3+Reading

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** ||
 * Teachers****:** (Deb Jeffers and Andy Krueger)
 * Textbook:** (Treasures, MacMillan/McGraw-Hill, 2011)
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **Obj #** || **Unit** || **Objective:**
 * 1 || Unit 1 Week 1 and 5; Unit 2 week 5; Unit 3 week 3; Unit 4 week 3; Unit 5 week 4; Unit 6 week 1,3, and 5 || **The learner will use knowledge of phonetic and structural analysis to read, write, and spell grade-level text** || **3.1.3**
 * a. I-P** use advanced sound/spelling patterns to read (e.g. special vowel spelling, (ough, ion), multisyllable words
 * b. P-M** use word structure to read text (e.g., prefixes/suffixes, compound words, contractions, syllabication, derivation) || weekly || syllable, vowel, consonant, prefix, suffix, compound word, contraction || textbook, practice book, supplemental materials, CD, transparencies, || word building cards, sound spelling word board, flip charts, foldables,oral vocabulary cards, vocabulary cards, picture vocabulary cards || Units 1, 2, 4, 5, & 6 Assessments, weekly assessments, selection tests, NeSA ||
 * 2 || All units || **The learner will develop accuracy, phrasing, and expression while reading grade-level text** || **3.1.4**
 * a. P-M** read phrases, clauses, and sentences that sound like natural language to support comprehension
 * b. P-M** read words and phrases accurately and automatically
 * c. P-M** demonstrate conversational tone (e.g., volume, emphasis) and use of punctuation to reflect meaning of text
 * d. P-M** demonstrate varied pace while reading orally to enhance the meaning of text through pause, stress, and phrasing || weekly || expression, fluency, phrasing, intonation, rate, pronunciation, pacing || DIBELS, ARI, textbook, || readers' theater, Quick Reads, partner read aloud, Read Naturally, flip charts || DIBELS, ARI, weekly fluency checkup ||
 * 3 || Unit 1, 2, 3, 4, 5, & 6 || **The learner will build literary, general academic, and content specific grade level vocabulary** || **3.1.5**
 * a. I-P** apply word structure elements, known words, and word patterns to determine meaning (e.g., contractions, plurals, possessives, basic parts of speech, compounds, syllables)
 * b. I-P** relate new grade level vocabulary to prior knowledge and use in new situations
 * c. I-P-M** apply context clues (e.g., word, phrase, and sentence clues, re-reading) and text features (e.g., table of contents, maps, charts, font/format styles) to help infer meaning of unknown words
 * d. I-P-M** identify semantic relationships (e.g., patterns and categories, synonyms, antonyms, homonyms, multiple meanings)
 * e. I-P** identify meaning using print and digital reference materials (e.g., dictionary, glossary)
 * f. I-P** locate words in reference materials (e.g., alphabetical order, guide words) || weekly || contraction, plurals, possessives, noun, verb, adjective, adverb, compound word, preposition, syllables, context clues, text features, text-to-text, text-to-self, text-to-world, table of contents, map, chart, time line, bold-face, italic, heading, caption, subheading, font, word squares, synonyms, antonyms, homographs, homophones, multiple meaning words, categories, dictionary, thesaurus, encyclopedia, glossary, index, guide words, alphabetical order, || textbook, practice book, supplemental materials, CD, transparencies, computer, www.readwritethink.org, content area text, dictionary, encyclopedia, atlas, thesaurus, word squares, writer's notebook, leveled readers, flip charts, anthologies, vocab cards, || word squares, flip charts, oral vocabulary cards, vocabulary cards, picture vocabulary cards || Unit 1, 2, 3, 4, 5, and 6 unit assessments, weekly assessments, selection tests, NeSA ||
 * 4 ||  || **The learner will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension wile reading grade-level text** || **3.1.6**
 * a. P-M** identify author's purpose(s) (e.g., explain, entertain, inform, persuade) to support text comprehension
 * b. I-P-M** identify elements of narrative text (e.g., characters, setting, plot, point of view)
 * c. I-P-M** retell and summarize narrative text including characters, setting, and plot with supporting details
 * d. I-P** identify literary devices and explain the ways in which language is used (e.g., simile, alliteration, onomatopoeia, imagery, rhythm)
 * e. I-P-M** retell and summarize the main idea from informational text using supporting details
 * f. I-P-M** recognize and apply knowledge of organizational patterns found in informational text (e.g., sequence, description, cause and effect, compare/contrast)
 * g. I-P-M** apply knowledge of text features to locate information and gain meaning from a text (e.g., table of contents, maps, charts, illustration, headings, captions, font/format styles)
 * h. I-P-M** describe the defining characteristics of narrative and information genres (e.g., folk tales, poetry, historical fiction, biographies, chapter books, textbooks)
 * i. I-P** use narrative or informational text to develop a multicultural perspective
 * j. P-M** generate and/or answer literal, inferential, and critical questions, supporting answers using prior knowledge and literal and inferential information from the text
 * k. I-P** identify and explain purpose for reading (e.g., information, pleasure, understanding)
 * l. I-P** build and activate prior knowledge in order to identify text to self, text to text, and text to world connections before, during, and after reading
 * m. I-P** self-monitor comprehension by recognizing when meaning is disrupted and apply strategies to clarify, confirm, or correct
 * n. I-P** make and confirm/modify predictions before, during and after reading (e.g., captions, headings, character traits, person experience)
 * o. I-P** use examples and details in a text to make inferences about a story or situation
 * p. I-P** respond to text verbally, in writing, or artistically || weekly || author's purpose, explain, entertain, inform, persuade, characters, character traits, setting, when, where, plot, point of view, first person, third person, narrative, expository, retell, summarize, details, main idea, simile, alliteration, onomatopoeia, imagery, assonance, consonance, personification, idiom, rhythm, sequence, cause, effect, description, compare, contrast, table of contents, maps, charts, illustration, time line, heading, caption, font, format, style, genre, folk tale, poetry, historical fiction, non-fiction, fiction, science fiction, mystery, autobiography, biography, chapter books, text books, fable, trickster tale, informational text, multicultural, infer, right there answer, search and think, author and me, text-to-self, text-to-text, text-to-world, response, prediction, || textbook, practice book, supplemental materials, CD, transparencies, computer, www.readwritethink.org, content area text, dictionary, encyclopedia, atlas, thesaurus, word squares, writer's notebook, trade books, idiom illustrations, leveled readers, flip charts, anthologies, || story mapping, graphic organizers, flip charts || Unit 1, 2, 3, 4, 5, and 6 unit assessments, weekly assessments, selection tests, NeSA ||