Third Grade Literacy Follow-

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Cindy ComptonMarysville Public Schools

Tuesday, February 10th, 2009

Daily Reading Block Components

PhonicsWhole Group

Shared ReadingWhole Group

Guided ReadingSmall Groups

Instructional Mode

• WHOLE GROUP– Multilevel to

accommodate learning styles

– Scaffold Instruction: To (model), With (guided), By (independent application)

– Target skills that 50% + of the class needs

• SMALL GROUP– Structured to

accommodate the needs of the group members

– Extension of Whole Group lessons: reteach, extend, apply

– Flexible: Students can change according to instructional target

Phonics

Word Wall Spelling Decoding

Activities

20-25 minutes Whole Group Correlated to

Core Reading Program

Phonics Weekly Outline• Monday

– Introduce words and patterns – Assess student knowledge of patterns

• Tuesday– Model using patterns (to)– Guided Practice Activity (with)

• Wednesday– Guided Practice using patterns (with)– Independent Practice using patterns (by)

• Thursday– Assess spelling and phonics patterns (application)

• Friday– Review Activity

Phonics Instructional Plan

Cactus Hotelby Brenda C. Guiberson

Phonics: Cactus Hotel• Spelling Pattern Focus:

Words With /ô/ and /ů/• Word Pattern Focus:

Suffixes –y, –ly, -able• Suggested Word Wall Words:

– through– dependable– tough– always– delicious

Shared Reading Fluency Vocabulary Comprehension

20-25 minutes Whole Group Read Aloud,

Weekly Story, or passage

Shared Reading Weekly Outline• Monday

– Introduce vocabulary– Assess prior knowledge– Set purpose for reading

• Tuesday– Model using vocabulary(to)– Model/Guided Practice of Comprehension skill (to/with)

• Wednesday– Guided /Independent Practice using Vocabulary(with/by)– Guided/Independent Practice using comprehension skill (with/by)

• Thursday– Assess vocabulary (application)– Additional Practice with Comprehension skill (by)

• Friday– Assess comprehension skill (application)– Use Vocabulary in writing (transfer)

Cactus Hotelby Brenda C. Guiberson

Shared Reading Instructional Plan

Shared Reading: Cactus Hotel• Vocabulary:

tough, ribs, discovered, insects, treat, remains, bores, insulated, toppledsaguaro, palverde tree

• Comprehension Focus: Cause and Effect

• Comprehension Skill Reinforcement:Sequence of EventsAuthor’s PurposeUsing Context Clues

Guided Reading Approximately 45 minutes Small Groups (3-6 students) Extension of Shared Reading Instructional Focus based on

student need 2-3 groups each day 10-20 minutes per group

Guided Reading Weekly Outline• Lower Groups (Mon., Tues., Wed.)

– Further Develop vocabulary (Monday: 5-10 min.)– Fluency (M, T, W: 3-5 min.)– Phonics activity (T, W: 5-10 min.)– Comprehension activity (M, T, W: 10-15 minutes)

• use excerpts from weekly story or leveled readers

• Average/Higher groups (10 - 15 minutes)– Apply strategies to additional text

• use excerpts from leveled readers or additional books/material

• Friday (Lower Groups & others as needed)– Reteach/Retest phonics as needed– Reteach/Retest vocabulary as needed– Reteach/review comprehension skills as needed

Guided Reading Instructional Plan

Cactus Hotelby Brenda C. Guiberson

Guided Reading: Cactus Hotel• Spelling Pattern Focus:

Words With /ô/ and /ů/

Review previous patterns as needed• Word Pattern Focus:

Suffixes –y, –ly, -able• Vocabulary:

tough, ribs, discovered, insects, treat, remains, bores, insulated, toppledsaguaro, paloverde tree*Using Context Clues to determine meaning in informational text

• Comprehension Focus: Cause and Effect

• Comprehension Skill Reinforcement:Sequence of EventsAuthor’s PurposeUsing Graphics (pictures, captions, etc.)

Suggested Materials for Guided Reading:

• Weekly Story• Vocabulary Cards• Making Words Lessons• Leveled Readers• Worksheets: Easy, On-Level, and Language

Support• Make them into manipulative activities

– cut & paste– matching– webs and charts