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Hawaii’s Third Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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Third Grade Standards Good Habits Great Readers Program Evidence
STRAND: READING
Standard 1: Reading: CONVENTIONS AND SKILLS: Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational text for a variety of purposes.
Program Overview: • What the Research Says: 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: pages 16-20 • Literacy Centers: pages 26-27
Assessment Handbook: • Setting Benchmark Expectations: page 16-
19 • Retelling Rubric: page 33 • Story Frame: page 35 • Book Frame: page 36 • Running Record: page 41 • Checklist of Good Habits: pages 57
Assessment Card: • When Are My Readers Ready to Move Up to
the Next Guided Reading Group? Phonics and Vocabulary
• What If My Readers Are Having Trouble? Phonics and Vocabulary
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Topic: Alphabetic Understanding
Benchmark: LA.3.1.1 Use knowledge of sounds and letters to decode regular multi-syllabic words.
Shared Reading Titles: • Wild Baby Animals: Day 2: Word Study:
Comparatives: page 86 • Lighthouses: Day 2: Word Study:
Suffixes: page 98 • A Home for Nellie: Center Activities:
Word Study: page 107 Guided Reading Titles:
• The Beauty of Bali: Focus for Instruction – Word Study: Syllabication
• The Case of the Missing Planet: Focus for Instruction – Word Study Mini-lesson: Compound Words
• Fossil Find: Focus for Instruction – Word Study Mini-Lesson: Syllabication
• Thinking Outside The Box: Focus for Instruction – Word Study Mini-Lesson: Syllabication
Assessment Card: • When Are My Readers Ready to Move Up to
the Next Guided Reading Group? Phonics and Vocabulary
• What If My Readers Are Having Trouble? Phonics and Vocabulary
Topic: Alphabetic Understanding
Benchmark LA.3.1.2 Use common word parts and structures to read new words.
Shared Reading Titles: • Hiking the Appalachian Trail: Day 2 -
Word Study: Base Words: page 122 • Isla: Day 2 – Word Study: Contractions,
Apostrophes: page 140 • Fossil Seekers: Word Study: Irregular
Past-Tense Words: page 160 Guided Reading Titles:
• Aladdin & the Magic Lamp: Focus for Instruction – Word Study Mini-Lesson: Suffixes
• Animals of the Tundra: Focus for Instruction – Word Study Mini-Lesson: Plurals
• Building a Winner: Focus for Instruction – Word Study Mini-Lesson: Contractions
Assessment Card: • When Are My Readers Ready to Move Up to
the Next Guided Reading Group? Phonics and Vocabulary
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• What If My Readers Are Having Trouble? Phonics and Vocabulary
Topic: Vocabulary and Concept Development Benchmark LA.3.1.3 Use new grade-appropriate vocabulary, including homophones and homographs, introduced in stories, informational texts, word study, and reading.
Shared Reading Titles: • George Washington Carver: Day 2 –
Vocabulary: Multiple Meanings: page 152 • Through Artists’ Eyes: Day 2 –
Vocabulary: Synonyms: page 248 • The True Story of The 3 Little Pigs:
Center Activities: Word Study: page 389 Guided Reading Titles:
• The Adventures of Max and Ned: Focus for Instruction: Vocabulary
• The Adventures of Robin Hood: Focus for Instruction: Vocabulary
• Amphibians: Options for Further Instruction: Digging Deeper: Vocabulary: Word Origins
Assessment Card: • When Are My Readers Ready to Move Up to
the Next Guided Reading Group? Phonics and Vocabulary
• What If My Readers Are Having Trouble? Phonics and Vocabulary
Topic: Vocabulary and Concept Development Benchmark LA 3.1.4 Use hierarchies (e.g., specific to concrete, formal and informal) and categories (e.g., parts of speech, comparative and superlative forms, words with multiple meanings) to read increasingly complex words.
Shared Reading Titles: • The Fortune-Tellers: Center Activities:
Word Study: page 191 • Lon Po Po: Day 2 – Word Study:
Comparatives, Superlatives: page 302 • The True Story of The 3 Little Pigs: Day
2 – Word Study: Multiple-Meaning Words: page 3892
Guided Reading Titles: • At Home in the Sea: Focus for
Instruction – Word Study Mini-lesson: Comparatives and Superlatives
• Koalas: Focus for Instruction – Word Study Mini-lesson: Comparatives
• Secrets of the Rain Forest: Focus for Instruction – Word Study Mini-lesson: Superlatives
Assessment Card: • When Are My Readers Ready to Move Up to
the Next Guided Reading Group? Phonics and Vocabulary
• What If My Readers Are Having Trouble? Phonics and Vocabulary
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Topic: Fluency Benchmark LA.3.1.5 Read grade-appropriate narrative and informational text aloud with fluency and accuracy.
Shared Reading Titles: • Wild Baby Animals: Center Activities:
page 83 • An Amazing Journey: Day 3: Fluency:
Intonation: page 232 • Through Artists’ Eyes: Day 3: Fluency:
Question Marks: page 250 Assessment Card:
• When Are My Readers Ready to Move Up to the Next Guided Reading Group? Fluency
• What If My Readers Are Having Trouble? Fluency
Topic: Locating Sources / Gathering Information Benchmark LA.3.1.6 Locate information in a variety of grade-appropriate sources.
Shared Reading Titles: • New Language, New Friends: Day 2 – Word
Study: Using Reference Sources: page 368 • The Changing Earth: Day 2: Word Study:
Using a Dictionary: page 284 • Zebras: Center Activities: Vocabulary
Builder: page 29 Guided Reading Titles:
• The Wonder of Whales: Additional Activities: Nonfiction Feature: Glossary
• Ellen Ochoa: Focus for Instruction – Reading Skill: Use Nonfiction Features: Highlighted Words, Glossary, Timeline
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Third Grade Standards Good Habits Great Readers Program Evidence
STRAND: READING
Standard 2: Reading READING COMPREHENSION: Use reading strategies to construct meaning from a variety of texts.
Program Overview: • What the Research Says: 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: pages 16-20 • Literacy Centers: pages 26-27
Assessment Handbook: • Setting Benchmark Expectations: page
16-19 • Retelling Rubric: page 33 • Story Frame: page 35 • Book Frame: page 36 • Running Record: page 41 • Checklist of Good Habits: pages 57
Assessment Card: • When Are My Readers Ready to Move Up
to the Next Guided Reading Group? • What If My Readers Are Having
Trouble? Topic: Understanding Text
Structures
Benchmark LA.3.2.1 Describe how the organizational structures of informational and literary texts reflect their different purposes.
Shared Reading Titles: • An Amazing Journey: Day 2 – Lesson
Objective: Students will learn how to use a contents page to organize thinking about a book: page 230
• Folk Tales of Latin America: Day 5 – Independent Reading: Beginning, Middle, and End
• A Home of Nellie: Day 5 – Independent Retelling: Sequence of Events Chain
Guided Reading Titles: • Discovering the Titanic: Focus for
Instruction: Reading Skill: Understand Nonfiction Text Structure: Cause and Effect
• Koalas: Focus for Instruction:
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Reading Skill: Understand Nonfiction Text Structure: Sequence of Events
• Animals of the Tundra: Focus for Instruction: Reading Skill: Use Nonfiction Features: Photographs
Topic: Constructing Meaning Benchmark LA.3.2.2 Confirm or revise predictions after locating evidence in the text.
Shared Reading Titles: • Wild Baby Animals: Day 4 – Lesson
Objective: Students will predict the text structure: page 90
• Wild Baby Animals: Day 5 – Lesson Objective: Students will predict the text conclusion: page 92
Guided Reading Titles: • The Case of the Missing Planet:
Focus for Instruction – Reading Skill: Make Predictions
• Thinking Outside the Box: Focus for Instruction – Reading Skill: Make Predictions
Assessment Card: • When Are My Readers Ready to Move Up
to the Next Guided Reading Group? Comprehension
• What If My Readers Are Having Trouble? Comprehension
Topic: Construction Meaning Benchmark LA.3.2.3 Identify the main idea or problem and solution in a text.
Shared Reading Titles: • The Family of the Sun: Lesson
Objective: Students will practice identifying the main idea and details to retell a poem: page 60
• The Fortune Tellers: Day 4: Lesson Objective: Students will identify a plan to solve a problem: page 198
• The True Story of The 3 Little Pigs: Lesson Objective: Students will identify the problem and solution in a story: page 208
Guided Reading Titles: • A Day at the Races: Focus for
Instruction – Reading Skill: Determine Problem and Solution
• Mailman Mario & His Boris-Busters: Focus for Instruction – Reading Skill: Determine Problem and Solution
• Who Works in a Hospital: Focus for
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Instruction – Reading Skill: Determine Main Idea
Assessment Card: • When Are My Readers Ready to Move Up
to the Next Guided Reading Group? Comprehension
• What If My Readers Are Having Trouble? Comprehension
Third Grade Standards Good Habits Great Readers Program Evidence
STRAND: READING
Standard 3: Reading LITERARY RESPONSE AND ANALYSIS: Respond to literary texts from a range of stances: personal, interpretive, and critical.
Program Overview: • What the Research Says: 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: pages 16-20 • Literacy Centers: pages 26-27
Assessment Handbook: • Setting Benchmark Expectations: page
16-19 • Retelling Rubric: page 33 • Story Frame: page 35 • Book Frame: page 36 • Running Record: page 41 • Checklist of Good Habits: pages 57
Assessment Card: • When Are My Readers Ready to Move Up
to the Next Guided Reading Group? • What If My Readers Are Having
Trouble? Topic: Interpretive Stance
Benchmark LA.3.3.1 Explain main ideas or events that develop the author's message or underlying theme.
Shared Reading Titles: • Through Artists’ Eyes: Day 5 – Lesson
Objective: Students will identify the author’s purpose: page 254
• New Language, New Friends: Day 2 – Lesson Objective: Students will identify the author’s opinion: page 368
• The True Story of The 3 Little Pigs: Day 2 – Lesson Objective: Students will understand an author’s motive
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for choosing a theme: page 392 Guided Reading Titles:
• The Mysterious House Number Nine: Focus for Instruction – Reading Skill: Recognize and Analyze Author’s Craft
• Water Wise: Focus for Instruction – Reading Skill: Recognize Author’s Purpose
• Butterflies & Moths: Focus for Instruction – Reading Skill: Recognize Author’s Purpose
Assessment Card: • When Are My Readers Ready to Move Up
to the Next Guided Reading Group? Comprehension
• What If My Readers Are Having Trouble? Comprehension
Topic: Interpretive Stance Benchmark LA.3.3.2 Compare characters, settings, and plots of two or more stories
Shared Reading Titles: • The True Story of the 3 Little Pigs:
Lon Po Po: Folk Tales of Latin America: Correlator’s Note: Although the suggested activities don’t specifically suggest the comparison of two of more stories, the titles stated provide a natural opportunity to do so with other versions of these fairy tales.
Assessment Card: • When Are My Readers Ready to Move Up
to the Next Guided Reading Group? Comprehension
• What If My Readers Are Having Trouble? Comprehension
Topic: Literary Elements Benchmark LA.3.3.3 Explain the difference between figurative and literal language.
No Evidence Found
Topic: Personal Connection Benchmark LA.3.3.4 State and support a personal opinion about a text.
Shared Reading Titles: • Fireflies: Day 1 – Lesson Objective:
Students will recognize that readers have different opinions about what they read: page 54
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• The Fortune-Teller: Day 4 – Lesson Objective: Students will use details to support opinions: page 198
• Folk Tales of Latin America: Day 4 – Lesson Objective: Students will learn to retell a story using text details to support opinions: page 330
Guided Reading Titles: • Hanging Around With Bats: Focus for
Instruction – Reading Skill: Distinguish Between Fact and Opinion
• The Griffeys: Father and Son Baseball: Focus for Instruction – Reading Skill: Distinguish Between Fact and Opinion
Assessment Card: • When Are My Readers Ready to Move Up
to the Next Guided Reading Group? Comprehension
• What If My Readers Are Having Trouble? Comprehension
Third Grade Standards Good Habits Great Readers Program Evidence
STRAND: WRITING
Standard 4: Writing CONVENTIONS AND SKILLS: Use the writing process and conventions of language and research to construct meaning and communicate effectively for a variety of purposes and audiences using a range of forms.
CORRELATOR’S NOTE: • The activities correlated do not
directly address the following standards; however they do provide natural opportunities to address those standards.
Program Overview: • Literacy Centers – Writing Center: page
26 • Features of Your Shared Reading 5-Day
Planner: Center Activities – Writing Center: page 35
• Teaching a Guided Reading Lesson – Options for Further Instruction – Writing (1-3): page 43
Assessment Handbook: • Story Frame: page 35 • Book Frame: page 36 • Reading Log: page 49 • Home Reading Record: page 66
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Topic: Range of Writing Benchmark LA.3.4.1 Write in a variety of grade-appropriate formats for a variety of purposes and audiences, such as:
• stories with a beginning, middle, and end and poems with sensory details
• short reports on content area topics
• pieces related to completing tasks
• friendly letters • responses to literature • pieces to reflect on
learning and to solve problems.
Shared Reading Titles: • Zebras: Center Activities: Writing
Center: page 29 • The Family of the Sun:
Guided/Independent Reading Link: ESL/ELL Support: page 61
• Folk Tales of Latin America: Writing Center: page 65
Guided Reading Titles: • Aladdin & the Magic Lamp: Additional
Activities – Writing: Write a Retelling • Chasing Tornadoes: Additional
Activities – Writing: Write a Weather Report
• Away We Go! Additional Activities – Writing: Write a Caption
Topic: Sentence Structure and Grammar
Benchmark LA.3.4.2
Form and use the following grammatical constructions correctly when editing writing:
• imperative sentences • past, present, and future
verb tenses • subject-verb agreement
with single-word subject • plural forms of irregular
nouns • adverbs
Shared Reading Titles: • Wild Baby Animals: Center Activities:
Writing Center: page 83 • Lighthouses: Center Activities: Writing
Center: page 95 • Isla: Center Activities: Writing
Center: page 137 Guided Reading Titles:
• The Beauty of Bali: Additional Activities – Writing: Write a Brochure
• The Creature Vanishes: Additional Activities – Writing: Write a Summary
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Topic: Punctuation, Capitalization, Spelling, and Handwriting Benchmark LA.3.4.3 Spell grade-appropriate high-frequency words; irregular plurals; common homophones; and words that have blends, contractions, and orthographic patterns.
Shared Reading Titles: • George Washington Carver: Center
Activities: Writing Center: page 149 • Fossil Seekers: Center Activities:
Writing Center: page 161 • The Fortune-Tellers: Center Activities:
Writing Center: page 191 Guided Reading Titles:
• Building a Winner: Additional Activities – Writing: Point of View
• Ellen Ochoa: Additional Activities – Writing: Write a Biography
• The Go-Boat: Additional Activities – Writing: Write a News Story
Topic: Punctuation, Capitalization, Spelling, and Handwriting Benchmark LA.3.4.4 Edit writing to correct use of following punctuation:
• commas in letters, dates, addresses, and items in a simple series
• apostrophes in contractions and singular possessives
• quotation marks and commas or end marks in direct quotations and dialogue.
Shared Reading Titles: • The True Story of The 3 Little Pigs:
Center Activities: Writing Center: page 203
• An Amazing Journey: Center Activities: Writing Center: page 227
• Through Artists’ Eyes: Center Activities: Writing Center: page 245
Guided Reading Titles: • The Case of the Missing Planet:
Additional Activities – Writing: Write a News Story
• Encyclopedia of World Sports: Additional Activities – Writing: Write a How-to Paragraph
• The Griffeys: Father and Son Baseball: Additional Activities – Writing: Write a Biography
Topic: Punctuation, Capitalization, Spelling, and Handwriting Benchmark LA.3.4.5 Edit writing to correct capitalization:
• geographical names • special events • titles and initials of people.
Shared Reading Titles: • The Buzz About Honeybees: Center
Activities: Writing Center: page 257 • Yo-Yo-Ma: Center Activities: Writing
Center: page 269 • The Changing Earth: Center Activities:
Writing Center: page 281 Guided Reading Titles:
• A Day at the Races: Additional Activities – Writing: Write a Thank-You Note
• Gray Wolf: Additional Activities –
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Writing: Write a Riddle • Hooray for Rhody: Additional Activities
– Writing: Write a Letter Topic: Punctuation, Capitalization, Spelling, and Handwriting Benchmark LA.3.4.6 Write legibly, adhering to margins and correct spacing between letters in a word and words in a sentence.
Shared Reading Titles: • Lon Po Po: Center Activities:
Writing Center: page 299 • Mysterious Magnets: Center
Activities: Writing Center: page 311 • Folk Tales of Latin America: Center
Activities: Writing Center: page 323 Guided Reading Titles:
• Discovering the Titanic: Additional Activities – Writing: Write a News Story
• Hanging Around With Bats: Additional Activities – Writing: Write a Advertisement
• Hunting Crocodiles with Steve Irwin: Additional Activities – Writing: Write a Commercial
Topic: Citing Sources
Benchmark LA 3.4.7
Differentiate between own information and information from other sources.
No Evidence Found
Third Grade Standards Good Habits Great Readers Program Evidence
STRAND: WRITIING
Standard 5: Writing
RHETORIC:
Use rhetorical devices to craft writing appropriate to audience and purpose.
CORRELATOR’S NOTE: • The activities correlated do not
directly address the following standards; however they do provide natural opportunities to address those standards.
Topic: Meaning Benchmark LA.3.5.1 Add details, descriptions, and information from different sources to elaborate meaning.
Shared Reading Titles: • Lake Critter Journal: Center
Activities: Writing Center: page 335 • Zebras: Center Activities: Writing
Center: page 353 • New Language, New Friends: Center
Activities: Writing Center: page 365 Guided Reading Titles:
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• The Great Riddle Mystery: Additional Activities – Writing: Write a News Story
• So You Want to Make a Video: Additional Activities – Writing: Write a Procedural Text
• Make It, Wear It: Additional Activities – Writing: Write How-to Instructions
Topic: Design Benchmark LA.3.5.2 Organize information by introducing it, elaborating on it, and drawing a conclusion about it.
Shared Reading Titles: • Isla: Center Activities: Writing
Center: page 377 • The True Story of The 3 Little Pigs:
Center Activities: Writing Center: page 389
• Wild Baby Animal: Center Activities: Writing Center: page 83
Guided Reading Titles: • Grasslands: Additional Activities –
Writing: Write Persuasive Text • They Changed the World: Additional
Activities – Writing: Write a Description
• The Mystery of the Spy’s Diary: Additional Activities – Writing: Write a News Story
Topic: Design Benchmark LA.3.5.3. Group related ideas into paragraphs.
Shared Reading Titles: • A Home for Nellie: Center Activities:
Writing Center: page 107 • Hiking the Appalachian Trail: Center
Activities: Writing Center: page 119 • Isla: Center Activities: Writing Center:
page 137 Guided Reading Titles:
• Mailman Mario & His Boris-Busters: Additional Activities – Writing: Write a Book Review
• Thinking Outside the Box: Additional Activities – Writing: Write a Book Report
• The Go-Boat: Additional Activities – Writing: Write a News Story
Topic: Clarity Benchmark LA.3.5.4 Use specific nouns and
Shared Reading Titles: • George Washington Carver: Center
Activities: Writing Center: page 149 • Fossil Seekers: Center Activities:
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adjectives to describe people, places, things, or events.
Writing Center: page 161 • The Fortune-Tellers: Center Activities:
Writing Center: page 191 Guided Reading Titles:
• Tigers: Additional Activities: Writing: Write a Description
• A Year in Antarctica: Additional Activities: Writing: Write a Nonfiction Narrative
• Hooray for Rhody: Additional Activities: Writing: Write a Letter
Topic: Clarity Benchmark LA.3.5.5 Write with increased sentence variety by using compound subjects, questions, or dialogue.
Shared Reading Titles: • The True Story of The 3 Little Pigs:
Center Activities: Writing Center: page 203
• An Amazing Journey: Center Activities: Writing Center: page 227
• Through Artist’s Eyes: Center Activities: Writing Center: page 245
Guided Reading Titles: • Secrets of the Rain Forest: Additional
Activities – Writing: Write a Brochure • Tikky Tikky Spider: Additional
Activities – Writing: Write a Description of a Story Character
• The Griffeys: Father and Son Baseball: Additional Activities – Writing: Write a Biography
Third Grade Standards Good Habits Great Readers Program Evidence
STRAND: ORAL COMMUNICATION
Standard 6: Oral Communication
CONVENTIONS AND SKILLS: Apply knowledge of verbal and nonverbal language to communicate effectively in various situations: interpersonal, group, and public: for a variety of purposes.
CORRELATOR’S NOTE: • The activities correlated do not
directly address the following standards; however they do provide natural opportunities to address those standards.
Program Overview: • What the Research Says: Provide
opportunities for students to collaborate and talk about their learning: page 3
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• The 7 Habits of Great Readers: Great Readers Make Sense of Text: page 10
• Skills Covered in Celebration Press Reading: Literary Response, Analysis, and Appreciation: page 19
Assessment Handbook: • Setting Benchmark Expectations –
Retelling: page 17 & 18 • Retelling Rubric: page 33 • Running Record: page 41 • Oral Language Behaviors Checklists:
page 47 • Checklist of Good Habits: page 52
Assessment Card: • When Are My Readers Ready to Move Up
to the Next Guided Reading Group: Comprehension and Retelling
• What If My Readers Are Having Trouble? – Comprehension
Topic: Discussion and Presentation
Benchmark LA.3.6.1 Use oral language to obtain information, complete a task, and share ideas with others.
Shared Reading Titles: • The Buzz About Honeybees: Day 1 –
Talk Together: page 258 • Yo-Yo-Ma: Day 2 – Talk Together: page
272 • The Changing Earth: Day 3 – Talk
Together: page 281 Guided Reading Titles:
• Talk! Talk! Talk! Guiding the Reading: Retell
• Who Works in a Hospital: After Reading: Discuss the Text
• ZD3, the Handy Robot: Additional Activities: Writing: Write a Notice
Topic: Discussion and Presentation
Benchmark LA.3.6.2
Give a planned speech to share information with peers.
No Evidence Found
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Topic: Critical Listening
Benchmark LA.3.6.3 Give verbal and nonverbal feedback to a speaker to promote mutual understanding.
Shared Reading Titles: • More Than Marionettes: Day 3: Talk
Together: page 178 • The Fortune-Tellers: Day 4: Talk
Together: page 198 • The True Story of the 3 Little Pigs:
Day 5: Talk Together: page 212 Guided Reading Titles:
• A Day at the Races: Additional Activities: Fluency: Reader’s Theater
• The Adventures of Robin Hood: Guiding the Reading: After Reading: Discuss the Text
• Hunting Crocodiles with Steve Irwin: Guiding the Reading: After Reading: Discuss the Text
Topic: Critical Listening Benchmark LA.3.6.4 Clarify spoken messages by restating, questioning, or elaborating.
Shared Reading Titles: • Mysterious Magnets: Day 3 – Talk
Together: page 316 • Folk Tales for Latin America: Day 4 –
Talk Together: page 330 • Lake Critter Journal: Day 5 – Talk
Together: page 344 Guided Reading Titles:
• Discovering the Titanic: Guiding the Reading: After Reading: Discuss the Text
• At Home in the Sea: Guiding the Reading: After Reading: Discuss the Text
• Hooray for Rhody! Additional Activities: Writing: Write a Letter
Topic: Delivery Benchmark LA.3.6.5 Vary expression, level, pacing, and intonation according to content and purpose.
Shared Reading Titles: • Zebras: Day 1 – Talk Together: page
354 • New Language, New Friends: Day 2 –
Talk Together: page 368 • Isla: Day 3 – Talk Together: page 382
Guided Reading Titles: • At Home in the Sea: Guiding the
Reading: After Reading: Discuss the Text
• The Adventures of Robin Hood: Guiding the Reading: After Reading: Discuss
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the Text • Hunting Crocodiles with Steve Irwin:
Guiding the Reading: After Reading: Discuss the Text
Topic: Delivery Benchmark LA.3.6.6 Use simple gestures, eye contact, and other nonverbal language to complement and enhance verbal messages.
Shared Reading Titles: • Folk Tales from Latin America: Day 1
– Talk Together: page 66 • Wild Baby Animals: Day 2 – Talk
Together: page 86 • Lighthouses: Day 3 – Talk Together:
page 100 Guided Reading Titles:
• Building a Winner: Additional Activities – Writing: Write a News Letter
• Chasing Tornadoes: Additional Activities – Writing: Write a Weather Report
• Intergalactic Cell Phone: Guiding the Reading: After Recess: Discuss the Text
Topic: Delivery Benchmark LA.3.6.7 Adjust dialect (e.g., standard English, Hawaiian Creole, colloquialisms) to grade-appropriate audience, purpose, and situation.
Shared Reading Titles: • A Home for Nellie: Day 4 – Talk
Together: page 114 • Hiking the Appalachian Trail: Day 5 –
Talk Together: page 128 • Isla: Day 1 – Talk Together: page 138
Guided Reading Titles: • The Great Riddle Mystery: Additional
Activities – Writing: Write a News Story
• Grasslands: Additional Activities – Writing: Write a News Story
• King Midas & the Golden Touch: Guiding the Reading: After Reading: Discuss the Text
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Third Grade Standards Good Habits Great Readers Program Evidence
STRAND: ORAL COMMUNICATION
Standard 7: Oral Communication
RHETORIC: Adapt messages appropriately to address audience, purpose, and situation.
CORRELATOR’S NOTE: • The activities correlated do not
directly address the following standards; however they do provide natural opportunities to address those standards.
Program Overview: • What the Research Says: Provide
opportunities for students to collaborate and talk about their learning: page 3
• The 7 Habits of Great Readers: Great Readers Make Sense of Text: page 10
• Skills Covered in Celebration Press Reading: Literary Response, Analysis, and Appreciation: page 19
Assessment Handbook: • Setting Benchmark Expectations:
Retelling: page 17 & 18 • Retelling Rubric: page 33 • Running Record: page 41 • Oral Language Behaviors Checklists:
page 47 • Checklist of Good Habits: page 52
Assessment Card: • When Are My Readers Ready to Move Up
to the Next Guided Reading Group: Comprehension and Retelling
• What If My Readers Are Having Trouble? Comprehension
Topic: Meaning Benchmark LA.3.7.1 Add concrete details and specific facts to support and develop ideas when speaking.
Shared Reading Titles: • George Washington Carver: Day 1 –
Talk Together: page 150 • Fossil Seekers: Day 2 – Talk
Together: page 164 • More Than Marionettes: Day 3 – Talk
Together: page 178 Guided Reading Titles:
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• Koalas: Additional Activities – Writing: Write an Interview
• Mailman Mario & His Boris-Busters: Additional Activities – Writing: Write a Book Review
• Chasing Tornadoes: Additional Activities – Writing: Write a Weather Report
Topic: Design Benchmark LA.3.7.2 Group similar ideas around major points when speaking.
Shared Reading Titles: • The Fortune-Tellers: Day 4 – Talk
Together: page 198 • The True Story of The 3 Little Pigs:
Day 5 – Talk Together: page 212 • An Amazing Journey: Day 5 – Talk
Together: page 236 Guided Reading Titles:
• Ellen Ochoa: Guiding the Reading: After Reading: Discuss the Text
• Encyclopedia of World Sports: Writing: Write a How-to Paragraphs
• A Home for the New Nation: Guiding the Reading – After Reading: Discuss the Text