Reading – Grade 3
Unit of Study: Readers are active and strategic
Fourth Grading Period CURRICULUM OVERVIEW
Big Idea / Unit Rationale“Critical literacy helps us to read texts in deeper, more meaningful ways. It encourages readers of all ages to become actively engaged and use their power to construct understanding and not be used by the text to fulfill the intentions of the author. It helps readers to understand that there are many ways of thinking about and understanding a topic and that the author has explained it in only one way.”
McLaughlin, Maureen and DeVoogd, Glenn L. (2004) Critical Literacy: Enhancing Students’ Comprehension of Text. New York, NY: Scholastic. / “We need critical literacy because it helps us:
1. to establish equal status in the reader-author relationship;
2. to understand the motivation the author had for writing the text (the function) and how the author uses the text to make us understand in a particular way (the form);
3. to understand that the author’s perspective is not the only perspective; and
4. to become active users of the information in texts to develop independent perspectives, as opposed to being passive reproducers of the ideas in texts.”
McLaughlin, Maureen and DeVoogd, Glenn L. (2004) Critical Literacy: Enhancing Students’ Comprehension of Text. New York, NY: Scholastic.
TEKS / TEKS Specificity – Intended Outcome
Concepts / TEKS Grade 3 (Reading) The student is expected to:
· 1C participate in rhymes, songs, conversations, and discussions
· 1E listen responsively to stories and other texts read aloud, including selections from classic and contemporary works
· 2A connect experiences and ideas with those of others through speaking and listening
· 2B compare language and oral traditions that reflect customs, regions and cultures
· 3B use verbal and nonverbal communication in effective ways such as making announcements, giving directions, or making introductions
· 4B clarify and support spoken messages using appropriate props such as, objects, pictures or charts
· 5A decode by using all letter-sound correspondences within a word
· 5B blend initial letter-sounds with common vowel spelling patterns to read words
· 5C identify multisyllabic words by using common spelling patterns
- 5D use root words and other structural cues such as prefixes, suffixes and derivational endings to recognize words (TAKS 1)
· 5F read both regular and irregular words automatically such as through multiple opportunities to read and reread
· 6A read regularly in independent-level materials
· 6B read regularly in instructional-level materials that are challenging but manageable
· 6C read orally from familiar texts with fluency
· 6D self-select independent-level reading
· 7A read classic and contemporary works
- 7B read from a variety of genres for pleasure and to acquire information from both print and electronic sources (TAKS 1)
· 8B develop vocabulary through reading
- 8C use resources and references…to build word meaning (TAKS 1)
- 8D demonstrate knowledge of synonyms, antonyms, and multi-meaning words… (TAKS 1)
I can…
· participate in rhymes, songs, conversations, and discussions (1C)
· listen for different purposes (1E)
· make personal connections with the text, between the texts, and with the real world (2A, 2B, 9G, 10D, 13A)
· use verbal and nonverbal communication in effective ways (3B)
· clarify and support a spoken message using props (4B)
· decode words (5A, 5B)
· identify multisyllabic words (5C)
· use prefixes and suffixes to recognize words (5D)
· use word order and context to understand unknown words (5E)
· reconocer las palabras con rapidez (5Fii)
· read instructional-level and independent-level materials (6A, 6B, 6D)
· read words automatically (6C)
· read classic and contemporary works (7A)
· read from a variety of different genres (7B)
· read for various purposes (7C)
· develop new vocabulary and use it correctly (4A, 8B, 8C, 8D)
· use prior knowledge to comprehend a text (9A)
· establish a purpose for reading (9B)
· retell story events in sequence (9C)
· use reading strategies to comprehend the text (9D)
· visualize what is read based on text descriptions (9E)
· make and support inferences (9F)
· summarize text (9H)
· use graphic organizers to show and summarize information (9I, 12E, 12G)
· 9B establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained
- 9C retell or act out the order of important events in stories (TAKS 1)
· 9E draw and discuss visual images based on text descriptions
- 9F make and explain inferences from texts such as determining important ideas, causes and effects, etc. (TAKS 4)
- 9H produce summaries of text selections (TAKS 1)
- 9I represent text information in different ways, including story maps, graphs and charts (TAKS 3)
- 9J distinguish fact from opinion in various texts
- 9K practice different kinds of questions and tasks, including test-like comprehension questions
· 10B demonstrate understanding of informational text in various ways
- 10C support interpretations or conclusions with examples drawn from text (TAKS 4)
· 11A distinguish different forms of texts, including lists, newsletters, and signs and the functions they serve
· 11B distinguish fiction from nonfiction, including fact and fantasy
- 11C recognize the distinguishing features of familiar genres (TAKS 3)
· 11F understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies and autobiographies
· 11H analyze characters including their traits, feeling, relationships, and changes
- 11I identify the importance of the setting to a story’s meaning (TAKS 2)
- 11J recognize the story problems or plot (TAKS 2)
· 16A write with more proficient of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop)
· 16B spell multisyllabic words using regularly spelled phonogram patterns
· 16H use resources to find correct spellings, synonyms or replacement words / · distinguish between fact and opinion (9J)
· practice different types of questions and tasks including test-like questions (9K)
· respond to stories and poems in a way that shows comprehension (10A, 10B, 10C)
· distinguish between different genres (11A, 11C)
· distinguish between realism and fantasy (11B)
· understand and identify literary terms such as title, author(s), illustrator(s) (11E)
· understand different forms by recognizing and distinguishing among different types of text (11F)
· analyze characters (11H)
· identify the importance of the setting and it’s meaning in the text (11I)
· recognize the story problems or plot (11J)
Evidence of Learning
· Students will score 3-4 on the Reader Response Rubric.
· 85% of the students will score 80% or above on the TAKS formatted selection assessments (comprehension and vocabulary).
· 85% of the students will score 80% or above on the spelling tests.
· Students will read at a fluency rate of 70 or more wpm.
CURRICULUM GUIDE
Unit of Study: Critical Literacy Enhances Students’ Understanding
· What is the difference between fact and opinion?
· How do I map out the plot of a story?
· Why is important to sequence steps in a process?
· How do the different elements of setting (place, time and environment) help me better understand the story?
· Why is it important to visualize what I am reading?
· How do I distinguish between elements of fantasy and reality in a story? / · Identify the importance of the setting to a story’s meaning (1-2)
· Recognize the story problem(s) or plot (1-2)
· Draw and discuss visual images based on text descriptions. (1-2)
· Distinguish fiction from nonfiction including fact and fantasy. (K-2)
· Recognize the distinguishing features of familiar genres including stories, poems, and informational texts. (1-2)
· Retell or act out the order of important events in stories. (K-2)
· Monitor his/her own comprehension and act purposefully when comprehension breaks down using such strategies as rereading, searching for clues, and asking for help. (1-2)
Week 1: The Teaching Plan
Week 1 / Instructional Model/Teacher Directions
Daily Instructional Routines – Whole Group Instruction
(Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)
Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Links Instruction / Instructional Routines Unit 5, Week 4 pp. 4-6
Scott Foresman Comprehension Lesson pp. 212-213 / Instructional Routines Unit 5, Week 4 pp. 42-44 / Instructional Routines Unit 5, Week 4 pp. 44-47 / Instructional Routines Unit 5, Week 4 pp. 47-48 / Instructional Routines Unit 5,
Week 4 p. 49
Spelling Test
Selection Test
Hands-on Vocabulary
Activities
Comprehension Focus Lessons
Note: Occasionally, a read aloud of a mentor text will used for the comprehension focus lesson. If this is the case, 10 minutes will be added to the focus lesson and an additional read aloud after small group/work station time will not be done.
Semana 1: Fact and Opinion
The following lesson is from Just-Right Comprehension Mini-Lessons Grades 2-3 by Cheryl M. Sigmon, Scholastic Books, 2007.
Day 2:
· Prior to the Lesson: Create a set of sentence strips with fact and opinion statements relating to you and your students. Some sample sentences relating to the class are:
o Mario wears glasses. (Fact)
o Mrs. Gutierrez’s dress is very beautiful. (Opinion)
o Karla has a dog named Chico. (Fact)
o The best pet is a fish. (Opinion)
· On a pocket chart, put the heading “Facts” and “Opinions”.
· Explain to students that today they will be reviewing “facts & opinions”. Put the sentence strips face down on a table or desk. Tell students that this pile contains an assortment of both fact and opinion statements. You will ask volunteers to select a strip and read it aloud to the class. Then they will decide whether the sentence states a fact or an opinion. Tell students, “To help you decide whether the statement is a fact or opinion, I want you to ask yourselves: Is this something that everyone—even people who aren’t in our class—could agree is true?”
· Call on different volunteers to read the statements and place them in the appropriate column of the chart.
· Have students help you to create an anchor chart with clues that can help a reader decide whether a statement is fact or opinion. See the statements below for examples:
o A fact …
§ is information that is real or true
§ is something that can be proved
§ is information backed up by evidence
§ has evidence that can be experienced through the senses
o An opinion…
§ is someone’s point of view
§ is a particular idea that someone has
§ is a sentence or statement that expresses a point of view
§ is something that people believe, think or feel
§ often includes words like “I think…” or “We believe that…” to show that someone’s personal views are being expressed
Day 3:
· Prior to the Lesson: Create a set of sentence strips with fact and opinion statements from the book to be read aloud today. Use the same pocket chart as yesterday, labled “Facts” and “Opinions”.
· Read aloud a book to the students with examples of fact and opinion statements. After reading the book, show students the sentence strips with the statements from the book and have students use their “every student response cards” (available on the Teacher Toolkit) to show you whether the statement is a fact or an opinion.
· Make sure students explain why each statement is a fact or an opinion.
Small Group Guided Reading Instruction/Independent Reading Assignment – 40 Minutes
Day 2:
· For today’s reading assignment, students will read More Than Anything Else, pp. 216-222. As they read, they will look for sentences that state either a fact or an opinion. Draw a T-Chart on the board for students to copy. Write Facts on the left and Opinions on the right. See the example that follows:
Facts / Opinions
· Students should try to find at least 3 facts and 3 opinions in the story and list them on a T-Chart.
Day 3:
· For today’s reading assignment, students will continue to read More Than Anything Else, pp. 223-229. As they read, they will look for sentences that state either a fact or an opinion. The students will continue to fill out the T-Chart from yesterday’s assignment.
· Have the students find at least 3 facts and 3 opinions in the story and list them on a T-Chart.
· Have students share one fact and opinion with a partner. Call on students to share with the class.
Small Group Guided Reading Instruction/Work Stations – 40 Minutes
· There will be no Small Group Guided Reading Instruction on Mondays. The teacher will do a guided practice of the Reading Comprehension Process using the 2-page comprehension story.
· Students will complete an Independent Reading Assignment on Tuesdays and Wednesdays. While the students complete the Reading Assignment, the teacher will meet with small groups. Small Group Guided Reading Instruction is based on students’ needs. The teacher will meet with two groups daily (~20 minutes per group).
· The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or Fluency). Following the brief skills lesson, students should apply their new learning to connected text.
· Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and strategies taught during whole group instruction. Students will do one rotation so they can visit two work stations on Thursday and two on Friday.
· The following is a list of the four work stations:
a) Independent Reading/Comprehension Station
b) Fluency Station
c) Writing Station
d) Word Work Station
· Go to the Teacher Toolkit for ideas on work station activities.
Read Aloud - ~10 Minutes
Routine:
· Preread the book to be familiar with the content and how to guide student discussion.
· Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre.
· Ask students to make predictions.
· Model comments and reflections as you read.
· Find a few places to pause and invite students to comment.
· Keep the pace of the reading so that it is not disjointed, but enjoyable.
· Keep a list of books you have read aloud and post it so that students can use the list to make connections.
· Place books you have read aloud in a special container, or display them in the classroom library for easy access.
Fountas, I., Pinnell, G.S. (2001). Guiding readers and writers: Grades 3-6, pp. 29-30. Heinemann Publishers, Portsmouth, NH.
Remember that you can sometimes use your read aloud time in conjunction with your focus lesson, if the title will exemplify what is being taught.
Resources
Teacher Toolkit:
· TAKS Stems
· Comprehension Skills / Scott Foresman Links to Reading First, Grade 3, Unit 5, Week 4
· 5-Day Instructional Planner, pp. 38-39
· Using the Instructional Routines pp. xxii-xxi
· Instructional Routines pp. 40-49
Scott Foresman, Picture This!
· Volume 2; TE pp. 212a-231j
· “More Than Anything Else” pp. 214-230
· Skill Lesson pp. 212-213
· Comprehension: Fact and Opinion
Weekly Spelling Words / Weekly Vocabulary Words / Academic Vocabulary / Suggested Read Alouds
· started
· planned
· hopped
· crying
· frying / · smiled
· hoped
· starting
· planning
· hopping / · cried
· fried
· smiling
· hoping / · alphabet
· cabin
· learning
· magic
· newspaper
· tales / · barrels
· coopers
· latern
· saltworks / · fact
· opinion / § All the Places to Love by Patricia Maclachlan
§ Angel for Solomon Singer by Cynthia Rylant
§ Bull Run by Paul Fleischman
§ A Good Night for Freedom by Barb Morrow
§ The Harmonica by Tony Johnston
§ Sophie by Mem Fox
§ Tough Boris by Mem Fox
CURRICULUM GUIDE