocabulary How Mother Nature Got Her Job: Day 1: Before Reading: Vocabulary Hunting Crocodiles With Steve Irwin: Day 2: Before Reading: Vocabulary

4. Provides exposure to a broad and diverse vocabulary through listening to and reading stories.

The Good Habits, Great Readers addresses the following topics which introduce a broad and diverse vocabulary. Shared Reading Examples: Fiction Topics: Friends; Languages; Folktales; Dogs; Fortune Tellers; Fairy Tales Nonfiction Topics: Zebras; Fireflies; Earth; Sun; Wild Baby Animals; Lighthouses; Hiking; George Washington Carver; Fossils; Marionettes; Mazes; Artists; Honeybees; Musicians; Earth; Magnets; Habitats Guided Reading Examples:

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Fiction Topics: Models; Racing; Riddles; Folktales; Legends; Myths; Sharks; Spiders; Sun; Boats; Oregon Territory; Cell Phones; Mysteries; Tall Tales; Reading Nonfiction Topics: Tundra; Sea; Coral Reef; Bali; Titanic; Paleontology; Grasslands; Koalas; Rain Forests; Tigers; Hospitals; Whales; Tornadoes; Astronauts; Sports; Wolves; Bats; America; Seasons; Mammals; Magnets; Native Americans; Film Making; Heroes; Puzzles; Water Sports; Antarctica; Robots; Amphibians; Balloons; Beetles; Butterflies; President’s Kids; Baseball; Steve Irwin; Snakes; Lizards; Culture; Penguins; Playgrounds; Exploratorium; Tigers

5. Variety of methods; variety of contexts.

Shared Reading Examples: In the Shared Reading Program, vocabulary is addressed through a variety of methods. The Best Practice Routine Tier Two Words, is one way vocabulary is addressed. Each Shared Reading Lesson pre-teaches broad and diverse vocabulary on Day 1. Vocabulary is also addressed in the suggested Center Activities. Guided Reading Examples: In the Guiding Reading Program, vocabulary is addressed through a variety of methods. On Day 1, content related vocabulary is pre-taught prior to reading the story. On Day 2, critical vocabulary is revisited. The ESL/ELL Support suggestions review vocabulary as well.

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Third Grade Discretionary Items – Vocabulary Instruction 1. Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word. Uses words in context and that are encountered frequently.

Shared Reading Examples: Zebras: Center Activities: Vocabulary Builder: page 29 The Changing Earth: Day 2: Mini-Lesson: Word Study: Using a Dictionary: page 284 Lake Critter Journal: Center Activities: Vocabulary Builder: page 335

2. Restructuring of vocabulary tasks for at-risk, low achievers.

Shared Reading Examples: In the Shared Reading Program, each weekly lesson plan suggests strategies to work with ESL/ELL students. Fossil Seekers: ESL/ELL Support: pages 163 and 165. The Buzz About Honeybees: ELS/ELL Support: pages 261, 263, and 267 Zebras: ESL/ELL Support: page 363 Guided Reading Examples: The Beauty of Bali: Options for Further Instruction: ESL/ELL Support The Mystery of Magnets: Options for Further Instruction: ESL/ELL Support Make It, Wear It: Options for Further Instruction: ESL/ELL Support

3. Extends the understanding of concepts and vocabulary of the English language through (1) learning and using antonyms and synonyms: (2) using individual words in compound words to predict the meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simple multiple-meaning words.

Shared Reading Examples: Folktales of Latin America: Center Activities: Vocabulary Builder: page 323 Through Artists Eyes: Center Activities: Word Study: page 245 A Home for Nellie: Day 2: Mini-Lesson: Word Study: Compound Words: Page 110 George Washington Carver: Day 2: Mini-Lesson: Vocabulary: Multiple Meanings: page 152 Guided Reading Examples: At Home on a Coral Reef: Focus for Instruction: Word Study Mini-Lesson: Suffixes Amphibians: Focus for Instruction: Word Study Mini-Lesson: Antonyms The Case of the Missing Planet: Focus for Instruction: Word Study Mini-Lesson: Compound Words The Mysterious House Number 9: Focus for Instruction: Mini-Lesson: Multiple-Meaning Words

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Fluency: The skill of reading texts accurately and quickly, which allows readers to recognize and comprehend words at the same time.

The ability to read text accurately and quickly. Fluency provides a bridge between word recognition and comprehension. Fluent readers recognize words and comprehend at the same time.

What Students Need to Learn: • To decode words in isolation and in connected text • To automatically recognize words • To increase reading rate while maintaining accuracy

Key Research Findings: • Repeated and monitored oral reading improves reading fluency and overall

reading achievement. • No research evidence is available currently to confirm that

instructional time spent on silent, independent reading with minimal guidance and feedback improves reading fluency and overall reading achievement.


• The Shared Reading weekly plan includes daily mini-lessons on fluency: page 4


• The Five Domains of Reading: Fluency: page 6-7 • Skills Covered in Celebration Press Reading: Fluency: page 17

Assessment Handbook (2/3): • Setting Benchmark Expectations: page 17 • Running Record: page 41


Fluency: Front Cover • What if My Readers Are Having Trouble? Fluency: Back Cover

Shared Reading: • Day 3 – Fluency: The Shared Reading text is the jumping-off point for

fluency instruction. Instruction focuses on phrasing, expressive reading, and fluency fix-ups of errors common to the grade. Skills addressed include; Pace, Chunking, Typeface Clues, Dialogue, Accuracy, Numbers and Dates, Using Text Clues, Using a Pronunciation Key, Proper Nouns, Appropriate Pace/Rate, Characterization, Exclamations, Intonation, Question Marks, Reading Silently With Accuracy, Reading Photo Captions

• Best Practice Routines: Repeated Reading: page 20 • Literacy Centers: Fluency Practice: page 27

Guided Reading: • Options for Further Instruction - Digging Deeper: Reader’s Theater,

Repeated Reading, Paired Reading – Dialogue, Choral Reading, Partner Reading, Read Aloud

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Criterion Program Evidence

Third Grade High Priority Items - Passage Reading - Fluency Instruction 1. Contains only words comprised of phonic elements and word types that have been introduced.

No Evidence Found

2. Builds toward a 120 word-per-minute fluency goal by end of grade 3. Assess fluency regularly.

Assessment Card: Fluency-Read with 90-95% accuracy or higher

3. Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency.

Program Overview: All Guided Reading Lessons are indexed by DRA2 Level, so teachers can easily match students with appropriate books. Independent reading is an ideal time for students to practice and apply reading strategies and skills: page 2 Literacy Centers and independent work provide students the opportunity to extend and reinforce aspects of reading taught in whole-class and small-group lessons: page 5 The Best Practice Routines found on pages 14-21 provide opportunities to extend and reinforce skills addressed in the Shared Reading Program.

Third Grade Discretionary Items — — Passage Reading - Fluency Instruction 1. Contains only irregular words that have been previously taught.

No Evidence Found

2. Selects majority of high frequency irregular words from list of commonly used words in English.

No Evidence Found

3. Introduces repeated readings after students read words in passages accurately.

Shared Reading Examples: The Five-Day Shared Reading Lesson Plan provides opportunities for repeated readings. The Best Practice Routine Think-Pair-Share, Using Sticky Notes and Repeated Reading on pages 16-21 also address this criterion. Guided Reading Examples: The Two-Day Guided Reading Lesson Plan is designed to provide students the opportunity to read the text repeatedly. The Options for Further Instruction also provide students the opportunity to revisit the text.

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Reading Comprehension: Understanding remembering, and communicating with others about what has been read. Comprehension strategies help readers to make sense of a text.

Strategies for understanding, remembering and communicating with others about what has been read. Comprehension strategies are sets of steps that purposeful, active readers use to make sense of text.

What Students Need to Learn: • To read both narrative and expository texts • To understand and remember what they read • To relate their own knowledge or experiences to text • To use comprehension strategies to improve their comprehension • To communicate with others about what is read

Key Research Findings: • Text comprehension can be improved by instruction that helps readers use

specific comprehension strategies. • Students can be taught to use comprehension strategies.

Listening Comprehension: The ability to listen to stories, answer questions, sequence events, learn new vocabulary, and retell information heard are the foundation of reading comprehension. Because many kindergarten children cannot yet read stories, it is imperative that they have frequent and rich opportunities to listen to and discuss stories and informational text that will extend their current understandings and vocabulary knowledge. Program Evidence: Program Overview:

• The Key Principals: Provide opportunities for students to collaborate and talk about their learning: page 3

• The Shared Reading weekly plan includes daily mini-lessons on retelling and comprehension strategies and text structures and strategies: page 4


• The Five Domains of Reading: Comprehension: page 8-9 • The 7 Habits of Great Readers: 2-Great Readers Make Sense of Text; 3-

Great Readers Use What They Know; 4-Great Readers Understand How Stories Work; 5-Great Readers Read to Learn; 6-Great Readers Monitor and Organize Ideas and Information; 7-Great Readers Think Critically About Books: pages 10-11

• Skills Covered in Celebration Press Reading: Comprehension, Literary Response, Analysis, and Appreciation: pages 18-20

• Literacy Centers: Response Center: page 27 Assessment Handbook (2/3):

• Setting Benchmark Expectations: Comprehension: pages 18-19 • Retelling Rubric: page 33 • Story Frame: page 35 • Book Frame: page 36 • Checklist of Good Habits: page 52 • Checklist of Good Habits: page 53 • Checklist of Good Habits: page 54 • Checklist of Good Habits: page 55 • Checklist of Good Habits: page 56

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• Checklist of Good Habits: page 57 Assessment Card:

• When Are My Readers Ready to Move Up to the Next Guided Reading Group? Comprehension and Retelling: Front Cover

• What if My Readers Are Having Trouble? Comprehension: Inside Back Cover Shared Reading:

• Day 4 and 5: Retelling: Students apply the retelling skills they’ve learned previously in a more independent setting. The majority of these activities are written retellings that give students the opportunity to summarize in a concise and cogent manner. Modeled Pre-telling, Oral Retelling, Written Retelling, Mediated Retelling, Beginning-Middle-End, Sequence of Events Chain, Story Frames, Point of View, Problem/Solution, Character Traits, Understanding Character, Written Summary, Supporting Opinions, Cause and Effect, Character Mapping, Distinguish Important Information, Main Idea and Details, Paraphrasing, Self-Check a Retelling, Setting, Oral Summarizing, Written Summarizing, Making Text-to-Text Connections, Revising a Summary, Taking Notes.

• Center Activities: Writing Center: The writing activities will often reinforce the comprehension of the text.

• Best Practice Routines: Think-Pair-Share, Using Sticky Notes, Repeated Readings: pages 16-21

Guided Reading: • Guiding the Reading – After Reading: The comprehension skills addressed

include; Use Illustrations, Understand Plot, Use Nonfiction Features, Recognize Author’s Purpose, Monitor Comprehension, Summarize, Make Inferences, Make Predictions, Determine Problem and Solution, Determine Cause and Effect, Compare and Contrast, Analyze Theme, Draw Conclusions, Retell, Main Idea and Details, Categorize and Classify, Analyze Character, Distinguish Between Fact and Opinion, Understand Genre, Recognize Point of View, Recognize Author’s Craft, Make Connections, Make Predictions, Visualize, Understand Plot, Make Judgments, Analyze Setting, Understand Plot, Understand Sequence of Events.

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Criterion Program Evidence Third Grade High Priority Items – Reading Comprehension Instruction 1. Teaches background information and/or activates prior knowledge.

Shared Reading Examples: George Washington Carver: Week 2: Activating Background Knowledge: page 148 Isla: Day 3: Focus Lesson: Making Text-to-World Connections: page 142 Wild Baby Animals: Day 1: Mini-Lesson: Introduce the Book: Use What You Know: page 84 Guided Reading Examples: Case of the Missing Planet: Focus for Instruction: Reading Skill: Making Predictions Encyclopedia of World Sports: Day 1: Before Reading: Focus Attention Make It, Wear It: Day 1: Before Reading: Focus Attention

2. Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order.

Shared Reading Examples: Wild Baby Animals: Day 4: Mini-Lesson: Guided Retelling: Modeled Retelling: page 90 A Home for Nellie: Day 1: Focus Lesson: Asking, “Does This Make Sense?” page 108 New Language New Friends: Day 5: Focus Lesson: Identifying Viewpoints: page 374 Guided Reading Examples: The Beauty of Bali: Extension Activity on Back Cover Who Works in a Hospital? Focus for Instruction: Reading Skill: Determine Main Idea Chasing Tornadoes: Focus for Instruction: Reading Skill: Determine Main Idea and Details and Extension Activity on Back Cover

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3. Uses known or taught vocabulary and passages at appropriate readability levels for learners.

Shared Reading: Vocabulary is taught in the Shared Reading Lessons through opportunities to pre-teach targeted words essential for understanding the text. Many lessons provide instruction in word-learning strategies, including more classification, discussion of multiple-meaning words, and contractions. Focus Lessons provide opportunities for students to see how proficient readers use vocabulary strategies to make sense of text. Guided Reading and Literacy Centers: Each Guided Reading Lesson highlights key vocabulary. The Focus Attention section of each Guided Reading Lesson provides questions and hands-on activities that deepen students’ understanding of targeted words. Direct instruction and application opportunities are provided for story-essential words in fiction selections. For non-fiction selections, content area words are taught. Students are encouraged to use text features to help them determine the meanings of unfamiliar words. Literacy Centers and Word Walls provide additional opportunities for students to build their vocabulary. Correlator’s Note: The Guided Reading lessons are indexed by DRA2 Level so teachers can easily match students with appropriate books.

4. Continues skill or strategy instruction across several instructional sessions to illustrate the applicability and utility of the skill or strategy.

No Evidence Found

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5. Connects previously taught skills and strategies with new content and text.

Correlator’s Note: Many of the vocabulary skills and strategies taught in the Good Habits Great Readers program are introduced in the first grade Shared Reading Scope and Sequence, found on page 407, and are continued to be revisited through third grade. Guided Reading Examples: Aladdin and the Magic Lamp: Focus for Instruction: Word Study Mini-Lesson: Suffixes: DRA2 Level 30 Hunting Crocodiles With Steve Irwin: Focus for Instruction: Word Study Mini-Lesson: Suffixes: DRA2 Level 34 The Creature Vanishes: Focus for Instruction: Word Study Mini-Lesson: Suffixes: DRA2 Level 38

6. Cumulatively builds a repertoire of multiple strategies that are introduced, applied, and integrated with appropriate texts and for authentic purposes over the course of the year.

Correlator’s Note: The Shared Reading program is designed with The 7 Habits of Great Readers as the focus for the lessons. These reader habits, (strategies), are defined as; Great Readers See Themselves as Readers, Great Readers Make Sense of Text, Great Readers Use What They Know, Great Readers Understand How Stories Work, Great Readers Read to Learn, Great Readers Monitor and Organize Ideas and Information, Great Readers Think Critically About Books: pages 6 and 7.

7. Explicitly teaches comprehension strategies with the aid of carefully designed examples and practice (e.g., comprehension monitoring, mental imagery, question generation, question answering, story structure, and summarization).

Shared Reading Examples: A Home for Nellie: Day 1: Focus Lesson: Asking, “Does This Make Sense?”: page 108 Hiking the Appalachian Trail: Day 5: Focus Lesson: Summarizing the Important Ideas Correlator’s Note: The Graphic Organizers on pages 400-405 are designed to address comprehension. Guided Reading Examples: People of the Canyon: Focus for Instruction: Reading Skill: Monitor Comprehension Tikky Tikky Spider: Focus for Instruction: Reading Skill: Visualize Introducing Snakes: Focus for Instruction: Reading Skill: Summarize

Third Grade Discretionary Items – Reading Comprehension Instruction 1. Provides cooperative learning activities that parallel requirements of instruction.

Shared Reading Examples: The Best Practice Routines; Tier Two Words, Think-Pair-Share and Using Sticky Notes are activities designed with cooperative learning in mind. Hiking the Appalachian Trail: Day 2: Focus Lesson: Talk Together: page 122 Guided Reading Examples:

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King Arthur and the Magic Sword: Options for Further Instruction: Digging Deeper: Fluency: Partner Reading A Day at the Races: Options for Further Instruction: Digging Deeper: Reader’s Theater Shark Attack! Options for Further Instruction: Digging Deeper: Fluency: Paired Reading: Dialogue

2. Begins with linguistic units appropriate to the learner; for example, uses pictures and a set of individual sentences before presenting paragraph or passage-level text to help students learn the concept of main idea.

No Evidence Found

3. Uses familiar, simple syntactical structures and sentence types.

The Good Habits Great Readers program reading levels are based on the Fontas and Pinnell Leveled system. This system identifies books in a particular group based on specific characteristics. Levels 16-28

• Literary language structures are integrated with natural language.

Levels 30-38 • These books include realistic fiction,

fantasy, and animal adventure. • Sentence length and vocabulary are

more complex than in the previous text levels

Level 40 • These fourth-grade level text range in

length from 1,325 t 1,359 words. 4. Progresses to more complex structures in which main ideas are not explicit and passages are longer.

The Good Habits Great Readers program reading levels are based on the Fontas and Pinnell Leveled system. This system identifies books in a particular group based on specific characteristics. Levels 16-28

• The content begins to move beyond students’ personal experiences and builds a basis with which to compare and contrast other stories.

• Literary language structures are integrated with natural language.

• Illustrations provide moderate to minimum support

• The number of words in these texts starts at 253 and increase with each level of difficulty up to 689 words.

Levels 30-38

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• These books include realistic fiction, fantasy, and animal adventure.

• They are slightly more complex stories that include descriptions of settings, characters, problem(s), and resolutions in greater detail.

• Sentence length and vocabulary are more complex than in the previous text levels

• Background knowledge and higher-level thinking skills are needed at times to understand and appreciate the humor, the problem, or the suspense in each story – as well as character development.

• The number of words ranges from 963 to 1,089.

Level 40 • These fourth-grade level text range in

length from 1,325 t 1,359 words.

good habits, great readers © 2006 pearson learning group … · 5 predictions. d) compare and...

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