Grade 3 ~ Harcourt Brace/Reading Curriculum Planning Guide
September / October
GRADE 3-1: Wings THEME 1: Creativity at Work
Reading
Phonics/Decoding
Language/Grammar
TE pp. T23-T67 “Isla”
 Words with Short a and  Spanish Words
 Key Vocabulary
Short e
 Using Prior Knowledge
 Statements and
 Clusters with r
Questions
 Vocabulary Strategies
 Action Words
 Fantasy and Reality
 Captions
 Making Predictions
TE pp T69-T110 “Sleeping and Dreaming”
 Key Vocabulary
 Suffixes
 Statements and
Questions
 Words with Short i, o,
 Summarizing
and u
 Exclamations and
 Choosing Strategies
Commands
 Structural Analysis
 Making Predictions
 Clusters with I
 Identifying Main Idea
and Details
 Using Footnotes
TE pp. T111-T172 “Appelemando’s Dreams”
 Key Vocabulary
 Structural Analysis
 Exclamations and
Commands
 Confirming Predictions  Suffix -LY
 Subjects and
 Words with Long i and
 Making Predictions
Predicates
Long o
 Weather Forecast

Compound Words

Digraph
ch
 Reality and Fantasy
TE pp. T173-T205 “Jerry Pinkney: Achiever of Dreams”
 Key Vocabulary
 Structural Analysis
 Subjects and
Predicates
 Self-Questioning
 Compound Words
 Words with Long a and  Common and Proper
 Book Covers
Nouns
Long e
 Expository Elements
 Classifying and
 Diagraph sh
Categorizing Words
Assessments
Required
Skills Assessment
Fluency/Running Record
Assessment
Optional
Placement and Individual Inventory
Integrated Performance Assessment
Comprehension Selection Test
Holistic Reading Assessment
November / December
GRADE 3-1: Wings THEME 2: Discovering Courage
Reading
Phonics/Decoding
Language/Grammar
TE pp. T237-T277 “Brave Irene”
 Key Vocabulary
 Structural Analysis
 Common and Proper
Nouns
 Using Picture Clues
 Endings and Suffixes
 Singular and Plural
 Words with kn, wr, gh,
 Making Predictions
Nouns
and ph
 Context Clues
 Use a Thesaurus
 Digraph th
TE pp. T279-T346 “Storm In the Night”
 Words with sh, ch, wh
 Key Vocabulary
 Singular and Plural
Nouns
 Short Vowel /a/a
 Rereading
 More Plural Nouns
 Context Clues
 Similes
 Reality and Fantasy
 Figurative Language
 Reading a Chart
 Drawing Conclusions
TE pp. T347-T408 “Lester’s Dog”
 Key Vocabulary
 Inflected Endings
 More Plurals Nouns
 Reading Ahead
 Words with / oo / and
 Possessive Nouns
/ oo /
 Context Clues
 Onomatopoeia
 Short Vowel /e/e
 Drawing Conclusions
 Point of View
 Reading a Poster
 Story Elements
 Expository Elements
TE pp. T409-T449 “My Name Is Maria Isabel”
 Key Vocabulary
 Words with /ô/
 More Plural Nouns
 Short Vowel /i/i
 Visualizing
 Plural Possessive
Nouns
 Drawing Conclusions
 Origins of Names
 Story Elements
 Specialized
Vocabulary
 Reading a Telephone
Message
 Author’s Purpose
January
GRADE 3-1: Wings THEME 3: The Power of Teamwork
Reading
Phonics/Decoding
Language/Grammar
TE pp. T479-T524 “City Green”
 Key Vocabulary
 Compound Words
 Singular and Plural
Possessive Nouns
 Self-Questioning
 Words with /oi/ and
/ou/
 Singular and Plural
 Drawing Conclusions
Pronouns
 Short Vowel /o/o
 Author’s Purpose
 Multiple-Meaning
 Reading a Pie Chart
Words
 Comparing and
Contrasting
TE pp. T525-T572 “Centerfield Ballhawk”
 Key Vocabulary
 Words with /är/ and /âr/  Singular and Plural
Pronouns
 Short Vowel /u/u
 Adjusting Reading
Rate
 Multiple-Meaning
Words
 Context Clues
 Subject Pronouns
 Comparing and
Contrasting
 Idioms
 Sequence
TE pp. T573-T617 “Lon Po Po”
 Key Vocabulary
 Words with /ôr/
 Subject Pronouns
 Using Prior Knowledge  Soft and Hard g
 Action Words
 Sequence
 Object Pronouns
 Comparing and
 Connotation
Contrasting
 Synonyms and
Antonyms
TE pp. T619-T659 “The Three Little Javelinas”
 Key Vocabulary
 Prefixes
 Synonyms and
Antonyms
 Summarizing
 Phonetic Respellings
 Object Pronouns
 Soft and Hard c
 Sequence
 Adjectives
 Dialogue
Assessments
Required
Skills Assessment
Fluency/Running Record
Assessment
Optional
Comprehension Selection Test
Holistic Reading Assessment
Integrated Performance Assessment
Assessments
Required
Skills Assessment
Optional
Comprehension Selection Test
Fluency Check
Integrated Performance Assessment
Holistic Reading Assessment
Overview of available HB Assessment Tools:
Integrated Performance Assessment: Six Integrated Performance Assessments correlated to themes in the student anthologies are available at each level of the program. These reading/writing
tasks give students opportunities to construct personal interpretations of authentic literature and to apply their writing skills in meaningful situations. This assessment gives a comprehensive view of
a child's reading and writing development.
Holistic Reading Assessment: Six Holistic Reading Assessments correlated to themes in the student anthologies are available at each level of the program. Based on authentic reading selections,
these assessments use a combination of multiple-choice and open-ended items to evaluate reading comprehension and a child's ability to apply thinking skills in a global and holistic manner.
Skills Assessment: Six Skills Assessments are available at each level of the program. They assess the major reading skills of decoding, vocabulary, comprehension, literary appreciation, study
skills, and major grammar skills. This assessment measures a child's mastery of reading and language skills and strategies.
Placement and Individual Inventory Teacher's Guide: The Placement Test is a multiple-choice test that uses authentic reading selections similar to those the student will encounter in the
program. It can be used individually or in large groups to estimate the appropriate level at which to place students.
Comprehension Selection Test: The Comprehension Selection Test can be given at the end of each story in a theme. This test includes seven multiple-choice and three open-ended questions
assessing decoding, vocabulary, and comprehension.
Alternative Plan Requirements:
The Harcourt Brace Signatures series is the primary District resource to ensure all K-5 students
demonstrate grade level proficiency in reading. For those of you who do not plan to use Signatures
as your primary resource, please follow these guidelines:
-- Design your instruction around the District Reading Benchmarks (which include the HB Scope
and Sequence).
-- Design a plan for delivery of language arts instruction which includes the following elements:
- Timeline for the year
- Skills and strategies to be taught
- Materials and assessments to be used
-- Submit the completed plan to building principal for approval.
-- Forward to the Director of Instructional Services.
-- Communicate the approved plan to subsequent grade level.
-- Participate in District-wide reading assessments.
Please submit these plans by October 15th to the Director of Instructional Services.
Rochester Public Schools, Rochester, Minnesota
[7/18/03]
February
GRADE 3-2: Diamond Cove THEME 1: The Balance of Nature
Reading
Phonics/Decoding
Language/Grammar
TE pp. T23-T63 “Borreguita and the Coyote”
 Key Vocabulary
 Words with /ûr/
 Adjectives
 Using Picture Clues
 Long and Short Vowel
 Adjectives That Tell
a
How Many
 Sequence
 Comparing and
Contrasting
 Synonyms
 Summarizing and
Paraphrasing
TE pp. T65-T116 “Wolves”
 Key Vocabulary
 Latin and Greek Root
 Adjectives That Tell
Words
How Many
 Extending Vocabulary
 Long and Short Vowel
 Adjectives That Tell
 Using Graphic Aids
e
What Kind
 Expository Elements
 Animal Sound Words
 Summarizing and
Paraphrasing
 Main Idea and Details
 Author’s Purpose
TE pp. T117-T157 “Nature’s Great Balancing Act”
 Key Vocabulary
 Medial Consonants
 Adjectives That Tell
What Kind
 Using Topographic
 Words That Begin with
a- and beCues
 Articles
 Main Idea and Details
 Summarizing and
Paraphrasing
 Using Footnotes
TE pp. T159-T203 “All Eyes on the Pond”
 Key Vocabulary
 Long and Short Vowel
 Articles
o
 Context Clues
 Adjectives That
Compare
 Visualizing

Rhyming Words
 Main Idea and Details
 Homographs and
Homophones
Assessments
Required
Skills Assessment
Optional
Holistic Reading Assessment
Integrated Performance Assessment
Comprehension Selection Test
Fluency Check
March / April
GRADE 3-2: Diamond Cove THEME 2: Traveling to New Communities
Reading
Phonics/Decoding
Language/Grammar
TE pp. T241-T277 “My Great-Aunt Arizona”
 Key Vocabulary
 Spelling Patterns:
 Homographs and
VCe, Two Vowels
Homophones
 Summarizing
Together
 Singular and Plural
 Main Idea and Details
Possessive Nouns
 Action Verbs
 Compound Words
TE pp. T279-T335 “Grandfather’s Journey”
 Words That end in -le
 Key Vocabulary
 Action Verbs
 Read Ahead
 Words with Double
 Main and Helping
Medial Consonants
Verbs
 Summarizing and
 R-Controlled Vowel
Paraphrasing
 Geography Words
/ä/ar
 Cause and Effect
TE pp. T339-T382 “The Lotus Seed”
 Key Vocabulary
 Inflected Endings
 Main and Helping
Verbs
 Rereading
 Diphthong /ou/oi, oy
 Present-Time Verbs
 Cause and Effect
 Words from Other
 Sequence
Languages
 Point of View
TE pp. T385-T415 “Amber Brown Is Not a Crayon”
 Key Vocabulary
 Words That End with
 Present-Time Verbs
/ē/
 Self-Questioning
 Past-Time Verbs
 Diphthong /ou/ou, ow
 Point of View
 Homographs and
Homophones
TE pp. T417-T455 “When Jo Louis Won the Title”
 Short and Long o
 Key Vocabulary
 Adjectives That
Compare
 Visualizing
 Irregular Verbs
 Cause and Effect
 Dialogue
 Analogies
 Figurative Language
May / June
GRADE 3-2: Diamond Cove THEME 3: Exploring Challenges
Reading
Phonics/Decoding
Language/Grammar
TE pp. T489-T568 “Journey Through the Solar System”
 Key Vocabulary
 Words That End with
 Past-Time Verbs
/әr/
 Adjust Reading Rate
 More Irregular Verbs
 /är/ar, /âr/are, air
 Fact and Opinion
 Specialized Words
 Expository Elements
TE p. T569-T630 “If You Made a Million”
 Key Vocabulary
 Word Analysis
 Irregular Verbs
 The Verb Be
 Using Picture Clues
 Words That End with
/әl/
 Fact and Opinion
 Alliteration
 R-Controlled Vowels
 Cause and Effect
/ôr/or, oar, oor, ore
TE pp. T631-T667 “Ramona and Her Father”
 The Verb Be
 Key Vocabulary
 Prefixes
 Summarizing
 Words That End with
 Adverbs
/әn/
 Fact and Opinion
 Prefixes and Suffixes
 Making Judgments
 R-Controlled Vowels
/ûr/er, ir, ur, or
Assessments
Required
Skills Assessment
Fluency/Running Record
Assessment
Optional
Holistic Reading Assessment
Integrated Performance Assessment
Comprehension Selection Test
Assessments
Required
Skills Assessment
Minnesota Comprehensive
Assessments
Fluency/Running Record
Assessment
Optional
Holistic Reading Assessment
Integrated Performance Assessment
Comprehension Selection Test
Rochester Public Schools, Rochester, Minnesota
[7/18/03]