grade 3 reading draft 9 4 07 new

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					GRADE
                                    JEFFERSON SCHOOLS
    3                               OHIO ACADEMIC
                                    CONTENT STANDARDS
                                    Adapted from the Ohio Department of Education




Grade 3 Academic Content Standards Preparatory Curriculum Alignment Checklist       1
Academic Content Standards describe the knowledge and skills that students should attain - often called the "what" of "what students should know and be able to do." They indicate the ways of thinking, working,
communicating, reasoning and investigating, and important and enduring ideas, concepts, issues, dilemmas and knowledge essential to the discipline.

Benchmarks are the specific components of the knowledge and skills identified by an Academic Content Standard. The benchmarks serve as checkpoints of cumulative knowledge and skills over a band of grades.

Grade-level indicators are statements of what students should know and be able to do at each grade level. The indicators are the checkpoints that monitor progress toward the benchmarks.


In Ohio's standards, specific expectations are articulated through benchmarks and grade-level indicators.




Grade 3 Academic Content Standards Preparatory Curriculum Alignment Checklist                                             2
English Language Arts




Grade 3 Academic Content Standards Preparatory Curriculum Alignment Checklist   3
English Language Arts Benchmarks (Reading)
By the end of the K–3 program:

                                                                                                              Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies
Phonemic Awareness, Word
Recognition and Fluency                           Acquisition
                                                  of Vocabulary
A.    Use letter-sound correspondence             A. Use context clues to determine the meaning of new        A. Establish a purpose for reading and use a range of reading comprehension strategies to understand literary
     knowledge and structural analysis to            vocabulary.                                                  passages and text.
     decode words.
                                                  B.   Read accurately high- frequency sight words.           B. Make predictions from text clues and cite specific examples to support predictions.
B.   Demonstrate fluent oral reading, using
     sight words and decoding skills, varying     C. Apply structural analysis skills to build and extend     C. Draw conclusions from information in text.
     intonation and timing as appropriate for        vocabulary and to determine word meaning.
                                                                                                              D. Apply reading skills and strategies to summarize and compare and contrast information in text, between text
     text.                                        D. Know the meaning of specialized vocabulary by               and across subject areas.
                                                     applying knowledge of word parts, relationships
                                                     and meanings.                                            E. Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative).

                                                  E.   Use resources to determine the meanings and            F. Apply and adjust self-monitoring strategies to assess understanding of text.
                                                       pronunciations of unknown words.



       English Language Arts Benchmarks (Reading)
       By the end of the K–3 program:

       Reading Applications: Informational, Technical and Persuasive Text
                                                                                                      Reading Applications:
                                                                                                      Literary Text                                                                         Notes
       A. Use text features and structures to organize content, draw conclusions and build text       A. Compare and contrast plot across literary works.
          knowledge.
                                                                                                      B.    Use supporting details to identify and describe main ideas, characters and
       B.   Ask clarifying questions concerning essential elements of informational text.                   setting.
       C. Identify the central ideas and supporting details of informational text.                    C. Recognize the defining characteristics and features of different types of
                                                                                                         literary forms and genres.
       D. Use visual aids as sources to gain additional information from text.
                                                                                                      D. Explain how an author’s word choice and use of methods influences the reader.
       E.   Evaluate two- and three-step directions for proper sequencing and completeness.
                                                                                                      E.    Identify the theme of a literary text.




Grade 3 Academic Content Standards Preparatory Curriculum Alignment Checklist                                                              4
LANGUAGE ARTS                                                                         9 weeks
                                                                                      initially
                                                                                       taught
                                                                                                   9 weeks
                                                                                                  reviewed,
                                                                                                  practiced,
                                                                                                                9 weeks
                                                                                                                assessed
                                                                                                                   by
                                                                                                                           Strategies / Lessons
                                                                                                                           o
                                                                                                                                                                         Resources   Assessment
                                                                                                                                                                                     The major purposes
                                                                                                                                                                                     of assessment in
Standards and Grade Level Indicators                                                  1234         or taught    9 week                                                               programs for young
                                                                                                  at a higher    exam                                                                children
                                                                                                     level
                                                                                                                                                                                      "Instructional
                                                                                                                                                                                        planning and
                                                                                                                                                                                        communicating with
                                                                                                                                                                                        parents
                                                                                                                                                                                     o What are this
                                                                                                                                                                                        child's strengths,
                                                                                                                                                                                        needs, and
                                                                                                                                                                                        learning processes?
                                                                                                                                                                                     o How is this child
                                                                                                                                                                                        doing?
                                                                                                                                                                                     o How will this child's
                                                                                                                                                                                        instruction and
                                                                                                                                                                                        guidance be
                                                                                                                                                                                        planned?
Phonemic Awareness, Word Recognition and Fluency
   1. Identify rhyming words with the same or different spelling patterns.                                                    As a book with lots of rhymes is read,
                                                                                           1                         1         students identify the rhyming words
                                                                                                                               for the teacher to write on index cards
                                                                                                                               for the pocket chart. Display them in
                                                                                                                               rhyming pairs (right, night). Students
                                                                                                                               identify the spelling patterns that are
                                                                                                                               the same (-ight) and generate other
                                                                                                                               words (bright) that fit that pattern to
                                                                                                                               display in a column. Those with
                                                                                                                               different spelling patterns are then
                                                                                                                               discussed and analyzed (why, high;
                                                                                                                               dear, here).
   2. Use letter-sound knowledge and structural analysis to decode words.                                                  Students know that an antonym has a
                                                                                           1                         1      meaning opposite to that of another
                                                                                                                           word.

                                                                                                                           For example, “happy” is an antonym of
                                                                                                                           “sad,” and “slow” is an antonym of “fast.”
                                                                                                                           To become more aware of words and
                                                                                                                           their antonyms, or opposites, students can
                                                                                                                           look up words in a dictionary or a
                                                                                                                           thesaurus and find out about words, their
                                                                                                                           meanings and their opposite meanings.
      Grade 3 Academic Content Standards Preparatory Curriculum Alignment Checklist                                 5
LANGUAGE ARTS                                                                         9 weeks
                                                                                       initially
                                                                                        taught
                                                                                                    9 weeks
                                                                                                   reviewed,
                                                                                                   practiced,
                                                                                                                 9 weeks
                                                                                                                 assessed
                                                                                                                    by
                                                                                                                            Strategies / Lessons                        Resources   Assessment

Standards and Grade Level Indicators                                                   1234         or taught    9 week
                                                                                                   at a higher    exam
                                                                                                      level
   3. Use knowledge of common word families (e.g., –ite or –ate) and complex word                                              Word wall - Five high frequency
      families (e.g., -ould, –ight) to sound out unfamiliar words.                          1           234           4         words are added each week. Words
                                                                                                                                are in alphabetical order. Students
                                                                                                                                read them, discuss syllables, phonics
                                                                                                                                rules, patterns, etc. Word wall is a
                                                                                                                                constant tool for support in reading
                                                                                                                                and writing.




   4. Demonstrate a growing stock of sight words.                                                                               Word wall
                                                                                            1           234           4         Word journal
                                                                                                                                Spelling Lists
   5. Read text using fluid and automatic decoding skills.                                                                        Read what a certain character
                                                                                            1           234           4             said
                                                                                                                                  Read it the way you think the
                                                                                                                                    character said it
                                                                                                                                  Read the most exciting part
                                                                                                                                  Read the most beautiful part
                                                                                                                                  Read the part you liked best
                                                                                                                                  Read the part that proved _____
                                                                                                                                  Read the stanza of the poem you
                                                                                                                                    liked best
                                                                                                                                  Read the part that helped you
                                                                                                                                    understand the character best

   6. Read passages fluently with changes in tone, voice, timing and expression to                                                                                                  Listening to students
      demonstrate meaningful comprehension.                                                 1           234           4                                                             read orally and
                                                                                                                                                                                    observing their silent
                                                                                                                                                                                    reading behaviors
                                                                                                                                                                                    inform Assessment of
                                                                                                                                                                                    reading development



      Grade 3 Academic Content Standards Preparatory Curriculum Alignment Checklist                                  6
LANGUAGE ARTS                                                                              9 weeks
                                                                                            initially
                                                                                             taught
                                                                                                         9 weeks
                                                                                                        reviewed,
                                                                                                        practiced,
                                                                                                                      9 weeks
                                                                                                                      assessed
                                                                                                                         by
                                                                                                                                 Strategies / Lessons   Resources   Assessment

Standards and Grade Level Indicators                                                        1234         or taught    9 week
                                                                                                        at a higher    exam
                                                                                                           level
Acquisition of Vocabulary
   1. Determine the meaning of unknown words using a variety of context clues,
       including word, sentence and paragraph clues.                                               1         234             4

   2. Use context clues to determine the meaning of homophones, homonyms and
      homographs.                                                                                  1          23             3

   3. Apply the meaning of the terms synonyms and antonyms.
                                                                                                   1          23             3

   4. Read accurately high-frequency sight words.
                                                                                                   1         234             4

   5. Apply knowledge of individual words in unknown compound words to determine
      their meanings.                                                                              1         234        4


   6. Use knowledge of contractions and common abbreviations to identify whole
      words.                                                                                       1         234      3, 4


   7. Apply knowledge of prefixes, including un-, re-, pre- and suffixes, including -er,
      -est, -ful and -less to determine meaning of words.                                          1         234      3,4


   8. Decode and determine the meaning of words by using knowledge of root words
      and their various inflections.                                                           4                       4
   9. Determine the meanings and pronunciations of unknown words by using
      dictionaries, glossaries, technology and textual features, such as definitional          1           234         4
      footnotes or sidebars.




      Grade 3 Academic Content Standards Preparatory Curriculum Alignment Checklist                                         7
LANGUAGE ARTS                                                                            9 weeks
                                                                                          initially
                                                                                           taught
                                                                                                       9 weeks
                                                                                                      reviewed,
                                                                                                      practiced,
                                                                                                                    9 weeks
                                                                                                                    assessed
                                                                                                                       by
                                                                                                                               Strategies / Lessons                              Resources   Assessment

Standards and Grade Level Indicators                                                      1234         or taught    9 week
                                                                                                      at a higher    exam
                                                                                                         level
Reading Processes: Concepts of Print, Comprehension Strategies and Self-Monitoring
Strategies Power Standard
   1. Predict content, events and outcomes by using chapter titles, section headers,                                             Power Indicator This indicator is                            Observation
      illustrations and story topics, and support those predictions with examples from      All                                  mapped across the curriculum. Social                         Performance
      the text.                                                                                                                  Studies to be informed, Mathematics to                        Tasks
                                                                                                                                 follow directions, Library to be
                                                                                                                                                                                              Exhibitions and
                                                                                                                                 entertained, Science to follow
                                                                                                                                 directions and be informed, etc.                              Demonstrations
                                                                                                                                Make simple story into sentence strips.                      Self- and Peer-
                                                                                                                                  Put the story in order                                       evaluation

                                                                                                                                Teach students to make literacy
                                                                                                                                  connections
                                                                                                                                   o Text-to-self: Make connections
                                                                                                                                     between personal experiences and
                                                                                                                                     the text
                                                                                                                                   o Text-to text: Discuss other texts in
                                                                                                                                     relation to the text just read
                                                                                                                                   o Text-to-world: Link what is read to
                                                                                                                                     what is already known about the
                                                                                                                                     world
                                                                                                                                   o Place sticky note on page where
                                                                                                                                     connection is made with TS, TT, TW
                                                                                                                                     indicated.
                                                                                                                                Teacher Assessment Checklist
                                                                                                                               For narratives: main characters, setting, story
                                                                                                                               beginning, middle, end For informational text
                                                                                                                               key topic major facts link to prior knowledge
                                                                                                                                                           What I
                                                                                                                                 What the                  know
                                                                                                                                 author
                                                                                                                                 says             +
                                                                                                                                                           Outcome
                                                                                                                                               =

      Grade 3 Academic Content Standards Preparatory Curriculum Alignment Checklist                                     8
LANGUAGE ARTS                                                                            9 weeks
                                                                                          initially
                                                                                           taught
                                                                                                       9 weeks
                                                                                                      reviewed,
                                                                                                      practiced,
                                                                                                                    9 weeks
                                                                                                                    assessed
                                                                                                                       by
                                                                                                                               Strategies / Lessons                      Resources   Assessment

Standards and Grade Level Indicators                                                      1234         or taught    9 week
                                                                                                      at a higher    exam
                                                                                                         level
   2. Summarize texts, sequencing information accurately and include main ideas and                                               Power Indicator This indicator is
      details as appropriate.                                                               All                                   mapped across the curriculum. Social
                                                                                                                                  Studies sequencing (time line),
                                                                                                                                  Mathematics to follow directions,
                                                                                                                                  Science to record information
                                                                                                                                  observations accurately, etc.

   3. Make inferences regarding events and possible outcomes from information in                                                  Power Indicator This indicator is
      text.                                                                                 All                                   mapped across the curriculum. Social
                                                                                                                                  Studies: identifying consequences to
                                                                                                                                  actions, science: Action – Reaction,
                                                                                                                                  motion, Hypothesis etc.

   4. Create and use graphic organizers, such as Venn diagrams and webs, to                                                        Cross-curricula connection:                        Performance
      demonstrate comprehension.                                                               1          2,3,4,         4         Mathematics                                         Tasks
                                                                                                                                                                                      Exhibitions and
                                                                                                                                   Mind Maps                                           Demonstrations

   5. Monitor own comprehension by adjusting speed to fit the purpose, or by                                                                                                            Performance
      skimming, scanning, reading on or looking back.                                       All                                Practice skill across the curriculum                      Tasks
                                                                                                                                                                                        Exhibitions and
                                                                                                                                                                                         Demonstrations
   6. Use criteria to choose independent reading materials (e.g., personal interest,                                               Library Time                                           Journal:
      knowledge of authors and genres or recommendations from others).                      All                                    Reading for Pleasure                                   Books Read
                                                                                                                                   Interest inventory                                     Rubrics
                                                                                                                                                                                          Oral reports
                                                                                                                                                                                          Journal entries
   7. Independently read books for various purposes (e.g., for enjoyment, for literary                                             Library Time                                          Journal Entries
      experience, to gain information or to perform a task).                                All                                    Reading for Pleasure                                  Interviews
                                                                                                                                   Reading Directions                                    Performance
                                                                                                                                   Today in history – 1 topic per day                     Tasks
                                                                                                                                   rotated among all students in class
                                                                                                                                                                                         Exhibitions and
                                                                                                                                                                                          Demonstrations


      Grade 3 Academic Content Standards Preparatory Curriculum Alignment Checklist                                     9
LANGUAGE ARTS                                                                          9 weeks
                                                                                        initially
                                                                                         taught
                                                                                                     9 weeks
                                                                                                    reviewed,
                                                                                                    practiced,
                                                                                                                   9 weeks
                                                                                                                   assessed
                                                                                                                      by
                                                                                                                              Strategies / Lessons                          Resources   Assessment

Standards and Grade Level Indicators                                                    1234         or taught     9 week
                                                                                                    at a higher     exam
                                                                                                       level

Reading Applications: Informational, Technical and Persuasive Text
   1. Use the table of contents, chapter headings, glossary, index, captions and                                                  Survey elements of textbook structure
      illustrations to locate information and comprehend texts.                              1        2, 3, 4     1               by answering questions about how
                                                                                                                  2,3             Title, Headings, Introduction, Every
                                                                                                                                  first sentence in a paragraph, Visuals
                                                                                                                                  and Vocabulary, End of chapter
                                                                                                                                  questions and Summary can assist in
                                                                                                                                  meaning making
   2. List questions about essential elements (e.g., why, who, where, what, when and                                             Questioning the Author (QTA)
      how) from informational text and identify answers.                                  All                                            What is the author trying to
                                                                                                                                            say?
                                                                                                                                         Why is the author telling us
                                                                                                                                            that?
                                                                                                                                         Does the author explain this
                                                                                                                                            clearly?
                                                                                                                                         What would you say instead?

   3. Identify and list the important central ideas and supporting details of                                                    The Herringbone Technique mentioned
      informational text.                                                                    2           3,4            4         under Reading Process can also be
                                                                                                                                  used here.

                                                                                                                               Learning Log
                                                                                                                                  Writing in content areas
                                                                                                                                  I learned about _____.
                                                                                                                                  I learned that _____.
                                                                                                                                  I also learned _____.
                                                                                                                                  The most interesting this I learned was
                                                                                                                                   I want to know more about _____.




      Grade 3 Academic Content Standards Preparatory Curriculum Alignment Checklist                                     10
LANGUAGE ARTS                                                                         9 weeks
                                                                                       initially
                                                                                        taught
                                                                                                    9 weeks
                                                                                                   reviewed,
                                                                                                   practiced,
                                                                                                                 9 weeks
                                                                                                                 assessed
                                                                                                                    by
                                                                                                                            Strategies / Lessons                            Resources   Assessment

Standards and Grade Level Indicators                                                   1234         or taught    9 week
                                                                                                   at a higher    exam
                                                                                                      level
   4. Draw conclusions from information in maps, charts, graphs and diagrams.                                                  Synthesizing Expository Text:
                                                                                         All                                        Two column notes completed while
                                                                                                                                reading will help students distinguish
                                                                                                                    2,3,4       between relevant information and
                                                                                                                                information that is interesting but not
                                                                                                                                important. (Authors often add such
                                                                                                                                information to a text, and this
                                                                                                                                captures student interest but focuses
                                                                                                                                attention in the wrong direction.)


                                                                                                                                  What’s Important     What’s Interesting



                                                                                                                            Social Studies – Map reading, Graphs
                                                                                                                            and charts

                                                                                                                            Science: Charts and diagrams

   5. Analyze a set of directions for proper sequencing, clarity and completeness.
                                                                                         All




      Grade 3 Academic Content Standards Preparatory Curriculum Alignment Checklist                                  11
LANGUAGE ARTS                                                                         9 weeks
                                                                                       initially
                                                                                        taught
                                                                                                    9 weeks
                                                                                                   reviewed,
                                                                                                   practiced,
                                                                                                                  9 weeks
                                                                                                                  assessed
                                                                                                                     by
                                                                                                                             Strategies / Lessons                           Resources   Assessment

Standards and Grade Level Indicators                                                   1234         or taught     9 week
                                                                                                   at a higher     exam
                                                                                                      level
Reading Applications: Literary Text
   1. Recognize and describe similarities and differences of plot across literary                                            Students use sequential ordering of events
      works.                                                                             All                                 (the correct order of events) to retell the
                                                                                                                             plot and to show that they understand the
                                                                                                                       4     selection. The reader may use words like
                                                                                                                             “before” and “after” as clues to sequential
                                                                                                                             order.

                                                                                                                             For example, an author writes:

                                                                                                                                    Before Jamie left the table, he
                                                                                                                                     finished his dinner.

                                                                                                                                    Then, he cleared his dishes.

                                                                                                                             The reader can see that first Jamie
                                                                                                                             finished his dinner, then he left the table,
                                                                                                                             and finally he cleared his dishes.


   2. Use concrete details from the text to describe characters and setting.                                                 Students find places and times where a
                                                                                          2        3,4           3,4         word or phrase is repeated in the text on
                                                                                                                             purpose. Students then find the author’s
                                                                                                                             reason for this to see how it makes the
                                                                                                                             writing better.

   3. Retell the plot sequence.                                                                                                  Graphic organizers for character,
                                                                                         All                                     plot, and setting can be used to focus
                                                                                                                                 students on what is important. They
                                                                                                                                 also serve as mental tools to help
                                                                                                                                 students organize and remember




      Grade 3 Academic Content Standards Preparatory Curriculum Alignment Checklist                                    12
LANGUAGE ARTS                                                                            9 weeks
                                                                                          initially
                                                                                           taught
                                                                                                       9 weeks
                                                                                                      reviewed,
                                                                                                      practiced,
                                                                                                                     9 weeks
                                                                                                                     assessed
                                                                                                                        by
                                                                                                                                Strategies / Lessons                             Resources   Assessment

Standards and Grade Level Indicators                                                      1234         or taught     9 week
                                                                                                      at a higher     exam
                                                                                                         level
   4. Identify and explain the defining characteristics of literary forms and genres,                                               Students can list all the stories of a
      including fairy tales, folk tales, poetry, fiction and non-fiction.                    2        3,4           3,4              particular genre from their basal.

                                                                                                                                    Read from a variety of genres

                                                                                                                                    Genre Questions
                                                                                                                                     What is the genre? How did you
                                                                                                                                      know?
                                                                                                                                     Is the text/story a good example of
                                                                                                                                      this genre? Why?
                                                                                                                                     How is this book like other books you
                                                                                                                                      have read in this genre?
                                                                                                                                     What do you find difficult about
                                                                                                                                      reading books in this genre?

   5. Explain how an author’s choice of words appeals to the senses.                                                            Students read and find words in a story
                                                                                            All                                 that appeal to the senses.

                                                                                                                                For example, “shiny” and “colorful”
                                                                                                                                appeal to the reader’s sense of sight. A
                                                                                                                                “creaking door” or “blasting banjo” are
                                                                                                                                sound words. Authors use words that
                                                                                                                                appeal to the different senses so the
                                                                                                                                reader can experience or enjoy the story
                                                                                                                                more.
   6. Identify stated and implied themes.
                                                                                            All                                 Visualization Techniques take the words
                                                                                                                                from the text to create “pictures” in the
                                                                                                                                mind. This can be expanded to include
                                                                                                                                all of the senses
   7. Describe methods authors use to influence readers’ feelings and attitudes (e.g.,                                              Poetry and picture books can be used as a
      appeal of characters in a picture book; use of figurative language).                  All                                      source for both figurative and sensory
                                                                                                                                     language.
                                                                                                                                    Examples of figurative language-
                                                                                                                                     personification, alliteration, hyperbole,
                                                                                                                                     metaphor, simile, onomatopoeia, idioms,
                                                                                                                                     imagery, beat, and rhythm.
      Grade 3 Academic Content Standards Preparatory Curriculum Alignment Checklist                                       13
Authentic Assessment can include many of the following:

       Observation
       Essays
       Interviews
       Performance Tasks
       Exhibitions and Demonstrations
       Portfolios
       Journals
       Teacher-created Tests
       Rubrics
       Self- and Peer-evaluation

Hills (1992) describes the major purposes of assessment in programs for young children:

       "Instructional planning and communicating with parents

            o   What are this child's strengths, needs, and learning processes?

            o   How is this child doing?

            o   How will this child's instruction and guidance be planned?


Grade 3 Academic Content Standards Preparatory Curriculum Alignment Checklist             14
            o   What and how can the teacher best communicate with the parents about the status and progress of their child?

       Identification of children with special needs . . .

            o   Can this child's needs be met in this program?

            o   If not, how does this program need to be supplemented, or what program is required?

       Program evaluation and accountability

            o   Is this program, as now implemented, meeting its goals and objectives?" (p. 45)




Grade 3 Academic Content Standards Preparatory Curriculum Alignment Checklist                                   15

				
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