Reading – Grade 3
Unit of Study: Readers are active and strategic
CURRICULUM OVERVIEW
Fourth Grading Period
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.”
“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.
McLaughlin, Maureen and DeVoogd, Glenn L. (2004) Critical Literacy: Enhancing Students’
Comprehension of Text. New York, NY: Scholastic.
TEKS Specificity – Intended Outcome
Concepts
TEKS
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)
 5E use knowledge of word order and context to support word identification and confirm
word meaning
 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)
 7C read to accomplish various purposes, both assigned and self-selected
 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)
 9A use prior knowledge to anticipate meaning and make sense of words
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Reading
“I CAN” statements highlighted in yellow should be displayed for
students.
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)
Page 1 of 22
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
 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)
 9D monitor his/her own comprehension and act purposefully when comprehension
breaks down using such strategies as rereading, searching for clues, translating and
asking for help
 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)
 9G identify similarities and differences across texts such as in topics, characters, and
themes
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
 10A respond to stories and poems in ways that reflect understanding and interpretation
in discussion
 10B demonstrate understanding of informational text in various ways
10C support interpretations or conclusions with examples drawn from text (TAKS 4)
 10D connect ideas and themes across texts
 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)
 11E understand and identify literary terms such as title, author, illustrator…across a
variety of literary forms (texts)
 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)
 13A connect own experiences with the life experiences, language, customs, cultures of
others
 16A write with more proficient of regularly spelled patterns such as consonant-vowelconsonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and onesyllable 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.
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Reading
Page 2 of 22
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills
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)
Links Instruction
Day 1
Instructional Routines Unit 5,
Week 4 pp. 4-6
Day 2
Instructional Routines Unit 5,
Week 4 pp. 42-44
Day 3
Instructional Routines Unit 5,
Week 4 pp. 44-47
Day 4
Instructional Routines Unit 5,
Week 4 pp. 47-48
Scott Foresman Comprehension
Lesson pp. 212-213
Day 5
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.
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Reading
Page 3 of 22
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

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).
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Reading
Page 4 of 22
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
 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 Vocabulary Words
Academic Vocabulary
Weekly Spelling Words
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



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
Suggested Read Alouds
 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
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Reading
Page 5 of 22
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
The Teaching Plan
Instructional Model/Teacher Directions
Week 2
Daily Instructional Routines – Whole Group Instruction (Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)
Links
Instruction
Day 1
Instructional Routines Unit 5,
Week 5 pp. 52-54
Day 2
Day 3
Instructional Routines Unit 5,
Week 5 pp. 54-56
Instructional Routines Unit 5,
Week 5 pp. 56-59
Day 4
Instructional Routines Unit 5,
Week 5 pp. 59-60
Day 5
Instructional Routines Unit 5,
Week 5 p. 61
Spelling Test
Scott Foresman Comprehension
Lesson pp. 232-233
Selection Test
Hands-on Vocabulary
Activities
Comprehension Focus Lessons
Note: Occasionally, a read aloud of a mentor text will be done during 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.
Week 2: Plot (Days 2 and 3)
The following lesson is from Just-Right Comprehension Mini-Lessons by Cheryl M. Sigmon, Scholastic Books, 2007.
Day 2:
 Prior to the lesson, you will need to jot down several short scenarios with a simple plotline and clear story elements for students to act out. See the tables below for a sample
plotline.
English
Story Plot
beginning:
main character (bicyclist) introduced and setting (country
road)
middle: rising action
bicyclist hops on his bike and rides down the road
middle: climax
the cyclist has a flat tire
middle: resolution
a friend comes along with an air pump and fills tire
end/conclusion: outcome
friends shake hands, person hops back on the bike and rides
away
 Discuss with the class the typical narrative plot structure with a distinct beginning, middle and end. Explain that within this plot structure are the story elements—character,
setting, plot, problem, and solution. Explain to the students that they will summarize a narrative through dramatization.
 Divide students into groups. Give each group a different scenario. They will need to decide as a group, how they will perform it, create a brief script for each part, and decide on
the director, actors and set designer. (Instead of actually designing a set, the set designer simply has to describe the setting.)
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Reading
Page 6 of 22
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
 Ask half of the groups to perform their scenario for the class. After each performance, have students discuss the story elements and explain why they decided to perform it the
way they did.
 On a transparency, display the plot-structure diagram (available on the Teacher Toolkit). Relate the components of the diagram to the scenarios the students have just acted
out.
 The following is an example of a plot-structure diagram:
English
Middle: Climax
Middle: Rising
action
Middle: Resolution
Beginning:
Characters/Setting
End/Conclusion:
Outcome
Day 3:
 Review the plot-structure diagrams with the class. Review the two diagrams completed yesterday using the scenarios assigned to the groups.
 Ask the other half of the groups to perform their scenario for the class. After each performance, have students discuss the story elements and explain why they decided to
perform it the way they did.
 On a transparency, display the Plot-Structure diagram. Relate the components of the diagram to the scenarios the students have just acted out.
Small Group Guided Reading Instruction/Independent Reading Assignment – 40 Minutes
Day 2:
 Distribute a copy of the plot-structure diagram to teach student or have them draw the diagram in their reading notebooks. For today’s reading assignment, have students read
Leah’s Pony, pp. 233-242. Tell students that whenever they encounter a targeted plot segment/story element, they will write the information on the diagram in the appropriate
spot. Remind students that since they are only reading half of the story today, that they will only complete part of the of the diagram—the beginning: characters/setting and the
middle: rising action.
 Have students share their plot-structure diagrams with a partner.
Day 3:
 For today’s reading assignment, have students read Leah’s Pony, pp. 236-242. Tell students that whenever they encounter a targeted plot segment/story element, they will write
the information on the diagram in the appropriate spot. The students will write down information from the story relating to the middle: climax, middle: resolution, and
end/conclusion: outcome.
 Have students share their plot-structure diagrams with a partner and allow individuals to share their plot-structure diagrams with the class.
Small Group Guided Reading Instruction/Work Stations – 40 Minutes
Read Aloud - 10 Minutes
Resources
Teacher Toolkit:
 TAKS Stems
 Comprehension Skills
SAISD © 2008-09 – Fourth Grading Period
Scott Foresman Links to Reading First, Grade 3, Unit 4, Week 2

5-Day Instructional Planner, pp. 14 -15

Using the Instructional Routines pp. xxii-xxi

Instructional Routines for, pp. 16-25
3rd Grade Reading
Page 7 of 22
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Scott Foresman, Picture This!
 Volume 2; TE pp. 232a-251j
 “Leah’s Pony” pp. 234-250
 Comprehension: Plot
Weekly Spelling Words





where
wheel
while
watched
warm





what
whip
want
wear
would





Weekly Vocabulary Words
when
whale
was
went
weep







chores
dust
pasture
pony
saddle
sturdy
swift




auction
auctioneer
girth
tractor
Academic Vocabulary
 plot
Suggested Read Alouds
 All the Places to Love by Patricia
Maclachlan
 A Camping Spree with Mr. Magee by
Chris Van Dusen
 Encounter by Jane Yolen
 Hello Ocean by Pam Munoz Ryan
 The Hello, Goodbye Window by
Justin Norton
 Tar Beach by Faith Ringgold
 When I Was Young in the Mountains
by Cynthia Rylant
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Reading
Page 8 of 22
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
The Teaching Plan
Week 3
Instructional Model/Teacher Directions
Links
Instruction
Daily Instructional Routines Whole Group Instruction
(Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)
Day 2
Day 3
Day 4
Instructional Routines Unit 6,
Instructional Routines Unit 6,
Instructional Routines Unit 6,
Week 1 pp. 6-8
Week 1 pp. 9-11
Week 1 pp. 11-12
Day 1
Instructional Routines Unit 6,
Week 1 pp. 4-6
Day 5
Instructional Routines Unit 6,
Week 1 pp. 13
Spelling Test
Scott Foresman Comprehension
Lesson
pp. 258-259
Selection Test
Hands-on Vocabulary
Activities
Comprehension Focus Lessons
Note: Occasionally, a read aloud of a mentor text will be done during 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.
Week 3: Steps in a Process (Days 2 and 3)
Day 2:
 Review the concept of sequence with the students. Tell them that informational text is often presented in first-next-last order, such as the story we read yesterday on revealing a
pattern.
 Tell the students that steps in a process is another way of saying “sequence”.
 Select one of the suggested read-alouds to share with the class. Ask students to pay attention to the steps in a process in the book.
 After reading the book aloud, write the story title on a sentence strip and place it at the top of a pocket chart.
 Invite students to help you recall the events of the story. Write the events on sentence strips—one event per strip. When finished, mix the strips up, display them on the pocket chart
and call on students to help place the sentence strips in the correct order.
 Show students index cards labeled: First, Next, Then, Finally.
 Show students how to place the cards correctly on the pocket chart. Since there are more sentence strips than index cards, explain to students that not every sentence needs a
transitional word.
Day 3:
 Select a read aloud that has has the steps in a process clearly listed and write down the main events on index cards (one event per card). Do not show the cards to the students
yet. (If using a book with specific times/dates, do not write these on the index cards but on the timeline.)
 Tell the students they are going to listen carefully to the story because afterwards they are going to put the story events in order.
 Read the book aloud to the class.
 Draw a timeline on the board. Explain to the students that a timeline is another way to display how the steps in a story occur. Display the index cards on a pocket chart so the class
can see all of the events in the story. Call on individual students to help put the events in order on the timeline. (If the story does not have specific times/dates, explain to students
that most of the timelines they will see will have specific times/dates such as the one they will see in the story Southwest Settlements.)
 Afterwards, have students share their answers with a partner and call on individuals to share with the class.
Small Group Guided Reading Instruction/Independent Reading Assignment – 40 Minutes
Day 2:
 For today’s reading assignment, give the students the steps in a process strips that correspond to the story The Piñata Maker. Students will read the entire story, pp. 262-273. They
will cut the story strips out and arrange them in sequential order. After the strips are in order, children will glue the strips on page one into their reading notebooks.
Day 3:
 For today’s reading assignment, students will read Southwest Settlements, pp. 275-277. Ask them to pay special attention to the titles, subtitles, and the timeline in particular.
Students will complete the activity “Show What You Know” on p. 277 as the reading assignment. Either list the questions from p. 277 on the board for students to copy into their
reading notebooks or create a handout with the questions for students to staple/glue into their reading notebooks.
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Reading
Page 9 of 22
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Small Group Guided Reading Instruction/Work Stations – 40 Minutes
Read Aloud - 10 Minutes
Resources
Teacher Toolkit:
 Comprehension Skills
Scott Foresman Links to Reading First, Grade 3, Unit 6, Week 1
 5-Day Instructional Planner, pp. 2 -3
 Using the Instructional Routines pp. xiii-xxii
 Instructional Routines, pp. 4-13
Scott Foresman, Picture This!
 Volume 2; TE pp. 258a-277j
 “The Pinata Maker” pp. 260-272
 “Southwest Settlements” pp. 275-277
 Comprehension: Steps in a Process
Weekly Spelling Words





wagon
garden
paper
travel
animal





lemon
sugar
another
squirrel
final





SAISD © 2008-09 – Fourth Grading Period
Weekly Vocabulary Words
open
dollar
brother
nickel
real






cone
creating
designed
famous
paste
swan





fiesta
mixture
pinata
smeared
twine
3rd Grade Reading
Academic Vocabulary
 sequence
 steps in a process
Suggested Read Alouds
 Alexander and the Terrible,
Horrible, No Good, Very
Bad Day by Judith Viorst
 A Bad Case of Stripes by
David Shannon
 Pierre by Maurice Sendak
 Sylvester and the Magic
Pebble by William Steig
 Shortcut by Donald Crews
Page 10 of 22
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
The Teaching Plan
Week 4
Instructional Model/Teacher Directions
Daily Instructional Routines – Whole Group Instruction
(Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)
Links
Instruction
Day 1
Instructional Routines Unit 6,
Week 2 pp. 16-18
Day 2
Instructional Routines Unit 6,
Week 2 pp. 18-21
Day 3
Instructional Routines Unit 6,
Week 2 pp. 21-23
Day 4
Instructional Routines Unit 6,
Week 2 pp. 23-25
Day 5
Instructional Routines Unit 6,
Week 2 p. 25
Spelling Test
Scott Foresman Comprehension
Lesson pp. 278-279
Selection Test
Hands-on Vocabulary
Activities
Comprehension Focus Lessons
Note: Occasionally, a read aloud of a mentor text will be done during 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.
Week 4: (Days 2 and 3)
Day 2:
 Review with students that the setting is the time and place in which a story occurs. The environment can also help in the development of a story.
 Label an anchor chart Place, Time, Environment.
 Have students brainstorm the different elements that contribute to setting development. See the sample below:
English
Place
Time
Environment
 the school
 in the morning
 it was cold
 the forest
 in the past
 there was no
 the road
 during the Civil War
noise
 in the house
 at 10:00 p.m.
 chilling/frightening
 on a train
 during autumn
 Select a read aloud that has a well-defined setting. Point out the setting (time and place) of the story. Explain how you used pictures to figure out the setting.
 Have students help to add more ideas to the anchor chart based on the story just read.
Day 3:
 Review with students what the setting of a story is and the elements that help in the development of setting.
 Read aloud another book with a well-defined setting and use think-aloud strategies to point out words/phrases that are related to the setting. Add these words/phrases to the anchor
chart that was started yesterday.
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Reading
Page 11 of 22
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Small Group Guided Reading Instruction/Independent Reading Assignment – 40 Minutes
Day 2
 For the reading assignment, have students make a setting table, such as the one below, in their reading notebooks.
Setting
Place
Time
Environment
 Students will then read the selection Mailing May, pp. 281-287. As they are reading, they will write the words/phrases that relate to the story’s setting on the chart.
Day 3:
 Explain to students that for today’s reading assignment, they will continue with the story Mailing May, pp. 288-294. They will continue to look for words/phrases in the selection
related to the setting, as they did the day before, and add them to their chart.
 Have students share their setting charts with a partner, and call on individuals to share with the whole group.
Small Group Guided Reading Instruction/Work Stations – 40 Minutes
Read Aloud - 10 Minutes
Resources
Teacher Toolkit:
 Comprehension Skills
Scott Foresman Links to Reading First, Grade 3, Unit 6, Week 2
 5-Day Instructional Planner, pp. 14 -15
 Using the Instructional Routines pp. xiii-xxii
 Instructional Routines, pp. 16-25
Scott Foresman, Picture This!
 Volume 2; TE pp. 278a-297j
 “Mailing Mary” pp. 280-295
 Comprehension: Setting
Weekly Spelling Words





found
until
alone
hasn’t
angry





one
always
a lot
couldn’t
hungry





sure
almost
doing
hadn’t
special
SAISD © 2008-09 – Fourth Grading Period
Weekly Vocabulary Words






bundled
carted
conductor
label
mailing
station




chugged
flabbergasted
permissible
postal
3rd Grade Reading
Academic Vocabulary
 enviornment
 setting
Suggested Read Alouds
 The Dragon Prince: A Chinese
Beauty and the Beast Tale by
Laurence Yep
 Lon PoPo: A Red-Riding Hood
Story by Ed Young
 Lucha Libre, The Man in the
Silver Mask
Page 12 of 22
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
The Teaching Plan
Instructional Model/Teacher Directions
Week 5
Daily Instructional Routines – Whole Group Instruction
(Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)
Links
Instruction
Day 1
Instructional Routines Unit 6,
Week 3 pp. 28-29
Day 2
Day 3
Instructional Routines Unit 6,
Week 3 pp. 29-32
Instructional Routines Unit 6,
Week 3 pp. 32-34
Day 4
Instructional Routines Unit 6,
Week 3 pp. 34-36
Day 5
Instructional Routines Unit 6,
Week 3 p. 37
Spelling Test
Scott Foresman Comprehension
Lesson pp. 112-113
Selection Test
Hands-on Vocabulary
Activities
Comprehension Focus Lessons
Note: Occasionally, a read aloud of a mentor text will be done during 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.
Week 5: Visualizing (Days 2 and 3)
Day 2:
This activity comes from Just-Right Comprehension Mini-Lessons Grades 2-3 by Cheryl M. Sigmon, Scholastic Books, 2007 and Reading Power: Teaching Students to Think While
They Read by Adrienne Gear, Pembroke Publishers Ltd., 2006.
 Explain to students that when they read, they should be forming a “movie” in their heads. Remind students that a good book or a story it is like going to the movies, except the
movie is in your mind. For example, when good readers meet characters in a book, they imagine how the characters look, feel and act.
 Continue by stressing that readers need to revise and modify their images when they find new clues. If not, they will see something different from what the author intended and
their comprehension will be affected.
 During the read aloud, model to students how to visualize what is being read. Explain that when we read, not only do we see pictures in our heads, but we can also use our
other senses to hear, taste and feel.
 Introduce the anchor chart titled Using Our Senses. As you read, pause occasionally to think aloud about what you are picturing in your mind. Be sure to include images that
need to be revised once additional text is read. Explain to students what you see, hear, and the feeling that you get while you are reading the book and list the words on the
anchor chart. See the sample chart below:
When I read the story ____________________ by _______________,
this is…
what I heard
how I felt
what I saw
what I heard
how I felt
Page _______
Page _______
what I saw
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Reading
Page 13 of 22
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.


After modeling, tell students they are going to visualize. Ask them to be good listeners as you continue with the read aloud. Pause at likely spots and ask volunteers to describe
what they see and hear and what they felt while they were listening. Jot the students’ ideas on the chart.
Tell students as they read the story The Extra-Good Sunday, they will stop at the designated stopping points and list what they see, hear and feel.
Day 3:
 Model to students, as on day two, how to visualize during a read aloud and fill out the Using Our Senses chart.
Small Group Guided Reading Instruction/Independent Reading Assignment – 40 Minutes
Day 2:
 For today’s independent reading assignment, the students will read pp. 301-308. They will select one particular part of the story that they were able to strongly visualize
(through sight, sound and feelings). Then they will fill in their Using Our Senses chart (available on the Teacher Toolkit). Remind students to list the page number where they
stopped to visualize.
Day 3:
 For the independent reading assignment, students will continue reading The Extra-Good Sunday, pp. 308-313. Have them select another particular part of the story that they
were able to strongly visualize (through sight, sound and feelings). Then they will continue to fill in their Using Our Senses chart.
 Have students turn to a partner and share one of the pages they visualized.
 Then call on individual students to share with the class.
Small Group Guided Reading Instruction/Work Stations – 40 Minutes
Read Aloud - ~10 Minutes
Resources
Teacher Toolkit:
 TAKS Stems
 Comprehension Skills
Scott Foresman Links to Reading First, Grade 3, Unit 6, Week 3
 5-Day Instructional Planner pp. 26 -27
 Instructional Routines pp. 28-37
 Using the Instructional Routines pp. xiii-xxii
Scott Foresman, Picture This!
 Volume 2; TE pp. 298a-317j
 “The Extra-Good Sunday” pp. 300-315
 Comprehension: Visualizing
Academic Vocabulary
Weekly Vocabulary Words
Weekly Spelling Words





walking
stalk
claws
thaw
sauce





talk
drawing
awful
because
haunted





SAISD © 2008-09 – Fourth Grading Period
chalk
straw
lawn
fault
cause






flushed
hurled
pronounced
refrigerador
sauce
success
 calamity
 distaste
 edible
 resolved
 visualize
 mental image
Suggested Read Alouds








3rd Grade Reading
Amazing Grace by Mary Hoffman
Babushka Baba Yaga by Patricia Polacco
Dona Flor by Pat Mora
Harvey Potter’s Balloon Farm by Jerdine
Nolen
Knots on a Counting Rope by Bill Martin Jr.
Mailing May by Michael O. Tunnell
Pulleys and Gears by David Glover
Rain Forests by Joy Palmer
Page 14 of 22
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
***DUE TO TEJAS LEE TESTING, THIS SCOPE AND SEQUENCE WILL BE USED FOR EITHER WEEK 6 OR 7. DURING THE
WEEK OF TESTING, THE TEACHER WILL REVIEW SKILLS FROM THE PREVIOUS WEEKS. ***
Instructional Model/Teacher Directions
Weeks 6 and 7
Daily Instructional Routines – Whole Group Instruction
(Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)
Links
Instruction
Day 1
Instructional Routines Unit 4,
Week 6 pp. 40-41
Day 2
Instructional Routines Unit 4,
Week 6 pp. 42-44
Day 3
Instructional Routines Unit 4,
Week 6 pp. 45-46
Day 4
Instructional Routines Unit 4,
Week 6 pp. 47-48
Day 5
Instructional Routines, Unit 4
Week 6 p. 49
Spelling Test
Scott Foresman
Comprehension Lesson
pp. 318-319
Selection Test
Hands-on Vocabulary
Activities
Note: Occasionally, a read aloud of a mentor text will be done during 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.
Week 6 and 7: Plot (Day 2 and 3)
Day 2:
 Remind students that they just studied about story plots a few weeks ago. Show them the anchor chart with the plot-structure diagram (refer to week two of the curriculum
guide).
 Review the elements of plot:
o beginning

characters

setting
o middle

rising action

climax

resolution
o end/conclusion

outcome
 Read aloud one of the suggested books. Lead students in a discussion of how one event leads to another.
 Have students help you to complete a plot-structure diagram. Save this diagram to use with tomorrow’s lesson.
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Reading
Page 15 of 22
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Day 3:
 Show the plot-structure diagram that the students helped to complete the day before. Explain to students that they are going to use a new graphic organizer today to map out the
events in the story. Show students the new story map (available on the Teacher Toolkit) and explain how the information from the plot-structure diagram can be used with the
new map. The only difference between the plot-structure diagram and the story map is that students have to elaborate more on the plot using the story map. See the sample
story map below:
Characters
Setting
Problem
Event
PLOT
Event
Event
Event
Event
Solution
Ending
 Display the plot-structure diagram from yesterday and the new story map side by side. Ask questions about the story regarding the characters and setting and write that
information on the story map. Discuss how the story ended and list that information on the story map. Explain that the story map will have more information than the plotstructure diagram because students need to be very specific about the problem the main character faces and the events in the story that lead up to the resolution and ending.
 Have students look at the plot-structure diagram they helped to complete yesterday and figure out what problem the main character faced and list that information on the story
map.
 Then have the children help to list the most important events in the story that occurred because of the problem. Write the students’ suggestions on the story map.
 When the story map is complete, compare it to the plot-structure diagram and discuss the events in both.
Small Group Guided Reading Instruction/Independent Reading Assignment – 40 Minutes
Day 2:
 For today’s reading assignment, the students will read Floating Home, pp. 321-329. Have them read through the entire story to thoroughly understand the plot structure of the
story. They will then complete a plot-structure diagram for Floating Home in their reading notebooks.
 Have students share the ideas they wrote on their plot-structure diagrams. Jot their ideas down on an anchor chart. Save this chart for the next day as it will be used in
comparison with a story chart.
Day 3:
 For today’s reading assignment, students will reread the story Floating Home, pp. 330-337. This time they need to pay special attention and look for the story problem and the
events that occur as a result of the story problem.
 Give students a copy of the story map and have them complete it after reading the story.
 Have students compare their story maps with another student.
 Display a copy of the story map on the overhead. Ask students help you to fill it out using the information they wrote in their reading notebooks.
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Reading
Page 16 of 22
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Small Group Guided Reading Instruction/Work Stations – 40 Minutes
Read Aloud - ~10 Minutes
Resources
Teacher Toolkit:
 TAKS Stems
 Comprehension Skills
Scott Foresman Links to Reading First, Grade 3, Unit 6, Week 4
 5-Day Instructional Planner, pp. 38 -39
 Instructional Routines for, pp. 40-49
Scott Foresman, Picture This!
 Volume 2; TE pp. 318a-339j
 “Floating Home” pp. 320-337
 Comprehension: Plot
Weekly Spelling Words








fruit
thought
said
tried
eight
friend
does
people







tired
Friday
night
again
believe
died
Saturday
SAISD © 2008-09 – Fourth Grading Period
Weekly Vocabulary Words






astronaut
emergency
globe
launch
inusual
weighed





atmosphere
orbiter
oxygen
pressure
shuttle
3rd Grade Reading
Academic Vocabulary
 plot
Suggested Read Alouds
 Lon Po Po: A Red-Riding Hood Story
From China by Ed Young
 The Paper Bag Princess by Robert
Munsch
Page 17 of 22
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
The Teaching Plan
Week 8
Instructional Model/Teacher Directions
Links Instruction
Daily Instructional Routines – Whole Group Instruction
Day 1
Instructional Routines Unit 5,
Week 1 pp. 4-5
(Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)
Day 2
Day 3
Day 4
Instructional Routines Unit 5,
Instructional Routines Unit 5,
Instructional Routines Unit 5,
Week 1 pp. 6-8
Week 1 pp. 9-10
Week 1 pp. 11-12
Scott Foresman Comprehension
Lesson pp. 340-341
Day 5
Instructional Routines Unit 5,
Week 1 p. 413
Spelling Test
Selection Test
Hands-on Vocabulary
Activities
Comprehension Focus Lessons
Note: Occasionally, a read aloud of a mentor text will be done during 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.
Week 8: Realism and Fantasy (Day 2 and 3)
Day 2:
 Begin the lesson with a review of the terms “realism” and “fantasy”.
 Explain that “realism” is something that can occur in real life. “Fantasy” is something that cannot happen in real life.
 Tell students they are going to learn more about “realism” and “fantansy” and that by the end of the lesson, they will be able to distinguish between the two.
 Give some examples of “realism” and “fantasy”. A dog chasing a ball that his owner threw is something that could happen in real life; so this is an example of realism. A dog
talking to his owner about the fun they had in the park playing ball is something that could not happen because dogs don’t talk. Therefore, this is an example of fantasy.
Read one of the suggested read alouds that has elements of realism and fantasy.
 After reading the story, draw a T-Chart on the board. On the left write Realism (What could happen) and on the right, write Fantasy (What couldn’t happen)
Reality
(What could happen)
Fantasy
(What couldn’t happen)
 Ask students to name events from the story that could and couldn’t happen in real life. Write the event in the correct column. Have students explain why each event is “fantasy”
or “realism”.
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Reading
Page 18 of 22
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Day 3:
 Prior to the lesson, prepare a list of approximately fifteen fantasy/reality statements.
 Draw a T-Chart on the board. Have students give examples of fantasy and reality and list them on the T-Chart.
 For the next activity, have students will use their Fantasy/Reality Every Student Response Cards (available on the Teacher Toolkit) or fold a piece of white paper in half,
hamburger-wise, and label one side “Fantasy” and the other side “Reality.”
 Call out the fantasy/reality statements to the students and have the students show you whether the statement is fantasy or reality using their every student response cards.
Small Group Guided Reading Instruction/Independent Reading Assignment – 40 Minute
Day 2:
 For today’s reading assignment, have students make a foldable such as the one below. They will fold a piece of paper in half, hamburger-wise. Then they will bring the outside
edges to the crease in the middle. At the top of the left flap, have students write “Realism” and at the top of the right flap, have students write ”Fantasy”.
 Students can draw a picture of something that depicts reality and something that depicts fantasy on the outside of the corresponding flap. Have students open the foldable and
trace the crease down the middle with their pencils. At the top of the left-hand side, have the students write Realism and on the other side, they will write Fantasy.
See the example below:
Fold the paper in half and then bring the
outside edges to the middle
→
Fold to middle
crease
←
Fold to middle
crease
Inside
Outside
►
Realism
Fantasy
(Students
will draw a
picture of
something
that depicts
reality.)
(Students
will draw a
picture of
something
that depicts
fantasy.)
Realism
(What could
happen)
Fantasy
(What couldn’t
happen)
►
 Have them read Two Bad Ants, pp. 343-351. As they are reading, students will list elements of fantasy and reality from the story in their foldable.
 Have students share one example of fantasy or reality from the story with a partner.
Day 3:
 For the reading assignment, have students continue reading , pp. 352-357. They will continue to look for examples of realism and fantasy in the story and list them inside their
foldables.
 Have students share one example of fantasy or reality from the story with a partner.
 Call on individuals to share with the class
Small Group Guided Reading Instruction/Work Stations – 40 Minutes
Read Aloud - ~10 Minutes
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Reading
Page 19 of 22
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Resources
Teacher Toolkit:
 TAKS Stems
 Comprehension Skills
Scott Foresman Links to Reading First, Grade 3, Unit 6, Week 5
 5-Day Instructional Planner, pp. 50 -51
 Instructional Routines for, pp. 52-61
Scott Foresman, Picture This!
 Volume 2; TE pp. 340a-363j
 “Two Bad Ants” pp. 342-359
 Comprehension: Realism/Fantasy
Weekly Spelling Words








guess
guide
language
quarter
quit
earthquake
guest
guard







quick
equal
quiz
guitar
penguin
quart
quiet
Weekly Vocabulary Words








blinding
cristal
echoing
ledge
remarkable
scout
sparkling
treasure
Differentiation
What do you do for students who need additional
support?
 Students will meet with the teacher for Small Group
Guided Reading Instruction. The teacher will do a
skills lesson to address the needs of students and
the students will apply that skill to their reading.
 Work stations are differentiated to meet the needs of
the learner. Students will have additional practice to
help them master the skills learned during whole
group instruction.
What do you do for students who master the
learning quickly?
 Activities/materials offered during Small Group
Guided Reading Instruction and work stations are
differentiated to meet the needs of the learner.
SAISD © 2008-09 – Fourth Grading Period




antennae
dusk
feverish
unnatural
Academic Vocabulary
 realism
 realistic
 fantasy
Interims/TAKS/Benchmarks
 Lon Po Po: A Red-Riding Hood Story
From China by Ed Young
 The Paper Bag Princess by Robert
Munsch
High School Readiness
Sample Questions
Third Grade: TAKS Released Test
Source: TEA Website
Sample Question
Ninth Grade: TAKS Released Test
Source: TEA Website
Reading: February 2006
Reading: April 2006
21 What caused the author’s primary conflict?
A She couldn’t ride Sassy.
B She didn’t have enough money.
C She missed her friend Billy.
D She regretted selling her pets.
11. Which of the following is an important message in
both stories?
О
О
О
О
Suggested Read Alouds
Hunting and sculpting are hard work.
Individuals are strongest when they work together.
Quarrels are a natural part of relationships.
People should always watch out for enemies.
3rd Grade Reading
Page 20 of 22
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
***LITERATURE CIRCLES WILL TAKE PLACE THIS WEEK SINCE THERE ARE
NO MORE SELECTIONS TO READ IN SCOTT FORESMAN READING.***
The Teaching Plan
Week 9
Instructional Model/Teacher Directions
Daily Instructional Routines – Whole Group Instruction
Focus Lesson (20 minutes)
 The teacher will conduct a daily interactive focus lesson to demonstrate strategies for self selecting independent reading.
 Conduct a think aloud to model the Reading Comprehension Process (RCP) so that the student can maintain a Response Log section in the reading notebook.
 Establish the routine of silent individual reading and criteria to judge whether a book is appropriate for an individual reader.
Reading Assignment (50 minutes)
 The teacher assigns the text to be read with explicit directions for application of the Reading Comprehension Process and strategy featured in the focus lesson.
 Students should keep responses in the Response Log section of their reading notebooks.
Group Share and Evaluation (20 minutes)




Class gathers to discuss their reading.
Reinforce focus lessons by asking for examples.
Students evaluate individual work, how the group worked together, solve problems, and set goals.
Students can summarize what they have learned.
So that the student will:
Before reading
 Select a text to read silently.
 Set a goal for reading each day.
During Reading




Note something interesting about the text for their book recommendations.
Think about what they understand from the silent reading of the text and formulate questions in the Response Log section of their reading notebooks.
Confer with the teacher about some aspect of writing.
Read aloud occasionally for the teacher’s observation .
After Reading
 Share thinking, reflect on focus lesson, and evaluate personal reading and group work habits during group share.
 Evaluate books they have read and write a brief book recommendation for fellow students (on an index card to clip in a book) for a classroom collection to be kept in a
book.
Whole Group Instruction (Times are approximate)
Notes about Literature Circles:
 Teacher collects multiple copies of 4-5 titles.
 Teacher introduces the titles, inviting students to make a choice from a limited selection.
 Students work in small heterogeneous, organized groups based on books chosen.
 Teacher decides on a section of the book to be read each day by the group.
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Reading
Page 21 of 22
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Day 1
(20 Minutes)
Focus Lesson
 Participating in literature
circles
Day 2
(20 Minutes)
Focus Lesson
 How to give a book talk
Independent Reading (Times are approximate)
Day 1
Day 2
(50 Minutes)
(50 Minutes)
 Students read
 Students read
continuously.
continuously.
 Think about and write
 Think about and write
responses to the reading.
responses to the reading.
 Confer with the teacher
 Confer with the teacher
about the reading.
about the reading.
Day 3
(20 Minutes)
Focus Lesson
 Getting to know different
kinds of genre
Day 4
(20 Minutes)
Focus Lesson
 Creating a list of your
reading interests
Day 5
(20 Minutes)
Focus Lesson
 Thinking about how
characters remind us of
people in our lives
Day 3
(50 Minutes)
 Students read
continuously.
 Think about and write
responses to the reading.
 Confer with the teacher
about the reading.
Day 4
(50 Minutes)
 Students read
continuously.
 Think about and write
responses to the reading.
 Confer with the teacher
about the reading.
Day 5
(50 Minutes)
 Students read
continuously.
 Think about and write
responses to the reading.
 Confer with the teacher
about the reading.
Day 3
(20 Minutes)
 Group share and
evaluation
 Read aloud
Day 4
(20 Minutes)
 Group share and
evaluation
 Read aloud
Day 5
(20 Minutes)
 Group share and
evaluation
 Read aloud
Whole Group Instruction (Times are approximate)
Day 1
(20 Minutes)
 Group share and
evaluation
 Read aloud
Day 2
(20 Minutes)
 Group share and
evaluation
 Read aloud
Resources
Literature Circles – Voice and Choice in the Student-Centered Classroom by Harvey Daniels
Guiding Readers and Writers by Irene C. Fountas and Gay Su Pinnell
Read-Write-Think Website http://www.readwritethink.org/lessons/lesson_view.asp?id=19
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Reading
Page 22 of 22
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.