grade: 3 literacy document - psd1.org 3rd literacy document 3rd-3 ... 25 pictograph sentence...

GRADE: 3rd Literacy Document

Board Approved 9/15/2009

Grade Level Expectation • Evidence of Learning/ELD

Standard

Core Materials Leveled Literacy Library

Books throughout Pg #

Instructional Strategies

Balanced Literacy Throughout

Supplemental Pg # Assessment

1.2.1 Apply reference skills to determine word meanings. • Use glossaries and dictionaries to find and

confirm word meanings. B: Use picture dictionary to find or confirm word meanings. AB: Use glossary and picture dictionary to find or confirm word meaning. I: Use dictionary and glossary to find or confirm word meanings and parts of speech. A: Use dictionary, glossary, and thesaurus to find or confirm word meanings, parts of speech, synonyms and antonyms. T: Discuss use of dictionaries, glossaries and thesauruses to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words.

Reading With Meaning: Teaching Comprehension in the Primary Grades, Debbie Miller, 2002

73-92

Read Aloud • Think Aloud • Discussion • Picture Response • Poetry

Discussion

Observation

Checklists

Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007

130-137

Through the use of this Literacy Curriculum Guide, the literacy coaches, grade level teams and the curriculum department hope that you are better able to access our Core materials and locate those strategies that best meet the needs of our students. To use this curriculum guide…

• Locate the GLE • Find the Core material that best meets that GLE • Look up the strategies using the page numbers provided • Read for helpful strategies or theory to help guide your instruction

Supplemental with one copy in each

Building Professional Library

Core Materials of Pasco School District

Strategies from the

Core Materials

Ways to Assess the GLE

GRADE: 3rd Literacy Document


Core Materials – 3rd Grade

Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas And Pinnell, 2000

Phonics Lessons Grade 3: Phonics, Spelling, and Vocabulary, Fountas and Pinnell, 2006

Word Matters, Teaching Phonics and Spelling in the Reading/Writing Classroom, Pinnell and Fountas, 1998


Interactive Read-Alouds, Grades 2-3: Linking Standards, Fluency, and Comprehension, Linda Hoyt, 2007

Suggested Instructional & Supplemental Materials

Guided Reading Shared Reading Interactive Read Aloud Word Study Supplemental Books

• Book Boxes • Leveled Literacy

Library books • White Boards • Post it notes • Graphic Organizers • Magna doodles • Magnetic letters • Reading Logs • Response journals • Literacy center

materials

• Highlighting tape • Cover up tape • Word Masks • Pointers • Easels • Big Books • Poem Boards • Post it notes • Puppets or props for

retelling

• White boards • Easels • Easel pads • Charts • Post it notes

• Magnetic boards • Magnetic letters • Pocket charts • Environmental print • Easel • Chart paper

• Toolkit Texts: Grades 2-3, (Selected by Harvey & Goudvis), 2007

• The Clear and Simple Thesaurus Dictionary, Wittels and Greisman, 1996

• The American Heritage Children’s Dictionary, Houghton Mifflin, 2006

• The Comprehension Toolkit: Teacher’s Guide, Harvey & Goudvis, 2005

GRADE: 3rd Literacy Document 3rd-3

3rd Grade Common Content Vocabulary


Math Language Arts Science Social Studies

1 < > alliteration atmosphere architecture 2 angle adverb behavior pattern Artifacts 3 array author’s purpose circular motion Asia 4 Celsius compare and contrast data Bering land bridge 5 compose concluding sentence /clincher direction Canada 6 decompose describe/description dissolving Coastal area 7 denominator draw conclusions distance Culture 8 digit expository ecosystem Culture group 9 equivalent edit effect first inhabitant

10 Fahrenheit example form Grassland 11 fraction evidence from text fossil Great Plains 12 frequency table fact vs. opinion function hemisphere 13 intersecting first-person point of view infer Indigenous people 14 key (maps) graphic organizer inference Mexico

15 line plot informational/expository text

(nonfiction) location Pacific Ocean

16 line segments introduction nutrients Religious belief 17 lines key word outline population reservation 18 metric letter (composition) predication ritual 19 multiply (tion) literary/narrative text (fiction) prehistoric Society 20 numerator simile rain gauge South America 21 parallel onomatopoeia reasoning South Pole 22 parallelogram paragraph species Tradition 23 perimeter purpose steam Treaty 24 perpendicular run-together sentence system Tribal government 25 pictograph sentence fragment technology design process weaving 26 product summarize texture West Coast 27 quadrilateral text features verification written language 28 right angle topic sentence water vapor 29 thermometer writing process weathering 30 thousand weight

GRADE: 3rd EALR 1: The student understands and uses different skills and strategies to read. 3rd-4

Component 1.1: Use word recognition skills and strategies to read and comprehend text.


Grade Level Expectation • Evidence of Learning/ELD Standard


Books throughout Page #



Supplemental Materials

Specific to GLE Page # Assessment

1.1.4 Apply understanding of phonics. • Read words containing complex letter patterns

and/or word families (e.g., -ieve, –eive, -ield) in isolation and in context.

• Apply multi-syllabic decoding when reading words in all text.

AB: Use knowledge of phonics associated with known sounds to read familiar words. Decode known words following common vowel patterns I: Decode words following patterns, word families, etc. Identify same sounds represented by different single letters or combinations of letters (e.g., fish, rough). A: Read words in context containing complex letter pattern/word families. Apply multi-syllabic decoding when reading words. Recognize that sounds are represented by different single letters and combinations of letters.

Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000

372-374 Word Analysis Classroom Libraries *Scholastic Guided Reading Program, Fiction Focus (*New Teachers) Toolkit Texts: Grades 2-3, (Selected by Harvey & Goudvis), 2007

Pgs. 490-491 Running Records

Developmental Reading Assessment (DRA)

Evaluacion del desarrollode la lectura

(EDL)

349-352 Teaching for Word Solving

16-17

Interactive Read-Aloud, Shared Reading, Guided Reading, Independent Reading


433-448 Buddy Study Cycle Pg. 449

Buddy Study Test

75-135 Mini-lessons, Games, Routines, Activities on Letter/Sound Relationship

As listed in lesson plan links

Pgs. 6-12 in Assessment Guide

153-217 Mini-Lessons, Games, Routines, Activities on Spelling Patterns


347,351355,359383,399411,415

Mini-lessons, Games, Routines, Activities on Syllables

Pgs. 88,89 in

Assessment Guide

457,461465,473

Mini-Lessons, Games, Routines, Activities on Word Solving Actions

Pgs. 121,122,124 in Assessment Guide

Word Matters, Pinnell and Fountas, 1998

Appx. 34 List of Mini-lessons

38-46 Word Walls Appx. 15,16

Lists of phonograms, multi-syllable words

Pg. 107


Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.







Supplemental Materials Specific

to GLE Page # Assessment

1.2.1 Apply reference skills to determine word meanings. • Use glossaries and dictionaries to find and

confirm word meanings. B: Use picture dictionary to find or confirm word meanings. AB: Use glossary and picture dictionary to find or confirm word meaning. I: Use dictionary and glossary to find or confirm word meanings and parts of speech. A: Use dictionary, glossary, and thesaurus to find or confirm word meanings, parts of speech, synonyms and antonyms. T: Discuss use of dictionaries, glossaries and thesauruses to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words.


371,434435

Research Strategies, Resources, Techniques

Pgs. 488-492 Observing

Processes: Anecdotal Notes, Teacher

Observation, Teacher-Made Assessments

376 Theory


165 Mini-lessons and Application

Pgs. 100-101 Appx.

34 List of mini-lessons “Using References”


469,477480

Guide Word Sorting, Word Entry Search

The Clear and Simple Thesaurus Dictionary, Wittels and Greisman, 1996

The American Heritage Children’s Dictionary, Houghton Mifflin, 2006











1.2.2 Apply vocabulary strategies in grade-level text. • Use the meanings of prefixes, suffixes, and

abbreviated words to determine the meaning of unknown words in grade-level text.

• Describe how word meanings change as affixes are added to base words (e.g., rest/unrest/restful).

• Re-read to clarify, read on, ask for help, adjust reading rate, and use knowledge of print conventions to determine meaning of unknown words in informational/expository text and literary/narrative text.

• Use prior knowledge, context, pictures, illustrations, and diagrams to predict, clarify, and/or expand word meaning, including multiple-meaning words.

B: Given pictures and illustrations, indicate word meaning. Identify pictures from written labels or identify text words or phrases from pictures AB: Demonstrate understanding of affixes and roots in familiar words. Apply word-meaning strategies in text (e.g., word structure, phonics, abbreviations, illustrations, prior knowledge and context). I: Re-read, read on, and ask for help to gain meaning of unknown words. T: Explain how to derive word meanings from knowledge of affixes and roots.


375-376 Theory Classroom Libraries

*Scholastic Guided Reading Program, Fiction, Levels A-Q

(*New Teachers)

Toolkit Texts: Grades 2-3, (Selected by Harvey & Goudvis), 2007

Pgs. 488-492 Observing Processes

458 Cloze Procedure

16-17


311-315 Strategic Actions for Sustaining Reading

353-355 Teaching for Strategies to Monitor, Predict, Adjust

373-374 Principles for affixes


Teacher Made Assessments


257,285289

Mini-lessons, Games, Routines, Activities on Homophones


As Listed

in Lesson Links

Pgs. 59,60 in Assessment Guide

367,371375,387391,403407,419423,427

Mini-lessons, Games, Routines, Activities on Prefixes, Suffixes, Word Endings

Pgs. 92,93,94 in Assessment Guide












96-97 Definitions

Appx. 20,21 25,26

Lists of Prefixes, Suffixes, Homographs, Homophones

Pg. 107

243 Prompts for Word Solving Pgs. 113-114 Running

Records

Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007

155 Read-Aloud, Share the Reading, Readers Theater

Pgs. 31,32,36 in Guide to Interactive Read-

Alouds


47 Thinking Aloud The Comprehension Toolkit Teacher’s Guide, Harvey & Goudvis, 2005

16-18

Purpose-ful Talk

Pgs. 38-41 139-140 Four column Think Sheet

Strategy Cluster 4 Book 10

237 Vocabulary and Concept Lessons

Source Book of Short Text All


Component 1.3: Build vocabulary through wide reading.









1.3.1 Understand and apply new vocabulary. • Use new vocabulary from

informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in own oral and written communication.

B: Produce simple vocabulary in response to a read-aloud, including texts from a variety of cultures and communities. AB: Use new vocabulary in simple sentences to discuss, prior knowledge, illustrations to predict and confirm word meaning and concepts from literary and informational texts. Use simple sentences to answer and ask questions and show understanding of new words. A: Use new vocabulary in own oral and written communication. T: Integrate new vocabulary from text into written and oral communication across content areas.


26-33 Theory – Investigating & Using Language

Classroom Libraries

*Scholastic Guided Reading Program, Fiction, Levels A-Q

(*New Teachers)


Pgs. 488-492: Observing Processes

30-31 Interactive Vocabulary

382-384 Reading Workshop, Literature Study, Writing Workshop

375-376 Strategies for Vocabulary


249-337 477-481

Mini-lessons, Games, Routines on Word Meanings/Vocabulary Solving Actions


Word Matters, Pinnell & Fountas,1998

235 Teaching for Word Solving Within Guided Reading

Pgs. 105, 107

191-202 Interactive Writing Teacher Observation


237-238 Vocabulary Lessons in Textbooks

The Comprehension Toolkit: Teacher’s Guide, Harvey & Goudvis, 2005

16-18 Purpose

-ful Talk

214-215 Content Word Wall Student Work

52-58 Responding to Reading Through Talking & Writing

Pgs. 6-7












141-150 Read-Aloud, Share the Reading, Readers Theater

Pg. 32 in Guide to Interactive Read-

Alouds

Guide to Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007

10-13

Turn & Talk, Thinking Partners, Share the Reading, Reader’s Theatre











1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text. W • Define words and concepts necessary for

understanding math, science, social studies, literature, and other content area text.

• Select, from multiple choices, the meaning of words necessary to understand content/academic text.

• Explain that some words have a different meaning in different content/academic texts (e.g., area in math and geography).

• Use new vocabulary in oral and written communication.

B: Produce one-word responses to simple questions or a prompt. W Use a word or gesture to participate in a discussion or activity around content area concepts and vocabulary. W AB: Use words and/or phrases to participate in discussions of short, illustrated stories and show understanding of vocabulary. W A: Identify and define words and concepts across content areas. W Identify words with different meanings in different content areas. W T: Explain how some words have different meanings in different content areas (e.g., area in math and geography). W


390 Theory/Definitions: Teaching Genre and Content Literacy


Pgs. 465-468

Reading Stems for LC04/IC14

www.k12.wa.us

16-17

Interactive Read-Aloud, Shared Reading, Literature Study, Guided Reading, Independent Reading

Classroom Libraries

Investigations in Number, Data, and Space, Battista, et al, 1998

Full Option Science System (FOSS), Delta Education, 2005

Science & Technology for Children (STC), National Science Resource Center

Pg. 484 : Authentic

Assessment-Teacher Made Assessments

19-20 Independent Writing, Guided Writing, Investigations

Pgs. 427-429

Writer’s Notebooks

435-437 Content Area Investigations

242-244 Book introduction for Science Content


205-218 Content Literacy Theory and Activities

The Comprehension Toolkit, Harvey & Goudvis, 200

Extend and Investigate Book 5

7-20 Science & S.S.

Pg. 213 Science Journals

219-233 Topic Study (Science, History) Anchor Lessons Pgs. 38-41

233-238 Lessons on Textbook Reading

23-69 Textbook Reading

Pgs. 6-7

159-162 Two Column Chart Prior Knowledge Form Student Response

Appx. A

Book List For Teaching Content


Component 1.4: Apply word recognition skills and strategies to read fluently









1.4.2 Apply fluency to enhance comprehension. • Read aloud familiar grade-level

informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression.

• Read aloud unpracticed grade-level text with fluency in a range of 110–120+ words correct per minute.

I: Read unpracticed text aloud at a target rate of 70-90 words correct per minute with comprehension. A: Read unpracticed text aloud at a target rate of 70-90 words correct per minute with comprehension. T: Read unpracticed text aloud at a target rate of 80-110 words correct per minute with comprehension.


132,315352,354

387

Teaching for Phrasing and Fluency

Toolkit Texts: Grades 2-3, (Selected by Harvey & Goudvis), 2007 Leveled Literacy Library Books Classroom Libraries *Scholastic Guided Reading Program, Fiction Focus (*New Teachers)

Pgs. 491-492

17-19

Reading Workshop: Independent Reading, Guided Reading, Literature Study

Pgs. 490-491 Running

Records Developmental Reading

Assessment (DRA) Evaluacion del

desarrollode la lectura (EDL)

457 Reader’s Theatre

Word Matters, Pinnell & Fountas,1998 10-11 Theory


xxxvii-xxix Reader’s Theatre Index

Pgs. 33,35 in Guide to Interactive Read-

Alouds

299-304 305-309 311-314 315-319

Interactive Read-Aloud, Share the Thinking, Reader’s Theatre

Pgs. 300, 306, 312, 316


Component 1.4: Apply word recognition skills and strategies to read fluently









1.4.3 Apply different reading rates to match text. • Adjust reading rate to match difficulty of texts

(e.g., content/academic text) and for different purposes (e.g., pleasure reading vs. reading for information).

I: Adjust reading rate to match purpose. A: Adjust reading rate to match difficulty of text such as content area reading and for different purposes T: Adjust reading rate to match difficulty of text and the purposes for reading (e.g., skimming for facts and scanning for key words).


316,355 Adjusting Strategies

Pg. 492

313 Theory

Pgs. 33,35 in Guide to Interactive Read-Alouds


xxxviixxix Reader’s Theatre Index


71 Choosing Books

236 Active Reading Strategies

GRADE: 3rd EALR 2: The student understands the meaning of what is read. 3rd-13

Component 2.1: Demonstrate evidence of reading comprehension









2.1.3 Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text. W

• State main idea of an informational/expository text passage and give two reasons from the text supporting the choice.

• State the main idea of a literary/narrative text passage & support with 2 details from the story.

• Select, from multiple choices, the main idea of a passage, poem, or selection.

• Select, from multiple choices, a title that best fits the selection and support the choice with text evidence/details.

• State the theme/message in culturally relevant literary/narrative text and support with text-based evidence with teacher guidance.

• Organize main ideas and supporting details in a teacher-selected graphic organizer to enhance comprehension of text.

B: Use one or two words to state main idea of text read aloud. W AB: Identify phrases and simple sentences that describe a picture or select a picture described by a phrase or simple sentences. W. Use phrases to state main idea and discuss theme/message in text read aloud. W I: Identify the main idea and details in text. W A: Identify the main idea and predict an idea or theme supported by text details. W. Use descriptive sentences to state the theme/message in a text. W T: Identify the main idea and details of grade level text and infer an idea or theme supported by textual details. W


293 Prompts

Pgs. 465-468

OSPI Elementary Reading Stems for

LC01/IC11 www.k12.wa.us

450, Appx. 35,36

Graphic Organizers Pg. 496 Student

Response


142 Class Discussion, Charts The Comprehension Toolkit, Harvey & Goudvis, 2005

Strategy Cluster 5 Book: Determine Importance

Lessons 16-21

Pgs. 176-178

155-176 Strategy Lessons/Theory Assessment Follows Each Lesson in Supplemental

Appx. E Anchor Charts Extend and Investigate Book 113-119 Student Response

32-33

Teacher Modeling, Guided Practice, Collaborative Practice, Independent Practice, Application

Source Book of Short Text

Pgs. 38-41e


49,53 57, 107, 125,275

Interactive Read-Aloud, Share the Reading, Readers Theatre

Booklinks for Alternate Titles ix Pgs. 50,54,108,126,276











2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema. • Explain connections between self and

characters, events, and information occurring within culturally relevant text or among multiple texts.

• Call on prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text.

B: Use gesture or words to participate in a discussion connecting self with characters, events and information from text read aloud. (also 2.1.3) W AB: Use words and/or phrases to participate in a discussion connecting self to characters, events and information from text read aloud. (also 2.1.3)W I: Use simple sentences in discussion or on a graphic organizer to connect prior experience and knowledge to characters, events, and information within a text. W A: Use descriptive sentences to connect current issues, prior knowledge and experience to characters, events, and information within a text. W T: Use appropriate graphic organizer to connect current issues, prior experience and knowledge to characters, events, and information across texts. W


316-317 Strategic Actions for Expanding Meaning

358-360 Samples of Connections

445,447452-455

Comparison Grids, Anticipation Guide, Quick-Write, KWL, DRTA

Pg. 496 Student Response


91-104 Strategy Lessons/Theory


Strategy Cluster 2 Book: Activate & Connect

Lessons

4-6

Pgs. 105-108

32-33


Pgs. 38-41

Appx. E Anchor Charts

Assessment Follows Each Lesson in Supplemental

Extend and Investigate Book 92-97 Student Response



1-4 5-9

261-264 Interactive Read-Aloud, Share the Reading, Readers Theatre

Booklinks for Alternate Titles

ix

Pgs. 2, 6











2.1.5 Apply comprehension strategies before, during, and after reading: predict and infer from grade-level informational/expository text and/or literary/narrative text. W

• Predict or infer about text content using prior knowledge, text, and text features in both informational/expository and literary/narrative text. Support with evidence from text (e.g., how a character will act, why a character acts a certain way, why an author includes certain information, and what might happen next).

• Use text to make, confirm, or revise inferences and predictions in both literary/narrative and informational/expository text.

• Select, from multiple choices, a prediction or inference from literary/narrative text (e.g., how a poet or author feels, how a character feels, what a character will do, what is likely to happen next or at the end of the story or poem).

• Select, from multiple choices, a prediction or inference from informational/expository text (e.g., what is likely to happen, or what will happen next).

• Organize information that supports a prediction or inference in a teacher-selected graphic organizer to enhance comprehension.

B: Use gestures, pictures or one-word responses to predict what will happen based on pictures in text read aloud. W AB: Answer literal comprehension questions about simple text sentences including negatives, yes/no questions, simple past and future tenses, etc. Use words and/or phrases to predict what will happen based on literary or informational text read aloud. W Indicate what will happen next in text composed of simple sentences including negatives, yes/no questions, simple past and future tenses, etc. W I: Answer both literal and inferential comprehension questions about text composed with irregular plurals, modals, common irregular verbs, prepositional phrases, etc. W Use simple sentences to predict and infer using prior knowledge and information drawn from text. W Infer an idea supported by text details. W A: Use descriptive sentences to predict and infer using prior


133 Minilesson Pgs. 465-468



317,330 360 Theory, Definitions

452,454458

Anticipation Guide, DRTA, Reciprocal Teaching, Cloze Procedure



119-120 138-148 Strategy Lessons/Theory Pgs. 148-153

32-33

119-120


Pgs. 38-41

Appx. E Anchor Charts


Strategy Cluster 4 Book: Infer Meaning

Lessons 10-15

Assessment Follows Each

Lesson in Supplemental

Extend and Investigate Book 106-112 Student Response


33-36 29-32 37-40

262-264


Booklinks for Alternate Titles ix Pgs. 34,30,38











2.1.6 Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images, and generate and answer questions. • Monitor for meaning by identifying where and

why comprehension was lost and use comprehension repair strategies to regain meaning.

• Generate and answer questions before, during, and after reading.

• Draw, write about, or verbally describe the mental imagery that occurs while reading.

• Organize information to monitor for meaning; generate and answer questions in a teacher-selected graphic organizer to enhance comprehension.

Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell,

311-314 Teaching for Monitoring

454 Sketch to Stretch Activity (Visualize)

Pg. 496 Student Response 455,456

458

Reciprocal Teaching, QAR, SQ3R (Questioning Activities)


130-138 Strategy Lessons/Theory on Visualizing 150-153

77-84 Strategy Lessons/Theory on Monitoring Comprehension

84-89

109-125 Strategy Lessons/Theory on Questioning 125-129


5-8 Lesson on Questioning Booklinks for Alternate Titles ix 6,26,290 in Core 25-28

289-292 Lessons on Visualizing


Strategy Cluster 1 Book: Monitor Comp

Lessons 1-3



Strategy 3 Cluster Book: Ask Questions

Lessons 7-9

Extend & Investigate Book 98-105 Student Response











2.1.7 Apply comprehension strategies during and after reading: summarize grade-level literary/narrative text and informational/expository text. W • Summarize the events or ideas in

literary/narrative text, citing text-based evidence.

• Summarize the events, information, or ideas in informational/expository text (e.g., the life cycle of a frog, characteristics of a desert, and life events in a biography), citing text-based evidence.

• Summarize the plot/message in culturally relevant literary/narrative text.

• Select, from multiple choices, a sentence that best summarizes the story or informational/expository selection and support the choice with text evidence/details.

• Organize summary information in a teacher-selected graphic organizer to enhance comprehension.

A: Use descriptive sentences to complete teacher generated graphic organizer to organize information taken from text. W

T: Use descriptive sentences and specialized vocabulary to summarize, state the theme/message, and identify the main idea and several supporting details in a text. (also 2.1.3) W


313,317319 Definition, Theory

Pgs. 465-468



361-362 Teaching Strategies

453,455 One, Two, Three Activity, Reciprocal Teaching


17-19

Reading Workshop: Independent Reading, Guided Reading, Literature Study

Leveled Literacy Library Books

Classroom Libraries

*Scholastic Guided Reading Program, Fiction Focus

(*New Teachers)

Pgs. 490-491 Running Records

Developmental Reading

Assessment (DRA)

Evaluacion del desarrollode la lectura (EDL)


179-198 Strategy Lessons /Theory


Strategy Cluster 6 Book: Summarize & Synthesize

Lessons 22-26

Pgs. 198-202

Appx. E Anchor Chart



Extend & Investigate Book 120-124 Student Response



Booklinks for Alternate Titles ix Pg. 78

GRADE: 3rd EALR 2 The student understands the meaning of what is read. 3rd-18

Component 2.2: Understand and apply knowledge of text components to comprehend text.









2.2.1 Understand sequence in informational/expository text and literary/narrative text. W • Explain story ideas or events in sequential order.

(Note: Differences in story telling order exist between cultures. For example, in some cultures the end of the story is told first.)

• Explain steps in a process (e.g., problem solving in mathematics, life cycle of a butterfly).

• Select, from multiple choices, the order of ideas, facts, events (e.g., what happened first, next, last; the order in which ideas or facts were introduced).

B: Draw pictures to represent the sequence and story elements of simple literary text.

AB: Use words and/or phrases to retell the sequence and identify story elements of simple literary text. W Indicate the correct sequence in text composed of simple sentences including negatives, yes/no questions, simple past and future tenses, etc. W

I: Identify the correct sequence and predict what will happen next in text composed of sentences with modals, common irregular verbs, prepositional phrases, etc. (also 2.1.5) W Use simple sentences to retell story in sequence and to identify story elements. (also 2.1.5) W

T: Identify the correct sequence and predict what will happen next in grade level text. W


401,403 Theory

Pgs. 465-468



451 Sequence of Events Activity

Appx. 37, 24,

28 Graphic Organizers Pg. 496 Student

Response


89-93

77-80

271-274

Interactive Read-Aloud,

Share the Reading,

Readers Theatre

Booklinks for Alternate Titles ix Pgs. 90, 78, 272











2.2.2 Apply knowledge of printed and electronic text features to locate and comprehend text. W • Identify and use grade-level appropriate text

features. • Explain how certain text features help you

understand the selection. • Interpret information from graphs, charts,

diagrams, and tables. • Identify, from multiple choices, where certain

information/ideas might be found in the text. • Use icons, pull-down menus, key word searches. B: Point to title, page numbers, table of contents and other text features. W AB: Identify locations of title, page numbers, table of contents and other text features. W I: Use simple sentences to explain organizational features (e.g., glossaries, tables of content, map keys, captions in text or electronic media). W A: Use descriptive sentences to explain use of organizational features such as glossaries, tables of content, map keys, and captions in text or electronic media. W A: Identify information from charts and graphs. W T: Use descriptive sentences to apply understanding of organizational features (e.g., glossaries, tables of content, map keys, captions in text or electronic media). W


401-402 132 Definitions, Theory


Pgs. 465-468


LA06/IA16 www.k12.wa.us

132 Minilesson

201-203 Guided Reading

433-434 Research Tools & Techniques

236-237 Guided Reading


214 Feature/Purpose Chart

The Comprehension Toolkit, Harvey &Goudvis, 2005

Extend & Investigate Book

138-139 Web

Sites for Kids

Pgs. 38-41

236-237 Active Reading Skills for Textbooks

Source Book of Short Text All

135-136 Drawing











2.2.3 Understand story elements. W • Describe characters’ physical traits and infer

personality traits by what they say and do. • Describe the problem faced by a character and

how he/she/it solves the problem. • Explain how the setting is important to the story. • Identify the speaker (narrator) in a selection and

explain first person point of view. • Select, from multiple choices, the best

description of a character or setting in a story or poem (e.g., character traits, feelings, character’s problem, or importance of character).

A: Use descriptive sentences to independently retell story in sequence and to identify the story elements. W T: Use descriptive sentences with specialized vocabulary to independently retell story in sequence and to identify the story elements. W


395-399 Definitions

Pgs. 465-468


LA06

www.k12.wa.us 441-446 Appx. 17-31

Activities, Graphic Organizers


94-95 Text Coding


96-97 Comparing Characters in Multiple Texts


85-135 Story

Element Tab

179-182

121-124


Booklinks for Alternate Titles ix At the end of each

lesson











2.2.4 Apply understanding of simple text organizational structures. • Recognize and use previously learned text

organizational structures of simple listing and sequential order to aid comprehension.

• Identify and use text written in the text organizational structures of description and compare and contrast to find and organize information and comprehend text.

I: Identify text written in simple listing and sequential order. A: Identify text written in simple listing, sequential order, description, and compare and contrast text structures T: Identify text written in simple listing, sequential order, description, and compare and contrast text structures.


401-404 Theory, Activities Classroom Libraries


(*New Teachers)

Pg. 505-506 226 Definition

16-17



64, 159 Definitions The Comprehension Toolkit, H&G, 2007


All Student Response


1-4 57-60 271-274

Interactive Read-Aloud, Share the Reading, Readers Theatre, Extend


Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.









2.3.1 Understand and analyze the relationship between and among literary/narrative text and informational/expository text. W • Compare and contrast information (e.g., facts and details,

literary/narrative elements, different versions of the same story, time period, cultures) within text and between texts.

• Select, from multiple choices, a sentence that describes how specific literary/narrative elements are alike or different in a poem or story (e.g., two characters and/or their feelings, a character and the author, two events, two settings).

• Select, from multiple choices, a sentence that describes how information is alike or different (e.g., information from two selections).

• Recognize and explain cause and effect relationships in informational/expository and literary/narrative text, using evidence from the text.

• Select, from multiple choices, a sentence that explains the cause of events or the effects of actions.

B: Use gestures to indicate and draw pictures to represent cause and effect relationships and compare and contrast in simple short texts read aloud. W AB: Use words and/or phrases to describe: familiar concepts cause and effect relationships compare and contrast within and/or between texts read aloud W I: Answer cause/effect and comparison/contrast questions about written paragraph of text. W Use simple sentences with text-based evidence to describe cause and effect compare and contrast in text read aloud or independently W A: Answer cause/effect and comparison/ contrast questions about extended written text. W Use descriptive sentences and information from texts to describe cause and effect and compare and contrast in literary and informational texts. W


450-451 402-404 445,447

Appx. 18, 30, 31, 34, 39, 41,

42

Charts

Definitions, Examples

Book Comparison Chart, Comparison Grid

Graphic Organizers


Pgs. 465-468


LA07/IA17 LA08/IA18

www.k12.wa.us


185 Three Column Note Form The Comprehension Toolkit, H&G, 2007


All Pgs. 38-41 96-97

Text Coding-Comparing Characters in Multiple Texts

Appx. A

Booklist for Teaching Content, by Genre


41-44 45-48 81-84

85-88

131-134 201-205 229-232


Booklinks for Alternate Titles ix

Pgs. 42,44,82,86

31 in Guide to Interactive Read-

Aloud











2.3.2 Apply understanding of systems for organizing information. • Use alphabetical, numerical, and key word/topic

systems to locate information on a specific topic or for a specific purpose in an encyclopedia or dictionary.

B: Use a word, gesture, or drawing to group objects with common attributes. AB: Use words or phrases to categorize elements in literary and informational text. Use words or phrases to discuss information found in general reference materials (e.g., picture dictionary, dictionary, thesaurus). W I: Categorize objects according to common attributes. Distinguish between fantasy/reality and fact/opinion in short text. W (also 2.2.4) Locate information in adapted general reference materials (e.g., picture dictionaries, dictionary, thesaurus). Use simple sentences to discuss information found in general reference materials (e.g., dictionary, encyclopedia, thesaurus). A: Locate information on a topic in the appropriate resource/s for a specific purpose. T: Use specialized vocabulary across content areas to explain how to locate information on a specific topic in the appropriate resource/s and how the information fits the topic.


238, 242-244 364-365

Guided Reading (Text Introduction-Insects) Theory


Pgs. 488-492 Observing Processes:

Anecdotal Notes, Teacher


Word Matters, Pinnell & Fountas

Appx. 50 38

Personal Word Wall

Interactive Word Wall


453-456 469-472 477-480

Activities on Alphabetical Order, Guide Word Sort Pg. 179


57 255

Timeline Alphabox

Booklinks for Alternate Titles ix Student Response













2.3.3 Understand literary/narrative devices. W • Explain similes, metaphors, alliterative

sentences, and onomatopoeia and identify each in literary/narrative passages.

AB: Use words or phrases to identify the simplest forms of literary devices (e.g., simile, metaphors, and alliteration). W I: Indicate understanding of common idioms (e.g., catch the bus, keep up, drop in). W Use simple sentences to identify literary devices within a text (e.g., dialogue and alliteration). W A: Demonstrate understanding of literary idioms used in extended text. W Use descriptive sentences to identify literary devices (e.g., personification, imagery, dialogue, and alliteration) within a text. W T: Identify literary devices in grade level text. W Use specialized vocabulary to explain use of literary devices (e.g., metaphor, simile, humor, exaggeration and idioms). W AB: Use simple note-taking skills to begin to synthesize information from a variety of sources.


398,411412 Definitions

Classroom Libraries


(*New Teachers)

Pgs. 465-468


LA06 www.k12.wa.us

202 Guided Reading Book Introduction


151-154 161-166 167-172

179-223 Literary Devices

Tab


Booklinks for Alternate Titles ix At End of Each

Lesson


Appx. 30 Onomatopoeic Words


Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.


Grade Level Expectation • Evidence of Learning/ELD

Standard







2.4.1 Understand how to draw conclusions and give a response to literary/narrative text and informational/expository text W • Generate a personal or text-based response to

text using a teacher-generated prompt (e.g., what would be the best/worst part of an event or situation).

• Draw a conclusion from grade-level text (e.g., how the story or information might be useful, to whom the story or information might be useful) and support with evidence from the text.

AB: Use words or phrases to make generalizations and draw supported conclusions from text. W I: Use simple sentences to make generalizations and draw supported conclusions from text. W A: Use descriptive sentences to draw conclusions, make generalizations, and explain how to solve problems using information from a text. W T: Identify facts/opinions, draw conclusions, make generalization s and inferences from grade-level text. W Use specialized vocabulary to: • identify facts and opinions, • draw conclusions • make generalizations • explain how to solve problems using

information from texts W


285, 352

Thinking & Writing Stems

Classroom Libraries


Pgs. 465-468


LA10, IA20 www.k12.wa.us 169-171 Response Journals


82-84 Read, Write, Talk Margin Notes

120-121 Activity - Responding to “Beyond the Line” Questions

Written Response

197 Activity - Trying to Understand Sticky Notes




The Comprehension Toolkit, H&G, 2007












2.4.2 Understand the author’s purpose for and style of writing in both informational/expository text and literary/narrative text. W • Decide on the author’s purpose for writing a

selection and support the decision with evidence/details from the text.

• Identify simple elements of style (word choice, sentence structure and length, literary devices) (with teacher guidance).

AB: Use words or phrases to identify the author’s use of word choice. W I: Use simple sentences to identify facts that support the author’s word choice, purpose, tone, and use of persuasive devices. W A: Use descriptive sentences to identify and explain the author’s use of word choice, sentence structure and length, and tone. W T: Identify effect of author’s word choice, syntax, and tone. W Use specialized vocabulary to identify, explain, and cite examples of the author’s use of: • word choice • sentence structure and length • tone • persuasive devices • propaganda techniques • point of view • beliefs and assumptions W


72-73

397-401

The Writer’s Craft

Definitions

Classroom Libraries


Pgs. 465-468


LA10, IA20 www.k12.wa.us


195-196 Activity – Reading Like A Writer

Pg. 196 Three column Note Form


117-119 125-129 155-159

261-319 Writing Traits Tab

179-223 Literary Devices

Tab

Interactive Read-Aloud, Share the Learning, Readers Theatre, Extend

Assessment Follows Each Lesson in Core











2.4.3 Understand the difference between fact and opinion. W • Identify facts and opinions and explain the

difference between them. • Select, from multiple choices, a statement that is

a fact or an opinion. AB: Distinguish between fantasy/reality and fact/opinion in text composed of phrases or simple sentences. (also 2.3.1) W I: Use simple sentences to distinguish between: fantasy and reality in literary text, and fact and opinion (also 2.3.1) W A: Identify the author’s purpose and answer fantasy/reality and fact/opinion questions about extended text. W (also 2.3.1) Use descriptive sentences to explain use of persuasive devices, propaganda techniques, and point of view. W T: Explain difference between facts and opinions. W


393 Definitions of Genre (See ELD Standards)

Pgs. 465-468




169-173 Three Column Note Form Student Response




243-248 81-84

Fantasy, Reality (See ELD Standards) Pgs. 244,82











2.4.4 Evaluate author’s effectiveness for a chosen audience. W • Read an article and explain whether the author

convinced the reader to think or act differently. T: Use specialized vocabulary to identify, explain, and cite examples of the author’s use of: • word choice • sentence structure and length • tone • persuasive devices • propaganda techniques • point of view • beliefs and assumptions W


5

365-366

Definition

Ideas for Critiquing Text


Pgs. 465-468



Strategies That Work, Harvey & Goudvis, 2007

169-170 Three Column Note Form Student Response




2.4.5 Understand how to generalize from text. W • Generalize about common characteristics of

literary/narrative sub-genres. • Generalize by comparing characters in similar

stories from different cultures (e.g., Cinderella/The Rough-Faced Girl or Little Red Riding Hood/Lon Po Po).


Appx. 18,20,22,31,39

Graphic Organizers Classroom Libraries *Scholastic Guided Reading Program, Fiction Focus (*New Teachers) Toolkit Texts: Grades 2-3, (Selected by Harvey & Goudvis), 2007

Pgs. 465-468



306 Theory

403,450 Definition, Compare/Contrast Charts

Strategies That Work, Harvey & Goudvis, 2007

96-97 Text Coding Student Response

Interactive Read-Alouds, Linda Hoyt, 2007

41-44 201-205



GRADE: 3rd EALR 3: The student reads different materials for a variety of purposes 3rd-29

Component 3.1: Read to learn new information









3.1.1 Understand how to select and use appropriate resources. • Identify two resources and use them to answer a

question or solve a problem. B: Follow simple text directions composed of pictures, single words, or phrases to perform a task. AB: Follow simple written directions to perform a task. I: Follow multi-step directions composed of simple sentences to perform a task. A: Use descriptive sentences to retell multi-step directions from text or oral prompt.


433-434 Gathering/Using Resources


Pg. 429

Investigations: Written Response


116-117 Reading to Answer Specific Questions Pg. 117: Student

Summary

219-232 Topic Studies Research

3rd Grade Social Studies Materials 3rd Grade Science Materials and Kits 3rd Grade Math Materials The Clear and Simple Thesaurus Dictionary, Wittels and Greisman, 1996

Pgs. 38-41

Appx. B Magazines, Newspapers, and Websites


469-472 477-480

Guide Word/ Word Entry Search


Word Matters, Pinnell & Fountas, 1998

20, 38, 477-480 Theory

163-166 Teaching Children to Use References


Component 3.2 Read to perform a task.









3.2.1 Understand information gained from reading to perform a specific task. • Use signs, labels, and instructions to answer

questions or complete a task, using grade-level text.

• Interpret information from common environmental print to solve a problem or perform a task (e.g., set up and run a science experiment using steps outlined in text).

B: Match printed word with common school item. Use word, gesture, or drawing to demonstrate comprehension of environmental print (e.g., school signs and labels in classroom). AB: Match simple sentences to demonstrate comprehension of environmental print (e.g., school signs, labels in classroom). I: Use simple sentences to demonstrate comprehension of environmental print (e.g., school signs, labels, street signs). A: Use descriptive sentences to demonstrate comprehension of environmental print (e.g., school signs and labels in classroom).

Guiding Readers and Writer’s (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000

401 Text Features






163-164 The Classroom Environment

Full Option Science System (FOSS), Delta Education, 2005

Science & Technology for Children (STC), National Science Resource Center

38 Interactive Word Wall

157,159 Words Around the Room Search


Component 3.2 Read to perform a task.









3.2.2 Understand a variety of functional documents. • Explain the information in functional documents

that are used in a school setting to communicate information (e.g., notes home to family members, rules, newsletters, schedules).

AB: Use words and/or phrases to identify functional documents (e.g., letters, forms, and menus). I: Use simple sentences to discuss the use of functional documents that are used in a school setting (e.g., bus schedules, lunch menus). T: Use specialized vocabulary to locate and use functional grade-level documents related to hobbies and interests.


Component 3.4: Read for literary/narrative experience in a variety of genres.









3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature. • Listen to, read, and discuss a variety of literature

representing different perspectives of family, friendship, culture, and tradition, generating a personal and/or text-based response.

I: Use simple sentences to identify and discuss the culture and/or traditions described in a piece of literature. A: Use descriptive sentences to identify and discuss the culture and/or traditions described in a piece of literature T: Identify and discuss the culture and/or traditions described in a piece of literature.

Guiding Readers and Writer’s (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000

264,265

358

Literature Study Discussion/Book Choice

Making Personal Connections

Classroom Libraries






100-101

116-117

120-121

134-135

Text Coding

Summary Writing

Written Response

Drawing Visual Images

Student Response


13-16 37-40 41-43

131-134

255-258

285




Alouds











3.4.2 Understand contemporary and traditional literature written in a variety of genres. • Explain the characteristics of a variety of genres. • Respond to literature from multiple genres using

teacher prompts appropriate to the text and content.

B: Use drawings, word, or gesture to respond to or distinguish between two genres (e.g., fiction and non-fiction). AB: Use words or phrases to distinguish between two genres (e.g., simple narrative and fairy tale). I: Use simple sentences to respond to and distinguish among a variety of genres. A: Use descriptive sentences to discuss literature written in a variety of genres. Use descriptive sentences to compare/contrast the culture and/or traditions described in a piece of literature with that of the reader. T: Use specialized vocabulary to examine and explain the characteristics of genres. Use specialized vocabulary to compare and contrast cultures and traditions from a variety of literature.


Chapter 23

270-271

Appx. 61

Teaching Genre and Content Literacy

Literature Discussion Teacher Prompts

Book List with Genre Codes

Classroom Libraries


(*New Teachers)






257-290 Books for Content Teaching Listed by Genre


85-88

229-255 Genre Tab




Lesson in Core


Extend and Investigate Book

23-69 Text-books

73-82 Test

Reading











3.4.3 Understand a variety of literature representing different cultures and traditions.

• Discuss the culture and/or traditions described in a piece of literature and explain how they are similar or different from those of the reader.


264-265

281

Theory: Variety of Perspectives

Thoughtful Student Response

3rd Grade Social Studies Materials

Pgs. 488-492 Observing Processes


190-192 Note Taking Forms Student Response


13-16 37-40 41-43

131-134




Alouds

GRADE: 3rd EALR 4: The student sets goals and evaluates progress to improve reading. 3rd-35

Component 4.1: Assess reading strengths and need for improvement









4.1.1 Apply strategies to monitor reading progress. • Identify reading strengths and weaknesses with

teacher assistance and select targets on which to work.

• Track progress in reading achievement with graphs, charts, and checklists.

AB: Use words and/or phrases to explain what good readers do. I: Use simple sentences to explain what good readers do A: Use descriptive sentences to explain what good readers do.


Appx. 12,

13,14, 46, 51,

52

Student Logs, Reading Interview, Reading Progress Graph, Self-Assessment Tool

Written Responses 484-485

332 Theory

328-330 Mediated Thinking


299-303 Assessment Interview


111

174-178

Theory

Buddy Study


Appx. 43

433-452 Buddy Study Lessons

Buddy Study Test


Component 4.1: Assess reading strengths and need for improvement









4.1.2 Understand how to set grade-level appropriate reading goals. • Set two reading goals and create a plan to meet

those goals with teacher assistance. AB: Set instructional level reading goals with teacher. I: Set goals to learn basic English phonemes, rules, and sight words and track progress through use of word banks, charts, and logs. A: Use descriptive sentences to set reading goals and track progress through use of charts, rubrics, and reading logs. T: Set reading goals, create a plan, and record progress on a chart or graphic organizer.


494-496 Record of Book Reading Appx. 51

Appx. 13,14,

46

Student Logs, Reading Interview,


299-303 Assessment Interview


Appx. 41 Graphic Organizer


Component 4.2: Develop interests and share reading experience.









4.2.1 Evaluate authors and books to select favorites. • Develop a list of favorite authors and books,

including the reason each was selected for the list, and share with others.

• Self-select books to read at an instructional level and an independent level.

B: Use word, phrase or gesture to indicate preference for certain books read aloud. AB: Use words and/or phrases to discuss favorite authors and texts read aloud. I: Use simple sentences to indicate preference and recommend books to other students. A: Use descriptive sentences to discuss and share favorite authors, texts, genres, and common reading experiences. Develop a list of favorite authors and books. T: Use specialized vocabulary to discuss and share favorite authors, texts, genres, and common reading experiences. Use specialized vocabulary to participate in book talks.


286 Author Study

Classroom Libraries


(*New Teachers)

Student Response

Appx. 52,14,

13

Self Assessment, Reading Interests Log, Reading List

131 134-135

Mini-lessons: Promoting Literary Analysis

143 Mini-lesson 1-3


37-38

70-74

Reader’s Workshop

Helping Students Choose Texts

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