ISBE ELA Content Specialists: Foundational Skills Kit, (2017) 1

Illinois Learning Standards Foundational Skills

Grade: Third Grade (Foundational Skills for Standards 1 and 2 are to be mastered before Second Grade; therefore,

they are not included in Third Grade Standards)

“The goal of phonics is not that children be able to state the "rules" governing letter-sound relationships. Rather, the purpose is to get across the alphabetic principle, the principle that there are systematic relationships between letters and sounds.” Becoming a Nation of Readers (Anderson, Hiebert, Scott, & Wilkinson, 1985)

ISBE ELA Content Specialists: Foundational Skills Kit, (2017) 2

Document Purpose

This document is intended to provide early and upper elementary students with the Standards for their grade level, intended subskills to support those standards and to offer strategies to support students’ mastery of skills. This mastery is important to prepare students for the next year’s demands of the Illinois Learning Standards. “If a student has not met the previous grade level standards, reviewing the prior grade’s strategy guides may assist in supporting students to achieve this goal.”

How This Document is Organized

Many resources were utilized in creating this document; however, the Center on Instruction’s (COI) Building the Foundation provides a suggested progression of subskills for each standard. This document is located at: http://www.centeroninstruction.org/files/Building%20the%20Foundation.pdf.

The Reading Foundational Skills Standard is listed first in larger font size. The grade level subskills, that support the standard (defined in the Illinois Learning Standards), are located underneath in green. Following, listed in purple, is what the COI lists as Subskills. Finally, strategies are listed that teachers and other support staff may use to practice with their students so that all students leave elementary prepared for college and career.

Key Considerations

• Foundational Skills Standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. (Common Core State Standards - CCSS)

• Students should follow many of these foundational skills in a progression at the early elementary levels. The success of one skill often dictates a child’s ability to move onto the next skill. (COI)

• Foundational skills should be taught in conjunction with the other literacy skills intended for that grade level. (COI and CCSS)

• Instruction should be differentiated. Good readers will need much less practice with these concepts than struggling readers will. (CCSS)

• These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. (CCSS)

Strategies and Instructional Examples

Illinois Learning Standard

Subskills for Standard

Subskills from Center on Instruction (COI)

Strategies and Instructional Examples

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RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words.

RF.3.3.A Subskills: Identify and know the meaning of the most common prefixes and derivational suffixes. COI Subskills for RF.3.3.A:

• Know that affixes have meanings and can change the meanings of words to which they are attached.

Strategies and Instructional Examples: • Isolate most common prefixes (e.g., un-, re-, in-, dis-) and derivational suffixes (e.g., -ly,

-ful, -less) in printed multi syllabic words. • State meanings of common prefixes and suffixes (e.g., un means not in the word unhappy). • Rooting Out Meaning: Morpheme Match-Ups in the Primary Grades: ReadWriteThink offers a

game at this link that will foster morpheme knowledge: http://www.readwritethink.org/classroom-resources/lesson-plans/rooting-meaning-morpheme-match-880.html. Scroll for a handout that accompanies this game.

• Lesson Planet Games retrieved from https://community.lessonplanet.com/t/a-twist-on-teaching-affixes/205.

• Graphic Organizing: Graphically organizing word affixes can allow learners to comprehend the function and meaning of the individual word parts. During the introduction phase of instruction, they receive a four-column chart that lists either prefixes or suffixes. As a class, discuss each affix listed in the first column and write the definition in the second column. In the third column, learners are required to find three examples of words that contain each affix. The fourth column requires them to choose one example; identify and write the definition of the root word, as well as note how the definition changed with the addition of the affix. Use the graphic organizer to play Word Games.

• Word Games: Divide the class into small groups of three or four. In these groups, they compile a vocabulary list from the examples included in the organizer. To provide exposure for several affixes, limit the list to two examples for each affix. The lists are then turned into a word-part game. Students write the words on sentence strips, cut them apart according to the root and affix, and assemble them into separate piles (i.e. a prefix pile, a suffix pile, and a root word pile). Then they shuffle each card pile, face each pile downward, and are given a blank three-column chart. A player draws a card from each pile and assembles the new word. On the chart, s/he writes the assembled word in the first column, root meaning in the second, and assembled word meaning in the third. To vary the game, groups may trade vocabulary lists to play with different word examples. This game gives learners the opportunity to practice manipulating word parts and analyzing how word meanings change with each affix.

Standard Three: Phonics and Word Recognition

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Learning and reviewing high frequency affixes will equip students with some basic tools for word analysis which will be especially useful when they are prompted to apply them in rich and varied learning contexts. The charts below summarize some of the affixes worth considering depending on your students' prior knowledge and English proficiency.

Prefix Meaning % of All Prefixed Words

Example

un not, reversal of 26 uncover

re again, back, really 14 review

in / im in, into, not 11 insert

dis away, apart, negative 7 discover

en / em in, within, on 4 entail

mis wrong 3 mistaken

pre before 3 prevent

a not, in, on, without 1 atypical

Similarly, a quick look at the most common suffixes reveals a comparable pattern of relatively few suffixes accounting for a large percentage of suffixed words.

Suffix Meaning % of All Suffixed Words

Example

-s, -es more than one, verb marker 31 characters, reads, reaches

-ed in the past, quality, state 20 walked

-ing when you do something, quality, state 14 walking

-ly how something is 7 safely

-er, -or one who, what, that, which 4 drummer

-tion, -sion state, quality, act 4 action, mission

-able, -ible able to be 2 disposable, reversible

-al, -ial related to, like 1 final, partial

Above charts retrieved from: http://www.phschool.com/eteach/language_arts/2002_03/essay.html

Standard Three: Phonics and Word Recognition

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RF.3.3.B Subskills: Decode words with common Latin suffixes. COI Subskills of RF.3.3.B:

• Know common Latin suffixes (e.g., able, ible, ation). • Identify and isolate the base word in a word containing a common Latin suffix (e.g., Circle the

base word in breakable – break.).

Strategies and Instructional Examples: Tips for Word Study of Latin and Greek Roots • Highlight Greek and Latin roots as they come up in your readings—briefly for less important

words and in more depth for essential concepts. • Associate the new word derived from a root with more generally known words in the students'

lexicon. Visual organizers can be helpful. • Encourage students to look for additional words that share the newly learned root in their

independent reading and reading in other content classes. • Encourage students to use words containing newly learned roots in their writing, conversations,

or discussions. • Read common Latin suffixes in printed words (e.g., Circle -able in the word breakable. Read

break, read able. Read the two parts together – breakable).

Common Latin and Greek Roots Root Meaning Origin Examples

-aud- hear Latin audio, audition

-astro- star Greek astrology, astronaut

-bio- life Greek biography, biology

-dict- speak, tell Latin dictate, predict

-geo- earth Greek geology, geography

-meter- measure Greek thermometer

-min- small, little Latin minimize, minimum

-port- carry Latin transport, portable

-phono- sound Greek microphone

-duc(t)- lead Latin deduct, produce, educate

Above chart retrieved from: http://www.phschool.com/eteach/language_arts/2002_03/essay.html

Standard Three: Phonics and Word Recognition

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RF.3.3.C Subskills: Decode multi-syllable words. COI Subskills for RF.3.3.C:

• Demonstrate an understanding of grade-level morphemes, syllable types, and syllabication rules. • Recognize that some multi-syllable words can be decoded following syllabication rules while other multi-syllable words can be decoded using grade appropriate morphemic spelling patterns.

Strategies and Instructional Examples: • Circle the Syllables: Decode words using syllabication rules by circling the syllables:

o Circle syllables in printed words (e.g., replacement). o Read each circled syllable separately (re- place-ment). o Read the syllables together (replacement).

• Reading Rockets Strategy Guide: Access several multisyllabic strategy games that are intended for the intermediate elementary grades: http://www.readingrockets.org/content/pdfs/syllabication.pdf.

• Jumping Syllables: Teach students to separate words into syllables and then move syllables around to create new "silly" words. This provides students with practice manipulating different sounds. For full lesson plan: http://www.readingrockets.org/pdfs/jumping_syllables.pdf.

• Florida Center on Reading Research: Games with mats, game pieces and instructions are provided. o Syllable Scoops: http://www.fcrr.org/studentactivities/P_030b.pdf. Students sort cards that

correspond to the number of syllables in each word. o Syllable Snake: http://www.fcrr.org/studentactivities/P_031b.pdf. Students move their marker

ahead on a board game after determining the correct number of syllables in a word. o Root Hoot: http://www.fcrr.org/studentactivities/AP_020.pdf. Students identify roots in

multisyllabic words by playing a card game.

RF.3.3.D Subskills: Read grade-appropriate irregularly spelled words. COI Subskills for RF.3.3.D:

• Recognize grade-appropriate phonemic and morphemic spelling patterns (e.g., eigh—weigh, eight; port—portable, support).

Strategies and Instructional Examples: • Read grade---appropriate irregularly spelled words presented on word cards in random order

(e.g., laugh, carry, done). • Florida Center on Reading Research: Games, materials and instructions provided.

o Pass the Word: http://www.fcrr.org/studentactivities/F_009b.pdf. Students gain speed and accuracy in reading words.

o Give Me Five: http://www.fcrr.org/studentactivities/F_006c.pdf. Students race against the clock to read five words on a card.

o Quick Words: http://www.fcrr.org/studentactivities/F_008c.pdf. The teacher provides words that students should gain proficiency at such as irregularly spelled words. Students sort the words in yes/no piles.

• Irregular Spelled Word Instructional Habits: approximately 25% of the most frequently used words in children’s books are irregular. Click here to visit http://www.sightwordsgame.com/spelling/sght-words-phonically-irregular/ for instructional direction.

Standard Three: Phonics and Word Recognition

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RF.3.4: Read with sufficient accuracy and fluency to support comprehension.

RF 3.4.A Subskills: Read grade-level text with purpose and understanding. COI Subskills for RF.3.4.A: • Demonstrate an understanding of the different purposes for reading text. • Participate in guided/shared reading of different genres of text. • Demonstrate an understanding of grade-appropriate vocabulary. • Make and confirm predictions in texts read aloud by the teacher. • Determine genre of text before reading. • Determine purpose for reading on-level text.

Strategies and Instructional Examples: • Use on grade-level text to:

o Predict what text may be about before reading. o Check text prediction after reading. o Use K-W-L Chart to monitor comprehension before, during, and after reading.

• Discussion Web: Allow students to read a text or a passage and introduce a central question that lends itself to an opposing viewpoint. An example from Tops and Bottoms by Janet Stevens could be, “Was Mr. Rabbit fair in splitting the crops the way he did with Bear?” Divide students into groups of three or four and ask them to generate a list of reasons answering the question in the affirmative and the negative. Bring the class together to discuss the answers. Students then independently choose one side and defend it listing their answers on an index card. (Johns, J. and Lenski, S. (2001). Improving reading: Strategies and resources. Dubuque, IA: Kendall Hunt Publishing.

• Reading Analysis: Have students select a grade appropriate piece of literature and make some predictions about the text. Ask them to read the text aloud to the teacher. Note any miscues. Then have students explain the purpose of the text, the genre, and confirm or revise predictions that were made prior to reading. Students may discuss any other thoughts they may have about the text. A checklist may be used for each student. Students should read with normal pace, rate and expression, that the text would require.

• Reading Strategies: View reading strategies that support all reading skills and standards located at www.ilwritingmatters.org/reading and select third grade.

Standard Four: Fluency

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RF.3.4.B Subskills: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. COI Subskills of RF.3.4.B:

• Actively listen to different genres (e.g., poetry, narratives in chapter books, historical events) read aloud fluently.

• Decode on grade-level multisyllabic words with automaticity.

Strategies and Instructional Examples: • Use on grade-level text to:

o Partner read prose and poetry. o Read phrases from poetry or prose in a timed activity. o Repeatedly read prose and poetry orally and graph words read correctly per minute. o Demonstrate expression while reading prose and poetry aloud.

• Florida Center on Reading Research: o Phrase Progression: http://www.fcrr.org/studentactivities/F_015b.pdf. Students read

phrases that progressively result in sentences. o Reader’s Theater: http://www.fcrr.org/studentactivities/F_019c.pdf. Students rehearse and

read text using a reader’s theater format. o Poetry Reading: http://www.fcrr.org/studentactivities/F_028b.pdf. Students read poems

with a partner of equal or higher reading ability.

RF.3.4.C Subskills: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

COI Subskills for RF.3.4.C (See RF.1.4.C) COI Subskills for RF.1.4.C: • Determine when on grade-level text is not understood. • Determine when a word is misread.

Strategies and Instructional Examples: Determine effective grade-level strategy to use to decode unfamiliar words. • Use context to aid in word recognition (e.g., minute—60 seconds; minute—very small) • Use context to aid in understanding (e.g., example). • Florida Center on Reading Research: These suggested strategies will need to be adapted slightly to

meet the standard. o Impressive Expressive: http://www.fcrr.org/studentactivities/F_020c.pdf. The teacher

highlights certain vocabulary within the passages and after the student reads the passage fluently, asks questions about the highlighted vocabulary terms such as “What is the meaning of the word?” and “How do the other words support that meaning?”

o Phrase Haste: http://www.fcrr.org/studentactivities/F_010c.pdf. Students read the phrases fluently. Teacher highlights those that are figurative in nature and uses them in a sentence. The students explain the meaning from context. For example: The closest body of water to our school is the Rock River. What does body of water mean?

• ISBE Context Clue Strategy Pamphlet: http://www.ilwritingmatters.org/uploads/4/0/7/1/40712613/context_clues_pamphlet.pdf

Standard Four: Fluency

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