· Web viewDays 1-4. 1.01 Apply phonics and structural analysis to decode words (e.g., roots, suffixes, prefixes, less common vowel patterns, syllable breaks.) 1. What can I do

Pitt County SchoolsReading Instructional Guide

GRADE 3SCOS GOALS AND

OBJECTIVESESSENTIAL QUESTIONS,

BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES

AND ASSESSMENTESSENTIAL TASKS,

STRATEGIES, PROJECTS, CONNECTIONS

HM Back to School Days 1-4

1.01 Apply phonics and structural analysis to decode words (e.g., roots, suffixes, prefixes, less common vowel patterns, syllable breaks.)

1. What can I do to read an unknown multi-syllabic word?

PCS Spelling Handbook Word Wall Houghton-Mifflin Vocabulary/Spelling

Word Cards H. M. Practice Book Leveled Readers HM BTS Transparencies 1-17 HM Reading Strategies posters

1. Identify spelling patterns2. Pronounce the chunks and familiar

sounds, and/or vowel patterns3. Break words apart by identifying

roots, prefixes, and suffixes4. Break words down into syllables

2.01 Use metacognitive strategies to comprehend text (e.g. reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).2.02 Interact with the text before, during, and after reading, listening, and viewing by:• Making predictions.• Asking questions.2.06 Recall main idea, facts and details from a text.

1. What do I know about the topic?2. How is the text organized?3. Why am I reading the text? (Do I need to read the entire text or just a portion of the text?)4. Can I picture what the author is trying to say?5. How did the author organize this text?6. How do I analyze the text to find the main idea, facts, and details?

Houghton-Mifflin basal KWL charts and other graphic

organizers Reader response journals for

prediction Library books AR books H.M. Teacher’s Edition Journal

Topics NC EOG Aligned Assessments and

Practice (Houghton-Mifflin) H.M. “Get Set for Reading CD Rom”

HM Read Aloud: The Rule

1. Use metacognitive strategies to: access prior knowledge question paraphrase retell2.Make predictions before reading

read the title of the selection ask, “What do you think the

selection will be about?”3. Make predictions during reading

select a portion of the text to read

think about the selection up to that point

predict what you think will happen next

defend your answer4. Ask questions during reading

Do I have a clear picture in my head?

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Does my reading make sense? What I can do to increase my

understanding of the text?5. Ask questions after reading

Should I go back and reread portions of the selection for better understanding?

HM Theme 1Off to Adventure!

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Focus on Poetry- First 6 Weeks of the First Nine Weeks1.01 Apply phonics and structural analysis to decode words (e.g., roots, suffixes, prefixes, less common vowel patterns, syllable breaks.)1.02 Apply meanings of common prefixes and suffixes to decode words in text to assist comprehension.

1. What can I do to read an unknown multi-syllabic word?-Base words-Syllabication-Inflected Endings –ed and –ing-Structual analysis skills review-Prefixes un-, dis- and non--Suffixes –y and –ly-Short vowels a,e,i, o, and u-Vowel-consonant-e pattern-Vowel + r sounds

PCS Spelling Handbook Word Wall Houghton-Mifflin

Vocabulary/Spelling Word Cards H. M. Practice Book Leveled Readers HM Transparencies

1. Identify word chunks and familiar sounds

2. Identify spelling patterns3. Pronounce the chunks and

familiar sounds, and/or vowel patterns

4. Break words apart by identifying roots, prefixes, and suffixes

5. Break words down into syllables

1.03 Integrate prior experiences and all sources of information in the text (graphophonic, syntactic, and semantic) when reading orally and silently.

1. How do my prior experiences help me understand the text?2. How can I use all sources of information in the text when I read?3. What do I do when I come to a word that I don’t know?-Multiple meaning words

Houghton-Mifflin PCS Spelling Handbook

Daily Language Practice, Houghton-Mifflin, transparencies

H. M. Practice Book Leveled readers Vocabulary Readers

1. Identify graphophonics (spelling patterns)

2. Determine if the syntax (word order, sentence structure) makes sense

3. Determine if the semantics (meanings of words) makes sense

4. Combine prior knowledge, graphophonics, semantics, and syntax when reading orally or silently

1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary:

1. How can graphophonics help me read unknown words?2. How can a word study help me

Houghton-Mifflin basals (all themes)

H. M. Practice Book

1. Read a wide variety of text from different genres and topics

2. Examine the graphophonics

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• word study. increase my vocabulary?-Multiple meaning words-HF Words (Review first 84 of 500 words)

PCS Spelling Handbook Word Wall Leveled readers AR books Weekly Readers Scholastic Magazines Newspapers in Education Time for Kids Chapter Books School Library Classroom library

(spelling patterns) of words including regularities and irregularities, spelling rules, and syllabication of words through word study

3. Explore new words and their meanings (semantics) through word study

1.05 Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words

1. How can I tell that what I read is correct?2. How can I use other resources to learn more about words and to check my spelling?

Houghton-Mifflin basal Word Wall Dictionaries Student Thesaurus

1. Explain the purpose of reference materials (dictionary, glossary)

2. Identify the parts of reference materials (guide words, pronunciation key, syllable breaks, parts of speech, & word definitions)

3. Explain how to use these reference materials

4. Utilize text structures of various reference materials (alphabetical order) to efficiently confirm decoding, verify spelling and extend meanings of words

1.06 Read independently daily from self-selected materials

1. How can I choose appropriate reading materials?

STAR test DRA

1. Read a variety of text on his/her independent reading level orally

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(consistent with the student’s independent reading level) to:• increase fluency.• build background knowledge.• extend vocabulary.

Leveled Readers: Accelerated Reader Houghton-Mifflin basal Newspapers in Education, novels,

magazines

with accuracy and expression at an appropriate rate

2. Compare and contrast the similarities and differences between the texts to other content areas, text-to-text, text-to-self

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2.01 Use metacognitive strategies to comprehend text (e.g. reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).2.02 Interact with the text before, during, and after reading, listening, and viewing by:• Previewing the text.• Making predictions.• Asking questions.• Locating information for specific purposes.• Making connections.2.03 Read a variety of texts,

such as:• fiction (short stories, novels, fantasies, fairy tales, fables).• nonfiction (biographies, letters, articles, procedures and instructions, charts, maps).• poetry (proverbs, riddles, limericks, simple poems).2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:• author’s purpose• sequence• main idea and supporting

1. What do I know about the topic?2. How is the text organized?3. Why am I reading the text? (Do I need to read the entire text or just a portion of the text?)4. Can I picture what the author is trying to say?-Monitor and Clarify-Understanding Poetry-Evaluate5. What strategies do I use to read this text?6. How do I set a purpose for reading this text?7. How do I know what this text will be about?8. Does this story or text remind me of another story or text?9. How did the author organize this text?10. What different types of text do I know how to read?11. How do I select the most important idea given about a topic?12. Do all stories have the same point of view?-Sequence of Events-Cause and Effect13. What clues in the text help me to draw conclusions and make generalizations?

Houghton-Mifflin basal: Cliff Hanger; The Ballad of Mulan; The Lost and FoundFocus on Genre: Poetry KWL charts and other graphic



Topics Novels/paperbacks Houghton-Mifflin basal (all themes)

including audio selections for each story

Reader response journals H.M. “Get Set for Reading CD

Rom” AR books Leveled readers:

A Great Day for Snorkeling; Roaring Down the Rapids; Regina’s Ride; Sacagawea; Johnny Appleseed; Ida Lewis and the Lighthouse; The Lunch Room; Alligator in the Bathtub; The Unusual Coin; Douglas Florian, Poet and Artist; Pat Mora: Two Languages, One Poet; Gwendolyn Brooks: A Life of Poetry

1. Use metacognitive strategies to: access prior knowledge reread read ahead ask for help paraphrase retell2. Review the text before reading examine the pictures and read

any captions read the title, subtitles, and

content headings read the first and last

sentence/paragraph2. Make predictions before reading read the title of the selection ask, “What do you think the

selection will be about?” generalize what might happen

using one’s background knowledge

3. Make predictions during reading-select a portion of the text to read-choose a stopping point-think about the selection up to that point-predict what you think will happen next4. Make predictions after reading-justify your prediction with evidence from the story

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7.Name and distinguish the elements of fiction (which is generally defined as a narrative that is imagined rather than real) and non-fiction (which is intended to provide factual information though text and visual images and the information is verifiable from other sources: integrity, accuracy and authenticity, and style and language)8. Select different texts at school during independent reading blocks of time (self-selected reading, literature circles, guided reading centers, etc.) and during teacher-directed reading blocks (whole group instruction in reading and the content areas)9. Select different texts at home for pleasure, selecting texts based on personal interest and/or reading level10. Explore different genres and understand their unique attributes11. Name and distinguish the elements of fiction such as the title, setting, characters, events (sequence)12. Go back through the text and specifically identify the main idea

Revised 2009 7







3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:• Considering the differences among genres.• Considering main character’s point of view.• Making inferences and drawing conclusions about characters and events.

1. After reading the text, how can I share with others what I am thinking?

Houghton-Mifflin basals (poetry genre focus in Theme 1

Role playing PCS Writing Portfolios Powerpoint presentation Houghton-Mifflin

Transparencies/Masters and Strategy Posters

1. Identify genres as different kinds of literary texts2. Poetry: brings together sounds and words in unique and intriguing ways which may evoke intense imagery and profound meaning using meaning and emotion, figurative language, rhythm or cadence, and rhyme and sound patterns3. Create responses to reading using writing, drama, art, music, or dance to respond to reading

3.02 Identify and discuss similarities and differences in events, and characters, concepts, and ideas within and across selections and support them by referencing the text.

1. How are______________ and _____________ alike and/or different?

Theme Books Student Anthology Theme Big Books Reader’s Response Journal Writer’s Workshop Folders About the Authors (Wood Ray) Venn diagrams/double bubble maps HM Theme 1 stories H.M. PRACTICE BOOK HM Comprehension skills review

1. Use appropriate graphic organizers to: make comparisons within and

across texts compare and contrast the

experiences and feelings of literary characters using evidence cited from text

compare and contrast main events across texts

recognize common themes between two passages

3.05 Analyze, compare and contrast printed and visual information (e.g., graphs, charts,

1. How is the information in the text similar to or different from the information in the book?

Houghton-Mifflin Cross-Curricular Activities

Social Studies and Science texts

1. Utilize charts, graphs, diagrams, and maps to classify information

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maps). -How to read a map. Classroom maps and charts H.M. PRACTICE BOOK

2. Utilize charts, graphs, diagrams, and maps to examine similarities and differences

4.01 Read aloud grade-appropriate text with fluency, comprehension, and expression.

1. How do I show expression when I read aloud?2. How do I read aloud with fluency?3. How can I demonstrate that I understand what I am reading aloud?

-HM Theme 1-Leveled Readers:A Great Day for Snorkeling; Roaring Down the Rapids; Regina’s Ride; Sacagawea; Johnny Appleseed; Ida Lewis and the Lighthouse; The Lunch Room; Alligator in the Bathtub; The Unusual Coin; Douglas Florian, Poet and Artist; Pat Mora: Two Languages, One Poet; Gwendolyn Brooks: A Life of Poetry-Novels and trade books-Teacher read- alouds

1. Listen to text read aloud using fluency and expression

2. Demonstrate reading aloud using expression

3. Read aloud a text using feeling and oral presentation skills (fluency and expression)

4.02 Use oral and written language to:• Discuss.• Share information and ideas.• Answer open-ended questions.

1. How do I sequence information so it is clear to my reader or listener?2. How do I choose which information is important to share in a discussion?3. How do I use questioning to keep a conversation going?

HM Theme 1 Cross Curricular Activities

HM Leveled Reader small group work

1. Identify beginning, middle, and end of appropriate text

2. Apply appropriate transition words

3. Listen attentively and respond appropriately to questions and comments made about a topic

5.05 Use a number of strategies for spelling (e.g., sound patterns, visual patterns, silent letters, less common letter groupings).

1. What strategies do I use to spell words?-Short vowels-VCV-e-Long Vowels

PCS Spelling Handbook Houghton-Mifflin Reading Practice

books Student writing journals

1. Apply skills to facilitate spelling of words by identifying:

diagraphs (consonants and vowels)

diphthongs smaller word chunks

Revised 2009 9







blends and word families sound/letter correspondence word syllabication

HM Theme 2Celebrating Traditions

Focus on Trickster Tales First Nine Weeks Selection 1Selections 2-4 Second Nine Weeks


1. What can I do to read an unknown multi-syllabic word?-Long vowels: ai, ay, ee, ea-Compound words-Plurals-Contractions with ‘s, n’t, ‘re, ‘ll-Three-letter clusters and unexpected consonant patterns-Plurals with words ending in –ch, -sh, -x, and –s-Long i spelled: i, ie, igh-Inflected endings –ed and ing-Vowel sound in coin

PCS Spelling Handbook Word Wall H.M. Theme 2 Word Work Vocabulary/Spelling Word Cards H. M. Practice Book Leveled Readers


2. Identify vowel patterns (ex. –oi, -oy, -aw, ought, -ight, -ough, -ey,)

3. Identify spelling patterns4. Pronounce the chunks and



6. Use reference materials (dictionary/glossary) to confirm decoding and pronunciation



1. How do my prior experiences help me understand the text?2. How can I use all sources of information in the text when I read?3. What do I do when I come to a

HM Theme 1 PCS Spelling Handbook Daily Language Practice Houghton-Mifflin, transparencies H. M. Practice Book



Revised 2009 10







word that I don’t know? Leveled readers 3. Determine if the semantics (meanings of words) makes sense


1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary:• word study

1. How can graphophonics help me read unknown words?2. How can a word study help me increase my vocabulary?-Word families (phonograms)-Rhyming words-Synonyms-Long i spelled: i, ie, igh-Long vowels: ai, ay, ee, ea-HF words (Review next 83 of 500 words)

HM Theme 2 H. M. Practice Book PCS Spelling Handbook Word Wall Leveled readers AR books Weekly Readers, Scholastic Magazines, Newspapers in Education, Time for Kids


2. Examine the graphophonics (spelling patterns) of words including regularities and irregularities, spelling rules, and syllabication of words through word study


4. Listen to determine the meanings of words during discussions, book talks, book clubs, seminars, and reading groups

5. Listen to identify unknown words and generate questions to determine meanings

6. Use new words learned in writing pieces

7. Examine language used by author

Revised 2009 11







1.05 Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words.

1. How can I tell that what I read is correct?2. How can I use other resources to learn more about words and to check my spelling?-Dictionary Definitions-Long i spelled: i, ie, igh-Long vowels: ai, ay, ee, ea

H.M. Theme 2 Word Wall Dictionaries Student Thesaurus



1.06 Read independently daily from self-selected materials (consistent with the student’s independent reading level) to:• increase fluency.• build background knowledge.• extend vocabulary.


STAR test DRA Accelerated Reader Houghton-Mifflin basal Newspapers in Education, novels,

magazines

1. Read a variety of text on his/her independent reading level orally with accuracy and expression at an appropriate rate

2. Compare and contrast the similarities and differences between the texts to other content areas, text-to-text

Revised 2009 12







2.01 Use metacognitive strategies to comprehend text (e.g. reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).2.02 Interact with the text before, during, and after reading, listening, and viewing by:• Setting a purpose.• Previewing the text.• Asking questions.• Locating information for specific purposes.2.03 Read a variety of texts, such as:• fiction (short stories, novels, fantasies, fairy tales, fables).• nonfiction (biographies, letters, articles, procedures and instructions, charts, maps).2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:• sequence• resolution• main idea and supporting details• point of view (author and character)

1. What do I know about the topic?2. How is the text organized?3. Why am I reading the text? (Do I need to read the entire text or just a portion of the text?)4. Can I picture what the author is trying to say?What strategies do I use to read this text?2. How do I set a purpose for reading this text?3. How do I know what this text will be about?4. Does this story or text remind me of another story or text?5. How did the author organize this text?1. What different types of text do I know how to read?1. What information in the text helps me better understand the author’s purpose, conflict, plot, etc.?2. How do I select the most important idea given about a topic?3. How does the author get the theme across in this selection?4. How do I identify the character’s goal?5. Do all stories have the same point of view?1. What clues in the text help me to

Leveled Readers:Grandma’s Table; The Traveling Guitar; Grandpa’s Baseball Card; The Mask Makers; A World of Games; Miyu and the Cranes for Peace; The Weaver’s Gift; A True Cortez; Festival in Valencia; With a Dance and a Roar;Drum Dancers, An Inuit Story; The Tiger, the Mand, and the Jackal; The High-Flying Contest; the Rabbit and the Coyote

Library Books Theme Paper backs Dictionary Student Anthology Poetry: Powerful Thoughts in Tiny

Packages (Calkins and Parsons) Teacher’s Edition (HM) H.M. Theme 2 STAR test DRA Accelerated Reader Newspapers in Education Novels Magazines Classroom Library H.M. Cross-Curricular Activities

1. Monitor own reading and comprehension by asking: Does it sound right? Does it look right? Does it make sense?2. Identify text structure bold-faced print; italicized

words; captions; headings; subheadings; table of contents; maps; index; glossary; text boxes

3. Distinguish the elements of fiction and non-fiction 4.Select different texts at school during independent reading blocks of time and during teacher-directed reading blocks 5.Select different texts at home for pleasure, selecting texts based on personal interest and/or reading level6. Explore different genres and understand their unique attributes7. Name and distinguish the elements of fiction such as the title, setting, characters, events (sequence), and resolution8. Go back through the text and specifically identify the main idea and the details that support it9. Name and distinguish the elements of non-fiction, which is intended to provide factual information though text and visual

Revised 2009 13







3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:• Considering the differences among genres.• Relating plot, setting, and characters to own experiences and ideas.• Making inferences and drawing conclusions about characters and events.

1. After reading the text, how can I share with others what I am thinking?-Predict/Infer

Houghton-Mifflin Theme 2 and Focus on Trickster Tales

Role playing Powerpoint presentation HM Transparencies/Masters and

Strategy Posters Classroom Libraries School Book Room

1. Identify genres as different kinds of literary texts Fiction: is generally defined as a

narrative that is imagined rather than real:

Traditional literature: folktales, fables, myths, legends, epics

Fantasy: science fiction Realism: realistic fiction,

historical fiction Nonfiction: is intended to provide

factual information through text and visual images focusing on one particular topic and the information is verifiable from other sources:

informational: science, social studies, mathematics, health, language, arts, recreation

biography, fictionalized biography, autobiography, memoir

2. Create responses to reading using writing, drama, art, music, or dance to respond to reading3. Use text-to-self connections and details from the text to make inferences and draw conclusions4. Understand new knowledge and insights learned from various text

Revised 2009 14









Venn diagrams/double bubble maps Houghton-Mifflin Theme 2 H.M. PRACTICE BOOK

1. Use appropriate graphic organizers to:



3.05 Analyze, compare and contrast printed and visual information (e.g., graphs, charts, maps).

1. How is the information in the text similar to or different from the information in the book?-Using the Library

Houghton-Mifflin Theme 2 Atlas HM Cross-curricular Activities Social Studies and Science texts Classroom maps and charts H.M. PRACTICE BOOK



3.06 Conduct research for assigned and self-selected projects (with assistance) from a variety of sources (e.g., print, and non-print texts, artifacts, people, libraries, databases, computer networks).

1. What resources will help me find the information that I need?-Conduct an interview-Taking Notes-Explain a Process-Using an Atlas

1. Derive information from encyclopedias, search engines, and other formal sources (with assistance)



Houghton-Mifflin basal Leveled Readers Novels and trade books Teacher read- alouds Leveled Readers:

Grandma’s Table; The Traveling Guitar; Grandpa’s Baseball Card; The Mask Makers; A World of Games; Miyu and the Cranes for




Revised 2009 15







Peace; The Weaver’s Gift; A True Cortez; Festival in Valencia; With a Dance and a Roar;Drum Dancers, An Inuit Story; The Tiger, the Mand, and the Jackal; The High-Flying Contest; the Rabbit and the Coyote

4.02 Use oral and written language to:• Discuss


Thesaurus Mentor Text (Author’s Craft) HM Theme 2 Small group discussions using text

read




4. Ask meaningful questions to gain information about a topic, ideas, or persons


1. What strategies do I use to spell words?-Long o sound-Consonant clusters/patterns-Long i sound-Vowel sound in join

PCS Spelling HandbookHoughton-Mifflin Reading Practice books Student writing journals



smaller word chunks blends and word families sound/letter correspondence word syllabication

Revised 2009 16







HM Theme 3Incredible Stories- Second Nine Weeks Selections 1 and 2

Third Nine Weeks Selections 3 and 4


1. What can I do to read an unknown multi-syllabic word?-Plurals with words ending in f and fe-The vowel sounds in clown and lawn-Word endings –er and –est-Vowel + /r/ sounds-Suffixes – and –ly-The j,k, and kw sounds-Prefixes un-, bi-, dis-, mis-, and non--Homophones


Vocabulary/Spelling Word Cards Theme references Houghton-

Mifflin basals (Reading-Writing Workshop)

H. M. Practice Book Leveled Readers


2. identify spelling patterns3. Pronounce the chunks and




1.02 Apply meanings of common prefixes and suffixes to decode words in text to assist comprehension.

1.02 Apply meanings of common prefixes and suffixes to decode words in text to assist comprehension.-Prefixes un-, bi-, dis-, mis-, and non-


Vocabulary/Spelling Word Cards Theme references Houghton-

Mifflin H.M. Practice Book

1. Identify prefixes/suffixes in a given word

2. Define the meaning of the prefix or suffix

3. Identify the root word4. Define the meaning of the root

word5. Define the meaning of the word

with the prefix/suffix with the root word

1.03 Integrate prior experiences and all sources of information in the text (graphophonic, syntactic, and semantic) when reading

1. How do I decode using letter-sound knowledge?-Homophones

Houghton-Mifflin PCS Spelling Handbook Daily Language Practice,

Houghton-Mifflin, transparencies


2. Combine prior knowledge,

Revised 2009 17







orally and silently. H. M. Practice Book Leveled readers

graphophonics, semantics, and syntax when reading orally or silently

1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary:• word study.• viewing.

1. How can graphophonics help me read unknown words?2. How can a word study help me increase my vocabulary?-Evaluate-Using Context-Using a thesaurus-High Frequency Words –Review next 83 of 500

HM Theme 3 H. M. Practice Book PCS Spelling Handbook Word Wall Leveled readers AR books Weekly Readers, Scholastic Magazines, Newspapers in Education, Time for Kids


2. Examine the graphophonics of words including regularities and irregularities, spelling rules, and syllabication of words through word study



1. How can I tell that what I read is correct?2. How can I use other resources to learn more about words and to check my spelling?-Choosing a dictionary meaning-The pronunciation key in a dictionary-Using a thesaurus

Houghton-Mifflin Theme 3 Word Wall Dictionaries Student Thesaurus


2. Utilize text structures of various reference materials to efficiently confirm decoding, verify spelling and extend meanings of words

1.06 Read independently daily from self-selected materials (consistent with the student’s independent reading level) to:• increase fluency.


STAR test DRA Accelerated Reader Houghton-Mifflin basal Newspapers in Education, novels,


2. Compare and contrast the

Revised 2009 18







• build background knowledge.• extend vocabulary.

magazines similarities and differences between the texts to other content areas, text-to-text

Revised 2009 19







2.01 Use metacognitive strategies to comprehend text (e.g. reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).2.02 Interact with the text before, during, and after reading, listening, and viewing by:• Setting a purpose.• Previewing the text.• Locating information for specific purposes.• Making connections.• Using story structure and text organization to comprehend.2.03 Read a variety of texts, such as:• fiction (short stories, novels, fantasies, fairy tales, fables).2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:• plot• sequence• resolution• lesson and/or message• main idea and supporting details• point of view (author and

1. What do I know about the topic?2. How is the text organized?3. Why am I reading the text? (Do I need to read the entire text or just a portion of the text?)4. Can I picture what the author is trying to say?-Evaluate-Question-Monitor/Clarify-Question5. What strategies do I use to read this text?6. How do I set a purpose for reading this text?7. Does this story or text remind me of another story or text?8. How did the author organize this text?9. What different types of text do I know how to read?10. What information in the text helps me better understand the author’s purpose, conflict, plot, etc.?11. How do I select the most important idea given about a topic?12. How does the author get the theme across in this selection?13. How do I identify the character’s goal?14. Do all stories have the same point

Houghton-Mifflin Theme 3-Dogzilla; The Mysterious Giant of Barletta; Raising Dragons; The Garden of Abdul Gasazi KWL charts and other graphic



Topics Novels/paperbacks NC EOG Aligned Assessments

and Practice (Houghton-Mifflin) H.M. “Get Set for Reading CD

Rom” AR books Leveled readers-Robocat; Attack of the Giant Squirrel; A Town in Trouble; The Dragon of Krako; The Giant Rock of Yosemite; My Green thumb; Miriam Dives Into a Good Book; Driscoll and the Singing Fish; Luna; Welcome ,Wilma; A Strange Bird H.M. Vocabulary readers Novels/paperbacks NC EOG ALIGNED

ASSESSMENTS AND PRACTICE Science and social studies books

1. Use metacognitive strategies to: access prior knowledge identify the text features determine the purpose for

reading reread read ahead question paraphrase retell2. Set a purpose for reading choose a purpose for reading (before)3. Review the text before reading examine the pictures and read any captions read the title, subtitles, and content headings read the first and last sentence/paragraph4. Make predictions before reading read the title of the selection ask, “What do you think the

selection will be about?” generalize what might happen using one’s background knowledge

5. Make predictions during reading select a portion of the text to

read choose a stopping point think about the selection up to

that point predict what you think will

Revised 2009 20







3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:• Considering the differences among genres.• Relating plot, setting, and characters to own experiences and ideas.• Making inferences and drawing conclusions about characters and events.


Houghton-Mifflin Theme 3Cross-Curricular ActivitiesRole playingPowerpoint presentation H.M. Transparencies/Masters and Strategy Posters

Identify genres as different kinds of literary texts1. Fiction

traditional literature: folktales, fables, myths, legends, epics

fantasy: science fiction realism: realistic fiction,

historical fiction2. Nonfiction: informational: science, social

studies, mathematics, health, language, arts, recreation

biography: authentic biography, fictionalized biography, autobiography, memoir

3. Make text-to-self, text-to-text, and text-to-world connections

4. Determine from what point-of-view the story is told

5. Use text-to-self connections and details from the text to make inferences and draw conclusions

6. Understand new knowledge and insights learned from various text

Revised 2009 21









Thinking MapsNC Dept. of Public Instruction website for item banksHoughton-Mifflin basalsH.M. PRACTICE BOOKH.M. Transparencies

1. Use appropriate graphic organizers to:

make comparisons within and across texts



3.03 Use text and own experiences to verify facts, concepts, and ideas.

1. How do I check the facts, concepts, and ideas in what I read?

Dictionaries, glossaries, encyclopedias, internetBLAST OFF, COMPETITIVE EDGE, COACH

1. Make connections2. Use other sources for

verification


1. How is the information in the text similar to or different from the information in the book?-Using Newspapers-How to read a diagram-Using an Atlas-Using the Encyclopedia-Using Charts, Tables, and Graphs

Houghton-Mifflin basal (all themes)Social Studies and Science textsClassroom maps and chartsH.M. PRACTICE BOOKH.M. Cross-Curricular ActivitiesH.M. Information and Study Skills





Houghton-Mifflin basalLeveled ReadersNovels and trade booksTeacher read- aloudsRefer to materials used in Objective 2.01




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1. What strategies do I use to spell words?-Vowel Sounds in clown /lawn-Vowel +/r/ sounds-/j/, /k/, and /kw/-Homphones




diphthongs smaller word chunks blends and word families sound/letter correspondence word syllabication

Theme 4Animal Habitats

Focus on Biography-Third Nine Weeks Selections 1-31.01 Apply phonics and structural analysis to decode words (e.g., roots, suffixes, prefixes, less common vowel patterns, syllable breaks.)

1. What can I do to read an unknown multi-syllabic word?-Syllabication-Vowel + /r/ sound in hair-Word Endings –ed and –ing and changing final y to i-Consonant clusters-Digraphs ch, sh, th, tch, wh and wr-Final y

PCS Spelling HandbookWord WallHoughton-Mifflin Theme 4 Vocabulary/Spelling Word CardsH.M. Word Work- Decoding and Phonics ReviewH. M. Practice BookLeveled Readers


2. identify vowel patterns (ex. –oi, -oy, -aw, ought, -ight, -ough, -ey,)




6. Use reference materials (dictionary/glossary) to confirm

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decoding and pronunciation7. Break words down into

syllables1.02 Apply meanings of common prefixes and suffixes to decode words in text to assist comprehension.

1. How can I use prefixes and suffixes to read and understand texts?-Word Endings –ed and –ing and changing final y to i-Prefixes un-, re- -Suffixes –ful, -ly, -er, -less, -ness,

PCS Spelling HandbookWord WallHoughton-Mifflin Vocabulary/Spelling Word CardsTheme references Houghton-Mifflin basals (prefixes in Theme 5)H.M. Practice Book







1. How do my prior experiences help me understand the text?2. How can I use all sources of information in the text when I read?3. What do I do when I come to a word that I don’t know?

Houghton-Mifflin PCS Spelling HandbookDaily Language Practice, Houghton-Mifflin, transparenciesH. M. Practice BookLeveled readers



3. Determine if the semantics makes sense


1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary:• word study.

1. How can graphophonics help me read unknown words?2. How can a word study help me increase my vocabulary?

Houghton-Mifflin Theme 3 and Focus on BiographyH. M. Practice BookPCS Spelling Handbook


2. Examine the graphophonics of words including regularities and

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• discussion. -Vowel + /r/ sound in hair-Multiple Meaning Words-Suffixes –fu, -ly, -er-Changing final y to i-Jargon

Word WallLeveled readersAR booksWeekly Readers, Scholastic Magazines, Newspapers in Education, Time for Kids

irregularities, spelling rules, and syllabication of words through word study

3. Explore new words and their meanings through word study

4. Debate various topics by choosing a position and providing support

5. Fully and openly discuss topics by considering various positions


1. How can I tell that what I read is correct?2. How can I use other resources to learn more about words and to check my spelling?-The Parts of Speech in a Dictionary-Multiple Meaning Words-Base words and Inflected Forms in a Dictionary






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2.01 Use metacognitive strategies to comprehend text (e.g. reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).2.02 Interact with the text before, during, and after reading, listening, and viewing by:• Setting a purpose.• Previewing the text.• Asking questions.• Locating information for specific purposes.• Making connections.2.03 Read a variety of texts, such as:• fiction (short stories, novels, fantasies, fairy tales, fables).• nonfiction (biographies, letters, articles, procedures and instructions, charts, maps).• poetry (proverbs, riddles, limericks, simple poems).• drama (skits, plays)2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:

1. What do I know about the topic?2. How is the text organized?3. Why am I reading the text? (Do I need to read the entire text or just a portion of the text?)4. Can I picture what the author is trying to say?

-Evaluate-How to Use SQRR-Skim and Scan-Adjustng Reading Rate-Monitor/Clarify-Question-Fact and Opinion

5. What strategies do I use to read this text?6. How do I set a purpose for reading this text?7. How do I know what this text will be about?8. Does this story or text remind me of another story or text?9. How did the author organize this text?10. What different types of text do I know how to read?11. What information in the text helps

Houghton-Mifflin Theme 4-Dogzilla; The Mysterious Giant of Barletta; Raising Dragons; The Garden of Abdul Gasazi KWL charts and other graphic





Rom” AR books Leveled readers-Dear Butterflies…; The Bison are Back!; Urban Wildlife; Henry and the Fox; Whatle Music; Hometown Turtles; The Upside-Down Elephant; Eagle Watchers; Poor Little Kittens H.M. Vocabulary readers Novels/paperbacks NC EOG ALIGNED



reading visualize the author’s message reread read ahead ask for help adjust reading speed question paraphrase retell

2. Set a purpose for reading choose a purpose for reading

(before) evaluate whether the purpose

was achieved (after)3. Ask questions before reading

Why am I reading this? What will I be doing with this

information? What do I think I will learn?

4. Ask questions during reading Do I have a clear picture in

my head? Does my reading make sense? What I can do to increase my

understanding of the text?

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3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:• Considering the differences among genres.• Relating plot, setting, and characters to own experiences and ideas.• Making inferences and drawing conclusions about characters and events.• Reflecting on learning, gaining new insights, and identifying areas for further study.

1. After reading the text, how can I share with others what I am thinking?-Making Judgements-How to Read a Poem-Understanding Biographies-

Houghton-Mifflin Theme 4Focus on BiographiesRole playingPowerpoint presentation HM Transparencies/Masters and Strategy Posters Refer to Materials and Resources in Objective 2.0

Identify genres as different kinds of literary texts1. Fiction: traditional literature:

folktales, fables, myths, legends, epics fantasy: science fiction realism: realistic fiction,

historical fiction2. Nonfiction: informational:

science, social studies, mathematics, health, language, arts, recreation biography: authentic


3. Poetry: brings together sounds and words in unique and intriguing ways which may evoke intense imagery and profound meaning using meaning and emotion, figurative language, rhythm or cadence, and rhyme and sound patterns4.Make text-to-self, text-to-text, and text-to-world connections5.Determine from what point-of-view the story is told

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6. Create responses to reading using writing, drama, art, music, or dance to respond to reading7.Use text-to-self connections and details from the text to make inferences and draw conclusions8.Understand new knowledge and insights learned from various text



Thinking MapsNC Dept. of Public Instruction website for item banksHoughton-Mifflin Theme 4Focus on BiographiesH.M. PRACTICE BOOK






3.06 Conduct research for assigned and self-selected projects (with assistance) from a variety of sources (e.g., print, and non-print texts, artifacts, people, libraries, databases,

1. What resources will help me find the information that I need?

H.M. Theme 4 Information and Study Skills Multimedia Resources

1. Choose an appropriate topic to research within specific guidelines (with assistance)

2. Derive information from encyclopedias, search engines, and other formal sources (with

Revised 2009 28







computer networks). assistance)3. Organize and sequence the

information obtained from sources (with assistance)



Houghton-Mifflin basalLeveled ReadersNovels and trade booksTeacher read- aloudsRefer to resources for Objective 2.0




Theme 5Voyagers

Focus on Fairy Tales- Fourth Nine Weeks1.01 Apply phonics and structural analysis to decode words (e.g., roots, suffixes, prefixes, less common vowel patterns, syllable breaks.)

1. What can I do to read an unknown multi-syllabic word?-Suffixes –less and –ness-The Vowel sounds in tooth and cook-Possessives-The Vowel Sound n bought-Double Consonants-Two sounds of C-VCCV Pattern


Vocabulary/Spelling Word Cards H.M. Theme 5 Word Work

Decoding and Phonics Review H. M. Practice Book Leveled Readers






6. Use reference materials (dictionary/glossary) to confirm

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decoding and pronunciation7. Break words down into

syllables1.02 Apply meanings of common prefixes and suffixes to decode words in text to assist comprehension.

1. How can I use prefixes and suffixes to read and understand texts?-Suffixes –less and –ness

PCS Spelling Handbook Word Wall Houghton-Mifflin Theme 5 Vocabulary/Spelling Word Cards H.M. Practice Book








Houghton-Mifflin Theme 5 Focus on Fairy Tales

PCS Spelling Handbook Daily Language Practice Transparencies H. M. Practice Book Leveled readers





1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary:

1. How can graphophonics help me read unknown words?2. How can a word study help me

H.M Theme 5 HM Focus on Fairy Tales H. M. Practice Book


2. Examine the graphophonics

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• wide reading• word study.• listening.• book talks.• books clubs.• seminars.• viewing.

increase my vocabulary?-Analogies-Homophones-Connotations-How to Look at Fine Art-How to Read a Photo Essay-High Frequency Words: Review next 83 of 500

PCS Spelling Handbook Word Wall Leveled readers AR books Weekly Readers, Scholastic

Magazines, Newspapers in Education, Time for Kids

(spelling patterns) of words including regularities and irregularities, spelling rules, and syllabication of words through word study






1. How can I tell that what I read is correct?2. How can I use other resources to learn more about words and to check my spelling?-Syllables in a dictionary





4. Compare and contrast various reference materials

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5. Justify when to use the various reference materials


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2.01 Use metacognitive strategies to comprehend text (e.g. reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).2.02 Interact with the text before, during, and after reading, listening, and viewing by:• Previewing the text.• Making predictions.• Asking questions.• Making connections.• Using story structure and text organization to comprehend.2.03 Read a variety of texts, such as:• fiction (short stories, novels, fantasies, fairy tales, fables).• nonfiction (biographies, letters, articles, procedures and instructions, charts, maps).2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:• plot• conflict• sequence• resolution• author’s use of figurative

1. What do I know about the topic?2. How is the text organized?3. Why am I reading the text? (Do I need to read the entire text or just a portion of the text?)4. Can I picture what the author is trying to say?5. What strategies do I use to read this text?6. How do I know what this text will be about?7. Does this story or text remind me of another story or text?8. How did the author organize this text?9. What different types of text do I know how to read?10. How do I select the most important idea given about a topic?11. How do I identify the character’s goal?12. Do all stories have the same point of view?13. What clues in the text help me to draw conclusions and make generalizations?14. Do my conclusions change as I read different genres?15. How do I decide the most important ideas to include in a summary?

Houghton-Mifflin Theme 5-Across the Wide Dark Sea; Yunmi and Halmon’s Trip; Trapped by the Ice; Fairy Tales KWL charts and other graphic





Rom” AR books Leveled readers-The Golden Land; Chasing the Train; Faith’s Journey; Brothers are Forever; South Pole Bound; The Same, But Different; Iceberg Rescue; Racing Danger; Voyage Across the Pacific; Smudge-Face; The Little Sparrow; Rella’s Wish H.M. Vocabulary readers Novels/paperbacks NC EOG ALIGNED




2. Set a purpose for reading choose a purpose for reading

(before) evaluate whether the purpose

was achieved (after)3. Review the text before reading

examine the pictures and read any captions

read the title, subtitles, and content headings

read the first and last sentence/paragraph

4. Make predictions before reading read the title of the selection ask, “What do you think the

selection will be about?” generalize what might happen

using one’s background

Revised 2009 33







3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:• Considering the differences among genres.• Relating plot, setting, and characters to own experiences and ideas.• Participating in creative interpretations• Making inferences and drawing conclusions about characters and events.

1. After reading the text, how can I share with others what I am thinking?-Making Inferences-Predict/Infer-Understanding Fairy Tales

Houghton-Mifflin Theme 5HM Focus on Fairy TalesRole playingPowerpoint presentation Transparencies/Masters and Strategy Posters

Identify genres as different kinds of literary texts1. Fiction:



historical fiction2. Nonfiction:

informational: science, social studies, mathematics, health, language, arts, recreation

biography: authentic biography, fictionalized biography, autobiography, memoir





3.02 Identify and discuss 1. How are______________ and Thinking Maps 1. Use appropriate graphic

Revised 2009 34







similarities and differences in events, and characters, concepts, and ideas within and across selections and support them by referencing the text.

_____________ alike and/or different?

NC Dept. of Public Instruction website for item banksHoughton-Mifflin H.M. PRACTICE BOOK

organizers to: make comparisons within and






1. How is the information in the text similar to or different from the information in the book?

Houghton-Mifflin Theme 5Social Studies and Science textsClassroom maps and chartsH.M. PRACTICE BOOKCross-curricular activities



3.06 Conduct research for assigned and self-selected projects (with assistance) from a variety of sources (e.g., print, and non-print texts, artifacts, people, libraries, databases, computer networks).

1. What resources will help me find the information that I need?

Multimedia Report Almanac

1. Choose an appropriate topic to research within specific guidelines (with assistance)

2. Derive information from encyclopedias, search engines, and other formal sources (with assistance)

3. Organize and sequence the information obtained from sources (with assistance)

4.01 Read aloud grade- 1. How do I show expression when I Houghton-Mifflin basal 1. Listen to text read aloud using

Revised 2009 35







appropriate text with fluency, comprehension, and expression.

read aloud?2. How do I read aloud with fluency?3. How can I demonstrate that I understand what I am reading aloud?

Leveled ReadersNovels and trade booksTeacher read- aloudsRefer to materials and resources for objective 2.0

fluency and expression2. Demonstrate reading aloud

using expression3. Read aloud a text using feeling

and oral presentation skills (fluency and expression)


1. What strategies do I use to spell words?-Vowel sounds in tooth/cook-Vowel sound ni8n bought-VCCV Pattern-The /s/ sound in face





Theme 6Smart Solutions- Fourth Nine Weeks


1. What can I do to read an unknown multi-syllabic word?-VCCCV Pattern-Word endings –er and –le-VCV Pattern-Word beginning with a- and be--Contractions-Soft c and soft g


Vocabulary/Spelling Word Cards HM Theme 6 H. M. Practice Book Leveled Readers






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6. Use reference materials (dictionary/glossary) to confirm decoding and pronunciation




PCS Spelling Handbook Daily Language Practice,

Houghton-Mifflin, transparencies H. M. Practice Book Leveled readers HM Theme 6





1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary:• wide reading• word study.• listening.• discussion. • book talks.• books clubs.• seminars.• viewing.• role play.

1. How can graphophonics help me read unknown words?2. How can a word study help me increase my vocabulary?-Synonyms-Review Final 83 High Frequency words-AntonymsThe Spelling Table in a Dictionary-How to Read a Play

H. M. Practice Book PCS Spelling Handbook Word Wall Leveled readers AR books Weekly Readers, Scholastic

Magazines, Newspapers in Education, Time for Kids

HM Theme 6


2. Examine the graphophonics of words including regularities and irregularities, spelling rules, and syllabication of words through word study

3. Explore new words and their meanings through word study

4. Debate various topics by choosing a position and providing support

Revised 2009 37







• studying author’s craft. 5. Fully and openly discuss topics by considering various positions




9. Examine language used by author


1. How can I tell that what I read is correct?2. How can I use other resources to learn more about words and to check my spelling?

Houghton-Mifflin Theme 6 Word Wall Dictionaries Student Thesaurus Bilingual Dictionary



3. Compare and contrast various reference materials

4. Justify when to use the various reference materials

1.06 Read independently daily from self-selected materials (consistent with the student’s independent reading level) to:• increase fluency.


STAR testDRALeveled ReadersAccelerated ReaderHoughton-Mifflin basal


2. Compare and contrast the

Revised 2009 38







• build background knowledge.• extend vocabulary.

H.M. “Teacher’s Resource Blackline Masters”Newspapers in Education, novels, magazines

similarities and differences between the texts to other content areas, text-to-text, text-to-self

Revised 2009 39







2.01 Use metacognitive strategies to comprehend text (e.g. reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).2.02 Interact with the text before, during, and after reading, listening, and viewing by:• Locating information for specific purposes.• Making connections.2.03 Read a variety of texts, such as:• fiction (short stories, novels, fantasies, fairy tales, fables).• nonfiction (biographies, letters, articles, procedures and instructions, charts, maps).2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:• author’s purpose• plot• conflict• sequence• resolution• lesson and/or message• main idea and supporting details

1. What do I know about the topic?2. How is the text organized?3. Why am I reading the text? (Do I need to read the entire text or just a portion of the text?)4. Can I picture what the author is trying to say?5. What strategies do I use to read this text?6. How do I set a purpose for reading this text?7. How do I know what this text will be about?8. Does this story or text remind me of another story or text?9. How did the author organize this text?10. What different types of text do I know how to read?11. What information in the text helps me better understand the author’s purpose, conflict, plot, etc.?12. How do I select the most important idea given about a topic?13. How does the author get the theme across in this selection?14. How do I identify the character’s goal?15. Do all stories have the same point of view?16. What clues in the text help me to

Houghton-Mifflin Theme 6-Pepita Talks Twice; Poppa’s New Pants; Ramona Quimby, Age 8 KWL charts and other graphic





Rom” AR books Leveled readers-Tall Tony; Talented Alex; Paul the Artist; A Little Bit Hotter Can’t Hurt; The Mural; Gampy’s Lamp; The Dive; First Day for Carlos; Real Team Soccer H.M. Vocabulary readers Novels/paperbacks NC EOG ALIGNED

ASSESSMENTS AND PRACTICE Science and social studies books Take-Home/School Reading Logs Shared reading and teacher read-

alouds H.M. Selection Tests



2. Locate Information for specific purposes

use key words to locate specific information (setting, important details, conflict/solution, cause/effect, character behaviors, etc)

extract additional information from other sources (internet, encyclopedia, magazines, newspapers, etc)

determine how the information further explains what the primary text has stated

3. Make connections with previous experiences, information, and ideas by asking:

Revised 2009 40







4. Distinguish the elements of fiction and non-fiction 5. Select different texts at school during independent reading blocks of time and during teacher-directed reading blocks 6. Select different texts at home for pleasure, selecting texts based on personal interest and/or reading level7. Explore different genres and understand their unique attributes8. Name and distinguish the elements of fiction such as the title, setting, characters, plot (problem/conflict), events (sequence), and resolution9. Recognize the theme as the main point of the story or the most important idea the author wants to get across

Revised 2009 41







10. Go back through the text and specifically identify the main idea and the details that support it11. Discover and discuss examples of cause/effect, fact/opinion and figurative language (personification, flashback, metaphors, idioms, etc) used by the author in the text12. Name and distinguish the elements of non-fiction, which is intended to provide factual information though text and visual images and the information is verifiable from other sources (integrity, accuracy and authenticity, and style and language)13.Examine the author’s words and/or the character’s thoughts14.Apply prior knowledge to generate possible outcomes based on the facts, events, or characters’ actions found in the text15.Predict a conclusion or generalize after analyzing facts or events presented in the text16.Discuss conclusions based on the evidence provided in the text17.Use appropriate graphic

Revised 2009 42







organizers whenever possible18.Outline the key details19.Record key words and phrases19.Group the key points to formulate a main idea20.Use appropriate graphic organizers whenever possible21. S.L.A.N.T. strategySit up; Lean forward; Ask or answer a question; Nod that you understand; Track the teacher or speaker

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:• Considering the differences among genres.• Relating plot, setting, and characters to own experiences and ideas.• Considering main character’s point of view.• Participating in creative interpretations• Making inferences and drawing conclusions about characters and events.• Reflecting on learning, gaining


Houghton-Mifflin Theme 6Role playingPowerpoint presentation Houghton-Mifflin Transparencies/Masters and Strategy Posters

Identify genres as different kinds of literary texts1. Fiction:



historical fiction2. Nonfiction: informational:

science, social studies, mathematics, health, language, arts, recreation biography: authentic


Revised 2009 43







new insights, and identifying areas for further study.







Thinking MapsNC Dept. of Public Instruction website for item banksHoughton-Mifflin H.M. PRACTICE BOOK






3.03 Use text and own experiences to verify facts, concepts, and ideas.

1. How do I check the facts, concepts, and ideas in what I read?

Dictionaries, glossaries, encyclopedias, internet

BLAST OFF, COMPETITIVE EDGE, COACH

1. Make connections2. Use other sources for

verification

4.01 Read aloud grade- 1. How do I show expression when I Houghton-Mifflin basal 1. Listen to text read aloud using

Revised 2009 44







appropriate text with fluency, comprehension, and expression.

read aloud?2. How do I read aloud with fluency?3. How can I demonstrate that I understand what I am reading aloud?

Leveled ReadersNovels and trade booksTeacher read- alouds

fluency and expression2. Demonstrate reading aloud

using expression3. Read aloud a text using feeling

and oral presentation skills (fluency and expression)

4.02 Use oral and written language to:• Present information in a sequenced, logical manner.• Discuss.• Sustain conversations on a topic.• Share information and ideas.• Recount or narrate.• Answer open-ended questions.• Report information on a topic.• Explain own learning.


Genre-related book reportsCooperative group presentations




4. Ask meaningful questions to gain information about a topic, ideas, or persons


1. What strategies do I use to spell words?





Revised 2009 45

Documents

· Web viewDays 1-4. 1.01 Apply phonics and structural analysis to decode words (e.g., roots, suffixes, prefixes, less common vowel patterns, syllable breaks.) 1. What can I do