Paterson Public Schools Office of Elementary Literacy K-8/Academic Support Programs

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1 C. Decoding and word Recognition Use root words, basic prefixes (i.e. re- and ex-) and suffixes (i.e. ment and tion) as a strategy Decode multi-syllabic words Use context to accurately read words with more than one pronunciation Distinguish between homophones in their writing (For all of the above see LAL Curriculum Frameworks G3R page 1 of 11) Use the following common spelling patterns to read words: o drop the final e and add endings such as: -ing, -ed, or able (e.g., use/using/used/usable). o drop final consonants when adding an ending o correctly add suffix tion, -sion o use common prefixes, suffixes and root words Use decoding to understand compound words. TE 167A Word Structure: Compound Words TE 261C Word Structure: Root Word + Inflection Theme 2: If You Made a Million TE 297C Word Structure: Root Word + Suffix TE 323A Word Structure: Prefix + Root Word + Suffix Theme 3: Alejandro s Gift TE 347A Word Structure: Root Word + Inflection Read independent text orally by accurately decoding multi-syllabic words, high frequency words, and irregular sight words in order to read fluently. Theme 2: Yippee-Yay! TE 193C Syllable Pattern TE 221A Syllable Patterns TE 300L-301 Decode Multi-syllabic Words TE 369C Syllable Patterns Maintain a response journal and use multi-syllabic words and homophones in their responses to open-ended questions. The questions will involve higher order thinking by making inferences, drawing conclusions, and summarizing main idea. 1

2 Read connected text fluently and with accuracy and at a conversational rate with appropriate expression. Read 120 wpm (words per minute). Demonstrate levels of increased fluency by reading sequential passages in the Oral Reading Fluency Assessment found in all Harcourt Trophies Teacher s Edition. Read a Readers Theater script at a conversational rate with expression. D. Fluency (For all of the above see LAL Curriculum Frameworks G3R page 3 of 11) TE 159 Rereading For Fluency Echo Reading T48a-b Fluency Routine Cards in Theme Resources T46-48 Assessment of oral reading accuracy and fluency Theme 2: Yippee-Yay! TE 183 Rereading For Fluency Partner Reading TE 211 Rereading For Fluency Readers Theatre TE 251 Reading For Fluency Tape-Assisted Reading Theme 2: If You Made a Million TE 287 Rereading For Fluency Choral Reading TE 315 Rereading For Fluency Echo Reading T80a-b Fluency Routine Cards in Theme Resources T78-80 Assessment of oral reading accuracy and fluency TE 339 Rereading For Fluency- Partner Reading TE 363 Rereading For Fluency Readers Theatre 2

3 E. Reading Strategies Use think-aloud, graphic organizers, webs, study guides, and other tools to make covert comprehension processes overt. Formulate questions and draw conclusions, using given information during reading. Summarize content by identifying important ideas and providing details after reading. Identify and use text features, such as headings, paragraphs, and format, to preview a text and make predictions in order to comprehend. Actively ask questions, visualize, make connections, and predict as they read. Use content or structure of sentence in the reading selection to help determine the meaning of an unfamiliar word. Identify important information and provide supporting details for each important idea in a selection to summarize the text by using tools such as graphic organizers, outlining, and notes. (This section will be added to the LAL K 8 Curriculum Frameworks) Use self-questioning strategy while reading to understand important ideas. TE 146J Self-Questioning Transparency 190 TE 194J Self-Question Transparency 209 Use contextual analysis to confirm meaning Theme 2: Yippee-Yah! TE 168J Context to Confirm Meaning Transparency 199 Discuss the mental images visualized while reading and how it can help a reader understand characters and story events. TE 222J Create Mental Images Transparency 218 TE 300J Create Mental Images Predict events and actions based upon prior knowledge and text features Use a graphic organizer to compare and contrast likenesses and differences Make connections between their own personal experiences and what is happening in the text to draw conclusions and make inferences 3

4 F. Vocabulary and Concept Development Define words by breaking them into smaller parts using prefixes or suffixes that have been added to the root word. Use surrounding text and pictures to understand unknown words. Use context clues, language structure, phonetic strategies, and text structure to read. Read a total of sight words. (For all of the above see LAL Curriculum Frameworks G3R page 4 of 11) Demonstrate knowledge of prefixes and suffixes such as, un-, re-, dis-, mis-, im-, pre-, in-, -less, -able, -ly, -ful, and er to clarify word meaning by completing a prefix and suffix chart. TE 194L-195 Prefixes and Suffixes Transparency 210 Use context clues to clarify the meaning of unfamiliar words such as: o a restatement, o a renaming or synonym, o an example, or o a direct description or definition included in the sentence or paragraph. TE 146L-147 Spelling Patterns Transparency 191 Theme 2: Yippee-Yah! TE 168L-169 Vocabulary Context Transparency 200 TE 222L-223 Vocabulary in Context Transparency 219 Theme 2: If You Made a Million TE 262L-263 Spelling Patterns Transparency 229 TE 323I Suffixes/Homographs Theme 3: Alejandro s Gift TE 324L-325 Vocabulary in Context Transparency 245 TE 369K Homographs 4

5 G. Comprehension Skills and Response to Text Recognize transition words such as, I think or I believe that distinguish fact from opinion. Identify word clues that determine cause/effect, fact/opinion, and main idea. Distinguish between main idea and supporting details. Connect what is read with own background knowledge and experience in order to draw conclusions and make inferences. Understand that text formats can be used to set a purpose for reading. Use meaning clues, language structure, phonetic strategies, text structure, and surface features of text to read. (For all of the above see LAL Curriculum Frameworks G3R page 5 of 11) Apply understanding of text structure to guide reading by: Fact and Opinion TE 146I, , , 167B, 167K-M Fact and Opinion Transparency 190 Theme 2: Yippee-Yah! TE 193D Fact and Opinion TE 194I, , , 221M-O Fact and Opinion Transparency 209 Main Idea and Details TE 221B Main Idea and Details Theme 2: Yippee-Yay! TE 168I, , , 193M-O Main Idea and Details Transparency 199 Theme 2: If You Made a Million TE 262I, , , 297M-O Transparency 228 Compare and Contrast TE 222I, , , 261M-O Compare and Contrast Transparency218 Summarize 5

6 G. Comprehension Skills and Response to Text Recognize transition words such as, I think or I believe that distinguish fact from opinion. Identify word clues that determine cause/effect, fact/opinion, and main idea. Distinguish between main idea and supporting details. Connect what is read with own background knowledge and experience in order to draw conclusions and make inferences. Understand that text formats can be used to set a purpose for reading. Use meaning clues, language structure, phonetic strategies, text structure, and surface features of text to read. (For all of the above see LAL Curriculum Frameworks G3R page 5 and 6 of 11) TE 300I Summarize Transparency 236 Cause and Effect Theme 3: Alejandro s Gift TE 324I, , , 347K-M Transparency 244 Locate Information TE 348I, , , 369M-O Transparency 253 Draw conclusions form the selection Use sequence chains graphic organizer to summarize text. Author s purpose to persuade, informs, entertain, and/or give directions Use graphic organizer to make inferences about text clues using text ideas, prior knowledge, and experience. Identify narrative elements of a story. 6

7 H. Inquiry and Research Ask relevant questions in order to comprehend text. Generate clarifying questions in order to comprehend text. They may convert headings into a question they want answered, generate a question based on what has been read, or by stating I am going to read this passage to find out Use several approaches to note taking, such as informal outline and webbing notes in order to use as a study tool. (For all of the above see LAL Curriculum Frameworks G3R page 9 of 11) Use the writing process to produce and present a teacherselected research project from content area text; and use a variety of resources to gather and organize information. Pre-reading Activities: Use a KWHL ( What I Know, What I want to Know, How I will find out? What I Learned ) to help them develop questions for prior to, during, and after reading. During Reading Activities: Develop questions. Complete the KWHL chart. After Reading Activities: Summarize what they have learned by completing the What I Learned column. 7