Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Transcription

1

2 Copyright by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individuals using the corresponding student s textbook or kit as the major vehicle for regular classroom instruction to photocopy entire pages from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 South Park Center Loop, Orlando, Florida Printed in the U.S.A. ISBN: XXXX C D E F G If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

3 Contents Reading Log... 4 Vocabulary Log... 5 Listening Log... 6 Proofreading Checklist... 7 Proofreading Marks... 8 Writing Conference Form... 9 Writing Rubric Instructional Routines Graphic Organizers

4 Reading Log Reading Log Title Author Pages Write a summary of the pages you read. Pages Write a summary of the pages you read. Pages Write a summary of the pages you read. Questions for Discussion What was your favorite part of the book? What did you enjoy about the author s writing? Would you recommend this book to a friend? Why or why not? Reading Log 4

5 This Week s Words Vocabulary Log Choose three vocabulary words from a book you read this week. Write new sentences using these words. Make sure the vocabulary words have the same meaning as they have in the book More Words Make a list of other new words you learned this week, either at school or at home. Write a sentence using one of these words. Vocabulary Log 5

6 Listening Log Title Listening Log Set a Purpose for Listening Good listeners first think about why they are listening. Here are some reasons for listening. I listen to be entertained or for fun. I listen to be informed or to learn new information. I listen to enjoy rhyme, rhythm, or special words. Notes Tips for Listening Good listeners follow these tips for listening carefully. Check the items to show how well you listened. I set a purpose for listening. I watched the speaker or reader. I paid attention to pictures or props. I wrote down questions I wanted to ask later. Notes Listening Log 6

7 Proofreading Unit X Checklist w e e k ly t o - d o l i s t Proofreading Checklist Read each question below. Then check your paper. Correct any mistakes you find. After you have corrected them, put a check mark in the box next to the question. 1. Did I indent each paragraph? 2. Does each sentence tell one complete thought? 3. Do I have any run-on sentences? 4. Did I spell all words correctly? 5. Did I use capital letters correctly? 6. Did I use punctuation marks correctly? 7. Did I use commas and apostrophes correctly? Is there anything else you should look for? Make your own proofreading checklist. Proofreading Checklist 7

8 Proofreading Marks Proofreading Marks Mark Explanation Examples Begin a new paragraph. Indent the paragraph. The boat finally arrived. It was two hours late. Add letters, words, or sentences. Take out words, sentences, and punctuation marks. Correct spelling. Change a lowercase letter to a capital letter. best My friend ate lunch with me tday. ^ We looked at and admired, the moddel airplanes. New York city is exciting. o ^ Change a capital letter to a lowercase letter. Add quotation marks. The Fireflies blinked in the dark. V V Where do you want the piano? asked the movers., Add a comma. Carlton my cat has a mind of his own. ^, ^,. Add a period. Put a period at the end of the sentence Ȯ Reverse letters or words. Raed carefully the instructions.? Add a question mark. Should I put the mark here?! Add an exclamation mark. Look out below! Proofreading Marks 8

9 Writing Conference Writing Conference Form Writing assignment: Read your draft and complete items What part of your draft do you feel is well done? 2. What part of your draft would you like to improve? Meet with a partner and use questions 3 6 to discuss each other s writing. 3. What is the most important idea in your writing? 4. How could you change your writing to make it easier for your reader to understand? 5. What are some examples of strong word choices? 6. I will improve my draft by Writing Conference Form 9

10 Writing Rubric Writing Rubric A rubric is a chart that helps you when you write and revise. Score 6 tells you what to aim for in your writing. Score 6 Score 5 Score 4 Score 3 Score 2 Score 1 Focus Support My writing is focused and supported by facts or details. My writing is mostly focused and supported by facts or details. My writing is mostly focused and supported by some facts or details. Some of my writing is focused and supported by some facts or details. My writing is not focused and is supported by few facts or details. My writing is not focused or supported by facts or details. Organization My writing has an introduction and conclusion. Ideas are clearly organized. Writing Rubric My writing has an introduction and a conclusion. Ideas are mostly organized. My writing has an introduction and a conclusion. Most ideas are organized. My writing has an introduction or a conclusion, but might be missing one. Some ideas are organized. My writing might not have an introduction or a conclusion. Few ideas are organized. My writing is missing an introduction and a conclusion. Few or no ideas are organized. Word Choice Voice Ideas are linked with words and phrases. Words are specific. My voice connects with the reader in a unique way. Most ideas are linked with words and phrases. Words are specific. My voice connects with the reader. Some ideas are linked with words and phrases. Some words are specific. My voice connects with the reader. Some ideas are linked with words or phrases. Few words are specific. My voice may connect with the reader. Ideas may be linked with words or phrases. Few words are specific. My voice may connect with the reader. Ideas may not be linked with words or phrases. No words are specific. My voice does not connect with the reader. 10 Conventions Sentence Fluency My writing has no errors in spelling, grammar, capitalization, or punctuation. There are a variety of sentences. My writing has few errors in spelling, grammar, capitalization, or punctuation. There is some variety of sentences. My writing has some errors in spelling, grammar, capitalization, or punctuation. There is some variety of sentences. My writing has some errors in spelling, grammar, capitalization, or punctuation. There is little variety of sentences. My writing has many errors in spelling, grammar, capitalization, or punctuation. There is little variety of sentences. Some sentences are incomplete. My writing has many errors in spelling, grammar, capitalization, or punctuation. There is no variety of sentences. Sentences are incomplete.

11 Instructional Routines Instructional Routine 1: Sound/Spelling Cards Purpose: Use these routines to teach and review sound/symbol correspondences. Introduce 1 Display the Sound/Spelling Card. m _mb 2 Point to the picture. Say the name of the object shown and the initial sound. 3 Guide students to name the object and the initial sound. 4 Repeat the sound three times. Have students repeat the sound. This is a mouse. The first sound we hear in mouse is /m/. What is this? mouse What is the first sound you hear in the word mouse? /m/ Listen. What sound? /m/ /m/ /m/ Now you say it. /m/ /m/ /m/ 5 Discuss the letters. Point to and name the spelling. Have students name the spelling three times. Listen. What spelling? m m m Now you say it. m m m m _mb 6 Write a word with the target sound. mat 7 Read the word. Point out the target sound. Look. Mat starts with /m/m. Mat. 8 Read the word again and have students read it with you. Then repeat with two or more example words. Listen: mat. Now you say it. mat Review 1 Touch the picture on the card. What is the picture on the card? mouse 2 Have students identify the first sound in the name of the object. What is the first sound you hear in mouse? /m/ 3 Point to the spelling on the card. What is the spelling? m Instructional Routines 11

12 Instructional Routines Instructional Routine 2: Sound-by-Sound Blending Purpose: Use this routine to teach students a strategy for decoding unfamiliar decodable words using the English sound/spelling system. 1 Write or display the Letter Card(s) for the first sounds in the word. m 2 Point to the letter(s) as you say the sound, and have students repeat it with you. Listen: /m/. Now you say it. /m/ 3 Write or display the Letter Card for the next sound in the word and repeat the procedure. Listen: /ă/. Now you say it. /ă/ m a 4 Sweep your hand below the letters, and blend the sounds. Have students blend the sounds with you. Blend the two sounds together. Listen: /m/ /ă/. Now you say it. /m/ /ă/ ma 5 Repeat the process for the remaining sounds, one at a time. Listen: /t/. Now you say it. /t/ ma t 6 Model reading the entire word. Sweep your hand below the letters and blend the sounds. Blend all of the sounds together. Listen: /m/ /ă/ / t/, mat. ma t Have students blend the sounds to read the word. Now you say it. /m/ /ă/ /t/, mat 7 Ask students to tell if the target word sounds like a real word. Have them use the word in a sentence. Does mat sound like a word you know? Yes. Now use the word mat in a sentence. Possible response: I wipe my feet on the mat. Instructional Routines 12

13 Instructional Routines Instructional Routine 3: Continuous Sound Blending Purpose: Use this routine to provide students with an intermediate strategy as a transition between sound-by-sound blending and reading words with automaticity. 1 Display the Letter Cards. m a t 2 Sweep your hand below the letters. As you point to each letter, slowly blend each sound. Listen: /m/ /ă/ /t/, mat. ma t Then read the word naturally. 3 Guide students to blend the sounds and pronounce the word. Blend the word with me: mat. Now you read it. mat ma t 4 Ask students to tell if the target word sounds like a real word. Have them use the word in a sentence. Does mat sound like a word you know? Yes. Now use the word mat in a sentence. Possible response: I wipe my feet on the mat. 5 Repeat with additional examples. Blend the word with me: sat. Now you read it. sat s a t Instructional Routines 13

14 Instructional Routines Instructional Routine 4: Vowel-First Blending Purpose: Use this routine to provide additional support to students who have difficulty with the other two types of blending and need to focus on using vowel sounds. 1 Display the Letter Card for the vowel in the word. Point to the spelling as you say the sound. Have students repeat the sound with you. Listen: /ôr/. Now you say it. /ôr/ or 2 Explain that when you see this spelling as you read, you will remember to say that sound. When I see these two letters together, I ll say /ôr/. 3 Display the Letter Card for the first sound in the word. Point to the spelling as you say the sound. Listen: /f/. Now you say it. /f/ f Have students repeat the sound with you. 4 Place the cards next to each other in order. Sweep your hand below the cards and blend the sounds. Listen: /f/ /ôr/, for. Now you say it. /f/ /ôr/, for f or Have students blend the sounds with you. 5 Repeat the process for the remaining sounds, one at a time. Listen: / k/. Now you say it. /k/ k 6 Sweep your hand below the cards, and blend the sounds. Have students blend the sounds with you. Listen: /f/ /ôr/ /k/, fork. Now you say it. /f/ /ôr/ /k/, fork f or k 7 Ask students to tell if the target word sounds like a real word. Have them use the word in a sentence. Does fork sound like a word you know? Yes. Now use the word fork in a sentence. Possible response: I eat pasta with a fork. Instructional Routines 14

15 Instructional Routines Instructional Routine 5: Sounds in Sequence Dictation (Single-Syllable Words) Purpose: Use this routine to give students a strategy to spell single-syllable words. 1 Review the Sound/Spelling Card. Tell students they will be spelling words with this sound/spelling. 2 Say the target word, and use it in a sentence. What is the sound for this spelling? /m/ We are going to spell the word mat. I wipe my feet on the mat. m _mb 3 Say the word slowly with students. Say the word with me. Listen carefully to hear all the sounds. /m/ /ă/ /t/ 4 Segment the first sound in the word with students. Watch my mouth: /m/ /ă/ /t/. What s the first sound? /m/ Write the spelling for /m/. m 5 Repeat with remaining sounds. Watch my mouth: /m/ /ă/ /t/. What s the next sound? /ă/ Write the spelling for /ă/. a Watch my mouth: /m/ /ă/ /t/. What s the next sound? /t/ Write the spelling for / t/. t 6 Write the target word on the board. Have students check their spelling. 7 Read the sentence, and have students write the sentence. What word did we spell? mat Did you write mat with the letters m-a-t? Now write this sentence: I sit on my mat. 8 Write the sentence on the board. I sit on my mat. Now proofread your sentence. 9 Repeat the routine with the remaining words. Think about the sounds as you write the words. Instructional Routines 15

16 Instructional Routines Instructional Routine 6: Sounds in Sequence Dictation (Multi-Syllable Words) Purpose: Use this routine to give students a strategy to spell multi-syllable words. 1 Review the Sound/Spelling Card. Tell students they will be spelling words with this sound/spelling. What is the sound for this spelling? /ā/ a a_e ai _ay 2 Say the target word and use it in a sentence. We are going to spell the word safely. Be sure to cross the street safely. 3 Guide students to divide the word into syllables. 4 Segment the first sound in the first syllable with students. 5 Repeat with the remaining sounds in the first syllable. Then continue by segmenting the sounds in the second syllable with students. 6 Write the target word on the board. Have students check their spelling. Say the word with me: safely. Now clap the syllables. Safe (clap) ly (clap) Now listen for the sounds in the first syllable: /s/ /ā/ /f/. What s the first sound? /s/ Write the spelling for /s/. s Watch my mouth: /s/ /ā/ /f/. What s the next sound? /ā/ Write the spelling for /ā/. a Watch my mouth: /s/ /ā/ /f/. What s the next sound? /f/ Write the spelling for /f/. f What pattern stands for the /ā/ sound in safe?a-consonant-e Write the last letter to finish the pattern. e What word did we spell? safely Check your spelling of safely. 7 Have students write the sentence. Now write: Did you get home safely? 8 Repeat the sentence, saying one word at a time. Remind students to write highfrequency words as whole words. Did you get home safely? Remember that you do not need to sound out the high-frequency words. 9 Repeat with the remaining words. Think about the sounds as you write. Instructional Routines 16

17 Instructional Routines Instructional Routines 7: Syllable Division VCCV Pattern Purpose: Use this routine to teach students how to read words with the VCCV syllable pattern. 1 Write a word with a VCCV pattern, but do not read the word aloud. 2 Remind students that each syllable in a word has a vowel sound. Have students identify the vowels in the word. Write a V under each vowel. 3 Have students identify the consonants between the vowels. Write a C under each consonant. napkin Look at this word. Which letters are vowels? a, i napkin v v Which letters are consonants that fall between the vowels? p, k nap kin vc cv 4 Point out the VCCV pattern. Explain that when dividing a VCCV word, the syllables are divided between the two consonants. Draw a slash between the two consonants in the word and between the C s in the VCCV pattern. 5 Have students sound out each syllable and blend the syllables to read the word. 6 If students have difficulty reading the syllables correctly, remind them that each syllable has a CVC pattern, so the vowels are short. When you see a vowel-consonantconsonant-vowel pattern, divide the word into syllables between the two consonants. nap/kin vc/cv Let s blend the syllables to read the word: /n/ /ă/ /p/ /k/ / ĭ/ /n/. What s the word? napkin Nap has a short a sound. Kin has a short i sound. When you put the two syllables together, you get napkin. Instructional Routines 17

18 Instructional Routines Instructional Routine 8: Syllable Division VCV Pattern Purpose: Use this routine to help students recognize the VCV syllable pattern. 1 Write a word with a VCV pattern, but do not read the word aloud. 2 Remind students that each syllable in a word has a vowel sound. Have students identify the vowels. Write a V under each vowel. 3 Have students identify the consonant between the vowels. Write a C under each consonant. 4 Point out the VCV pattern. Explain that in a VCV word, the syllables are usually divided before the consonant. Draw a slash before the consonant. Explain that the first syllable is an open syllable and the vowel sound is long. 5 Have students sound out each syllable and blend the syllables to read the word. 6 Repeat the process with a VC/V word, such as finish. Explain that if the word does not make sense, students should divide the word after the consonant. Draw a slash after the consonant. Explain that this is now a closed syllable and the vowel is short. Have students sound out each syllable and blend the syllables to read the word. moment Look at this word. Which letters are vowels? o, e moment v v Which consonant letter falls between the vowels? m moment v c v When you see a vowel-consonant-vowel pattern, divide the word into syllables before the consonant. mo/ment v/ c v Let s blend the syllables to read the word: /m/ /ō/ / m / /ĕ/ /n/ / t /, moment. What s the word? moment fi/nish v/cv /f/ / ī/ /n/ / ĭ/ /sh/ Does /f/ / ī/ /n/ / ĭ/ /sh/ make sense? no fin/ish vc/v Let s break the syllable after the consonant, like this. The first syllable is now a closed syllable. The vowel sound is short. /f/ / ĭ/ /n/ / ĭ/ /sh/, finish Does finish sound like a word you know? yes Instructional Routines 18

19 Instructional Routines Instructional Routines 9: Syllable Division VCCCV Pattern Purpose: Use this routine to help students recognize the VCCCV syllable pattern. 1 Write a word with a VCCCV pattern, but do not read the word aloud. 2 Remind students that each syllable in a word has a vowel sound. Have students identify the vowels in the word. Write a V under each vowel. 3 Have students identify the consonants between the vowels in the middle of the word. Write a C under each consonant. surprise Look at this word. Which letters are vowels? u, i, e surprise v v v Which letters are consonants that fall between the vowels? r, p, r surprise vcccv 4 Point out the VCCCV pattern. Explain that a VCCCV word always has two blended consonants and is divided into syllables either before or after the blended consonants. Ask students what the blended consonants are, and draw a slash between the syllables. Words with a vowel-consonant-consonantconsonant-vowel pattern always have two blended consonants. Divide the word into syllables either before or after these two consonants in the same syllable. sur/prise vc/ccv What are the two blended consonants in this word? The p and r are blended consonants. 5 Have students sound out each syllable and blend the syllables to read the word. Have students adjust the pronunciation of the syllables as necessary to get a real word. Let s blend the syllables to read the word: /s/ /ә r/ /pr/ / ī/ /z/, surprise. What s the word? surprise Instructional Routines 19

20 Instructional Routines Instructional Routine 10: Choral Reading Purpose: Use this routine to provide students with opportunities to build fluency. 1 Have students turn to the appropriate page in the text. We will read together. Be sure you are on the page that we will be reading. 2 Read the text aloud with students. As I read the text, you will read along with me. 3 Model accuracy, appropriate rate and phrasing, and expression. Listen to how my voice sounds as I read. Try to make your voice match mine. Instructional Routine 11: Echo Reading Purpose: Use this routine to provide students with opportunities to build fluency. 1 Have students turn to the appropriate page in the text. 2 Read a section of the text aloud as students track the print. Model accuracy, appropriate rate and phrasing, and expression. 3 Reread the section. Have students track the print and read along with you as you read. You will listen as I read. Then you will read with me. Be sure you are on the page that we will be reading. Put your finger on the beginning of the first sentence. As I read the text, use your finger to follow along. Listen to how my voice sounds as I read. Now read along with me. Try to make your voice match mine. 4 Continue the process with several more sections of the text. Instructional Routines 20

21 Instructional Routines Instructional Routine 12: Repeated Reading Purpose: Use this routine to provide students with opportunities to build fluency. 1 Select a short passage for students to read. 2 Read the passage aloud once for comprehension. Model accuracy, appropriate rate and phrasing, and expression. 3 Have students whisper-read the passage aloud. Listen as I read the text aloud. Pay attention to the speed at which I read and how my voice changes. Now using a whisper, read the passage aloud to yourself. Practice reading at a good speed and try to read all of the words correctly. 4 Listen to monitor students reading. If a word is misread, read the word correctly and have the student repeat the word before continuing. 5 Have students reread the passage until the desired level of fluency is achieved. Instructional Routines 21

22 Instructional Routines Instructional Routine 13: Partner Reading Purpose: Use this routine to provide students with opportunities to build fluency. 1 Have students work in pairs to read. Take turns reading the pages of this text. 2 Tell students how to read so their partner can hear them. 3 Tell students how to listen and provide feedback to their partner. As you read, be sure to speak loudly enough so your partner can hear you. Make your voice sound natural, like you are talking. As you listen to your partner read, ask yourself these questions: 1. Is my partner reading too slowly or too quickly? 2. Is my partner pausing for commas and periods? 3. Is my partner reading the words correctly? 4. Does my partner sound like he or she is talking? Give your partner feedback about his or her reading. 4 Have students repeat the process. Instructional Routines 22

23 Instructional Routines Instructional Routine 14: Vocabulary in Context Cards Purpose: Use this routine to help students deepen their understanding of vocabulary words. 1 Display the Vocabulary in Context Card and read aloud the word. Have students repeat the word. Discuss the phonics and structural cues, including sound/spelling patterns. 2 Read aloud the explanation under What Does It Mean? on the back of the card. This word is create. What s the word? create When you create something, you make it. 3 Have students read aloud the sentence on the front of the card. Use the picture and the sentence together to help students understand the word. Some artists create things out of junk. This statue was made of recycled trash. What do the picture and the context sentence tell us about the word? 4 Point out any Spanish cognates. The Spanish cognate of create is crear. 5 Read aloud the sentences under Think About It on the back of the card. What would you like to create? 6 Have students use the word in sentences. Now use create in a sentence. Possible response: I like to create funny songs. 7 Give partners or small groups one or two Vocabulary in Context Cards. Help students, as necessary, as they begin working on the Talk It Over activity on the back of the card. 8 Have students complete the activities for all of the lesson s cards during the week. Instructional Routines 23

24 Column Chart: Title or Topic Graphic Organizer 1 Graphic Organizer 1 24

25 Column Chart: Title or Topic Graphic Organizer 2 Character Detail My Own Experience Inference About Character character character character Graphic Organizer 2 25

26 Feature Map: Title or Topic Graphic Organizer 3 Graphic Organizer 3 26

27 Flow Chart: Title or Topic Graphic Organizer 4 Graphic Organizer 4 27

28 Flow Chart: Title or Topic Graphic Organizer 5 Graphic Organizer 5 28

29 Four-Square Map: Title or Topic Graphic Organizer 6 Graphic Organizer 6 29

30 Idea-Support Map: Title or Topic Graphic Organizer 7 Graphic Organizer 7 30

31 Inference Map: Title or Topic Graphic Organizer 8 Graphic Organizer 8 31

32 Inference Map: Title or Topic Graphic Organizer 9 Graphic Organizer 9 32

33 Story Map: Title Graphic Organizer 10 Setting Characters Beginning Plot Middle End Graphic Organizer 10 33

34 Story Map: Title Graphic Organizer 11 Setting Characters Problem (Conflict) Plot Events Solution (Resolution) Graphic Organizer 11 34

35 T-Map: Title or Topic Graphic Organizer 12 Graphic Organizer 12 35

36 T-Map: Title or Topic Graphic Organizer 13 Cause Effect Graphic Organizer 13 36

37 Venn Diagram: Title or Topic Graphic Organizer 14 Both Graphic Organizer 14 37

38 Web: Title or Topic Graphic Organizer 15 Graphic Organizer 15 38

39 Additional Resources Grade 3 hmhco.com LV 3