Standard 3.1 Reading

All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension.

Big Idea: The ability to read a variety of texts requires independence, comprehension, and fluency.

3.1.6 A. Concepts About Print

Essential Questions

Enduring Understandings

- How does understanding a text’s structure help me better understand its meaning?

 - Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text.  

Areas of Focus/Cumulative Progress Indicators

Comments and Examples

1.         Use a text index and glossary independently and appropriately. 

3.         Recognize and use common print formats to obtain information (e.g., newspapers, magazines, electronic sources).

3.1.6 B. Phonological Awareness:

No additional indicators at this grade level

3.1.6 C. Decoding and Word Recognition

Essential Questions

Enduring Understandings

 - How do I figure out a word I do not know?

- Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in text.  

Areas of Focus/Cumulative Progress Indicators

Comments and Examples

ASSESS word attack skills during guided reading.

3.1.6 D. Fluency

 - How does fluency affect comprehension?

•Fluency needs to be modeled (read alouds by fluent adults), practiced (in small, flexible guided reading groups and independently with text that is reread), and assessed by the teacher (during running records and/or conferencing with students).

3.1.6 F. Vocabulary and Concept Development

2.       Infer specific word meanings in the context of reading passages.

ASSESS using passages with unknown and/or multiple meaning words.

4.         Use the dictionary for a variety of purposes (e.g., definitions, word origins, parts of speech).

3.1.6 G. Comprehension Skills and Response to Text

Instructional strategies:
• Teacher read alouds with attention to author’s intent, views and beliefs
• Guided reading to improve comprehension at student’s instructional level
• Independent reading by students and subsequent demonstration of each student’s understanding of author’s point of view
• Demonstration of understanding of an author’s point of view through multimedia projects and activities
• Integration of the study of an author’s point of view within the historical perspective
• Writing assignments that allow students to share their points of view

Examples:
Jigsaw reading of a lengthy passage in small group, followed by students sharing interpretations of author’s purpose, ideas, views and beliefs based on their section of the passage.

Instructional strategies
Teacher read alouds; shared and independent reading and full discussion of genre through:
• Literature circles
• Guided reading group and individual discussions
• Conferencing with individual students
• Project-based learning based in genre
• Library visits and classroom assignments with attention to genre and author studies
• Student-generated graphic organizers and semantic maps that highlight genre-specific elements and vocabulary

ASSESS using reader’s response to various genres.

Instructional strategy –

Use higher order questions whose answers demonstrate knowledge of cause and effect.

Example:
Explain how construction of homes and businesses around major cities affects the environment.

Example:
Students re-write the end of a story, connecting it to their backgrounds and personal experiences.

5.         Recognize persuasive and propaganda techniques used to influence readers.

ASSESS through students’ oral and written responses to the elements inherent in persuasive writing.

Instructional strategies:
• Teacher read alouds with attention to author’s intent, views, culture and beliefs
• Guided reading
• Independent reading by students and subsequent demonstration of each student’s understanding of author’s point of view, historical references and cultural biases
• Demonstration of understanding of an author’s point of view through multimedia projects and activities
• Integration of the study of an author’s point of view with a focus on the historical perspective during the time in which the piece was written

ASSESS through writing assignments that allow students to share their cultural points of view based on multi-cultural readings.

Instructional focus:
• Classroom instruction around a central theme that crosses content areas (social studies, science, math, etc.)
• Examination of literature for theme whenever relevant
• Reading passages connected to the theme upon which the units/lessons are planned.

Example:
Choose literature related to the historical period studied in social studies or concept in science.

Instructional strategies
Use:
• Classroom discussion (whole group, small group)
• Graphic organizers

9.         Make inferences using textual information and provide supporting evidence.

Instructional strategies:
• Use nonfiction text elements (headings; captions; sidebar stories and facts; illustrations; graphics, etc.) to fully comprehend text.
• Whole group instruction: text features
• Small group: guided reading using nonfiction text
• Organization of classroom libraries to feature organizational text

ASSESS through writing assignments and project-based learning tasks that demand organizational elements.

Example:
Students create websites that capitalize on the use of organizational structures.

ASSESS through oral and written critique.

ASSESS through class discussion.

Instructional focus:
• Explicit instruction about figurative language
• Selection of teacher read alouds that are authentic examples of authors’ uses of figurative language
• Investigation of the sound of poetry and how it can be used to affect mood or tone of the message
• Exploration of the various structures of poetry and discussion of the ways that poets use their craft to convey a message

ASSESS through writing assignments (responding to and creating poetry).

ASSESS by having students explain the literal interpretation and the idiomatic meaning through dramatic presentation.

3.1.6 H.  Inquiry and Research

Example:
Research what taxes are, how they are collected and how tax dollars are used in your local community.

Instructional strategy:
• Synthesize information from various sources to answer a research question.

Example:
Use the timeline of a major era in history, pinpoint a turning point along that timeline that contributed to a major historical change (use the Civil War; the Vietnam War; woman’s suffrage movement; civil rights movement; etc. ) and write about that change in the context of events preceding it .