How are the problems these specific characters face similar across this series of stories? Thm 2 Genre Thm 3 Thm 4 wk 1 Thm 4 wk 2 Thm 5 Genre Thm 6 wk 1-2 RL 10 10. Read and comprehend complex literary and informational independently and proficiently. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. Third grade students are capable of reading and understanding a variety of literature at the higher end of grades 2 and 3 instructional reading level independently. “The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by-grade staircase‟ of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.” “Students also acquire the habits of reading independently and closely, are essential to their future success.” Students should encounter appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge needed for success in school and life. Effective scaffolding should the reader to encounter the text with minimal clarifications. It should not replace the text by translating its contents for students. Prior Explicit Thm 1 wk 3 Thm 1 Thm 2 wk 1 Thm 2 wk 3-4 Thm 2 Thm 3 wk 1 Thm 3 wk 3-4 Thm 4 Thm 5 wk 1-3 Thm 6 College and Career Readiness Standards- Reading CCSS RI 1-10 Unpacking Essential Vocabulary Materials / Resources Alignment with textbooks, and any other resources available. RI 1 – RI 3 1. Read closely to determine what the text says explicitly and to make logical inferences from 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the Third grade students are required to refer Prior Who? What? Thm 1 wk 2 Thm 1 Genre
College and Career Readiness Standards- Reading CCSS FS 3-4 Unpacking Essential Vocabulary Materials / Resources Alignment with textbooks, and any other resources available. FS 3 3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode with common Latin suffixes. c. Decode multisyllable d. Read grade-appropriate irregularly spelled words. Students continue learning specific strategies for decoding in texts. Learning prefixes and suffixes along with Latin suffixes enhances decoding, spelling ability, and vocabulary development. Use questions and prompts such as: Does that sound right? Does that look right? Does that make sense? Look at the end of the word and try that Look for chunks you know and say them. Look at the word, does it look like …? You said …does it look like …? Prior Prefixes Suffixes Decode Syllable Explicit Affixes Suffixes Decode Open Syllable Closed Syllable Decode Final Stable Syllable Consonant le VCE (vowel/consonant) Consonant Cluster Irregular Spelling Words Thm 1 Thm 2 wk 1, 2, 4, Genre Thm 3 wk 1, 2, 4 Thm 4-6 FS 4 4. Read with sufficient accuracy and fluency to support comprehension. a. Read text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage still benefit from opportunities to read texts multiple times at an independent level. Use questions and prompts such as: Make your reading sound like the characters are talking. Go back and reread when it doesn’t sound or look like you think it should. Prior Text Poetry Expression Self-correct Reread Explicit Fluency Comprehension Purpose Inform Entertain Persuade Explain Connections Rhythm Stanza Rhyme Line Prose Beat Fluency Comprehension Accuracy Thm 1-6 expect Thm 5 Genre