3rd Grade READING by wuzhenguang

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									                                     3rd Grade Reading
                                     Curriculum Guide
  I.   Introduction
       Reading is taught in the third grade in order to assist the students in acquiring
       comprehension and oral reading skills of appropriate grade level material that include
       secular and Biblical studies of Christian character traits and Christian values.

 II.   Educational Philosophy
       The third grade Reading course allows the teaching of reading but also the building of
       Christian character. While presenting fun and exciting selections, the major emphasis of
       the reading program is on comprehension skills. The character-building stories in the
       reader are arranged in units by themes that foster a love of reading.

III.   Scope and Sequence
       Making Melody (use of phonics)                                       6 weeks
       Special Deeds (recognize literature
              and the structural analysis)                                  6 weeks
       Days to Remember (oral reading)                                      6 weeks
       Treasures (clarify meaning)                                          6 weeks
       A New Land (vocabulary and analogies)                                6 weeks
       Creatures Great and Small (predicted outcomes)                       6 weeks

IV.    Time Frame: forty-five minute intervals, five times per week.

 V.    Instructional Standards



                                              Standard 1
                 The student understands and uses different skills and strategies to read.

       To meet this standard, the student will:

       Benchmark 3R.1.1:       Use word recognition and word meaning skills to read and
                               comprehend text

       Indicators:
              3R.1.1.1 Apply phonetic principles to read; including sounding out, using initial
                       letters, and using common letter patterns to make sense of whole words
              3R.1.1.2 Use language structure to understand reading material (e.g., sentence
                       structure prefixes, suffixes, contractions, simple abbreviations, possessive
                       pronouns, irregular verbs, base words, forms of nouns and verbs,
                       pronouns, adjectives, and articles)
              3R.1.1.3 Use meaning, context clues, and pictures to comprehend story
              3R.1.1.4 Use variety of reading strategies, including working out unknown words,
                       self corrections and re-reading when necessary to comprehend
              3R.1.1.5 Introduce subjects and predicates
              3R.1.1.6 Re-read and slow down to comprehend



Key: 1. Grade/Focus Area 1.1 Standard 1.1.1 Benchmark 1.1.1.1 Indicator
FBS Curriculum, Language Arts, Grade 3
       Benchmark 3R.1.2:       Build vocabulary through reading

       Indicators:
              3R.1.2.1 Build vocabulary by interpreting context clues, and using dictionaries
                       and glossaries
              3R.1.2.2 Expand sight vocabulary
              3R.1.2.3 Practice using affixes (prefixes, suffixes and base words to make sense of
                       a new word)
              3R.1.2.4 Use “environmental print” in the classroom to reinforce and support
                       vocabulary development
              3R.1.2.5 Understand and use synonyms, antonyms, homographs, and
                        homophones


       Benchmark 3R.1.3:       Read fluently, adjusting reading for purpose and material

       Indicators:
              3R.1.3.1 Read familiar text with ease
              3R.1.3.2 Incorporate new skills when reading new materials
              3R.1.3.3 Adjust speed to set purpose for reading


       Benchmark 3R.1.4:       Understand elements of literature – fiction

       Indicators:
              3R.1.4.1 Understand story elements: (main idea, plot, characters, setting,
                       problem, solution
              3R.1.4.2 Understand sentence structure, paragraphs, and chapters
              3R.1.4.3 Read a variety of literary forms (narratives, plays, poetry, fairy tales)
              3R.1.4.4 Explore features of different forms (stories, poems, plays)


       Benchmark 3R.1.5:       Use features of non-fiction text and computer based sources

       Indicators:
              3R.1.5.1 Find and sort information for a specific topic or purpose
              3R.1.5.2 Locate and use text organizer (title, heading, table of contents, index,
                       captions, alphabetizing, numbering, glossaries, etc.)
              3R.1.5.3 Read a variety of non-fiction texts
              3R.1.5.4 Interpret graphs, maps, and charts




                                               Standard 2
                          The student understands the meaning of what is read.

       To meet this standard, the student will:

       Benchmark 3R.2.1:       Comprehend important ideas and details

       Indicators:


Key: 1. Grade/Focus Area 1.1 Standard 1.1.1 Benchmark 1.1.1.1 Indicator
FBS Curriculum, Language Arts, Grade 3
               3R.2.1.1 Demonstrate basic comprehension of the content of literary,
                        informational and task oriented texts such as plays and instructions
               3R.2.1.2 Demonstrate comprehension of the main idea and supporting details
               3R.2.1.3 Apply the 6 effective reading strategies (predict/infer, monitor, think
                        about words, self-question, evaluate, and summarize)


       Benchmark 3R.2.2:       Expand comprehension by analyzing, interpreting, synthesizing,
                               and applying information and ideas

       Indicators:
              3R.2.2.1 Compare and contrast stories
              3R.2.2.2 Understand relationship between parts of text or between two simple
                       texts
              3R.2.2.3 Use logical sequence to accurately retell stories: order and/or sequence
                       parts of text
              3R.2.2.4 Separate fact from fiction
              3R.2.2.5 Use critical thinking when participating in small groups and whole class
                       discussions about what has been read
              3R.2.2.6 Categorize and classify information from the text
              3R.2.2.7 Identify causes and resulting effects
              3R.2.2.8 Apply problem solving and decision making skills by using critical
                       thinking


       Benchmark 3R.2.3:       Think critically and analyze authors’ use of language, style,
                               purpose, and perspective

       Indicators:
              3R.2.3.1  Separate fact from opinion
              3R.2.3.2  Distinguish between realism and fantasy
              3R.2.3.3  Recognize differences in authors’ topics or subject matter
              3R.2.3.4  Recognize differences in authors’ writing styles and language
              3R.2.3.5  Recognize differences in authors’ purpose:
                            inform
                            instruct
                            persuade
                            entertain
               3R.2.3.6 Observe and discuss published works



                                                Standard 3
                      The student reads different materials for a variety of purposes.

       To meet this standard, the student will:

       Benchmark 3R.3.1:       Read to learn new information

       Indicators:
              3R.3.1.1 Use signs, labels, and instructions
              3R.3.1.2 Locate and use a variety of resource materials such as dictionaries,


Key: 1. Grade/Focus Area 1.1 Standard 1.1.1 Benchmark 1.1.1.1 Indicator
FBS Curriculum, Language Arts, Grade 3
                        thesaurus, and encyclopedias
               3R.3.1.3 Use resources to answer a question or solve a problem


       Benchmark 3R.3.2:       Read to perform a task

       Indicators:
              3R.3.2.1 Read information and perform tasks for a variety of real-life purposes
                       (schedules, recipes, instructions, games, newspapers and magazines)
              3R.3.2.2 Follow written directions


       Benchmark 3R.3.3:       Read for literary experience

       Indicators:
              3R.3.3.1 Read, respond to a variety of traditional and contemporary literature
                       (novels, folk tales, fairy tales, stories, rhymes, poems, plays, etc)
              3R.3.3.2 Read a variety of literature representing different cultures, perspectives,
                        and issues
              3R.3.3.3 Understand different views of family, friendship, culture and tradition
                        found in literature


       Benchmark 3R.3.4:       Develop interests and share reading experiences

       Indicators:
              3R.3.3.1 Select favorite authors, subjects and books, and share with others
              3R.3.3.2 Read for enjoyment
              3R.3.3.3 Share literary experiences and recommend books to others


       Benchmark 3R.3.5:       Develop reading through technology

       Indicator:
              3R.3.5.1 Use basic electronic reference tools (computers)


       Benchmark 3R.3.6:       Recognize God’s character through various written material

       Indicator:
              3R.3.6.1 Identify characters and responses to problems in comparison to
                       christian world view


                                              STANDARD 4
                   The student sets goals and evaluates progress to improve reading.



       To meet this standard, the student will:

       Benchmark 3R.4.1:       Assess strengths and need for improvement



Key: 1. Grade/Focus Area 1.1 Standard 1.1.1 Benchmark 1.1.1.1 Indicator
FBS Curriculum, Language Arts, Grade 3
       Indicators:
              3R.4.1.1 Set reading goals
              3R.4.1.2 Use projects, short essays, and reading response logs to evaluate
                       progress


       Benchmark 3R.4.2:       Seek and offer feedback to improve reading

       Indicator:
              3R.4.2.1 Use feedback to improve reading


VI.    Instructional Objectives
               Student will:
           1. Understand the emotional response of a character and be able to identify
               problems and solutions.
           2. Relate to the character’s faithfulness and dedication to their responsibilities just as
               we have faith, and dedicate ourselves to the Lord our God.
           3. Recognize and interpret homonyms in sentences for illustration.
           4. Identify and recognize fanciful elements and character traits in story content.
           5. Learn to be thankful to God for allowing men to be creative. “I thank my God
               always concerning you for the grace of God which was given you in Christ Jesus,
               that in everything you were enriched in Him, in all speech and all knowledge.” (1
               Corinthians 1:4-5)
           6. Know and recognize the main idea and supporting details in a given selection
               and how it relates to God's plan.
           7. Understand the author's use of imagery and recalling a logical sequence; in
               addition, relate lesson content to biblical truth: God answers prayer.
           8. Identify essential elements of the plot (setting, characters, climax, and
               interrelationship of incidents through God's perspectives).
           9. Identify and interpret given Biblical character traits in the selection and be able
               to draw conclusions.
           10. Know how to predict probable outcome with Christian values included. “Do not
               be deceived: “Bad company corrupts good morals.” (1 Corinthians 15:33)
           11. Comprehend the author's use of descriptive verbs.
           12. Be able to discriminate rhyming words.
           13. Identify implied ideas and parallel them to biblical ideas and values.
           14. Distinguish a given selection as fiction or nonfiction and create an awareness of
               parallel Biblical stories.
           15. Recognize the characteristics of and also identify the elements in a mystery,
               myth, legend, science-fiction, fantasy and miracles from God.
           16. Identify the sequence of events in a selection (stated or not stated) and in the
               Bible as well.
           17. Identify the cause and effect of given events in a selection considering God's
               outcome over everything.
           18. Recognize a given statement as fact or fiction and make judgments in stories
               according to Biblical truth or not Biblically. “Hear a just cause, O Lord, give heed
               to my cry; give ear to my prayer, which is not from deceitful lips.” (Psalm 17:1)
           19. Identify a sentence that is out of context in a given paragraph and how this
               changes scripture also when taken out of context.
           20. Identify elements of figurative language in a given selection (idioms, similes,
               metaphors, personifications and how these elements are located in the Bible


Key: 1. Grade/Focus Area 1.1 Standard 1.1.1 Benchmark 1.1.1.1 Indicator
FBS Curriculum, Language Arts, Grade 3
               stories also).
           21. Express personal point of view about a given selection and make judgments in
               stories according to Bible truths.
           22. Define and recognize the use of dialect in speech.
           23. Be able to make and identify inferences about a character from his speech.
           24. Be able to express servanthood, enthusiasm and courage which all make up a
               Christian attitude. “Have this attitude in yourselves which was also in Christ Jesus.”
               (Philippians 2:5)
           25. Understand the author's message of families working together toward common
               goals.
           26. Recognize first-person point of view and be able to relate one story character to
               another.
           27. Be able to show dedication as Christ did when He dedicated His life to us.
               “Dedicate yourselves today to the Lord---for every man has been against his son
               and against his brother---in order that He may bestow a blessing upon you
               today.” (Exodus 32-29)
           28. Be able to accept people with physical disabilities as equals.
           29. Be able to relate to friendliness as God tells us to be compassionate.
           30. Make inferences based on embedded text clues.
           31. Be able to make analogies in word pairs.
           32. Know and understand foreshadowing which makes the outcome reasonable.
           33. Demonstrate appreciation and recognize the satisfaction and incongruities of a
               job well done.
           34. Recognize exaggerations and humor in a tall tale.
           35. Understand how to match characters and dialogue.
           36. Distinguish between relevant and irrelevant information.
           37. Be able to interpret a foreign setting in Bible times.
           38. Recognize the power of prayer and relate lesson content to biblical truth.
           39. Predict outcomes
           40. Be able to use antonyms correctly.
           41. Follow oral and written directions.
           42. Identify book parts.
           43. Read and interpret diagram, maps, graphs, and tables.
           44. Identify word meanings by dictionary use.
           45. Learn to decode words through structural analysis (word formation, prefixes,
               suffixes, and syllabication).

 VII. Biblical Integration
       Biblical integration is so extensive and persuasive throughout the curriculum that some is
       included in the objectives. Further Biblical integration is accomplished by integrating the
       following concepts throughout instruction.
                1. God is a communicating God; He wants us to know His thoughts.
                2. God communicated with man throughout history.
                3. God communicated by giving His Word in written form, the Bible.
                4. We are responsible for knowing and heeding what God says; His Word is
                    authoritative.
                5. The Bible is great literature.
                6. The Bible in its use of many styles and types of writing provides patterns for
                    modern writers.
                7. The teaching of the Bible furnishes the criteria by which we must judge the
                    truth and wholesomeness of other writings.
                8. The Bible has molded much of the thinking and literature of man; therefore


Key: 1. Grade/Focus Area 1.1 Standard 1.1.1 Benchmark 1.1.1.1 Indicator
FBS Curriculum, Language Arts, Grade 3
                   we cannot understand much of literature without Bible knowledge.
               9. Man's writing reflect his inner thoughts and desires; therefore we study
                   literature to understand people
               10. Our minds must be constantly filled with that which is pure and wholesome.
                   We are responsible for those things with which we fill our minds.

 VIII. Instructional Objectives
       Teacher will use a variety of methods to enrich the student’s knowledge of the stories.
       These include: oral and silent Reading, guided discussion, role playing of stories poems,
       etc., class contest (competition), comparing Reading and Bible stories and projects from
       stories.

  IX. Evaluation
       Evaluation will be made through class participation and discussion, oral and written
       evaluations, and written opinions.


   X. Resources
       Student Readers: Once upon an Open Book: Reading 3 for Christian Schools, Reader A
       Not So Very Long Ago: Reading 3 for Christian School,
       Reader B Teacher’s Edition (Reading 3A) Once upon an Open Book
       Teacher’s Edition (Reading 3B) Not So Very Long Ago
       Worktext Teacher’s Edition (Reading 3)
       Teaching Visuals (Phonics, Comprehension, and Syllable Division Rules)
       Encyclopedias
       Bible (New American Standard)




Key: 1. Grade/Focus Area 1.1 Standard 1.1.1 Benchmark 1.1.1.1 Indicator
FBS Curriculum, Language Arts, Grade 3

								
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