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Reading – Grade 3Unit of Study: Learning the Reading Comprehension Process

First Grading Period Weeks 1- 7 CURRICULUM OVERVIEWBig Idea Unit Rationale

“The evidence is growing that elementary children can be taught to use the comprehension strategies used by excellent, mature comprehenders. Moreover, when they learn such strategies, their comprehension improves.” (Pressley & Afflerback, 1995)

Vaughn, Sharon, & Linan-Thompson, Sylvia (2004). Research-Based Methods of Reading Instruction Grades K-3. Alexandria, VA: ASCD.

“Our students are more likely to increase their reading comprehension when we show them how we understand a text and model a variety of strategies (such as asking questions, predicting, summarizing, and clarifying). We need to take care not just to model individual strategies in isolation and hope for a transfer of learning. Comprehending is a subtle, difficult-to-define process that changes according to the demands of the particular text.”

Routman, Regie (2003). Reading Essentials: The Specifics You Need to Teach Reading Well. Portsmouth, NH: Heinemann.

TEKS TEKS Specificity – Intended Outcome

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TEKS Grade 3 (Reading) The student is expected to: 1A determine the purpose(s) for listening such as to get information, to solve problems, and to

enjoy and appreciate 1C participate in rhymes, songs, conversations, and discussions 1E listen responsively to stories and other texts read aloud… 2A connect experiences and ideas with those of others through speaking and listening 5A decode by using all letter-sound correspondences within a word 5B blend initial letter-sounds with common vowel spelling patterns to read words

5E use syntax and context to support word identification and confirm word meaning (TAKS 1) 5F read both regular and irregular words automatically such as through multiple opportunities to

read and reread 6C read orally from familiar texts with fluency 6D self-select independent-level reading such as by relying on knowledge of authors, etc. 7A read classic and contemporary works

7B read from a variety of genres for pleasure & to acquire information…(TAKS 1)

7C read to accomplish a variety of purposes 8B develop vocabulary by listening to and discussing both familiar and conceptually challenging

selections read aloud

8C use resources and references…to build word meaning (TAKS 1)

8D demonstrate knowledge of synonyms, antonyms, and multi-meaning words (TAKS 1) 9A use prior knowledge to anticipate meaning and make sense of texts

” I CAN” statements highlighted in yellow and italicized should be displayed for students.

I can listen for information, to solve problems, and to enjoy and appreciate

(1A) participate in rhymes, songs, conversations and discussions (1C) listen and participate during read alouds (1E) make text-to-self, text-to-text, and text to world connections (2A, 9G,

10D, 13A, 13B) decode words (5A) blend sounds to read words (5B) recognize words automatically (5F) use word order and context to learn new words (5E) read for fluency (6C) read a variety of books for different purposes (6C, 6D, 7A, 7B, 7C, 9B) develop new vocabulary and use the words appropriately (8B, 8C, 8D) use prior knowledge to understand text (9A) retell story events in order (9C) summarize what is read (9H) use strategies to comprehend text (9D) make mental images of what is read (9E) make and support inferences (9F) use graphic organizers to show information in different forms and

interpret the information (9I, 12E) 9B establish purposes for reading and listening such as to be informed, to follow directions, etc.

9C retell or act out the order of important events in stories (TAKS 1)

9D monitor his/her own comprehension and act purposefully when comprehension breaks down…

respond to stories to show understanding (10A, 10B, 10C) support responses with textual evidence (10C) distinguish fiction from non-fiction and fact from fantasy (11B) distinguish amongst different genres of reading (11C, 11F) name and define roles of title, author and illustrator (11E) recognize story problem(s) or plot (11J)

SAISD © 2008-09 – First Grading Period Reading Grade 3 - Initial Release Aug 08, V1 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

9E draw and discuss visual images based on text descriptions

9F make and explain inferences from texts such as determining important ideas, causes and effects…(TAKS 4)

9G identify similarities and differences across texts such as in topics, characters, and themes

9H produce summaries of text selections (TAKS 1)

9I represent text information in different ways including story maps, graphs, charts (TAKS 3) 10A respond to stories and poems in ways that reflect understanding and interpretation in

discussion, in writing, etc. 10B demonstrate understanding of informational text in various ways…

10C support interpretations or conclusions with examples drawn from text (TAKS 4)

10D connect ideas and themes across texts 11B distinguish fiction from nonfiction, including fact and fantasy

11C recognize the distinguishing features of familiar genres, including stories, poems, etc. (TAKS 3)

11E understand and identify literary terms such as title, author, illustrator…across a variety of literary forms (texts)

11F understand literary forms by recognizing and distinguishing among such types of text as stories, poems, etc.

11H analyze characters including their traits, feelings, relationships, and changes (TAKS 2) 11J recognize the story problem(s) or plot 12E interpret and use graphic sources of information including maps, charts, graphs and

diagrams 13A connect his/her own experiences with the life experiences, language, customs, and culture

of others 13B compare experiences of characters across cultures

read maps, charts and diagrams (12E)

Evidence of Learning

Beginning week 4, 80% of the students will score 2-4 on the Reader Response Rubric. Students will score 80% or above on the selection assessments (comprehension and vocabulary). Students will score 90% or above on the spelling tests.



CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

Unit of Study: Learning the Reading Comprehension Process What does it mean to really comprehend text? What strategies can I use to better understand what I read? How does my prior knowledge help me better understand what I am reading? Why should I set a purpose for my reading? How can I monitor my reading? Why should I visualize while I read? How can rereading the text help me to comprehend better? Why is it important to look for textual evidence? Why should I summarize what I read?

Use prior knowledge to anticipate meaning and make sense of texts. (Grades K-2) Establish purposes for reading and listening. (Grades K-2) Monitor comprehension and act purposefully when comprehension breaks down

using strategies such as rereading, searching for clues, and asking for help. (Grades 1-2)

Retell the order of important events in stories. (Grades K-2) Discuss visual images based on text descriptions. (Grades 1-2) Read for information. (Grade 1) Analyze characters including their traits, feelings, relationships and changes.

(Grades 1-2) Identify the importance of the setting to a story’s meaning. (Grades 1-2) Recognize the story problem(s) or plot. (Grades 1-2)

Week 1: The Teaching and Learning PlanWeek 1 Instructional Model/Teacher Directions

Note: will be used to introduce classroom rules and routines, review skills, and to set up and model work stations. Scott Foresman will be used beginning week 2 .

Whole Group InstructionEstablish Classroom Rules, Routines and Procedures: It is extremely important that the teacher spends 2-3 weeks setting up and establishing classroom rules, routines and procedures. The rules must be posted, discussed, modeled and practiced by the students so the students learn and understand them. Use the fish-bowl technique to show students how

and how-not to behave in class. Teachers should also send the rules home so parents know what is expected of their children in class. Behavior problems can be reduced to a minimum if an open line of communication is established between the teachers and parents.

There must also be consequences for students not following the rules, and the teacher must be consistent in enforcing the consequences when rules are not followed. Be sure to post the consequences with the rules so all students can see them.

Try to focus on the positives, not the negatives. Praise students for staying on task and modeling good behavior, etc. instead of constantly pointing out and reprimanding off-task behaviors.

Rewarding students is an effective way to establish good behavior. Rewards such as praise, positive notes sent home and stickers are a good way to maintain good classroom behavior. For the first few weeks, teachers need to reward students often, and on a daily basis. After good behavior has been established, the rewards can be spread out over a weekly or monthly basis. Teachers should send home a conduct chart daily for parents to review and sign. Since third graders are much more independent, they should be able to track their own behavior in a conduct folder saving time for the teacher.

Explain procedures such as going to the restroom, getting and putting away materials, sharpening pencils, etc. The rules must be reviewed and modeled everyday this week and the revisited the following week and throughout the year. This will ensure that the students comprehend

and follow the rules. See the for the following information:

o Fish-Bowl techniqueo sample letter to parents with class rules, consequences and rewardso sample conduct chart



readers use think-aloud and visualization strategies to improve their comprehension. Take time to discuss the literary elements as well.o “Give Me 5” posters and technique - used to get students immediate attention o sample student conduct lettero sample behavior management plano how to set up classroom procedures

Review previously taught skills: Students may not have retained all information learned during the last school year, so it is important to review second grade skills the first week of school. This will give the teacher an idea of what the students know and don’t know. Review high frequency words and practice some timed fluency drills. Make learning fun – use games to motivate students to learn. Teachers need to spend time modeling to students how the reading comprehension process takes place. This can be done during the read-alouds. The teacher can model how

Work Station Routines: If rules and routines for work stations are set up and established during the first few weeks of school, the stations will run smoothly for the rest of the year. Only two work stations will be introduced the second week in third grade, then two stations the following week. This will give the teacher time to introduce the work stations

using the fish bowl technique. Students will take turns practicing working at the stations, while the rest of the class observes and gives feedback on what worked and what didn’t work.

Make sure explicit directions are given and call on students to restate the directions. There is more information on work station routines in the Small Group Guided Reading Instruction/Work Stations section of this scope and sequence.

Set Up the Reading Notebook: All students should have a wide-rule spiral notebook to be used as the Reading Notebook. The Reading Notebook will be divided into two sections—Vocabulary/Word Work and Reader Response. This is where students will complete their Independent Reading Assignments. Students will also write vocabulary or phonics words introduced during the whole group lesson. This is one way to hold students accountable for what they have learned, and great to show parents during parent-teacher conferences or on open-house nights.

Assessing Students: During the first week of school, the teacher should assess the students formally or informally to get an idea of what skills and knowledge they are entering third grade with. This will help the teacher to place the students into reading groups for Small Group Guided Reading Instruction. Since the TPRI will not be administered until the 6th/7th week of school, some kind of assessment needs to be done in order to group students. The Scott Foresman Benchmark Assessment should be administered to whole class during the first week of school. Another assessment such as Flynt-Cooter IRI should be administered as well, and the scores recorded so the teacher can see how the student progresses throughout the

year.

Spelling: Beginning week 2, the students will take spelling tests. A dictation sentence should be included in the weekly spelling test. When creating the dictation sentence, include words that have been previously taught (spelling and high frequency words).

Read Alouds: It is very important that teachers read aloud to students on a daily basis. It motivates children with the desire to read; it builds oral language and vocabulary; and it allows kids to make connections to what they already know. Teachers need to make sure they model how students are to make connections while they read by using think aloud strategies. Three examples of connections are: Text-to-Self Connections: The teacher connects the text to something in his/her own life experience. Text-to-Text Connections: The teacher makes a connection between the text and another text/story that has been previously read. Text-to-World Connections: The teacher makes a connection between the text and something that is occurring or has occurred in the world.



Comprehension Focus Lessons

Comprehension Skills Taught Week 1: Becoming an active reader using the Reading Comprehension Process (+ Reader’s Notebook)

o Preview and Predict Set a Purposeo Monitoring with Stop and Joto Beginning to React and Reflecto Summarizing through retelling

Lesson on the Reading Comprehension Process (RCP)Hook: Ask students why we read (Show them different types of reading material. We read to get meaning from the text, because we want to understand something, learn how to do

something, learn information about something, or enjoy a story. Ask them what it means to be an active reader. Tell them that we are not going to just sit there reading words and not thinking. We are going to be actively thinking (and

sometimes writing) about what we read, just the way expert readers do. Distribute the RCP (Reading Comprehension Process) template from the Teacher Toolkit. Have students glue it in their notebooks.

Focus: Become an active reader by using the Reading Comprehension Process (including Reader’s Notebook Setup)

Teaching: On the overhead, chart tablet, or board, write the title of the selection and a date and have students copy it in their notebooks. Show a reading selection (preferably a narrative

story students are familiar with or one that is at a lower reading level so all students will be successful). Have students skim through the selection and make comments about the picture. Together make a prediction of what this will be about, as well as words it reminds them of and write it down in the Reader’s Notebook next to “APK.” It is not necessary to write

full sentences in this step. You write and the students copy. Talk about the difference between narrative and expository texts. Then, write “narrative” for this selection. Explain that when they read narratives they will expect to see characters, setting, problem, and resolution. Tell students that the reason we do APK is to get us interested and in the frame of mind to enjoy the text. What they are writing down is what skilled readers automatically do

in their minds before reading. Determine what they will be reading to find out. If you prefer, this may be in a question format. Students need to be copying what you write next to “Purpose.” Talk to the students about when readers read they do something called “monitoring” their reading. This means that, as they read, they talk to themselves (silently) about what

they’re reading and they also periodically check to see if they were paying attention or understanding what they just read. Tell the students that you will be modeling this monitoring out loud as you read and look up from the text.

Read the text aloud (first half), making comments as you go along. Every so often, ask yourself aloud, “Do I understand what I just read?” or “Was I paying attention to what I was reading?” Show students how you reread certain sections when you don’t understand and think them through (aloud).

Explain that the part of the written RCP that we use for monitoring is “Stop and Jot.” Explain that, in our minds, we really are stopping and jotting lots of times during our reading, but in the RCP we are writing Stop and Jots two to three times. There are lots of different ways that we can stop and jot. One of them is to write one single word. This is a word that we think is important to the story line or main idea. It could be a word from the text, or a word from our heads that relates to the big idea in the text (Teacher Toolkit: Getting Started: What Do Students Stop and Jot?).

Determine 2-3 stopping points (per day) and have the students help you brainstorm words to write. They should be prepared to discuss their reason for choosing this word. Have students copy what you write.

Tell them the next step is React and Reflect. Tell students that readers do this the whole time they are reading because it helps understanding and makes the reading enjoyable. We are only going to write one React and Reflect. This is where you get to give your opinion about what you are reading. You get to say whatever you want as long as it is related to the reading.

Model your own react and reflect. Have the students do a “Think-Pair-Share” with their opinions. Have a few of them share with the whole group. Then have them write their



opinions down next to “R/R.” Explain that the final part of the RCP is to summarize. Explain that you will summarize by retelling. Review the story and have students help come up with a class summary.

Have them copy it down in their notebooks.Guided Practice: Have students work in pairs and recap orally what has happened in the selection so far. Assign three stopping points for Stop and Jot. Have students work in pairs to read and comment together for the second half of the selection. Monitor students as they write the Stop and Jots. Ask them to explain why they chose those words. Have students write react and reflect and summarize in pairs as you monitor.

Closure:Ask students… What have we been studying about today? (The Reading Comprehension Process) How does this help you in your reading? (It helps me get ready for my reading and pay attention to what I am reading so that I can understand more.) When could you use this? (I could use this in my head or on paper whenever I read.)

Small Group Guided Reading Instruction/Work Stations

Please Note: Week one will be used to introduce the rules and give a preview of the work stations. The four work stations will be introduced during weeks two and three. This will allow time for the teacher to establish work station routines/management. Small Group Guided Reading Instruction will occur simultaneously with work stations beginning week four.



CURRICULUM GUIDEThe Teaching and Learning Plan

Week 2 Instructional Model/Teacher DirectionsDaily Instructional Routines – Whole Group Instruction (Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)

Day 1 Day 2 Day 3 Day 4 Day 5

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Instructional Routines Week 1, Day 1 pp. 4-5

Scott Foresman Comprehension Lesson




Instructional RoutinesWeek 1, Day 1 p.13

Spelling Test

Selection Test

Hands-on Vocabulary Activities

Comprehension Focus LessonsNote: Occasionally, a read aloud will be used for the comprehension focus lesson. If this is the case, 10 minutes will be added to the focus lesson and the read aloud after small group/work station time will not be done.Week 2: Sequencing (Days 2 and 3)See the following web page for the lesson plan on sequencing using the book Paul Bunyan by Steven Kellogg. The lesson will be divided over two days. http://www.readwritethink.org/lessons/lesson_view.asp?id=315

Small Group Guided Reading Instruction/Independent Reading Assignment – 40 Minutes

Please Note: During weeks two and three, the Reading Assignment should be completed whole group with teacher supporting students while they apply the Reading Comprehension Process (RCP) to the main selection. The teacher should model appropriate responses. Student responses should be recorded in the Reader Response section of the Reader’s Notebook. Students must be able to complete their reading assignment independently by Week 4 so that the teacher is able to work with small groups. Day 2: Have students cut and paste the sentences from page one of the How I Spent My Summer Vacation sequencing worksheet (available in the Teacher Toolkit) into their

reader’s notebook. Explain to the students that they will read pp. 17-25, then they will cut out the sentences from page one, arrange them in order according to the story and then glue them into

their notebooks.Day 3: Students will continue reading the story How I Spent My Summer Vacation, pp. 27-36. They will cut out the sentences from page two of the How I Spent My Summer Vacation sequencing worksheet (available in the Teacher Toolkit). These sentences can be

glued on the same page of their notebook under the sentences the students did on day 2. For the React/Reflect section of the RCP, students can write their own text-to-self connections. Have students write their experiences in their reader’s notebook. Allow several students to read what they wrote in the React/Reflect section to the class.



http://www.readwritethink.org/lessons/lesson_view.asp?id=315

Small Group Guided Reading Instruction/Work Stations – 40 Minutes

Please Note: During weeks two and three, Work Stations will not occur simultaneously with Small Group Guided Reading Instruction. This will allow time for the teacher to establish Work Station routines/management, to assess students to determine grouping and to establish the routine of the RCP in the reading notebook. This will enable students to begin to read and write independently while the teacher is guiding a group beginning week four.

Only two (2) hands-on work stations should be introduced during week 2. Each work station should have differentiated activities that reinforce skills and strategies taught during whole group instruction. This week’s work stations are: The Independent Reading/Comprehension Station and Word Work Station.The teacher will follow the procedures listed below for introducing and maintaining work stations:

Introduce the Independent Reading/Comprehension Station and Word Work Station to the whole class as a “Fish-Bowl” demonstration on Thursday. Then have the class observe groups using the work stations. The students will determine what went well and brainstorm rules for work station use.

Make sure explicit directions are given for work station use. Show students how to document work done at the work station and how to use and put away materials (suggestion – a work station folder for each student). When the students are working at the stations, assess individual students to determine their grouping. Provide book baskets at each work station in case the students finish all of their work early. On Friday, divide the class into groups. Groups will practice working at the Independent Reading/Comprehension and Word Work Station. Use this time to visit each

work station to observe, converse with each student and take anecdotal notes. Have students revisit the rules the brainstormed the other day for using work stations, and select the best ones to help create a list of rules for the two work stations

visited this week. The teacher will create work station posters with the rules. Go to Teacher Toolkit for ideas on work station activities.

Read Aloud - ~10 MinutesRoutine:

Preread the book to be familiar with the content and how to guide student discussion. Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre. Ask students to make predictions. Model comments and reflections as you read. Find a few places to pause and invite students to comment. Keep the pace of the reading so that it is not disjointed, but enjoyable. Keep a list of books you have read aloud and post it so that students can use the list to make connections. Place books you have read aloud in a special container, or display them in the classroom library for easy access.

Fountas, I., Pinnell, G.S. (2001). Guiding readers and writers: Grades 3-6, pp. 29-30. Heinemann Publishers, Portsmouth, NH.

Remember that you can sometimes use your read aloud time in conjunction with your focus lesson, if the title will exemplify what is being taught.



Resources

Teacher Toolkit: Information for Third Grade Teachers TAKS Stems Comprehension Skills Work Station Activities Work Station Accountability Forms Vocabulary Instruction Activities Games/Activities to Teach Spelling

Scott Foresman Links to Reading First, Grade 3, Unit 1, Week 1 5-Day Instructional Plan, pp. 2 -3 Using the Instructional Routines

pp. xiii-xxii Instructional Routines, pp. 4-13

Scott Foresman, Imagine That! Volume I; TE pp. 14a-43l “How I Spent My Summer Vacation”

pp. 16-36 Comprehension: Sequence

Weekly Spelling Words Weekly Vocabulary Words Academic Vocabulary Suggested Read Alouds stamp drag math smell fresh

getting still with think body

lock not cuff luck plus

cowboys imagination summer vacation visit west

cowhand fantastic stampede stubborn wrangler

context clues sequence drawing conclusions vocabulary

Paul Bunyan by Steven Kellogg The Mitten by Jan Brett If You Give a Moose a Muffin by

Laura Numeroff Jumanji by Chris Van Allsburg Knuffle Bunny by Mo Willems



The Teaching and Learning PlanWeek 3 Instructional Model/Teacher Directions

Daily Instructional Routines Whole Group Instruction (Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)


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Instructional RoutinesWeek 2, Day 5 pp. 24-25

Spelling Test

Selection Test


Comprehension Focus LessonsNote: Occasionally, a read aloud of a mentor text will be done during the comprehension focus lesson. If this is the case, 10 minutes will be added to the focus lesson and an additional read aloud after small group/work station time will not be done.

Week 3: Drawing Conclusions/Inferring (Days 2 & 3)Day 2: This activity is titled Inferring from Very Little Text and comes from Reading Power: Teaching Students to Think While They Read by Adrienne Gear, Pembroke Publishers, 2006. Explain to students that some authors use very little text to write an entire story. Usually these authors are also the illustrators so they use their illustrations to tell the story. A good

reader needs to look for clues in the illustrations to infer what the author didn’t write. Model by showing the title page of the book Knuffle Bunny by Mo Willems and explaining to students, “There is no writing on this page, other than the title, but I’m going to be a

good book detective and look carefully at this illustration and make some inferences. On this page I see… ” (Describe some of the clues you see.) “I’m inferring that maybe…” (Model some inferences.)

Continue this with the first few pages of the book, describing what you see in front of you, then making some inferences. After modeling three or four pages, ask for volunteers to model inferring for the next page. Continue reading with different students modeling what they see and infer. Continue reading. Students will share with a partner what they see and what they infer.

Day 3: This activity is titled Inferring from Clues and comes from Reading Power: Teaching Students to Think While They Read by Adrienne Gear, Pembroke Publishers, 2006. Remind students that authors sometimes intentionally leave clues for the reader throughout the book, providing information a little at a time to reveal a mystery at the end. A good

reader will pay attention to the clues as they read and try to infer what the mystery is. Give students a copy of the Inferring from Clues table (available on the Teacher Toolkit). Explain to them that you are going to read a story that gives clues but does not tell them

right away about the mystery object.



Begin by just reading the title: DO NOT show the students the cover or any illustrations. Using Who is the Beast? by Keith Baker, ask students to infer just from that title what or who the beast might be. Have them draw a picture and write the sentence in the first box. In partners, they can share what they drew with each other.

Tell the students to listen carefully for the clues in the story to see if their beast fits or not. Stop reading, ask them to draw and write what they infer from the clues now. Is their beast fitting into the clues or do they need to change their answer? What were the clues that made them change their minds?

Finish reading the story and ask students to make their final inference of what the beast is. Reveal the cover and reread the story, showing the illustrations. Have students complete the last box of their table showing the actual beast.

Small Group Guided Reading Instruction/Work Stations – 40 MinutesPlease Note: During weeks two and three, the Reading Assignment should be completed whole group with teacher supporting students while they apply the Reading Comprehension Process (RCP) to the main selection. The teacher should model appropriate responses. Student responses should be recorded in the Reader Response section of the Reader’s Notebook. Students must be able to complete their reading assignment independently by Week 4 so that the teacher is able to work with small groups.

Day 2: For the reading assignment, the students will practice drawing conclusions using the main selection Goldilocks and the Three Bears. Make a transparency of the Drawing Conclusions chart (available in the Teacher Toolkit). Students will read pages 48-54 and complete the first three rows of chart according to

the story.

Day 3: Students will continue the reading assignment by finishing the story Goldilocks and the Three Bears. Ask the students to read pp. 56-67 and to complete the rest of the chart on the worksheet Drawing Conclusions. Have students glue or staple their worksheets into their reader’s notebooks. Have students write a reaction/reflection to the story. Tell students to write whether they liked or disliked the story Goldilocks and the Three Bears and why. Put a transparency of the Drawing conclusions worksheet on the overhead. Call on students to share what they wrote on their worksheets. Allow several students to share their reactions/reflections of the story as well.

Small Group Guided Reading Instruction/Work Stations – 40 MinutesPlease Note: During weeks two and three, Work Stations will not occur simultaneously with Small Group Guided Reading Instruction. This will allow time for the teacher to establish Work Station routines/management, to assess students to determine grouping and to establish the routine of the RCP in the reading notebook. This will enable students to begin to read and write independently while the teacher is guiding a group beginning week four.

Only two (2) hands-on work stations should be introduced during week 3. Each work station should have differentiated activities that reinforce skills and strategies taught during whole group instruction. This week’s work stations are: The Writing Station and Fluency Station.

The teacher will follow the procedures listed below for introducing and maintaining work stations: Introduce the Writing Station and Fluency Station to the whole class as a “Fish-Bowl” demonstration on Monday and Tuesday. Then have the class observe groups using the work

stations. The students will determine what went well and brainstorm rules for work station use. Make sure explicit directions are given for work station use. Show students how to document work done at the work station and how to use and put away materials (suggestion – a work station folder for each student). Use this week to visit each work station to observe, converse with each student and take anecdotal notes. When the students are working at the stations, assess individual students to determine their grouping. Provide book baskets at each work station in case the students finish all of their work early. On Wednesday and Thursday, divide the class into groups. Groups will practice working at the Writing Station and Fluency Station. On Friday, have students revisit the rules the brainstormed the other day for using work stations, and select the best ones to help create a list of rules for the two work stations

visited this week. The teacher will create work station posters with the rules.SAISD © 2008-09 – First Grading Period Reading Grade 3 - Initial Release Aug 08, V1 of 34


Go to Teacher Toolkit for ideas on work station activities.

Read Aloud - ~10 MinutesRoutine: Preread the book to be familiar with the content and how to guide student discussion. Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre. Ask students to make predictions.

Model comments and reflections as you read. Find a few places to pause and invite students to comment. Keep the pace of the reading so that it is not disjointed, but enjoyable. Keep a list of books you have read aloud and post it so that students can use the list to make connections. Place books you have read aloud in a special container, or display them in the classroom library for easy access.



ResourcesTeacher Toolkit: Information for Third Grade Teachers Comprehension Skills Work Station Activities Work Station Accountability Forms Vocabulary Instruction Activities Games/Activities to Teach Spelling

Scott Foresman Links to Reading First, Grade 3, Unit 1, Week 2 5-Day Instructional Planner, pp. 14 -15 Using the Instructional Routines pp. xiii-xxii Instructional Routines, pp. 16-25

Scott Foresman, Imagine That! Volume I; TE pp. 44a-69l “Goldilocks and the Three Bears” pp. 46-67 Comprehension: Drawing Conclusions

Weekly Spelling Words Weekly Vocabulary Words Academic Vocabulary Suggested Read Alouds happen million pretty little rabbit

hurry muffins balloon ladder puddle

middle hammer lesson drill

breakfast comfortable cozy forest gobbled hungry promise

explanation naughty porridge smithereens

synonymn drawing conclusions cause and effect

The Art Lesson by Tomie de Paola

Stellaluna by Jannell Cannon Seven Blind Mice by Ed Young




Daily Instructional Routines – Whole Group Instruction (Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)


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Instructional RoutinesWeek 3, Day 5 p. 37

Spelling Test

Selection Test



Week 4: Author’s Purpose (Days 2 & 3)Day 2: Explain or review that writers usually write to teach their readers about a topic, to entertain their readers, or to persuade their readers to think in a particular way. (Make sure

students understand what it means to persuade someone.) Provide examples of each purpose. Explain that sometimes the cover of a book does not give a hint about the author's purpose, so they will have to read the book to find out. Tell them that many of the sentences the author uses give clues about the author’s purpose.

Show students reading materials such as an encyclopedia, a fiction book, and a newspaper ad. Explain the ways in which each teaches, entertains, and persuades, respectively. Point out words, phrases, or sentences in each that give hints about the author's purpose. Have students suggest books or stories they have read that have taught them something, entertained them, or persuaded them to do something, buy something, or think a certain way.

Show students other examples of reading material that teach (atlas, math book), entertain (comic book, poetry book, fiction book), and persuade (magazine ad, newspaper editorial). Ask students to tell what they think the author's purpose is for writing each.

Day 3: Review with students the different purposes in which author’s write stories: to entertain, to inform or to persuade. Write sentences on index cards or sentence strips (approximately

6” long or depending on the width of your pocket chart that 3 cards will fit across the chart with several inches of space between each card) that demonstrate different purposes and create three heading cards: ENTERTAIN, INFORM, and PERSUADE. Write about 10 sentences such as The sun is a great shining star at the center of our planetary system; McDonald’s sells the tastiest french fries. You should try them!; The boy climbed into the spaceship, sat in the seat and guided the ship to the moon.

Put the heading cards at the top of the pocket chart and distribute the sentence cards to the students. Call on kids to read their sentence aloud and then put the card under the correct heading on the pocket chart. The students must explain why they placed a card under a specific

heading.




Please Note: This is the first week students will meet with the teacher for Small Group Guided Reading Instruction. The students will complete independent reading assignments on Tuesday and Wednesday. There will be no Small Group Guided Reading Instruction on Mondays. The teacher will do a guided practice of the Reading Comprehension Process using the 2-page

comprehension story. Students will complete an Independent Reading Assignment on Tuesdays and Wednesdays. While the students complete the Reading Assignment, the teacher will meet with

small groups. Small Group Guided Reading Instruction is based on students’ needs. The teacher will meet with two groups daily (~20 minutes per group). The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or Fluency).

Following the brief skills lesson, students should apply their new learning to connected text.

Day 2: Ask students to flip through the story Anthony Reynoso: Born to Rope. Have students predict what the author’s purpose will be for writing the story. Will it be to entertain, to inform

or to persuade? The st.udents’ purpose for reading today will be to find out what the author’s purpose is for writing the story. Stop and Jot: Students will read pp. 74-80 and jot down notes on important ideas from the story. For the React/Reflect portion of the RCP, students will write what they thought the author’s purpose was for writing the story and give a few examples from the text to support their

decision.

Day 3: For the independent reading assignment, students will continue reading Anthony Reynoso: Born to Rope, pp. 81-87 and complete the stop and jot like they did on day 2. They will

write some notes on what they read and then write what they thought the author’s purpose was for writing the story under the React/Reflect section of the story. They need to support their decision with textual evidence from the story.

Small Group Guided Reading Instruction/Work Stations – 40 MinutesPlease Note: This is the first week students will meet with the teacher for Small Group Guided Reading Instruction. The students will visit work stations on Thursday and Friday only.

Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and strategies taught

during whole group instruction. Students will do one rotation so they can visit two work stations on Thursday and two on Friday. The following is a list of the four work stations:

a) Independent Reading/Comprehension Stationb) Fluency Stationc) Writing Stationd) Word Work Station

Go to the Teacher Toolkit for ideas on work station activities.



http://www.saisd.net/ADMIN/curric/curricms/cmsframeset.htm

Read Aloud - ~10 MinutesRoutine: Preread the book to be familiar with the content and how to guide student discussion. Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre. Ask students to make predictions. Model comments and reflections as you read. Find a few places to pause and invite students to comment. Keep the pace of the reading so that it is not disjointed, but enjoyable. Keep a list of books you have read aloud and post it so that students can use the list to make connections. Place books you have read aloud in a special container, or display them in the classroom library for easy access.



Resources

Teacher Toolkit: Information for Third Grade Teachers TAKS Stems Comprehension Skills Work Station Activities Work Station Accountability Forms Vocabulary Instruction Activities Games/Activities to Teach Spelling

Scott Foresman Links to Reading First, Grade 3, Unit 1, Week 3 5-Day Instructional Planner, pp. 26 -27 Using the Instructional Routines pp. xxii-xxi Instructional Routines, pp. 28-37

Scott Foresman, Imagine That! Volume I; TE pp. 70a-89l “Anthony Reynosa: Born to Rope” pp. 72-87 Comprehension: Author’s Purpose

Weekly Spelling Words Weekly Vocabulary Words Academic Vocabulary Suggested Read Alouds many family lucky busy seem deep week asleep

idea video secret even speak mean least

favorite grandfather practice prepare rodeo tourists

charro exhibition holidays Mexican performers

author’s purpose main idea details

Duck For President by Doreen Cronin (Persuasion)

Don’t Let the Pigeon Drive the Bus by Mo Willems (Persuasion)

Dear Mrs. LaRue: Letters From Obedience School by Mark Teague (Persuasion)

Killer Whales by Seymour Simon (Information)

Desert by Cassie Mayer (Information) Caps For Sale by Esphyr Slobodkina

(Entertainment) A Pocket for Corduroy by Don Freeman

(Entertainment)




Daily Instructional Routines – Whole Group Instruction(Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)


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Week 5: Cause and Effect (Days 2 & 3)Day 2: Read a book with cause-and-effect relationships such as If You Give a Pig a Pancake by Laura Numeroff. After reading the story, have a discussion on how one event led to

another and give specific examples. You can prompt the discussion by telling students about the initial event: “Everything began when a girl gave a pig a pancake…” Point out that all stories are full of causes and effects. Explain that one event causes another event to happen and that keeps the story line or plot moving along. The effect tells

what happens. The cause tells why it happened. In the story we just read the effect becomes the cause of the next event. Explain to students that they can keep track of simple causes and effects by creating a T-Chart. Draw the following T-Chart on the board.

There is no paper in the classroom

Causeo The students didn’t bring paper to class.o Someone took the paper.o The teacher accidentally threw the paper away.

Effecto The students couldn’t do their writing assignment.o The teacher had to borrow paper from another class.o The students couldn’t take their math test.

Challenge students to add more causes and effects to the T-Chart, then have the students work in groups to create their own cause-and-effect scenarios for a noisy classroom or being late for school.



Day 3: Lead students in a discussion of cause and effect relationships. Ask students if they have ever had a day like the one the girl experienced in the story If You Give a Pig a

Pancake. Begin a chain of cause and effects that might have happened to you and let the students add on to the chain. For example, “I was driving to work and had a flat tire. When I got out of the car to look at the tire, I fell into the mud and ruined my shoes and clothes. I decided to use my cell phone to call for help…”

On a pocket chart create two columns labeled Cause and Effect. Write causes and effects on sentence strips. Display several causes on the left side of the pocket chart but do not display the effects. On the right side of the pocket chart, put up several effects but leave off the causes. Distribute the remaining causes and effects to the class and have them match up the causes with the correct effects and vice versa.

Small Group Guided Reading Instruction/Independent Reading Assignment – 40 MinutesDay 2: For the reading assignment, have students create a T-Chart in their reading notebook’s and find 2-4 cause and effect relationships for the stop and jots.

Day 3: For the reading assignment, have students create a T-Chart in their reading notebook’s and find 2-4 cause and effect relationships for the stop and jots.

Small Group Guided Reading Instruction/Work Stations – 40 Minutes There will be no Small Group Guided Reading Instruction on Mondays. The teacher will do a guided practice of the Reading Comprehension Process using the 2-page



Following the brief skills lesson, students should apply their new learning to connected text. Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and strategies taught


e)Independent Reading/Comprehension Stationf)Fluency Stationg)Writing Stationh)Word Work Station








ResourcesTeacher Toolkit: Information for Third Grade Teachers TAKS Stems Comprehension Skills TAKS Formatted Assessments Work Station Activities Work Station Accountability Forms Vocabulary Instruction Activities Games/Activities to Teach Spelling

Scott Foresman Links to Reading First, Grade 3, Unit 1, Week 4 5-Day Instructional Planner, pp. 38 -39 Using the Instructional Routines pp. xxii-xxi Instructional Routines for, pp. 40-49

Scott Foresman, Imagine That! Volume I; TE pp. 90a-107l “Herbie and Annabelle” pp. 92-105 Comprehension: Cause and Effect

Weekly Spelling Words High Frequency Words Academic Vocabulary Suggested Read Alouds ranch bank thank began camping

camping aim Maine holiday crayon

spray today gray

coughs curious discovered poems pretend secret sheet

asthma Chicken pox contagious guilty

cause effect drawing conclusions infer multiple meaning words

If You Give a Pig a Pancake by Laura Numeroff

If You Give a Mouse a Cookie by Laura Numeroff

If You Take a Mouse to School by Laura Numeroff

The Day Jimmy’s Boa Ate the Wash by Trinka Hakes Noble

A Bad Case of Stripes by David Shannon Rosie’s Walk by Pat Hutchins The Snowy Day by Ezra Jack Keats

The Teaching and Learning Plan (DUE TO TPRI TESTING, THIS SCOPE & SEQUENCE WILL BE USED FOR EITHER WEEK 6 OR 7. DURING THE WEEK OF TESTING, THE TEACHER WILL REVIEW THE

SKILLS FROM THE PREVIOUS WEEKS.)

Week 6 or Instructional Model/Teacher Directions



7Daily Instructional Routines – Whole Group Instruction

(Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)Day 1 Day 2 Day 3 Day 4 Day 5

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Week 6 or 7: Character (Days 2 & 3) See the following webpage for more information on character traits: http://www.readwritethink.org/lesson_images/lesson176/character-trait-3-5.pdf

Day 2: Continue Monday’s lesson by making a foldable to show character traits for a character in the story The Newcomer (on pp. 108-109), what the character says and his/her

actions. Fold a piece of paper (8½” x 11”) from the bottom upwards until it is about 1½” from the margin and cut the flap in half.

►

On the top part, have the students write Character: Trait:

On the outside of each flap, have the students write Words (Says) and Actions (Does). Students can choose the character Dawn or Aunt Laura for this activity. They will write the name of their character and one of the character’s traits in the top margin of the

foldable.

Show students how to write the information behind the flap that says Words (Says). Model an example for them by writing one of the sentences that show what Dawn or Aunt Laura said and that indicates that she has the trait described in the top margin.

On the flap that says Actions (Does), write one of the actions that Dawn or Aunt Laura does that supports the trait given in the top margin.

Day 3: The teacher will demonstrate how to complete a Venn diagram or a character web using Monday’s story The Newcomer.



http://www.readwritethink.org/lesson_images/lesson176/character-trait-3-5.pdf

Small Group Guided Reading Instruction/Independent Reading Assignment – 40 MinutesDay 2: For the reading assignment, have students make a foldable for their stop and jot following the steps described above, and select a character from the main selection to write

about.

Day 3: For the reading assignment, have students do the activity that the teacher modeled (either a Venn diagram or a character web) in their reader’s notebook using the characters

from the main selection. Have students share their Venn diagrams or character webs with a partner and then call on individuals to share a portion of their diagram or web with the class.


comprehension story.o Students will complete an Independent Reading Assignment on Tuesdays and Wednesdays. While the students complete the Reading Assignment, the teacher will

meet with small groups. Small Group Guided Reading Instruction is based on students’ needs. The teacher will meet with two groups daily (~20 minutes per group).o The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension,

or Fluency). Following the brief skills lesson, students should apply their new learning to connected text. o Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and

strategies taught during whole group instruction. Students will do one rotation so they can visit two work stations on Thursday and two on Friday.o The following is a list of the four work stations:

i)Independent Reading/Comprehension Stationj)Fluency Stationk) Writing Stationl)Word Work Station








ResourcesTeacher Toolkit: Information for Third Grade Teachers TAKS Stems Comprehension Skills TAKS Formatted Assessments Work Station Activities Work Station Accountability Forms Vocabulary Instruction Activities Games/Activities to Teach Spelling


Scott Foresman, Imagine That! Volume I; TE pp. 108a-131l “Allie’s Basketball Dream” pp. 108-126 Comprehension: Realistic Fiction



Weekly Spelling Words Weekly Vocabulary Words Academic Vocabulary Suggested Read Alouds

bright might tight sight lights my why fly

dry sky visit picnic winter mint interest

aimed basketball bounced gift playground shoot

backboard courts dribbled professional

synonym character cause effect

Doña Flor by Pat Mora Chrysanthemum by Kevin Henkes Crow Boy by Taro Yashima Amazing Grace by Mary Hoffman

Evidence of LearningDifferentiation Interims/TAKS/Benchmarks High School Readiness

What do you do for students who need additional support?

Students will meet with the teacher for Small Group Guided Reading Instruction. The teacher will do a skills lesson to address the needs of students and the students will apply that skill to their reading.

Work stations are differentiated to meet the needs of the learner. Students will have additional practice to help them master the skills learned during whole group instruction.

What do you do for students who master the learning quickly?

Activities/materials offered during Small Group Guided Reading Instruction and work stations are differentiated to meet the needs of the learner.

Sample QuestionThird Grade: TAKS Released TestSource: TEA Website

Reading: February 200617. Use the chart below to answer the question that follows.

Which of the following belongs on the empty lines?О She sees her favorite food mole at a festival.О She wishes her father World buy the family hamburgers. О She learns Texas has a Cinco de Mayo celebration.О She wants to go to Mexico for Cinco de Mayo.

Sample QuestionNinth Grade: TAKS Released TestSource: TEA Website

Reading: April 200625 The reader can conclude that the people who bought Cricket and Sassy — A were new to the neighborhood B did not manage money well C had other horses of their own D were not kind to their horses



Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board



Reading – Grade 3Unit of Study: Fostering Independent Readers

First Grading Period Weeks 8 - 9 CURRICULUM OVERVIEW

Big Idea Unit Rationale“For students in these critical intermediate grades (3-6), we need instruction that will help them become more independent and self-directed in their reading. Instructional events need to be planned that help students acquire the knowledge and skills they need for the next time they read…Increasing students’ control over their reading and achievement is a long-term proposition. Students need to learn how to manage their own learning.”

Lipson, Marjorie Y. (2007) Teaching Reading Beyond the Primary Grades. New York City, New York: Scholastic.

“Students who remain dependent on a teacher for all their feedback are limited in how much they can learn. When students have the strategies, confidence, and knowledge to continue learning on their own, not only does learning accelerate but also much of the responsibility for learning gradually (but actively) shifts from the teacher to student.”

Routman, Regie (2003). Reading Essentials: The Specifics You Need to Teach Reading WellPortsmouth, NH: Heinemann.

TEKS TEKS Specificity – Intended Outcome

TEKS Grade 3 (Reading) The student is expected to: 1C participate in rhymes, songs, conversations, and discussions 1E listen responsively to stories and other texts read aloud… 2A connect experiences and ideas with those of others through speaking and

listening 5A decode by using all letter-sound correspondences within a word 5B blend initial letter-sounds with common vowel spelling patterns to read words 5C identify multisyllabic words by using common syllable patterns

5E use knowledge of word order …to support word identification and confirm word meaning (TAKS 1)

5F read both regular and irregular words automatically such as through multiple opportunities to read and reread

7C read to accomplish a variety of purposes 8B develop vocabulary by listening to and discussing both familiar and

conceptually challenging selections read aloud

8C use resources and references…to build word meaning (TAKS 1)

8D demonstrate knowledge of synonyms, antonyms, and multi-meaning words (TAKS 1)

9A use prior knowledge to anticipate meaning and make sense of texts 9B establish purposes for reading and listening such as to be informed, to follow

directions, etc.

9C retell or act out the order of important events in stories (TAKS 1) 9D monitor his/her own comprehension and act purposefully when

comprehension breaks down…

” I CAN” statements highlighted in yellow and italicized should be displayed for students.

The student will… listen for information, to solve problems, and to enjoy and appreciate (1A) participate in rhymes, songs, conversations and discussions (1C) listen and participate during read alouds (1E) make text-to-self, text-to-text, and text to world connections (2A, 9G, 10D, 13A) decode words (5A) blend sounds to read words (5Bii) read multisyllabic words (5C) use word order and context to learn new words (5E) recognize words automatically (5F) read for fluency (6C) read a variety of books for different purposes (6C, 6D, 7A, 7B, 7C, 9B) develop new vocabulary and use the words appropriately (8B, 8C, 8D) use synonyms, antonyms and multiple-meaning words (8D) use prior knowledge to understand text (9A) retell story events in order (9C) summarize what is read (9H) use strategies to comprehend text (9D) make and support inferences (9F) use graphic organizers to show information in different forms and interpret the

information (9I, 12E) respond to stories to show understanding and support with textual evidence (10A,

10B, 10C) distinguish fiction from non-fiction and fact from fantasy (11B)



Con

cept

s 9F make and explain inferences from texts such as determining important ideas, causes and effects…(TAKS 4)

9G identify similarities and differences across texts such as in topics, characters, and themes

9H produce summaries of text selections (TAKS 1)

9I represent text information in different ways including story maps, graphs, charts (TAKS 3)

10A respond to stories and poems in ways that reflect understanding and interpretation in discussion, in writing, etc.

10C support interpretations or conclusions with examples drawn from text (TAKS 4)

11B distinguish fiction from nonfiction, including fact and fantasy 11E understand and identify literary terms such as title, author, illustrator…

across a variety of literary forms (texts)

11H analyze characters including their traits, feelings, relationships, and changes (TAKS 2)

12E interpret and use graphic sources of information including maps, charts, graphs and diagrams

12G organize information in systematic ways including notes, charts, and labels 13A connect his/her own life experiences with the life experiences, language,

customs, and culture of others

name and define roles of title, author and illustrator (11E) analyze story characters (11H) interpret and use graphic sources (12E) organize information in notes, charts and labels (12G)


Beginning week 8, 80% of the students will score 3-4 on the Reader Response Rubric. Students will score 80% or above on the selection assessments (comprehension and vocabulary). Students will score 90% or above on the spelling tests.



CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

Unit of Study: Fostering Independent Readers Why do I need to make connections to the text? How do I prove that I understand the text I read? Why do I have to use textual evidence? Why should I use graphic sources? What do I do when I come across an unknown word while I am reading? What strategies should I use when I don’t understand the text well? How do my written responses to the text aid in comprehension?

Use knowledge of word order (syntax) and context to support word identification and confirm word meaning. (Grades 1-2)

Monitor comprehension and act purposefully when comprehension breaks down using strategies such as rereading, searching for clues, and asking for help. (Grades 1-2)

Read silently for increasing periods of time. (Grade 2) Read to accomplish a variety of purposes, both assigned and self-selected. (Grade

2) Make and explain inferences from texts such as determining important ideas,

causes and effects, making predictions, and drawing conclusions. (Grades 1-2) Represent text information in different ways including story maps, graphs, and

charts. (Grade 2)




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Spelling Test

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Week 8: Compare and Contrast (Days 2 & 3) (This strategy will supplement “Graphic Sources” on days 2 & 3.)Day 2: Show a Venn diagram to the class and explain to the students that this is used to compare and contrast two things. Tell them that they are going to do a comparison of two of their classmates. Select two students that are very physically different (for example, one tall and the other short, one

with straight hair and the other one with curly hair, etc.)



Explain that the circle on the left side shows the characteristics specific to one student and the circle on the right shows the characteristics specific to the other student. The middle, where the two circles intersect, shows what the two students have in common.

Have the two students selected stand in front of the class. On the Venn diagram, write the students name at the top of each circle. Have the rest of the class name characteristics specific to each student and write their ideas in the correct circle on the Venn diagram. Then have the children name what both students have in common and write their ideas in the middle, where the circles intersect.

Day 3: Review with the class what the terms “compare” and “contrast” mean. Review the Venn diagram students completed on Day 2. Remind students that the middle portion shows what the two plants have in common. Read aloud a book such as Crocodiles and Alligators by Norman S. Barrett and have students work in cooperative groups to complete a Venn diagram to compare and contrast

the two reptiles. Have students make heading cards that say: CROCODILES, ALLIGATORS and BOTH, and then put the cards on their table to form three columns. Students will write the characteristics of crocodiles and alligators on post-it notes and then place the notes under the correct heading on their table. When everyone is done, the teacher will display a large Venn diagram on the board or anchor chart. Call on groups to name characteristics of crocodiles and then have a member of the group come to the front of the class to put their post-it on the Venn diagram. Do the same

with alligators and what the two reptiles have in common until the Venn diagram is complete.


Day 2: Explain that for today’s Stop and Jot, they will compare/contrast two of the plants they will read about—Bladderworts and the Sundew. The students will read pp. 142-151 of Fly Traps! : Plants That Bite Back. They will draw a Venn diagram in their reader’s notebook or you can give them a copy of a Venn

diagram. Have them write Bladderworts at the top of the circle on the left and Sundew at the top of the circle on the right. Then they will write BOTH at the top of the intersection.

As students are reading, they will complete their Venn diagrams.

Day 3: Explain students that for today’s reading assignment, they will continue reading the main selection, Fly Traps!: Plants That Bite Back 152-157. They will draw another Venn diagram in their reader’s notebook or you can give them a copy of the Venn diagram. Today, the students will compare/contrast the Cobra Lily and the Pitcher Plant. Have students list each plant’s specific characteristics in the outer circles and what they have in

common in the middle where the circles intersect. In the React/Reflect section, the students will write 3 new things they learned from the selection or the three most interesting facts they learned.






Following the brief skills lesson, students should apply their new learning to connected text. Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and strategies taught


a) Independent Reading/Comprehension Stationb) Fluency Stationc) Writing Stationd) Word Work Station








ResourcesTeacher Toolkit: Information for Third Grade Teachers TAKS Stems Comprehension Skills Work Station Activities Work Station Accountability Forms Vocabulary Instruction Activities Games/Activities to Teach Spelling


Scott Foresman, Imagine That! Volume I; TE pp. 138a-161l “Fly Traps! Plants That Bite Back” pp. 140-156 Comprehension: Graphic Sources

Weekly Spelling Words Weekly Vocabulary Words Academic Vocabulary Suggested Read Alouds himself afternoon everything barefoot bedroom butterfly outside everyone

popcorn grandmother homework backyard anyone grandfather everybody

collect hinge insects pitcher plants trap

bladderwort carnivorous chemicals dissolve flytrap

main idea details graphic sources

Cocodiles and Alligators by Seymour Simon

Welcome to the World of Frogs and Toads by Diane Swanson

Frogs and Toads by Garry Fleming Whales and Dolphins by Caroline

Harris






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Week 9: Realism and Fantasy (Days 2 & 3)Day 2: Begin the lesson by asking if students to state the meaning of the words “realism” and “fantasy.” Explain that “realism” is something that can occur in real life. “Fantasy” is something that cannot happen in real life. Tell students they are going to learn more about “realism” and “fantasy” and that by the end of the lesson, they will be able to distinguish between the two. Give some examples of “realism” and “fantasy”. For example, a dog chasing after a ball his owner threw is something that could happen in real life so it is an example of

realism. A dog talking to his owner about how much fun he had playing ball is something that could not happen in real life because dogs don’t talk. Therefore, this is an example of fantasy.

Read a book that has elements of both such as Cinderella (any version will suffice). After reading the story, draw a T-Chart on the board. On the left write Realism (What could happen) and on the right, write Fantasy (What could not happen).

Realism Fantasy (What could happen) (What couldn’t happen)

Ask students to name events from the story that could and couldn’t happen in real life. Write the event in the correct column. Have students explain why each event is “fantasy” or “realism”.



Day 3: Have students give examples of fantasy and reality. On a pocket chart create two columns labeled Realism and Fantasy. Write examples of reality and fantasy on index cards. Hand out the cards to the students. Call on the students to read their sentence aloud and to place the card in the correct column of the pocket chart. Have students explain why their sentence is

fantasy or reality.

Small Group Guided Reading Instruction/Independent Reading Assignment – 40 MinutesDay 2: As part of the reading assignment, have students make a T-Chart in the reading notebooks and as part of the stop and jots, have them list elements of fantasy and reality from

the weekly story.

Day 3: As part of the reading assignment, have students make a T-Chart in the reading notebooks and as part of the stop and jots, have them list elements of fantasy and reality from

the weekly story. For the reading assignment, have students continue working on the T-Chart in their reading notebook’s and find 2-4 more examples of fantasy and reality from the story.



small groups. Small Group Guided Reading Instruction is based on students’ needs. The teacher will meet with two groups daily (~20 minutes per group). The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or

Fluency). Following the brief skills lesson, students should apply their new learning to connected text. Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and strategies

taught during whole group instruction. Students will do one rotation so they can visit two work stations on Thursday and two on Friday. The following is a list of the four work stations:

a)Independent Reading/Comprehension Stationb)Fluency Stationc)Writing Stationd)Word Work Station








ResourcesTeacher Toolkit: Information for Third Grade Teachers TAKS Stems Comprehension Skills Work Station Activities Work Station Accountability Forms Vocabulary Instruction Activities Games/Activities to Teach Spelling

Scott Foresman Links to Reading First, Grade 3, Unit 2, Week 2 5-Day Instructional Planner, pp. 14 -15 Using the Instructional Routines pp. xxii-xxi Instructional Routines for, pp. 16-25

Scott Foresman, Imagine That! Volume I; TE pp. 162a-179l “Guys from Space” pp. 164-177 Comprehension: Realism/Fantasy

Weekly Spelling Words Weekly Vocabulary Words Academic Vocabulary Suggested Read Alouds good took cookie shook foot put pull study

summer such truck uncle Sunday cousin touch

breathe dream planet scary space spaceship

heroes plastic switches

realism fantasy sequence antonym

Cinderella by Charles Perrault Where the Wild Things Are by

Maurice Sendak Corduroy by Don Freeman




Differentiation Interims/TAKS/Benchmarks High School Readiness

What do you do for students who need additional support?

Students will meet with the teacher for Small Group Guided Reading Instruction. The teacher will do a skills lesson to address the needs of students and the students will apply that skill to their reading.

Work stations are differentiated to meet the needs of the learner. Students will have additional practice to help them master the skills learned during whole group instruction.

What do you do for students who master the learning quickly?

Activities/materials offered during Small Group Guided Reading Instruction and work stations are differentiated to meet the needs of the learner.

Sample QuestionsThird Grade: TAKS Released TestSource: TEA Website

Reading: February 2006

7. Read the chart and answer the question below.

Which of the following belongs on the third line?О Then add some more leavesО Puts in grass, flowers, and fruitО Closes the bag and wraps a strap around the topО Gives the bag a quick shake and looks inside

Sample QuestionNinth Grade: TAKS Released TestSource: TEA Website

Reading: April 2006

34. In “A Horse for Matthew,” what do Matthew and Sundance have in common? Explain your answer and support it with evidence from the selection.



Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board



bilingual reading – grade 2 - home | san antonio … · web viewuse word order and context to...

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