Grade level: 3 rd Grade Content: Reading NJCCCS: STANDARD 3.1Reading All students will understand and apply the knowledge of sounds, letters,and words in written english to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension. 3.1.3 A. Concepts About Print/Text 1. Recognize that printed materials provide specific information. 2. Recognize purposes for print conventions such as endsentence punctuation, paragraphing, and bold print Students should be able to do) Read and discuss various newspaper, magazine articles, and non-fiction selections Teacher uses Read Aloud to model examples of a variety of print formats Features of various print formats Read text and identify end punctuations. Explore real-world writings Recognize and discuss the purpose of end punctuation during shared reading and guided reading Graphic organizers Colored paper Sentence strips Scavenger hunt game : Create a collage for a specific genre s text features Index cards (colored) Colored paper Sentence strips : Write your own paragraph without punctuation, and swap with a partner to correctly insert punctuation. show to demonstrate Teacher observations and Completed genre scavenger game sheet Completed genre collage (extension) Quiz Teacher observations and Punctuation quiz Completed punctuation activity sheets Cross curriculum textbooks Authentic literature Harcourt text Books from a variety of genres available through: Leveled books Classroom library School library Materials from home (newspapers, magazines, catalogues, etc.) Charted Reading selections Harcourt Trophies PunctuationTakes a Vacation
3. Use a glossary or index to locate information in a text. Students should be able to do) Explicit mini lesson Showing students how to use an index and glossary in their Reading text. Sticky notes (colored) Scavenger hunt sheet : Create a text features collage for a selected text. Teacher observations and Completed scavenger sheet Completed text features collage (extension) Quiz ; Science and Social Studies textbooks Content Area Texts (e.g. Science, Social Studies) Informational texts from class or school library Materials from home (newspapers, magazines, catalogues, etc.)
NJCCCS: STANDARD 3.1 Reading All students will understand and apply the knowledge of sounds, letters, and words in written english to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension. 3.1.3 B. Phonological Awareness (includes phonemic awareness) 1. Demonstrate a sophisticated sense of sound-symbol relationships, including all phonemes (e.g., blends, digraphs, diphthongs). Instructional Activities Students should be able to do) Model strategies used to decode unfamiliar words Model chunking using common phonemes, blends, diphthongs, etc. (How will I differentiate?) Small group/one-onone Colored tiles Sticky notes dry erase boards : Create a word family poster or booklet. Create word family list. show to demonstrate Word building sheets Word family poster/booklet (extension) Teacher observation and Teacher made rubrics Word Study Lessons: Phonics, Spelling, and Vocabulary by Irene C. Fountas and Gay Su Pinnell; Harcourt Reading Textbook Word tiles
NJCCCS: STANDARD 3.1 Reading All students will understand and apply the knowledge of sounds, letters, and words in written english to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension. 3.1.3 C. Decoding and Word Recognition 1. Know sounds for a range of prefixes and suffixes (e.g., re-, ex-, -ment, -tion). Instructional Activities Students should be able to do) Explicit skills based minilessons for common prefixes, suffixes, roots Making Words Activity using common prefixes, suffixes, roots Letter tiles, magnetic letters Dry erase slates Colored markers Colored index cards Colored pencils : Create a tri-fold chart explaining meanings of words prefix/suffix/root. Teacher observations and Completed word making charts/sheets Quiz ; Word Study Lessons: Phonics, Spelling, and Vocabulary by Irene C. Fountas and Gay Su Pinnell; Harcourt grammar lessons Making Words or Making Big Words by Patricia M. Cunningham http://www.harcourtschool.com/ colored tiles, magnetic letters, dry erase boards 2. Use letter-sound knowledge and structural analysis to decode words. Model skills lessons on word chunking, syllabication, word families for vocabulary words Create a word families poster. Letter tiles, magnetic letters Dry erase slates Colored markers Colored index cards Colored pencils Clap it out/stomp it out : Create a word families book. Teacher observations and Completed word families poster/books Rubric Quiz ; Word Study Lessons: Phonics, Spelling, and Vocabulary by Irene C. Fountas and Gay Su Pinnell; www.harcourtschool.com www.readinglady.com colored tiles, magnetic letters, dry erase boards, poster paper
3. Use context to accurately read words with more than one pronunciation. Instructional Activities Students should be able to do) Explicit on how to recognize and correctly use homographs and homophones Letter tiles, magnetic letters Dry erase slates Colored markers Colored index cards Colored pencils Homographs /homophones Mad Libs activity : Create a riddles using homographs/homophone word pairs. Teacher observation and Completed mad libs activity Completed riddles (extension) Teacher created rubric http://www.all-aboutspelling.com/homonymshomophones-homographs.html www.harcourtschool.com www.abcteach.com mad libs activity book/sheets
NJCCCS: STANDARD 3.1 Reading All students will understand and apply the knowledge of sounds, letters, and words in written english to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension. 3.1.3 D. Fluency 1. Recognize grade-level words accurately and with ease so that a text sounds like spoken language when read aloud. Instructional Activities Students should be able to do) Model fluent reading through read alouds (e.g., Shared reading, choral reading, chants, songs, poems, etc.) Guided reading Books on tape/cd Buddy reading Reader s Theater Record their own reading for students to listen to for modeled fluency. show to demonstrate Teachers assesses fluent reading during reading conferences, DRAs, and guided reading Various books from classroom library, guided reading, and school library Readers theater scripts www.storylineonline.net StoryWorks Magazine 2. Read longer text and chapter books independently and silently. Model and discuss expectations for independent reading. Select authentic literature Read silently and independently Guided reading Books on tape/cd : Record their own reading for students to listen to for modeled fluency. Independent reading book logs Teacher observation and Harcourt Reading Library, grade 3 Variety of books from classroom library, or school library www.storylineonline.net
3. Read aloud with proper phrasing, inflection, and intonation. Instructional Activities Students should be able to do) Teacher models fluent reading during class read aloud Shared Reading Students practice fluent reading during guided reading, independent reading, and D.E.A.R.; Choral reading, Chanting, Rapping, Songs, poems Readers theater Literature Circles Guided reading Books on tape/cd www.storylineonline.net : Record reading for modeled fluency. show to demonstrate Teacher conferencing and DRA s Guided reading Various books from classroom library, guided reading, and school library Readers theater scripts www.storylineonline.net StoryWorks Magazine
NJCCCS: STANDARD 3.1 Reading All students will understand and apply the knowledge of sounds, letters, and words in written english to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension. 3.1.3 E. Reading Strategies (before, during, after reading) 1. Set purpose for reading and check to verify or change predictions during/after reading. Students should be able to do) Discuss and chart Strategies of Good Readers. Model strategies to make and confirm predictions Make and confirm predictions during shared reading. Guided reading Graphic organizers : Use a predictions map to monitor independent reading at home. Teacher conferencing and DRA s Guided reading Completed predictions maps (extensions) Harcourt Reading Series Grade 3; Authentic Literature 2. Monitor comprehension and accuracy while reading in context and self-correct errors. Model self-correcting strategies to monitor comprehension Read aloud to a partner. Readers theater. Guided reading Graphic organizers www.storyline.net Teacher conferencing and DRA s Guided reading Various books from classroom library, guided reading, and school library Readers theater scripts : Record your reading and identify errors/self-correct. www.storylineonline.net StoryWorks Magazine
3. Use pictures and context clues to assist with decoding of new words. Students should be able to do) Identify unfamiliar words and locate clues to help with pronunciation Guided reading Graphic organizers Word chunking game : Create a crossword puzzle using new vocabulary words. Teacher conferencing and DRA s Guided reading Completed game sheets Completed crossword puzzle (extension) Word chunking game Game sheets Various books from classroom library, guided reading, and school library www.puzzle-maker.com 4. Develop and use graphic organizers to build on experiences and extend learning. Model how to use Venn-diagrams, character maps, story maps, etc... to analyze literature Use a venn diagram to compare and contrast story characters. Guided reading Graphic organizers : Use a KWL chart to extend knowledge of informational text. Teacher conferencing and DRA s Guided reading Completed graphic organizers Completed KWL chart (extension) Fountas and Pinnell s Guiding Readers and Writers Grade 3-6 Appendix Various graphic organizers
NJCCCS: STANDARD 3.1 Reading All students will understand and apply the knowledge of sounds, letters, and words in written english to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension. 3.1.3 F. Vocabulary and Concept Development 1. Spell previously studied words and spelling patterns accurately. 2. Point to or clearly identify specific words or wording that cause comprehension difficulties. Instructional Activities Students should be able to do) Practice spelling words and common spelling patterns through use of games Complete a word search for new spelling words. Model how to use context clues and picture clues to determine word meanings. Create vocabulary concept maps to define new words. Guided reading Game sheets/boards : Create a crossword puzzle using spelling words. Guided reading Vocabulary concept maps : Create sentences to demonstrate understanding of new words. show to demonstrate Teacher conferencing and Guided reading Completed game cards Completed crossword puzzles. (extension) Teacher conferencing and Guided reading Completed vocabulary concept maps Completed sentences. (extension) www.puzzle-maker.com Spelling game cards/ sheets Harcourt Series (Story vocabulary) Leveled readers Big books Classroom library
3. Infer word meanings from taught roots, prefixes, and suffixes. Instructional Activities Students should be able to do) Use information from prefixes and suffixes to define new words Create a tri-fold chart explaining meanings of words prefix/suffix/root. Paired reading Shared Reading/Guided reading One-on-one conferencing Choice of graphic organizers Colored index cards, sentence strips Word parts tiles Prefixes/suffixes/roots charts Create a prefixes/suffixes/roots table using Microsoft word. show to demonstrate Teacher observations and Completed graphic organizers Quiz Teacher created word sorts game Prefixes/suffixes/roots charts Graphic organizers Harcourt texts http://www.harcourtschool.com/ www.readwritethink.org www.abcteach.org www.scholastic.org 4. Use a grade-appropriate dictionary with assistance from teacher. Model use of dictionary. Explore glossaries of textbooks and nonfiction texts. Define new vocabulary words and identify its part of speech in word study journal. Partner/buddy Shared Reading/Guided reading One-on-one conferencing internet Design synonyms poster for defined vocabulary words. Completed word study journals Synonyms poster (extension) Teacher observation Word Study Journals Dictionaries / Thesaurus www.webster.com
5. Use pictures and context clues to assist with meaning of new words. Instructional Activities Students should be able to do) Identify unfamiliar words and locate clues to help with pronunciation Word Chunking Game Guided reading Graphic organizers Examine illustrations in a picture book to infer word meanings. show to demonstrate Teacher conferencing and DRA s Guided reading Completed game sheets Completed crossword puzzle (extension) Word chunking game Game sheets Various books from classroom library, guided reading, and school library www.puzzle-maker.com
NJCCCS: STANDARD 3.1 Reading All students will understand and apply the knowledge of sounds, letters, and words in written english to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension. 3.1.3 G. Comprehension Skills and Response to Text 1. Recognize purpose of the text. 2. Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts. (Students should know / Students should be able to do) Model and discuss the main purposes of a text Text structures used in organizing nonfiction text Use of graphic organizers such as main idea pyramid Explicit on cause and effect, fact and opinion, main idea, supporting details in fiction and nonfiction text Guided reading Graphic organizers Class charts Read a newspaper or magazine article and determine author s purpose. Shared Reading/Guided reading Partner / buddy Internet One-on-one conferencing Colored sentence strips Graphic organizers Cause and Effect Chain using nonfiction text Main Idea/supporting details web Fact and opinion scavenger hunt using newspapers and magazines Teacher conferencing and DRA s Guided reading Completed author s purpose sheets Teacher observation Completed cause and effect chain Main idea / supporting details web Fact and opinion scavenger hunt form (extension) Various books from classroom Library Newspaers, magazines Class charts Graphic organizers Reading Skills Board Games by Learning Well (Main Idea, Predicting outcomes, Fact/Opinion, Cause/Effect http://www.harcourtschool.com/ www.threadinglady.com http://reading.pppst.com/readingcomp rehension.html Harcourt Trophies Graphic organizers Books from a variety of genres available through: Leveled books Classroom library School library
3. Interpret information in graphs, charts, and diagrams. 4. Ask how, why, and what-if questions in interpreting nonfiction texts. (Students should know / Students should be able to do) Model how to use graphs, charts, and diagrams to interpret information in a reading passage Interpret changes in weather patterns in your area over a 2 week span. Model using questioning techniques to make predictions about text Shared Reading/Guided reading Partner / buddy Internet One-on-one conferencing Colored sentence strips Graphic organizers Keep a weather journal that tracks weather patterns for particular season(s) in a specific area. Shared Reading/Guided reading Partner / buddy Internet One-on-one conferencing Colored sentence strips Create a game using How, Why, and What questions after reading a read aloud. Teacher conferencing and Weather journal entries (extension) Teacher Observation Questions and Answers Game (extension) Newspapers Magazines Print from internet www.weather.com Books from a variety of genres available through: Leveled books Classroom library School library 5. Recognize how authors use humor, sarcasm, and imagery to extend meaning. Use read alouds to model examples of humor and imagery. Read variety of poetry to identify and discuss meanings of Figurative Language Shared Reading/Guided reading Partner / buddy Internet One-on-one conferencing Colored sentence strips Watch a movie and identify elements of humor and sarcasm. Teacher Observation Questions and Answers Completed figurative languge sheets Completed Humor/ sarcasm sheets Poetry books Classroom library DVD Class charts
6. Discuss underlying theme or message in interpreting fiction. 7. Summarize major points from fiction and nonfiction texts. (Students should know / Students should be able to do) Model strategies to interpret themes and author s message in a fictional text Complete a venn diagram comparing and contrasting three variations of the Cinderella Folktale. Identify the underlying theme in all three versions. Explicit mini lessons How to identify central ideas and supporting details through features of nonfiction texts (titles, headings, diagrams,) Shared Reading/Guided reading Partner / buddy Internet Various graphic organizers One-on-one conferences Create a poster that compares similar themes in picture books e.g., Patricia Polacco Shared Reading/Guided reading Partner / buddy Internet Small group conferencing One-on-one conferencing Graphic organizers Teacher Observation Questions and Answers Completed venn diagrams Completed poster Teacher observation Web outline Summary Microsoft Word outline (extension) Versions of Cinderella folktales Picture books from classroom library and school library Venn diagrams Outline template Microsoft word Create a web that outlines the main ideas and supporting details of a social studies or science article. e.g. the ways spiders use silk. Extension Using the outline template on Microsoft Word, create an outline identifying the main idea and supporting details of a social studies or science article.
8. Draw conclusions and inferences from texts. (Students should know / Students should be able to do) Explicit mini lesson on strategies for drawing conclusions and making inferences using read alouds and think alouds. Shared Reading/Guided reading Partner / buddy Internet Small group conferencing One-on-one conferencing Graphic organizers Play a drawing conclusions and inferences file folder game. : Read a fictional text and draw conclusions about character traits. Create a character poster. (What evidence will I show to demonstrate Teacher observation Completed game sheets Completed character poster Reading Skills Board Games by Learning Well ; Harcourt Reading Text; Grade appropriate literature Graphic organizers Variety of fictional literature from classroom library and school library 9. Recognize firstperson I point of view. Explicit mini lesson indroducing pronouns used when a story is written in first person. Read books written in first person Shared Reading/Guided reading Partner / buddy Internet Small group or one-on-one lessons / conferences as needed Pronouns chart Highlighters Read articles found on the internet. Identify one written in first person. Using www.awesomehighlighter.com highlight the first person pronouns used and print the highlighted article. Teacher observation First person pronoun charts Highlighted articles Books from: Leveled books Classroom library School library Newspapers Magazines Internet www.awesomehighlighter.com
10. Compare and contrast story plots, characters, settings, and themes. (Students should know / Students should be able to do) Explicit mini lesson on Story Elements Complete story maps for 2 stories. Compare and contrast elements through small group discussions. Create a class Venn Diagram. Shared Reading/Guided reading Partner / buddy Small group or one-on-one lessons / conferences as needed Story maps Venn Diagram Chart Make a theme diorama Teacher observations Completed story maps Class Venn Diagram Theme Diorama (extension) Books from: Classroom library School library Fountas and Pinnell s Guiding Readers and Writers Grade 3-6 11. Participate in creative responses to texts (e.g., dramatizations, oral presentations). Model fluency and dramatic expression through read aloud and shared reading. Engage in dramatic presentation of prose and poetry; Reader s Theater Shared Reading/Guided reading Partner / buddy Small group or one-on-one lessons / conferences as needed Story maps Venn Diagram Chart Create skits from reading stories. Teacher observations Completed story maps Class Venn Diagram Skits (extension) Books from: Classroom library School library Fountas and Pinnell s Guiding Readers and Writers Grade 3-6 Poetry books
12. Read regularly in materials appropriate for their independent reading level. (Students should know / Students should be able to do) Model strategies for choosing just right books, e.g., five finger rule Choose appropriate leveled books Shared Reading/Guided reading Partner / buddy Highlighters Sticky notes Think marks Small group conferencing One-on-one conferencing Class charts Teacher observation and Think marks Sticky notes Book logs Books from a variety of genres available through: Leveled books Classroom library Newspapers, magazines Sticky notes, think marks Reading logs Read a newspaper or magazine article and complete a think mark.
13. Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. (Students should know / Students should be able to do) Model strategies for choosing just right books, e.g., five finger rule. Choose appropriate leveled books Explicit and modeling of independent reading and think aloud strategies, (e.g., making connections, predictions, inferences, recording thoughts on think marks or sticky notes, etc ) Independent reading center and book logs Explore various topics for reading and discussion Shared Reading/Guided reading Partner / buddy Highlighters Sticky notes Think marks Small group conferencing One-on-one conferencing Class charts Read an article or book and participate in an online blog. Teacher observation and Think marks Sticky notes Book logs Guided reading Books from a variety of genres available through: Leveled books Classroom library Newspapers, magazines Sticky notes, think marks Reading logs www.scholastic.com www.kidslit.alltop.com www.shelfari.comwww.creaza.com
14. Use information and reasoning to examine bases of hypotheses and opinions. (Students should know / Students should be able to do) Model how to use text information to support opinions and conclusions. Provide evidence to explain conclusions about pictures and passages Shared Reading/Guided reading Partner / buddy Highlighters Sticky notes Think marks Small group conferencing One-on-one conferencing Class charts Read an article or book and participate in an online blog. Teacher observation and Think marks Sticky notes Book logs Guided reading Books from a variety of genres available through: Leveled books Classroom library Newspapers, magazines Sticky notes, think marks Reading logs www.kidslit.alltop.com www.shelfari.com www.edublogs.com
NJCCCS: STANDARD 3.1 Reading All students will understand and apply the knowledge of sounds, letters, and words in written english to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension. 3.1.3 H. Inquiry and Research 1. Use library classification systems, print or electronic, to locate information. Instructional Activities Students should be able to do) Model gathering information from different sources for specific purposes. Introduce different types of sources to locate information Locate information on a given research topic. E.g. animal, continent, country, sport, etc. Small group / Individual guidance as needed Peer helper Create a multimedia presentation for research report. show to demonstrate Completed information cards Teacher made rubrics Teacher observation and School Media Center Internet www.nationalgeographic.com www.discoverykids.com www.factmonster.com 2. Draw conclusions from information and data gathered. Explicit mini lessons on collecting and displaying data Distribute a survey or questions regarding a topic of student interest. Organize the data. Create a class graph or chart displaying collected data. Small group / Individual guidance as needed Peer helper Class graphs/charts Students create a survey or questionnaire. Teacher made rubrics Teacher observation and School Media Center Internet Questionnaire/ www.nationalgeographic.com www.discoverykids.com www.factmonster.com
3. Read a variety of nonfiction and fiction books and produce evidence of understanding. Instructional Activities Students should be able to do) Model strategies for responding to fiction and nonfiction. Model research report writing techniques, e.g., note-taking, outlining, paraphrasing. Write responses to fiction and nonfiction texts; Write book recommendations Oral and written reports Small group / Individual guidance as needed Peer helper Create a voicethread book response to a fiction, or nonfiction book. show to demonstrate www.prezi.com www.voicethread.com School Media Center Internet Books from school library and classroom library