Reading Horizons Discovery Language Arts and Oklahoma PASS Language Arts Standards Third Grade Correlation

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1 THIRD GRADE Reading Standards: Foundational Skills Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts. Oklahoma PASS Standard Reading Horizons Discovery (RHD) Standard 1. Phonics/Decoding: The student will apply sound-symbol relationships to decode words. 1. Phonetic Analysis - Apply knowledge of phonetic analysis to decode unknown words (e.g., common letter/sound relationships, consonants, blends, digraphs, vowels, and diphthongs). 1. Phonetic Analysis: Letter Group 1, Lesson 1 (Aa, Bb, Ff, Dd, Gg); Letter Group 2, Lesson 6 (Hh, Jj, Ll, Mm, Ee); Letter Group 3, Lesson 8 (Nn, Pp, Rr, Ss, Oo); Letter Group 4, Lesson 10 (Tt, Vv, Ww, Xx, Yy, Uu); Letter Group 5, Lesson 13 (Qq, Zz, Cc, Kk, Ii); Punctuation, Lesson 11; Sentence Structure, Lesson 54; 42 Sounds Poster, Whole Class and Student Transfer Cards: Students will identify and print all upperand lowercase letters, words, and sentences appropriately. The Slide, Lesson 1; Building Words, Lesson 3: Students will learn to read going from left to right with the aid of sliding sounds together left to right and visually seeing an arrow guiding them left to right. L-Blends, Lesson 18; R-Blends, Lesson 19; S-Blends, Lesson 20; Digraph Blends, Lesson 53; 42 Sounds Poster. Blends Poster, Whole Class and Student Transfer Cards. Phonetic Skill 1 and 2, Lessons (short vowel cvc, ccvc, ccvcc); Two Vowel Posters; Whole Class and Student Transfer Cards. 1

2 Vowel Families O and I, Lesson 40; Whole Class and Phonetic Skill 3, Lesson 42 (long vowel cv); Two Vowel Posters; Whole Class and Student Transfer Cards). Phonetic Skill 4, Lesson 43; Two Vowel Posters; Whole Class and Student Transfer Cards). Phonetic Skill 5, Lesson 50 (adjacent vowel cvvc); Two Vowel Posters; Whole Class and Decoding Skill 1, Lesson 61; Two Decoding Skills Poster, Whole Class and Decoding Skill 2, Lesson 66; Two Decoding Skills Poster, Whole Class and Voiced and Voiceless TH, Lesson 27; 42 Sounds Poster, Whole Class and Student Transfer Cards. Digraphs SH, CH, WH, and PH Lesson 28; 42 Sounds Poster, Whole Class and R-Controlled Vowels (Murmur Diphthongs)-Lessons 76-78; 42 Sounds Poster, Whole Class and Student Transfer Cards: identify and know spelling/sound correspondences for ar, or, er, ur, and ir vowel teams. Special Vowel Sounds (diphthongs au/aw, oi/oy, ou/ow), Lessons 86-89; 42 Sounds Poster, Whole Class and Student Transfer Cards: identify and know spelling/sound correspondences for additional vowel teams. 2. Structural Analysis - Apply knowledge of structural analysis to decode unknown words (e.g., syllabication rules, affixes, root words, compound words, spelling patterns, contractions, final stable syllables). 2. Structural Analysis Adding Suffixes -S, -ES,-ING, -ED, -ER, -EST, Lessons 23, 37, 38, 48, 55; Whole Class and 2

3 Root Words, Prefixes and Suffixes, Lesson 79; Whole Class and Student Transfer Cards. Contractions, Lesson 30; Whole Class and Student Transfer Cards: Students will learn contractions are joined words that have been reduced in length by leaving out some letters and an apostrophe ( ) is used in the exact place where letters have been left out (e.g., let us = let s) Compound Words, Lesson 26; Whole Class and Student Transfer Cards: Students will learn the meanings of individual words to predict the meaning of those words as a compound word. Decoding Skill 1, Lesson 61; Two Decoding Skills Poster, Whole Class and Decoding Skill 2, Lesson 66; Two Decoding Skills Poster, Whole Class and LE at the End of a Word, Lesson 69; Whole Class and Student Transfer Card. Decoding Two-Syllable Words, Lesson 73; Two Decoding Skills Poster, Whole Class and Decoding Exceptions, Lesson 91; Whole Class and Other Suffixes TION, SION, OUS, Lesson 93; Whole Class and Student Transfer Cards. Letter Combinations that Split, Lesson 94; Whole Class and Practicing Multi-Syllabic Words, Lesson 99; Whole Class and Student Transfer Cards. 3. Apply knowledge of sentence structures and semantics in conjunction with phonics and structural analysis to decode unknown words. 3. Apply knowledge of sentence structures and semantics in conjunction with phonics and structural analysis to decode unknown words. Punctuation, Lesson 11: 3

4 Every sentence must begin with an uppercase (capital) letter and end with a punctuation mark. Declarative/Telling: a telling sentence gives us information. The telling sentence ends with a dot or period (.) as the punctuation mark (Example: I have a dog). Interrogative/Question: sometimes we use a sentence to ask someone a question. This is called an interrogative or asking sentence. When we ask question sentences, they usually begin with the words: is, who, what, when, where, why, or how. This type of sentence uses the question mark (?) as the ending mark (Example: Is that your dog?). Exclamatory/Exclamations: sentences that show expression (sad or happy) or excitement, such as yelling, are called exclamatory sentences. An exclamatory sentence expresses strong feelings about something. Exclamatory sentences always end with an exclamation mark (!) as the ending punctuation (Example: My dog bit me!). Sentence Structure, Lesson 54: Students will learn to produce/recognize and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences. Most Common Words Lessons: Read common high-frequency words by sight (300 words divided into 22 lists/lessons). Student will apply knowledge of phonics and structural analysis to decode unknown words. 4

5 Standard 2. Vocabulary: The student will develop and expand knowledge of words and word meanings to increase vocabulary. 1. Words in Context - Use context clues (the meaning of the text around the word) to determine the meaning of grade-level appropriate words. 2. Affixes - Use prefixes (for example: un-, pre-, bi-, mis-, dis-, en-, in-, im-, ir-), suffixes (for example: -er, -est, -ful, -ness, -ing, -ish, -less), and roots to determine the meaning of words. 3. Synonyms, Antonyms, and Homonyms/Homophones - Determine the meanings of words using knowledge of synonyms, antonyms, homonyms/homophones, and multiple meaning words. 1. Words in Context: Most Common Words Lessons: Read common high-frequency words by sight (300 words divided into 22 lists/lessons). Student will apply knowledge of phonics and structural analysis to decode unknown words. Reading Horizons Discovery Little Books: Controlled vocabulary fiction and nonfiction stories incorporating the phonic sounds and high-frequency words learned from each lesson. 2. Affixes: Adding Suffixes -S, -ES,-ING, -ED, -ER, -EST, Lessons 23, 37, 38, 48, 55; Whole Class and Root Words, Prefixes and Suffixes, Lesson 79; Whole Class and Student Transfer Cards. Other Suffixes TION, SION, OUS, Lesson 93; Whole Class and Student Transfer Cards. 3. Synonyms, Antonyms, and Homonyms/Homophones Antonyms, Synonyms, and More, Lesson 72; Whole Class and Student Transfer Cards: Students will learn and understand words that explain common antonyms (words with opposite meanings), synonyms (words with the same meanings), and homonyms/homophones (words which sound the same but have different spellings and meanings, e.g., bear and bare). 5

6 4. Using Resource Materials - Use word reference materials (glossary, dictionary, thesaurus) to determine the meaning and pronunciation of unknown words. 4. Using Resource Materials: Not addressed in Reading Horizons Discovery Standard 3. Fluency: The student will identify words rapidly so that attention is directed at the meaning of the text. 1. Read regularly in independent-level texts (texts in which no more than 1 in 20 words is difficult for the reader) fluently and accurately, and with appropriate rate, change in voice, and expression. 2. Read regularly in instructional-level texts that are challenging yet manageable (texts in which no more than 1 in 10 words is difficult for the reader). 3. Engage in repeated readings of the same text to increase fluency. 4. Accurately and fluently read high frequency and/or irregularly spelled words in meaningful texts. 5. Use punctuation cues (e.g., final punctuation, commas, quotation marks) in text with appropriate phrasing as a guide to understanding meaning. 1. Reading Horizons Discovery Little Books: Controlled vocabulary fiction and non-fiction stories incorporating the phonic sounds and highfrequency words learned from each lesson. 2. Reading Horizons Discovery Little Books: Controlled vocabulary fiction and non-fiction stories incorporating the phonic sounds and highfrequency words learned from each lesson. 3. Reading Horizons Discovery Little Books: Controlled vocabulary fiction and non-fiction stories incorporating the phonic sounds and highfrequency words learned from each lesson. Each story contains comprehension questions. 4. Most Common Words Lessons: Read common high-frequency words by sight (300 words divided into 22 lists/lessons). 5. Punctuation, Lesson 11: Every sentence must begin with an uppercase (capital) letter and end with a punctuation mark. Declarative/Telling: a telling sentence gives us information. The telling sentence ends with a dot or period (.) as the punctuation mark (Example: I have a dog). Interrogative/Question: sometimes we use a sentence to ask someone a question. This is called an interrogative or asking sentence. When we ask question sentences, they usually begin with the words: is, who, what, when, where, why, or how. This type of 6

7 sentence uses the question mark (?) as the ending mark (Example: Is that your dog?). Exclamatory/Exclamations: sentences that show expression (sad or happy) or excitement, such as yelling, are called exclamatory sentences. An exclamatory sentence expresses strong feelings about something. Exclamatory sentences always end with an exclamation mark (!) as the ending punctuation (Example: My dog bit me!). Commas, Lesson 21: Students will learn that a comma (,) sets word or phrases apart. Students will use commas in dates and to separate single words in a series. Writing/Grammar/Usage and Mechanics The student will express ideas effectively in written modes for a variety of purposes and audiences. Standard 3. Grammar/Usage and Mechanics: The student will demonstrate appropriate practices in writing by applying standard English conventions to the revising and editing stages of writing. 1. Grammar/Usage: Students are expected to recognize and correctly use nouns, pronouns, verbs, adjectives, adverbs, conjunctions, and contractions in their writing. a. Singular, plural, and possessive forms of nouns b. Common and proper nouns c. Subjective (Nominative), objective, and possessive pronouns 1. Grammar/Usage: Students are expected to recognize and correctly use nouns, pronouns, verbs, adjectives, adverbs, conjunctions, and contractions in their writing. a. Nouns, Lesson 34: Students will learn to form regular plural nouns orally by adding /s/ or /es/. Students will identify common, proper, and possessive nouns. b. Nouns, Lesson 34: Students will learn to identify common and proper nouns. c. Nouns, Lesson 34: Students will learn to identify nominative and possessive pronouns. 7

8 d. Present, past, and future tense verbs e. Regular, irregular, and helping (auxiliary) verbs f. Past participle of verbs g. Subject-verb agreement h. Positive, comparative, and superlative adjectives i. Time, place, and manner adverbs j. Coordinating conjunctions 2. Mechanics: Students are expected to demonstrate appropriate language mechanics in writing. a. Correctly capitalize geographical names, holidays, dates, proper nouns, book titles, titles of respect, sentences, and quotations. b. Correctly indent at the beginning of each paragraph. c. Observe left and right hand margins. 3. Punctuation: Students are expected to demonstrate appropriate punctuation in writing. d. Verbs, Lesson 39: Students will learn that a verb is a word that shows action. Students will learn to use verbs to convey a sense of past, present, and future. e. Verbs, Lesson 39: Students will learn that helping verbs are verbs that help the main verb in the sentence to say what it wants to say (e.g., may, be, do, should, have, will). f. Not addressed in Reading Horizons Discovery. g. Verbs, Lesson 39: Students will learn to match the subject and verb in a sentence (subject/verb agreement). h. Adjectives, Lesson 33: Students will learn positive, comparative, and superlative adjectives. i. Adverbs, Lesson 49: Students will learn about adverbs used for time and place. j. Conjunctions, Lesson 67: Students will learn about coordinating, correlative, and subordinating conjunctions. 2. Mechanics: Students are expected to demonstrate appropriate language mechanics in writing. a. Not a specific skill covered in Reading Horizons Discovery. b. Not a specific skill covered in Reading Horizons Discovery. c. Not a specific skill covered in Reading Horizons Discovery. 3. Punctuation: Students are expected to demonstrate appropriate punctuation in writing. 8

9 a. Periods in abbreviations and sentence endings (terminal punctuation) b. Question and exclamation marks c. Commas in dates, addresses, locations, quotes, introductory words, words in a series, greetings, and closings in a letter d. Apostrophes in contractions and possessives e. Colon in notation of time, formal letter writing, and the introduction of words or concepts in a series, (e.g., bring the following supplies: glue, paper, scissors, etc.) f. Quotation marks around direct quotations, the titles of individual poems, and short stories a. Punctuation, Lesson 11: Declarative/Telling: a telling sentence gives us information. The telling sentence ends with a dot or period (.) as the punctuation mark (Example: I have a dog). b. Punctuation, Lesson 11: Interrogative/Question: sometimes we use a sentence to ask someone a question. When we ask question sentences, they usually begin with the words: is, who, what, when, where, why, or how. This type of sentence uses the question mark (?) as the ending mark (Example: Is that your dog?). Exclamatory/Exclamations: sentences that show expression (sad or happy) or excitement, such as yelling, are called exclamatory sentences. An exclamatory sentence expresses strong feelings about something. Exclamatory sentences always end with an exclamation mark (!) as the ending punctuation (Example: My dog bit me!). c. Commas, Lesson 21: Students will learn that a comma (,) is used in dates, addresses, locations, quotes, introductory words, words in a series, greetings, and closings in a letter. d. Contractions, Lesson 30: Students will learn contractions are joined words that have been reduced in length by leaving out some letters and an apostrophe ( ) is used in the exact place where letters have been left out (e.g., let us = let s). Apostrophes are also used to show possessive/ownership. e. Not a specific skill covered in Reading Horizons Discovery. f. Punctuation, Lesson 11; Commas, Lesson 21: Students will learn to use quotation marks. 9

10 4. Sentence Structure: The student will demonstrate appropriate sentence structure in writing. a. Correctly write the four basic kinds of sentences (declarative, exclamatory, imperative, and interrogative) with terminal punctuation. b. Begin to use simple, compound, and complex sentences appropriately in writing. 5. Spelling: Students are expected to demonstrate appropriate application of spelling knowledge to the revising and editing stages of writing. a. Demonstrate recall of spelling patterns (e.g., grapheme or blend), consonant doubling (e.g., bat + ed = batted), changing the ending of a word from y to 4. Sentence Structure: The student will demonstrate appropriate sentence structure in writing. a. Punctuation, Lesson 11: Every sentence must begin with an uppercase (capital) letter and end with a punctuation mark. Declarative/Telling: a telling sentence gives us information. The telling sentence ends with a dot or period (.) as the punctuation mark (Example: I have a dog). Interrogative/Question: sometimes we use a sentence to ask someone a question. This is called an interrogative or asking sentence. When we ask question sentences, they usually begin with the words: is, who, what, when, where, why, or how. This type of sentence uses the question mark (?) as the ending mark (Example: Is that your dog?). Exclamatory/Exclamations: sentences that show expression (sad or happy) or excitement, such as yelling, are called exclamatory sentences. An exclamatory sentence expresses strong feelings about something. Exclamatory sentences always end with an exclamation mark (!) as the ending punctuation (Example: My dog bit me!). b. Sentence Structure, Lesson 54: Students will learn to produce/recognize and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences. 5. Spelling: Students are expected to demonstrate appropriate application of spelling knowledge to the revising and editing stages of writing. a. Adding Suffixes -S, -ES,-ING, -ED, -ER, -EST, Lessons 23, 37, 38, 48, 55; Whole Class and Student Transfer Cards: consonant doubling (e.g., 10

11 ies when forming the plural (e.g., carry = carries), and common homophones (e.g., hair/hare). b. Spell phonetically regular multisyllabic words, contractions, and compounds. bat + ed = batted); Adding Suffixes to Words Ending in Y, Lesson 71; Whole Class and Student Transfer Cards.: changing the ending of a word from -y to -ies when forming the plural (e.g., carry = carries); Antonyms, Synonyms and More, Lesson 72: common homophones (e.g., hair/hare) b. Spell phonetically regular multisyllabic words, contractions, and compounds. Decoding Skill 1, Lesson 61; Two Decoding Skills Poster, Whole Class and Decoding Skill 2, Lesson 66; Two Decoding Skills Poster, Whole Class and LE at the End of a Word, Lesson 69; Whole Class and Student Transfer Card. Decoding Two-Syllable Words, Lesson 73; Two Decoding Skills Poster, Whole Class and Decoding Exceptions, Lesson 91; Whole Class and Other Suffixes TION, SION, OUS, Lesson 93; Whole Class and Student Transfer Cards. Letter Combinations that Split, Lesson 94; Whole Class and Practicing Multi-Syllabic Words, Lesson 99; Whole Class and Student Transfer Cards. Contractions, Lesson 30; Whole Class and Student Transfer Cards: Students will learn contractions are joined words that have been reduced in length by leaving out some letters and an apostrophe ( ) is used in the exact place where letters have been left out (e.g., let us = let s). 11

12 Compound Words, Lesson 26; Whole Class and Student Transfer Cards: Students will learn the meanings of individual words to predict the meaning of those words as a compound word. c. Increase the number of high frequency words spelled correctly. d. Spell words ending in tion and sion correctly. e. Use various sources of materials to check and correct spelling. 6. Handwriting: Students are expected to demonstrate appropriate handwriting in the writing process. a. use handwriting/penmanship to copy and/or compose text using correct formation of letters. b. use correct spacing of letters and words in manuscript and cursive writing. c. Most Common Words Lessons: Read common high-frequency words by sight (300 words divided into 22 lists/lessons). d. Other Suffixes TION, SION, OUS, Lesson 93; Whole Class and Student Transfer Cards: Spell words ending in -tion and -sion correctly. e. Not a specific skill covered in Reading Horizons Discovery. 6. Handwriting: Students are expected to demonstrate appropriate handwriting in the writing process. a. Students learn to correctly print letters in each alphabet letter lesson. b. Not a specific skill covered in Reading Horizons Discovery, although practiced when writing words. 12

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