Post on 04-May-2018
GRADE: 3rd Literacy Document
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD
Standard
Core Materials Leveled Literacy Library
Books throughout Pg #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Pg # Assessment
1.2.1 Apply reference skills to determine word meanings. • Use glossaries and dictionaries to find and
confirm word meanings. B: Use picture dictionary to find or confirm word meanings. AB: Use glossary and picture dictionary to find or confirm word meaning. I: Use dictionary and glossary to find or confirm word meanings and parts of speech. A: Use dictionary, glossary, and thesaurus to find or confirm word meanings, parts of speech, synonyms and antonyms. T: Discuss use of dictionaries, glossaries and thesauruses to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words.
Reading With Meaning: Teaching Comprehension in the Primary Grades, Debbie Miller, 2002
73-92
Read Aloud • Think Aloud • Discussion • Picture Response • Poetry
Discussion
Observation
Checklists
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
130-137
Through the use of this Literacy Curriculum Guide, the literacy coaches, grade level teams and the curriculum department hope that you are better able to access our Core materials and locate those strategies that best meet the needs of our students. To use this curriculum guide…
• Locate the GLE • Find the Core material that best meets that GLE • Look up the strategies using the page numbers provided • Read for helpful strategies or theory to help guide your instruction
Supplemental with one copy in each
Building Professional Library
Core Materials of Pasco School District
Strategies from the
Core Materials
Ways to Assess the GLE
GRADE: 3rd Literacy Document
Board Approved 9/15/2009
Core Materials – 3rd Grade
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas And Pinnell, 2000
Phonics Lessons Grade 3: Phonics, Spelling, and Vocabulary, Fountas and Pinnell, 2006
Word Matters, Teaching Phonics and Spelling in the Reading/Writing Classroom, Pinnell and Fountas, 1998
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
Interactive Read-Alouds, Grades 2-3: Linking Standards, Fluency, and Comprehension, Linda Hoyt, 2007
Suggested Instructional & Supplemental Materials
Guided Reading Shared Reading Interactive Read Aloud Word Study Supplemental Books
• Book Boxes • Leveled Literacy
Library books • White Boards • Post it notes • Graphic Organizers • Magna doodles • Magnetic letters • Reading Logs • Response journals • Literacy center
materials
• Highlighting tape • Cover up tape • Word Masks • Pointers • Easels • Big Books • Poem Boards • Post it notes • Puppets or props for
retelling
• White boards • Easels • Easel pads • Charts • Post it notes
• Magnetic boards • Magnetic letters • Pocket charts • Environmental print • Easel • Chart paper
• Toolkit Texts: Grades 2-3, (Selected by Harvey & Goudvis), 2007
• The Clear and Simple Thesaurus Dictionary, Wittels and Greisman, 1996
• The American Heritage Children’s Dictionary, Houghton Mifflin, 2006
• The Comprehension Toolkit: Teacher’s Guide, Harvey & Goudvis, 2005
GRADE: 3rd Literacy Document 3rd-3
3rd Grade Common Content Vocabulary
Board Approved 9/15/2009
Math Language Arts Science Social Studies
1 < > alliteration atmosphere architecture 2 angle adverb behavior pattern Artifacts 3 array author’s purpose circular motion Asia 4 Celsius compare and contrast data Bering land bridge 5 compose concluding sentence /clincher direction Canada 6 decompose describe/description dissolving Coastal area 7 denominator draw conclusions distance Culture 8 digit expository ecosystem Culture group 9 equivalent edit effect first inhabitant
10 Fahrenheit example form Grassland 11 fraction evidence from text fossil Great Plains 12 frequency table fact vs. opinion function hemisphere 13 intersecting first-person point of view infer Indigenous people 14 key (maps) graphic organizer inference Mexico
15 line plot informational/expository text
(nonfiction) location Pacific Ocean
16 line segments introduction nutrients Religious belief 17 lines key word outline population reservation 18 metric letter (composition) predication ritual 19 multiply (tion) literary/narrative text (fiction) prehistoric Society 20 numerator simile rain gauge South America 21 parallel onomatopoeia reasoning South Pole 22 parallelogram paragraph species Tradition 23 perimeter purpose steam Treaty 24 perpendicular run-together sentence system Tribal government 25 pictograph sentence fragment technology design process weaving 26 product summarize texture West Coast 27 quadrilateral text features verification written language 28 right angle topic sentence water vapor 29 thermometer writing process weathering 30 thousand weight
GRADE: 3rd EALR 1: The student understands and uses different skills and strategies to read. 3rd-4
Component 1.1: Use word recognition skills and strategies to read and comprehend text.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
1.1.4 Apply understanding of phonics. • Read words containing complex letter patterns
and/or word families (e.g., -ieve, –eive, -ield) in isolation and in context.
• Apply multi-syllabic decoding when reading words in all text.
AB: Use knowledge of phonics associated with known sounds to read familiar words. Decode known words following common vowel patterns I: Decode words following patterns, word families, etc. Identify same sounds represented by different single letters or combinations of letters (e.g., fish, rough). A: Read words in context containing complex letter pattern/word families. Apply multi-syllabic decoding when reading words. Recognize that sounds are represented by different single letters and combinations of letters.
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
372-374 Word Analysis Classroom Libraries *Scholastic Guided Reading Program, Fiction Focus (*New Teachers) Toolkit Texts: Grades 2-3, (Selected by Harvey & Goudvis), 2007
Pgs. 490-491 Running Records
Developmental Reading Assessment (DRA)
Evaluacion del desarrollode la lectura
(EDL)
349-352 Teaching for Word Solving
16-17
Interactive Read-Aloud, Shared Reading, Guided Reading, Independent Reading
Phonics Lessons Grade 3: Phonics, Spelling, and Vocabulary, Fountas and Pinnell, 2006
433-448 Buddy Study Cycle Pg. 449
Buddy Study Test
75-135 Mini-lessons, Games, Routines, Activities on Letter/Sound Relationship
As listed in lesson plan links
Pgs. 6-12 in Assessment Guide
153-217 Mini-Lessons, Games, Routines, Activities on Spelling Patterns
Pgs. 26-28 in Assessment Guide
347,351355,359383,399411,415
Mini-lessons, Games, Routines, Activities on Syllables
Pgs. 88,89 in
Assessment Guide
457,461465,473
Mini-Lessons, Games, Routines, Activities on Word Solving Actions
Pgs. 121,122,124 in Assessment Guide
Word Matters, Pinnell and Fountas, 1998
Appx. 34 List of Mini-lessons
38-46 Word Walls Appx. 15,16
Lists of phonograms, multi-syllable words
Pg. 107
GRADE: 3rd EALR 1: The student understands and uses different skills and strategies to read. 3rd-5
Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials Specific
to GLE Page # Assessment
1.2.1 Apply reference skills to determine word meanings. • Use glossaries and dictionaries to find and
confirm word meanings. B: Use picture dictionary to find or confirm word meanings. AB: Use glossary and picture dictionary to find or confirm word meaning. I: Use dictionary and glossary to find or confirm word meanings and parts of speech. A: Use dictionary, glossary, and thesaurus to find or confirm word meanings, parts of speech, synonyms and antonyms. T: Discuss use of dictionaries, glossaries and thesauruses to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words.
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
371,434435
Research Strategies, Resources, Techniques
Pgs. 488-492 Observing
Processes: Anecdotal Notes, Teacher
Observation, Teacher-Made Assessments
376 Theory
Word Matters, Pinnell and Fountas, 1998
165 Mini-lessons and Application
Pgs. 100-101 Appx.
34 List of mini-lessons “Using References”
Phonics Lessons Grade 3: Phonics, Spelling, and Vocabulary, Fountas and Pinnell, 2006
469,477480
Guide Word Sorting, Word Entry Search
The Clear and Simple Thesaurus Dictionary, Wittels and Greisman, 1996
The American Heritage Children’s Dictionary, Houghton Mifflin, 2006
GRADE: 3rd EALR 1: The student understands and uses different skills and strategies to read. 3rd-6
Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
1.2.2 Apply vocabulary strategies in grade-level text. • Use the meanings of prefixes, suffixes, and
abbreviated words to determine the meaning of unknown words in grade-level text.
• Describe how word meanings change as affixes are added to base words (e.g., rest/unrest/restful).
• Re-read to clarify, read on, ask for help, adjust reading rate, and use knowledge of print conventions to determine meaning of unknown words in informational/expository text and literary/narrative text.
• Use prior knowledge, context, pictures, illustrations, and diagrams to predict, clarify, and/or expand word meaning, including multiple-meaning words.
B: Given pictures and illustrations, indicate word meaning. Identify pictures from written labels or identify text words or phrases from pictures AB: Demonstrate understanding of affixes and roots in familiar words. Apply word-meaning strategies in text (e.g., word structure, phonics, abbreviations, illustrations, prior knowledge and context). I: Re-read, read on, and ask for help to gain meaning of unknown words. T: Explain how to derive word meanings from knowledge of affixes and roots.
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
375-376 Theory Classroom Libraries
*Scholastic Guided Reading Program, Fiction, Levels A-Q
(*New Teachers)
Toolkit Texts: Grades 2-3, (Selected by Harvey & Goudvis), 2007
Pgs. 488-492 Observing Processes
458 Cloze Procedure
16-17
Interactive Read-Aloud, Shared Reading, Guided Reading, Independent Reading
311-315 Strategic Actions for Sustaining Reading
353-355 Teaching for Strategies to Monitor, Predict, Adjust
373-374 Principles for affixes
The Clear and Simple Thesaurus Dictionary, Wittels and Greisman, 1996
Teacher Made Assessments
Phonics Lessons Grade 3: Phonics, Spelling, and Vocabulary, Fountas and Pinnell, 2006
257,285289
Mini-lessons, Games, Routines, Activities on Homophones
The American Heritage Children’s Dictionary, Houghton Mifflin, 2006
As Listed
in Lesson Links
Pgs. 59,60 in Assessment Guide
367,371375,387391,403407,419423,427
Mini-lessons, Games, Routines, Activities on Prefixes, Suffixes, Word Endings
Pgs. 92,93,94 in Assessment Guide
GRADE: 3rd EALR 1: The student understands and uses different skills and strategies to read. 3rd-7
Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
Word Matters, Pinnell and Fountas, 1998
96-97 Definitions
Appx. 20,21 25,26
Lists of Prefixes, Suffixes, Homographs, Homophones
Pg. 107
243 Prompts for Word Solving Pgs. 113-114 Running
Records
Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007
155 Read-Aloud, Share the Reading, Readers Theater
Pgs. 31,32,36 in Guide to Interactive Read-
Alouds
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
47 Thinking Aloud The Comprehension Toolkit Teacher’s Guide, Harvey & Goudvis, 2005
16-18
Purpose-ful Talk
Pgs. 38-41 139-140 Four column Think Sheet
Strategy Cluster 4 Book 10
237 Vocabulary and Concept Lessons
Source Book of Short Text All
GRADE: 3rd EALR 1: The student understands and uses different skills and strategies to read. 3rd-8
Component 1.3: Build vocabulary through wide reading.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
1.3.1 Understand and apply new vocabulary. • Use new vocabulary from
informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in own oral and written communication.
B: Produce simple vocabulary in response to a read-aloud, including texts from a variety of cultures and communities. AB: Use new vocabulary in simple sentences to discuss, prior knowledge, illustrations to predict and confirm word meaning and concepts from literary and informational texts. Use simple sentences to answer and ask questions and show understanding of new words. A: Use new vocabulary in own oral and written communication. T: Integrate new vocabulary from text into written and oral communication across content areas.
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
26-33 Theory – Investigating & Using Language
Classroom Libraries
*Scholastic Guided Reading Program, Fiction, Levels A-Q
(*New Teachers)
Toolkit Texts: Grades 2-3, (Selected by Harvey & Goudvis), 2007
Pgs. 488-492: Observing Processes
30-31 Interactive Vocabulary
382-384 Reading Workshop, Literature Study, Writing Workshop
375-376 Strategies for Vocabulary
Phonics Lessons Grade 3: Phonics, Spelling, and Vocabulary, Fountas and Pinnell, 2006
249-337 477-481
Mini-lessons, Games, Routines on Word Meanings/Vocabulary Solving Actions
Pgs. 53-62 in Assessment Guide
Word Matters, Pinnell & Fountas,1998
235 Teaching for Word Solving Within Guided Reading
Pgs. 105, 107
191-202 Interactive Writing Teacher Observation
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
237-238 Vocabulary Lessons in Textbooks
The Comprehension Toolkit: Teacher’s Guide, Harvey & Goudvis, 2005
16-18 Purpose
-ful Talk
214-215 Content Word Wall Student Work
52-58 Responding to Reading Through Talking & Writing
Pgs. 6-7
GRADE: 3rd EALR 1: The student understands and uses different skills and strategies to read. 3rd-9
Component 1.3: Build vocabulary through wide reading.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007
141-150 Read-Aloud, Share the Reading, Readers Theater
Pg. 32 in Guide to Interactive Read-
Alouds
Guide to Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007
10-13
Turn & Talk, Thinking Partners, Share the Reading, Reader’s Theatre
GRADE: 3rd EALR 1: The student understands and uses different skills and strategies to read. 3rd-10
Component 1.3: Build vocabulary through wide reading.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text. W • Define words and concepts necessary for
understanding math, science, social studies, literature, and other content area text.
• Select, from multiple choices, the meaning of words necessary to understand content/academic text.
• Explain that some words have a different meaning in different content/academic texts (e.g., area in math and geography).
• Use new vocabulary in oral and written communication.
B: Produce one-word responses to simple questions or a prompt. W Use a word or gesture to participate in a discussion or activity around content area concepts and vocabulary. W AB: Use words and/or phrases to participate in discussions of short, illustrated stories and show understanding of vocabulary. W A: Identify and define words and concepts across content areas. W Identify words with different meanings in different content areas. W T: Explain how some words have different meanings in different content areas (e.g., area in math and geography). W
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
390 Theory/Definitions: Teaching Genre and Content Literacy
Toolkit Texts: Grades 2-3, (Selected by Harvey & Goudvis), 2007
Pgs. 465-468
Reading Stems for LC04/IC14
www.k12.wa.us
16-17
Interactive Read-Aloud, Shared Reading, Literature Study, Guided Reading, Independent Reading
Classroom Libraries
Investigations in Number, Data, and Space, Battista, et al, 1998
Full Option Science System (FOSS), Delta Education, 2005
Science & Technology for Children (STC), National Science Resource Center
Pg. 484 : Authentic
Assessment-Teacher Made Assessments
19-20 Independent Writing, Guided Writing, Investigations
Pgs. 427-429
Writer’s Notebooks
435-437 Content Area Investigations
242-244 Book introduction for Science Content
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
205-218 Content Literacy Theory and Activities
The Comprehension Toolkit, Harvey & Goudvis, 200
Extend and Investigate Book 5
7-20 Science & S.S.
Pg. 213 Science Journals
219-233 Topic Study (Science, History) Anchor Lessons Pgs. 38-41
233-238 Lessons on Textbook Reading
23-69 Textbook Reading
Pgs. 6-7
159-162 Two Column Chart Prior Knowledge Form Student Response
Appx. A
Book List For Teaching Content
GRADE: 3rd EALR 1: The student understands and uses different skills and strategies to read. 3rd-11
Component 1.4: Apply word recognition skills and strategies to read fluently
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
1.4.2 Apply fluency to enhance comprehension. • Read aloud familiar grade-level
informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression.
• Read aloud unpracticed grade-level text with fluency in a range of 110–120+ words correct per minute.
I: Read unpracticed text aloud at a target rate of 70-90 words correct per minute with comprehension. A: Read unpracticed text aloud at a target rate of 70-90 words correct per minute with comprehension. T: Read unpracticed text aloud at a target rate of 80-110 words correct per minute with comprehension.
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
132,315352,354
387
Teaching for Phrasing and Fluency
Toolkit Texts: Grades 2-3, (Selected by Harvey & Goudvis), 2007 Leveled Literacy Library Books Classroom Libraries *Scholastic Guided Reading Program, Fiction Focus (*New Teachers)
Pgs. 491-492
17-19
Reading Workshop: Independent Reading, Guided Reading, Literature Study
Pgs. 490-491 Running
Records Developmental Reading
Assessment (DRA) Evaluacion del
desarrollode la lectura (EDL)
457 Reader’s Theatre
Word Matters, Pinnell & Fountas,1998 10-11 Theory
Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007
xxxvii-xxix Reader’s Theatre Index
Pgs. 33,35 in Guide to Interactive Read-
Alouds
299-304 305-309 311-314 315-319
Interactive Read-Aloud, Share the Thinking, Reader’s Theatre
Pgs. 300, 306, 312, 316
GRADE: 3rd EALR 1: The student understands and uses different skills and strategies to read. 3rd-12
Component 1.4: Apply word recognition skills and strategies to read fluently
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
1.4.3 Apply different reading rates to match text. • Adjust reading rate to match difficulty of texts
(e.g., content/academic text) and for different purposes (e.g., pleasure reading vs. reading for information).
I: Adjust reading rate to match purpose. A: Adjust reading rate to match difficulty of text such as content area reading and for different purposes T: Adjust reading rate to match difficulty of text and the purposes for reading (e.g., skimming for facts and scanning for key words).
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
316,355 Adjusting Strategies
Pg. 492
313 Theory
Pgs. 33,35 in Guide to Interactive Read-Alouds
Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007
xxxviixxix Reader’s Theatre Index
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
71 Choosing Books
236 Active Reading Strategies
GRADE: 3rd EALR 2: The student understands the meaning of what is read. 3rd-13
Component 2.1: Demonstrate evidence of reading comprehension
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
2.1.3 Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text. W
• State main idea of an informational/expository text passage and give two reasons from the text supporting the choice.
• State the main idea of a literary/narrative text passage & support with 2 details from the story.
• Select, from multiple choices, the main idea of a passage, poem, or selection.
• Select, from multiple choices, a title that best fits the selection and support the choice with text evidence/details.
• State the theme/message in culturally relevant literary/narrative text and support with text-based evidence with teacher guidance.
• Organize main ideas and supporting details in a teacher-selected graphic organizer to enhance comprehension of text.
B: Use one or two words to state main idea of text read aloud. W AB: Identify phrases and simple sentences that describe a picture or select a picture described by a phrase or simple sentences. W. Use phrases to state main idea and discuss theme/message in text read aloud. W I: Identify the main idea and details in text. W A: Identify the main idea and predict an idea or theme supported by text details. W. Use descriptive sentences to state the theme/message in a text. W T: Identify the main idea and details of grade level text and infer an idea or theme supported by textual details. W
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
293 Prompts
Pgs. 465-468
OSPI Elementary Reading Stems for
LC01/IC11 www.k12.wa.us
450, Appx. 35,36
Graphic Organizers Pg. 496 Student
Response
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
142 Class Discussion, Charts The Comprehension Toolkit, Harvey & Goudvis, 2005
Strategy Cluster 5 Book: Determine Importance
Lessons 16-21
Pgs. 176-178
155-176 Strategy Lessons/Theory Assessment Follows Each Lesson in Supplemental
Appx. E Anchor Charts Extend and Investigate Book 113-119 Student Response
32-33
Teacher Modeling, Guided Practice, Collaborative Practice, Independent Practice, Application
Source Book of Short Text
Pgs. 38-41e
Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007
49,53 57, 107, 125,275
Interactive Read-Aloud, Share the Reading, Readers Theatre
Booklinks for Alternate Titles ix Pgs. 50,54,108,126,276
GRADE: 3rd EALR 2: The student understands the meaning of what is read. 3rd-14
Component 2.1: Demonstrate evidence of reading comprehension
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema. • Explain connections between self and
characters, events, and information occurring within culturally relevant text or among multiple texts.
• Call on prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text.
B: Use gesture or words to participate in a discussion connecting self with characters, events and information from text read aloud. (also 2.1.3) W AB: Use words and/or phrases to participate in a discussion connecting self to characters, events and information from text read aloud. (also 2.1.3)W I: Use simple sentences in discussion or on a graphic organizer to connect prior experience and knowledge to characters, events, and information within a text. W A: Use descriptive sentences to connect current issues, prior knowledge and experience to characters, events, and information within a text. W T: Use appropriate graphic organizer to connect current issues, prior experience and knowledge to characters, events, and information across texts. W
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
316-317 Strategic Actions for Expanding Meaning
358-360 Samples of Connections
445,447452-455
Comparison Grids, Anticipation Guide, Quick-Write, KWL, DRTA
Pg. 496 Student Response
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
91-104 Strategy Lessons/Theory
The Comprehension Toolkit, Harvey & Goudvis, 2005
Strategy Cluster 2 Book: Activate & Connect
Lessons
4-6
Pgs. 105-108
32-33
Teacher Modeling, Guided Practice, Collaborative Practice, Independent Practice, Application
Pgs. 38-41
Appx. E Anchor Charts
Assessment Follows Each Lesson in Supplemental
Extend and Investigate Book 92-97 Student Response
Source Book of Short Text
Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007
1-4 5-9
261-264 Interactive Read-Aloud, Share the Reading, Readers Theatre
Booklinks for Alternate Titles
ix
Pgs. 2, 6
GRADE: 3rd EALR 2: The student understands the meaning of what is read. 3rd-15
Component 2.1: Demonstrate evidence of reading comprehension
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
2.1.5 Apply comprehension strategies before, during, and after reading: predict and infer from grade-level informational/expository text and/or literary/narrative text. W
• Predict or infer about text content using prior knowledge, text, and text features in both informational/expository and literary/narrative text. Support with evidence from text (e.g., how a character will act, why a character acts a certain way, why an author includes certain information, and what might happen next).
• Use text to make, confirm, or revise inferences and predictions in both literary/narrative and informational/expository text.
• Select, from multiple choices, a prediction or inference from literary/narrative text (e.g., how a poet or author feels, how a character feels, what a character will do, what is likely to happen next or at the end of the story or poem).
• Select, from multiple choices, a prediction or inference from informational/expository text (e.g., what is likely to happen, or what will happen next).
• Organize information that supports a prediction or inference in a teacher-selected graphic organizer to enhance comprehension.
B: Use gestures, pictures or one-word responses to predict what will happen based on pictures in text read aloud. W AB: Answer literal comprehension questions about simple text sentences including negatives, yes/no questions, simple past and future tenses, etc. Use words and/or phrases to predict what will happen based on literary or informational text read aloud. W Indicate what will happen next in text composed of simple sentences including negatives, yes/no questions, simple past and future tenses, etc. W I: Answer both literal and inferential comprehension questions about text composed with irregular plurals, modals, common irregular verbs, prepositional phrases, etc. W Use simple sentences to predict and infer using prior knowledge and information drawn from text. W Infer an idea supported by text details. W A: Use descriptive sentences to predict and infer using prior
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
133 Minilesson Pgs. 465-468
OSPI Elementary Reading Stems for
LC03/IC13 www.k12.wa.us
317,330 360 Theory, Definitions
452,454458
Anticipation Guide, DRTA, Reciprocal Teaching, Cloze Procedure
Pg. 496 Student Response
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
119-120 138-148 Strategy Lessons/Theory Pgs. 148-153
32-33
119-120
Teacher Modeling, Guided Practice, Collaborative Practice, Independent Practice, Application
Pgs. 38-41
Appx. E Anchor Charts
The Comprehension Toolkit, Harvey & Goudvis, 2005
Strategy Cluster 4 Book: Infer Meaning
Lessons 10-15
Assessment Follows Each
Lesson in Supplemental
Extend and Investigate Book 106-112 Student Response
Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007
33-36 29-32 37-40
262-264
Interactive Read-Aloud, Share the Reading, Readers Theatre
Booklinks for Alternate Titles ix Pgs. 34,30,38
GRADE: 3rd EALR 2: The student understands the meaning of what is read. 3rd-16
Component 2.1: Demonstrate evidence of reading comprehension
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
2.1.6 Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images, and generate and answer questions. • Monitor for meaning by identifying where and
why comprehension was lost and use comprehension repair strategies to regain meaning.
• Generate and answer questions before, during, and after reading.
• Draw, write about, or verbally describe the mental imagery that occurs while reading.
• Organize information to monitor for meaning; generate and answer questions in a teacher-selected graphic organizer to enhance comprehension.
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell,
311-314 Teaching for Monitoring
454 Sketch to Stretch Activity (Visualize)
Pg. 496 Student Response 455,456
458
Reciprocal Teaching, QAR, SQ3R (Questioning Activities)
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
130-138 Strategy Lessons/Theory on Visualizing 150-153
77-84 Strategy Lessons/Theory on Monitoring Comprehension
84-89
109-125 Strategy Lessons/Theory on Questioning 125-129
Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007
5-8 Lesson on Questioning Booklinks for Alternate Titles ix 6,26,290 in Core 25-28
289-292 Lessons on Visualizing
The Comprehension Toolkit, Harvey & Goudvis, 2005
Strategy Cluster 1 Book: Monitor Comp
Lessons 1-3
Assessment Follows Each
Lesson in Supplemental
Strategy 3 Cluster Book: Ask Questions
Lessons 7-9
Extend & Investigate Book 98-105 Student Response
GRADE: 3rd EALR 2: The student understands the meaning of what is read. 3rd-17
Component 2.1: Demonstrate evidence of reading comprehension
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
2.1.7 Apply comprehension strategies during and after reading: summarize grade-level literary/narrative text and informational/expository text. W • Summarize the events or ideas in
literary/narrative text, citing text-based evidence.
• Summarize the events, information, or ideas in informational/expository text (e.g., the life cycle of a frog, characteristics of a desert, and life events in a biography), citing text-based evidence.
• Summarize the plot/message in culturally relevant literary/narrative text.
• Select, from multiple choices, a sentence that best summarizes the story or informational/expository selection and support the choice with text evidence/details.
• Organize summary information in a teacher-selected graphic organizer to enhance comprehension.
A: Use descriptive sentences to complete teacher generated graphic organizer to organize information taken from text. W
T: Use descriptive sentences and specialized vocabulary to summarize, state the theme/message, and identify the main idea and several supporting details in a text. (also 2.1.3) W
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
313,317319 Definition, Theory
Pgs. 465-468
OSPI Elementary Reading Stems for
LC02/IC12 www.k12.wa.us
361-362 Teaching Strategies
453,455 One, Two, Three Activity, Reciprocal Teaching
Pg. 496 Student Response
17-19
Reading Workshop: Independent Reading, Guided Reading, Literature Study
Leveled Literacy Library Books
Classroom Libraries
*Scholastic Guided Reading Program, Fiction Focus
(*New Teachers)
Pgs. 490-491 Running Records
Developmental Reading
Assessment (DRA)
Evaluacion del desarrollode la lectura (EDL)
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
179-198 Strategy Lessons /Theory
The Comprehension Toolkit, Harvey & Goudvis, 2005
Strategy Cluster 6 Book: Summarize & Synthesize
Lessons 22-26
Pgs. 198-202
Appx. E Anchor Chart
Assessment Follows Each
Lesson in Supplemental
Extend & Investigate Book 120-124 Student Response
Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007
77-80 Interactive Read-Aloud, Share the Reading, Readers Theatre
Booklinks for Alternate Titles ix Pg. 78
GRADE: 3rd EALR 2 The student understands the meaning of what is read. 3rd-18
Component 2.2: Understand and apply knowledge of text components to comprehend text.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
2.2.1 Understand sequence in informational/expository text and literary/narrative text. W • Explain story ideas or events in sequential order.
(Note: Differences in story telling order exist between cultures. For example, in some cultures the end of the story is told first.)
• Explain steps in a process (e.g., problem solving in mathematics, life cycle of a butterfly).
• Select, from multiple choices, the order of ideas, facts, events (e.g., what happened first, next, last; the order in which ideas or facts were introduced).
B: Draw pictures to represent the sequence and story elements of simple literary text.
AB: Use words and/or phrases to retell the sequence and identify story elements of simple literary text. W Indicate the correct sequence in text composed of simple sentences including negatives, yes/no questions, simple past and future tenses, etc. W
I: Identify the correct sequence and predict what will happen next in text composed of sentences with modals, common irregular verbs, prepositional phrases, etc. (also 2.1.5) W Use simple sentences to retell story in sequence and to identify story elements. (also 2.1.5) W
T: Identify the correct sequence and predict what will happen next in grade level text. W
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
401,403 Theory
Pgs. 465-468
OSPI Elementary Reading Stems for
LC05/IC15 www.k12.wa.us
451 Sequence of Events Activity
Appx. 37, 24,
28 Graphic Organizers Pg. 496 Student
Response
Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007
89-93
77-80
271-274
Interactive Read-Aloud,
Share the Reading,
Readers Theatre
Booklinks for Alternate Titles ix Pgs. 90, 78, 272
GRADE: 3rd EALR 2 The student understands the meaning of what is read. 3rd-19
Component 2.2: Understand and apply knowledge of text components to comprehend text.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
2.2.2 Apply knowledge of printed and electronic text features to locate and comprehend text. W • Identify and use grade-level appropriate text
features. • Explain how certain text features help you
understand the selection. • Interpret information from graphs, charts,
diagrams, and tables. • Identify, from multiple choices, where certain
information/ideas might be found in the text. • Use icons, pull-down menus, key word searches. B: Point to title, page numbers, table of contents and other text features. W AB: Identify locations of title, page numbers, table of contents and other text features. W I: Use simple sentences to explain organizational features (e.g., glossaries, tables of content, map keys, captions in text or electronic media). W A: Use descriptive sentences to explain use of organizational features such as glossaries, tables of content, map keys, and captions in text or electronic media. W A: Identify information from charts and graphs. W T: Use descriptive sentences to apply understanding of organizational features (e.g., glossaries, tables of content, map keys, captions in text or electronic media). W
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
401-402 132 Definitions, Theory
Toolkit Texts: Grades 2-3, (Selected by Harvey & Goudvis), 2007
Pgs. 465-468
OSPI Elementary Reading Stems for
LA06/IA16 www.k12.wa.us
132 Minilesson
201-203 Guided Reading
433-434 Research Tools & Techniques
236-237 Guided Reading
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
214 Feature/Purpose Chart
The Comprehension Toolkit, Harvey &Goudvis, 2005
Extend & Investigate Book
138-139 Web
Sites for Kids
Pgs. 38-41
236-237 Active Reading Skills for Textbooks
Source Book of Short Text All
135-136 Drawing
GRADE: 3rd EALR 2 The student understands the meaning of what is read. 3rd-20
Component 2.2: Understand and apply knowledge of text components to comprehend text.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
2.2.3 Understand story elements. W • Describe characters’ physical traits and infer
personality traits by what they say and do. • Describe the problem faced by a character and
how he/she/it solves the problem. • Explain how the setting is important to the story. • Identify the speaker (narrator) in a selection and
explain first person point of view. • Select, from multiple choices, the best
description of a character or setting in a story or poem (e.g., character traits, feelings, character’s problem, or importance of character).
A: Use descriptive sentences to independently retell story in sequence and to identify the story elements. W T: Use descriptive sentences with specialized vocabulary to independently retell story in sequence and to identify the story elements. W
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
395-399 Definitions
Pgs. 465-468
OSPI Elementary Reading Stems for
LA06
www.k12.wa.us 441-446 Appx. 17-31
Activities, Graphic Organizers
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
94-95 Text Coding
Pg. 496 Student Response
96-97 Comparing Characters in Multiple Texts
Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007
85-135 Story
Element Tab
179-182
121-124
Interactive Read-Aloud, Share the Reading, Readers Theatre
Booklinks for Alternate Titles ix At the end of each
lesson
GRADE: 3rd EALR 2 The student understands the meaning of what is read. 3rd-21
Component 2.2: Understand and apply knowledge of text components to comprehend text.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
2.2.4 Apply understanding of simple text organizational structures. • Recognize and use previously learned text
organizational structures of simple listing and sequential order to aid comprehension.
• Identify and use text written in the text organizational structures of description and compare and contrast to find and organize information and comprehend text.
I: Identify text written in simple listing and sequential order. A: Identify text written in simple listing, sequential order, description, and compare and contrast text structures T: Identify text written in simple listing, sequential order, description, and compare and contrast text structures.
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
401-404 Theory, Activities Classroom Libraries
*Scholastic Guided Reading Program, Fiction Focus
(*New Teachers)
Pg. 505-506 226 Definition
16-17
Interactive Read-Aloud, Shared Reading, Guided Reading, Independent Reading
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
64, 159 Definitions The Comprehension Toolkit, H&G, 2007
Source Book of Short Text
All Student Response
Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007
1-4 57-60 271-274
Interactive Read-Aloud, Share the Reading, Readers Theatre, Extend
GRADE: 3rd EALR 2 The student understands the meaning of what is read. 3rd-22
Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
2.3.1 Understand and analyze the relationship between and among literary/narrative text and informational/expository text. W • Compare and contrast information (e.g., facts and details,
literary/narrative elements, different versions of the same story, time period, cultures) within text and between texts.
• Select, from multiple choices, a sentence that describes how specific literary/narrative elements are alike or different in a poem or story (e.g., two characters and/or their feelings, a character and the author, two events, two settings).
• Select, from multiple choices, a sentence that describes how information is alike or different (e.g., information from two selections).
• Recognize and explain cause and effect relationships in informational/expository and literary/narrative text, using evidence from the text.
• Select, from multiple choices, a sentence that explains the cause of events or the effects of actions.
B: Use gestures to indicate and draw pictures to represent cause and effect relationships and compare and contrast in simple short texts read aloud. W AB: Use words and/or phrases to describe: familiar concepts cause and effect relationships compare and contrast within and/or between texts read aloud W I: Answer cause/effect and comparison/contrast questions about written paragraph of text. W Use simple sentences with text-based evidence to describe cause and effect compare and contrast in text read aloud or independently W A: Answer cause/effect and comparison/ contrast questions about extended written text. W Use descriptive sentences and information from texts to describe cause and effect and compare and contrast in literary and informational texts. W
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
450-451 402-404 445,447
Appx. 18, 30, 31, 34, 39, 41,
42
Charts
Definitions, Examples
Book Comparison Chart, Comparison Grid
Graphic Organizers
Toolkit Texts: Grades 2-3, (Selected by Harvey & Goudvis), 2007
Pgs. 465-468
OSPI Elementary Reading Stems for
LA07/IA17 LA08/IA18
www.k12.wa.us
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
185 Three Column Note Form The Comprehension Toolkit, H&G, 2007
Source Book of Short Text
All Pgs. 38-41 96-97
Text Coding-Comparing Characters in Multiple Texts
Appx. A
Booklist for Teaching Content, by Genre
Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007
41-44 45-48 81-84
85-88
131-134 201-205 229-232
Interactive Read-Aloud, Share the Reading, Readers Theatre
Booklinks for Alternate Titles ix
Pgs. 42,44,82,86
31 in Guide to Interactive Read-
Aloud
GRADE: 3rd EALR 2 The student understands the meaning of what is read. 3rd-23
Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
2.3.2 Apply understanding of systems for organizing information. • Use alphabetical, numerical, and key word/topic
systems to locate information on a specific topic or for a specific purpose in an encyclopedia or dictionary.
B: Use a word, gesture, or drawing to group objects with common attributes. AB: Use words or phrases to categorize elements in literary and informational text. Use words or phrases to discuss information found in general reference materials (e.g., picture dictionary, dictionary, thesaurus). W I: Categorize objects according to common attributes. Distinguish between fantasy/reality and fact/opinion in short text. W (also 2.2.4) Locate information in adapted general reference materials (e.g., picture dictionaries, dictionary, thesaurus). Use simple sentences to discuss information found in general reference materials (e.g., dictionary, encyclopedia, thesaurus). A: Locate information on a topic in the appropriate resource/s for a specific purpose. T: Use specialized vocabulary across content areas to explain how to locate information on a specific topic in the appropriate resource/s and how the information fits the topic.
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
238, 242-244 364-365
Guided Reading (Text Introduction-Insects) Theory
Toolkit Texts: Grades 2-3, (Selected by Harvey & Goudvis), 2007
Pgs. 488-492 Observing Processes:
Anecdotal Notes, Teacher
Observation, Teacher-Made Assessments
Word Matters, Pinnell & Fountas
Appx. 50 38
Personal Word Wall
Interactive Word Wall
Phonics Lessons Grade 3: Phonics, Spelling, and Vocabulary, Fountas and Pinnell, 2006
453-456 469-472 477-480
Activities on Alphabetical Order, Guide Word Sort Pg. 179
Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007
57 255
Timeline Alphabox
Booklinks for Alternate Titles ix Student Response
The Clear and Simple Thesaurus Dictionary, Wittels and Greisman, 1996
The American Heritage Children’s Dictionary, Houghton Mifflin, 2006
GRADE: 3rd EALR 2 The student understands the meaning of what is read. 3rd-24
Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
2.3.3 Understand literary/narrative devices. W • Explain similes, metaphors, alliterative
sentences, and onomatopoeia and identify each in literary/narrative passages.
AB: Use words or phrases to identify the simplest forms of literary devices (e.g., simile, metaphors, and alliteration). W I: Indicate understanding of common idioms (e.g., catch the bus, keep up, drop in). W Use simple sentences to identify literary devices within a text (e.g., dialogue and alliteration). W A: Demonstrate understanding of literary idioms used in extended text. W Use descriptive sentences to identify literary devices (e.g., personification, imagery, dialogue, and alliteration) within a text. W T: Identify literary devices in grade level text. W Use specialized vocabulary to explain use of literary devices (e.g., metaphor, simile, humor, exaggeration and idioms). W AB: Use simple note-taking skills to begin to synthesize information from a variety of sources.
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
398,411412 Definitions
Classroom Libraries
*Scholastic Guided Reading Program, Fiction Focus
(*New Teachers)
Pgs. 465-468
OSPI Elementary Reading Stems for
LA06 www.k12.wa.us
202 Guided Reading Book Introduction
Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007
151-154 161-166 167-172
179-223 Literary Devices
Tab
Interactive Read-Aloud, Share the Reading, Readers Theatre
Booklinks for Alternate Titles ix At End of Each
Lesson
Word Matters, Pinnell and Fountas, 1998
Appx. 30 Onomatopoeic Words
GRADE: 3rd EALR 2 The student understands the meaning of what is read. 3rd-25
Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD
Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
2.4.1 Understand how to draw conclusions and give a response to literary/narrative text and informational/expository text W • Generate a personal or text-based response to
text using a teacher-generated prompt (e.g., what would be the best/worst part of an event or situation).
• Draw a conclusion from grade-level text (e.g., how the story or information might be useful, to whom the story or information might be useful) and support with evidence from the text.
AB: Use words or phrases to make generalizations and draw supported conclusions from text. W I: Use simple sentences to make generalizations and draw supported conclusions from text. W A: Use descriptive sentences to draw conclusions, make generalizations, and explain how to solve problems using information from a text. W T: Identify facts/opinions, draw conclusions, make generalization s and inferences from grade-level text. W Use specialized vocabulary to: • identify facts and opinions, • draw conclusions • make generalizations • explain how to solve problems using
information from texts W
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
285, 352
Thinking & Writing Stems
Classroom Libraries
Toolkit Texts: Grades 2-3, (Selected by Harvey & Goudvis), 2007
Pgs. 465-468
OSPI Elementary Reading Stems for
LA10, IA20 www.k12.wa.us 169-171 Response Journals
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
82-84 Read, Write, Talk Margin Notes
120-121 Activity - Responding to “Beyond the Line” Questions
Written Response
197 Activity - Trying to Understand Sticky Notes
Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007
37-40 Interactive Read-Aloud, Share the Reading, Readers Theatre
Booklinks for Alternate Titles ix Pg. 38
The Comprehension Toolkit, H&G, 2007
Source Book of Short Text
GRADE: 3rd EALR 2: The student understands the meaning of what is read. 3rd-26
Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
2.4.2 Understand the author’s purpose for and style of writing in both informational/expository text and literary/narrative text. W • Decide on the author’s purpose for writing a
selection and support the decision with evidence/details from the text.
• Identify simple elements of style (word choice, sentence structure and length, literary devices) (with teacher guidance).
AB: Use words or phrases to identify the author’s use of word choice. W I: Use simple sentences to identify facts that support the author’s word choice, purpose, tone, and use of persuasive devices. W A: Use descriptive sentences to identify and explain the author’s use of word choice, sentence structure and length, and tone. W T: Identify effect of author’s word choice, syntax, and tone. W Use specialized vocabulary to identify, explain, and cite examples of the author’s use of: • word choice • sentence structure and length • tone • persuasive devices • propaganda techniques • point of view • beliefs and assumptions W
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
72-73
397-401
The Writer’s Craft
Definitions
Classroom Libraries
Toolkit Texts: Grades 2-3, (Selected by Harvey & Goudvis), 2007
Pgs. 465-468
OSPI Elementary Reading Stems for
LA10, IA20 www.k12.wa.us
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
195-196 Activity – Reading Like A Writer
Pg. 196 Three column Note Form
Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007
117-119 125-129 155-159
261-319 Writing Traits Tab
179-223 Literary Devices
Tab
Interactive Read-Aloud, Share the Learning, Readers Theatre, Extend
Assessment Follows Each Lesson in Core
GRADE: 3rd EALR 2: The student understands the meaning of what is read. 3rd-27
Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
2.4.3 Understand the difference between fact and opinion. W • Identify facts and opinions and explain the
difference between them. • Select, from multiple choices, a statement that is
a fact or an opinion. AB: Distinguish between fantasy/reality and fact/opinion in text composed of phrases or simple sentences. (also 2.3.1) W I: Use simple sentences to distinguish between: fantasy and reality in literary text, and fact and opinion (also 2.3.1) W A: Identify the author’s purpose and answer fantasy/reality and fact/opinion questions about extended text. W (also 2.3.1) Use descriptive sentences to explain use of persuasive devices, propaganda techniques, and point of view. W T: Explain difference between facts and opinions. W
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
393 Definitions of Genre (See ELD Standards)
Pgs. 465-468
OSPI Elementary Reading Stems for
LA09/IA19 www.k12.wa.us
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
169-173 Three Column Note Form Student Response
Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007
17-20 Interactive Read-Aloud, Share the Reading, Readers Theatre
Booklinks for Alternate Titles ix Pg. 18
243-248 81-84
Fantasy, Reality (See ELD Standards) Pgs. 244,82
GRADE: 3rd EALR 2: The student understands the meaning of what is read. 3rd-28
Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
2.4.4 Evaluate author’s effectiveness for a chosen audience. W • Read an article and explain whether the author
convinced the reader to think or act differently. T: Use specialized vocabulary to identify, explain, and cite examples of the author’s use of: • word choice • sentence structure and length • tone • persuasive devices • propaganda techniques • point of view • beliefs and assumptions W
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
5
365-366
Definition
Ideas for Critiquing Text
Toolkit Texts: Grades 2-3, (Selected by Harvey & Goudvis), 2007
Pgs. 465-468
OSPI Elementary Reading Stems for
LA09/IA19 www.k12.wa.us
Strategies That Work, Harvey & Goudvis, 2007
169-170 Three Column Note Form Student Response
Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007
67-70 Interactive Read-Aloud, Share the Reading, Readers Theatre
Booklinks for Alternate Titles ix Pg. 68
2.4.5 Understand how to generalize from text. W • Generalize about common characteristics of
literary/narrative sub-genres. • Generalize by comparing characters in similar
stories from different cultures (e.g., Cinderella/The Rough-Faced Girl or Little Red Riding Hood/Lon Po Po).
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
Appx. 18,20,22,31,39
Graphic Organizers Classroom Libraries *Scholastic Guided Reading Program, Fiction Focus (*New Teachers) Toolkit Texts: Grades 2-3, (Selected by Harvey & Goudvis), 2007
Pgs. 465-468
OSPI Elementary Reading Stems for
LA07/IA17 www.k12.wa.us
306 Theory
403,450 Definition, Compare/Contrast Charts
Strategies That Work, Harvey & Goudvis, 2007
96-97 Text Coding Student Response
Interactive Read-Alouds, Linda Hoyt, 2007
41-44 201-205
Interactive Read-Aloud, Share the Reading, Readers Theatre
Booklinks for Alternate Titles ix Pg. 202
GRADE: 3rd EALR 3: The student reads different materials for a variety of purposes 3rd-29
Component 3.1: Read to learn new information
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
3.1.1 Understand how to select and use appropriate resources. • Identify two resources and use them to answer a
question or solve a problem. B: Follow simple text directions composed of pictures, single words, or phrases to perform a task. AB: Follow simple written directions to perform a task. I: Follow multi-step directions composed of simple sentences to perform a task. A: Use descriptive sentences to retell multi-step directions from text or oral prompt.
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
433-434 Gathering/Using Resources
Toolkit Texts: Grades 2-3, (Selected by Harvey & Goudvis), 2007
Pg. 429
Investigations: Written Response
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
116-117 Reading to Answer Specific Questions Pg. 117: Student
Summary
219-232 Topic Studies Research
3rd Grade Social Studies Materials 3rd Grade Science Materials and Kits 3rd Grade Math Materials The Clear and Simple Thesaurus Dictionary, Wittels and Greisman, 1996
Pgs. 38-41
Appx. B Magazines, Newspapers, and Websites
Phonics Lessons Grade 3: Phonics, Spelling, and Vocabulary, Fountas and Pinnell, 2006
469-472 477-480
Guide Word/ Word Entry Search
The American Heritage Children’s Dictionary, Houghton Mifflin, 2006
Word Matters, Pinnell & Fountas, 1998
20, 38, 477-480 Theory
163-166 Teaching Children to Use References
GRADE: 3rd EALR 3: The student reads different materials for a variety of purposes 3rd-30
Component 3.2 Read to perform a task.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
3.2.1 Understand information gained from reading to perform a specific task. • Use signs, labels, and instructions to answer
questions or complete a task, using grade-level text.
• Interpret information from common environmental print to solve a problem or perform a task (e.g., set up and run a science experiment using steps outlined in text).
B: Match printed word with common school item. Use word, gesture, or drawing to demonstrate comprehension of environmental print (e.g., school signs and labels in classroom). AB: Match simple sentences to demonstrate comprehension of environmental print (e.g., school signs, labels in classroom). I: Use simple sentences to demonstrate comprehension of environmental print (e.g., school signs, labels, street signs). A: Use descriptive sentences to demonstrate comprehension of environmental print (e.g., school signs and labels in classroom).
Guiding Readers and Writer’s (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
401 Text Features
Toolkit Texts: Grades 2-3, (Selected by Harvey & Goudvis), 2007
Pgs. 488-492 Observing Processes:
Anecdotal Notes, Teacher
Observation, Teacher-Made Assessments
Word Matters, Pinnell & Fountas, 1998
163-164 The Classroom Environment
Full Option Science System (FOSS), Delta Education, 2005
Science & Technology for Children (STC), National Science Resource Center
38 Interactive Word Wall
157,159 Words Around the Room Search
GRADE: 3rd EALR 3: The student reads different materials for a variety of purposes 3rd-31
Component 3.2 Read to perform a task.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
3.2.2 Understand a variety of functional documents. • Explain the information in functional documents
that are used in a school setting to communicate information (e.g., notes home to family members, rules, newsletters, schedules).
AB: Use words and/or phrases to identify functional documents (e.g., letters, forms, and menus). I: Use simple sentences to discuss the use of functional documents that are used in a school setting (e.g., bus schedules, lunch menus). T: Use specialized vocabulary to locate and use functional grade-level documents related to hobbies and interests.
GRADE: 3rd EALR 3: The student reads different materials for a variety of purposes 3rd-32
Component 3.4: Read for literary/narrative experience in a variety of genres.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature. • Listen to, read, and discuss a variety of literature
representing different perspectives of family, friendship, culture, and tradition, generating a personal and/or text-based response.
I: Use simple sentences to identify and discuss the culture and/or traditions described in a piece of literature. A: Use descriptive sentences to identify and discuss the culture and/or traditions described in a piece of literature T: Identify and discuss the culture and/or traditions described in a piece of literature.
Guiding Readers and Writer’s (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
264,265
358
Literature Study Discussion/Book Choice
Making Personal Connections
Classroom Libraries
Toolkit Texts: Grades 2-3, (Selected by Harvey & Goudvis), 2007
Pgs. 488-492 Observing Processes:
Anecdotal Notes, Teacher
Observation, Teacher-Made Assessments
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
100-101
116-117
120-121
134-135
Text Coding
Summary Writing
Written Response
Drawing Visual Images
Student Response
Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007
13-16 37-40 41-43
131-134
255-258
285
Interactive Read-Aloud, Share the Reading, Readers Theatre
Booklinks for Alternate Titles ix
Pgs. 31,32 in Guide to Interactive Read-
Alouds
GRADE: 3rd EALR 3: The student reads different materials for a variety of purposes 3rd-33
Component 3.4: Read for literary/narrative experience in a variety of genres.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
3.4.2 Understand contemporary and traditional literature written in a variety of genres. • Explain the characteristics of a variety of genres. • Respond to literature from multiple genres using
teacher prompts appropriate to the text and content.
B: Use drawings, word, or gesture to respond to or distinguish between two genres (e.g., fiction and non-fiction). AB: Use words or phrases to distinguish between two genres (e.g., simple narrative and fairy tale). I: Use simple sentences to respond to and distinguish among a variety of genres. A: Use descriptive sentences to discuss literature written in a variety of genres. Use descriptive sentences to compare/contrast the culture and/or traditions described in a piece of literature with that of the reader. T: Use specialized vocabulary to examine and explain the characteristics of genres. Use specialized vocabulary to compare and contrast cultures and traditions from a variety of literature.
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
Chapter 23
270-271
Appx. 61
Teaching Genre and Content Literacy
Literature Discussion Teacher Prompts
Book List with Genre Codes
Classroom Libraries
*Scholastic Guided Reading Program, Fiction Focus
(*New Teachers)
Toolkit Texts: Grades 2-3, (Selected by Harvey & Goudvis), 2007
Pgs. 488-492 Observing Processes:
Anecdotal Notes, Teacher
Observation, Teacher-Made Assessments
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
257-290 Books for Content Teaching Listed by Genre
Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007
85-88
229-255 Genre Tab
Interactive Read-Aloud, Share the Reading, Readers Theatre
Booklinks for Alternate Titles ix
Assessment Follows Each
Lesson in Core
The Comprehension Toolkit, Harvey & Goudvis, 2005
Extend and Investigate Book
23-69 Text-books
73-82 Test
Reading
GRADE: 3rd EALR 3: The student reads different materials for a variety of purposes 3rd-34
Component 3.4: Read for literary/narrative experience in a variety of genres.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
3.4.3 Understand a variety of literature representing different cultures and traditions.
• Discuss the culture and/or traditions described in a piece of literature and explain how they are similar or different from those of the reader.
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
264-265
281
Theory: Variety of Perspectives
Thoughtful Student Response
3rd Grade Social Studies Materials
Pgs. 488-492 Observing Processes
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
190-192 Note Taking Forms Student Response
Interactive Read-Alouds, Grades 2-3, Linda Hoyt, 2007
13-16 37-40 41-43
131-134
Interactive Read-Aloud, Share the Reading, Readers Theatre
Booklinks for Alternate Titles ix
Pgs. 31,32 in Guide to Interactive Read-
Alouds
GRADE: 3rd EALR 4: The student sets goals and evaluates progress to improve reading. 3rd-35
Component 4.1: Assess reading strengths and need for improvement
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
4.1.1 Apply strategies to monitor reading progress. • Identify reading strengths and weaknesses with
teacher assistance and select targets on which to work.
• Track progress in reading achievement with graphs, charts, and checklists.
AB: Use words and/or phrases to explain what good readers do. I: Use simple sentences to explain what good readers do A: Use descriptive sentences to explain what good readers do.
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
Appx. 12,
13,14, 46, 51,
52
Student Logs, Reading Interview, Reading Progress Graph, Self-Assessment Tool
Written Responses 484-485
332 Theory
328-330 Mediated Thinking
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
299-303 Assessment Interview
Word Matters, Pinnell & Fountas, 1998
111
174-178
Theory
Buddy Study
Phonics Lessons Grade 3: Phonics, Spelling, and Vocabulary, Fountas and Pinnell, 2006
Appx. 43
433-452 Buddy Study Lessons
Buddy Study Test
GRADE: 3rd EALR 4: The student sets goals and evaluates progress to improve reading. 3rd-36
Component 4.1: Assess reading strengths and need for improvement
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
4.1.2 Understand how to set grade-level appropriate reading goals. • Set two reading goals and create a plan to meet
those goals with teacher assistance. AB: Set instructional level reading goals with teacher. I: Set goals to learn basic English phonemes, rules, and sight words and track progress through use of word banks, charts, and logs. A: Use descriptive sentences to set reading goals and track progress through use of charts, rubrics, and reading logs. T: Set reading goals, create a plan, and record progress on a chart or graphic organizer.
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
494-496 Record of Book Reading Appx. 51
Appx. 13,14,
46
Student Logs, Reading Interview,
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
299-303 Assessment Interview
Word Matters, Pinnell & Fountas, 1998
Appx. 41 Graphic Organizer
GRADE: 3rd EALR 4: The student sets goals and evaluates progress to improve reading. 3rd-37
Component 4.2: Develop interests and share reading experience.
Board Approved 9/15/2009
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Leveled Literacy Library
Books throughout Page #
Instructional Strategies
Balanced Literacy Throughout
Supplemental Materials
Specific to GLE Page # Assessment
4.2.1 Evaluate authors and books to select favorites. • Develop a list of favorite authors and books,
including the reason each was selected for the list, and share with others.
• Self-select books to read at an instructional level and an independent level.
B: Use word, phrase or gesture to indicate preference for certain books read aloud. AB: Use words and/or phrases to discuss favorite authors and texts read aloud. I: Use simple sentences to indicate preference and recommend books to other students. A: Use descriptive sentences to discuss and share favorite authors, texts, genres, and common reading experiences. Develop a list of favorite authors and books. T: Use specialized vocabulary to discuss and share favorite authors, texts, genres, and common reading experiences. Use specialized vocabulary to participate in book talks.
Guiding Readers and Writers (Grades 3-6) Teaching Comprehension, Genre, and Content Literacy, Fountas and Pinnell, 2000
286 Author Study
Classroom Libraries
*Scholastic Guided Reading Program, Fiction Focus
(*New Teachers)
Student Response
Appx. 52,14,
13
Self Assessment, Reading Interests Log, Reading List
131 134-135
Mini-lessons: Promoting Literary Analysis
143 Mini-lesson 1-3
Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007
37-38
70-74
Reader’s Workshop
Helping Students Choose Texts