|
 |
 |
 |
  | 3.1 Decoding Longer Words: The student applies strategies to solve word problems by using largest chunks known, using letters and sounds, and confirming by rereading.
|
 |
 |
 |
 |
 |
  | 3.1.1 STRUCTURAL ANALYSIS
|
 |
 |
 |
 |
 |
  | a. Identifies base words and uses to decode words
|
 |
 |
 |
 |
 |
  | b. Uses syllabication rules to break unfamiliar words into parts
|
 |
 |
 |
 |
 |
  | KeySkills software program, Language Arts "Syllable Circus: 3-5 Syllables"
|
 |
 |
 |
 |
 |
  | c. Reads words with open and closed syllables
|
 |
 |
 |
 |
 |
  | d. Reads words with inflected endings –ed and –ing
|
 |
 |
 |
 |
 |
  | e. Reads words and syllables with the VCV pattern
|
 |
 |
 |
 |
 |
  | f. Reads words with changing final y to i endings
|
 |
 |
 |
 |
 |
  | g. Combines 2 shorter words to form compound words
|
 |
 |
 |
 |
 |
  | h. Forms plurals of words ending in –ch, -sh, -x, -s, -f, -fe
|
 |
 |
 |
 |
 |
  | i. Forms contractions with ’s, ’t, ’re, ’ll
|
 |
 |
 |
 |
 |
  | j. Reads contractions and identifies their meanings
|
 |
 |
 |
 |
 |
  | k. Reads words with the suffixes –er, -est, -ful, -ly, -er, -less, -ness
|
 |
 |
 |
 |
 |
  | l. Reads and identifies meaning of words with prefixes un-, bi-, dis-, mis-, non-, un-, re-
|
 |
 |
 |
 |
 |
  | m. Reads singular and plural possessives
|
 |
 |
 |
 |
 |
  | a. Reads and spells words with the VCCV, VCCCV, and VCV patterns
|
 |
 |
 |
 |
 |
  | b. Decodes words and syllables that have long vowel sounds spelled ai, ay, ee, ea, i, ie, igh, o, oa, ow
|
 |
 |
 |
 |
 |
  | c. Decodes words and syllables that have the /ou/ (found) spelled ou and ow
|
 |
 |
 |
 |
 |
  | d. Decodes words and syllables that have the /ô/ (paw) spelled o, au, aw, al, ough
|
 |
 |
 |
 |
 |
  | e. Reads and spells words and syllables that have the vowel + /r/
|
 |
 |
 |
 |
 |
  | f. Reads and spells words unexpected consonant patterns such as wr-, kn-
|
 |
 |
 |
 |
 |
  | g. Reads and spells words that have double consonants
|
 |
 |
 |
 |
 |
 |
  | double_consonants.kia (Kidspiration Template)
|
 |
 |
 |
 |
 |
 |
 |
  | h. Reads and spells words with common endings: –er, -or, -ist, –le, ly
|
 |
 |
 |
 |
 |
  | i. Reads and spells words and syllables with soft c (city) and soft g (gym)
|
 |
 |
 |
 |
 |
  | 3.2 Vocabulary: The student expands vocabulary knowledge by building sight vocabulary and using word meaning strategies: Finding meaning in the word, in context, in the dictionary and thesaurus.
|
 |
 |
 |
 |
 |
  | 3.2.1 Uses context to choose the correct definition for a multiple meaning word in a sentence.
|
 |
 |
 |
 |
 |
  | 3.2.2 Identifies words that belong to the same word families (base words and endings)
|
 |
 |
 |
 |
 |
  | 3.2.3 Understands why words rhyme and identifies words that rhyme
|
 |
 |
 |
 |
 |
  | 3.2.4 Reads and identifies homophones (hare, hair); uses sentence context to identify the appropriate homophone meaning
|
 |
 |
 |
 |
 |
  | 3.2.5 Identifies and selects synonyms for specific words
|
 |
 |
 |
 |
 |
  | 3.2.6 Identifies pairs of antonyms and selects antonyms for given words
|
 |
 |
 |
 |
 |
  | 3.2.7 Deduces word meanings from context
|
 |
 |
 |
 |
 |
  | 3.2.8 Learns and uses a strategy to solve analogies
|
 |
 |
 |
 |
 |
  | 3.2.9 Uses dictionary and thesaurus to identify word meanings
|
 |
 |
 |
 |
 |
  | 3.3 Oral Reading Fluency: The student reads grade level independent level text with 94% accuracy or better using expression, phrasing, and a rate of between 93 - 142 words per minute.
|
 |
 |
 |
 |
 |
  | 3.4 Comprehension Strategies: The student actively selects strategies before, during, and after reading to achieve reading proficiency.
|
 |
 |
 |
 |
 |
 |
  | comprehension.kia (Kidspiration Template)
|
 |
 |
 |
 |
 |
  | 3.4.1 Using Prior Knowledge--Makes connections between personal experiences, world knowledge, knowledge of text elements, knowledge author’s style, and other related texts to deepen meaning
|
 |
 |
 |
 |
 |
 |
  | kwl.kia (Kidspiration Template)
|
 |
 |
 |
 |
 |
  | 3.4.2 Predict/Infer--Actively predicts and infers while reading and confirms or revises predictions as the author’s meaning unfolds
|
 |
 |
 |
 |
 |
  | a. Makes inferences from story details
|
 |
 |
 |
 |
 |
  | b. Anticipates possible story events as a tool to focus on sequence
|
 |
 |
 |
 |
 |
  | c. Predicts events by using knowledge of cause and effect
|
 |
 |
 |
 |
 |
  | d. Makes predictions based on text structure: title, headings, pictures
|
 |
 |
 |
 |
 |
  | 3.4.3 Monitor/Clarify--Monitors for understanding and clarifies by using fix-up strategies
|
 |
 |
 |
 |
 |
  | a. Monitors for clarity in following the events of story
|
 |
 |
 |
 |
 |
  | b. Monitors to develop inferences about plot, characters, and setting
|
 |
 |
 |
 |
 |
  | c. Monitors for clarity in following the elements of expository text
|
 |
 |
 |
 |
 |
  | 3.4.4 Question--Formulates questions that demonstrate understanding of details, important ideas, and author’s viewpoint about the topic
|
 |
 |
 |
 |
 |
  | a. Questions story content as a tool to better categorize and classify details
|
 |
 |
 |
 |
 |
  | b. Uses plot, setting, and character to ask question ns about the story’s content
|
 |
 |
 |
 |
 |
  | 3.4.5 Summarize--Summarizes to demonstrate understanding of main events and ideas
|
 |
 |
 |
 |
 |
  | a. Documents the sequence of important events to summarize the story plot
|
 |
 |
 |
 |
 |
  | b. Distinguishes important details to summarize main points of the story
|
 |
 |
 |
 |
 |
  | 3.4.6 Evaluate--Evaluates what is read to form an opinion about the selection
|
 |
 |
 |
 |
 |
  | a. Evaluates how effectively an author allows the reader to understand characters
|
 |
 |
 |
 |
 |
  | b. Uses author’s viewpoint to evaluate how well an author succeeds in communicating ideas
|
 |
 |
 |
 |
 |
  | 3.5 Comprehension Skills: The student applies literal, inferential, and critical thinking to construct meaning.
|
 |
 |
 |
 |
 |
 |
  | Adjective Character Web.kia (Kidspiration Template)
|
 |
 |
 |
 |
 |
 |
 |
  | 3.5.1 Literal: Uses information on the page to recall, remember, or identify
|
 |
 |
 |
 |
 |
  | Identifies character, setting, and plot
|
 |
 |
 |
 |
 |
  | Identifies ways in which character, setting, and plot interact with each other
|
 |
 |
 |
 |
 |
  | Identifies the section to which a given heading and topic apply
|
 |
 |
 |
 |
 |
  | Identifies where specific text features are located in the selection
|
 |
 |
 |
 |
 |
  | Explains why authors use details
|
 |
 |
 |
 |
 |
  | Identifies details related to main points in a story
|
 |
 |
 |
 |
 |
  | Notes important details about the story characters and setting
|
 |
 |
 |
 |
 |
  | Identifies the sequence or order of story events
|
 |
 |
 |
 |
 |
  | Identifies words that signal sequence
|
 |
 |
 |
 |
 |
  | Identifies the steps and sequence words in a set of directions
|
 |
 |
 |
 |
 |
  | Arranges the steps of a set of directions in the correct order
|
 |
 |
 |
 |
 |
  | 3.5.2 Inferential: Searches for clues in the text and integrates with what is known to analyze, draw conclusions, and infer
|
 |
 |
 |
 |
 |
  | Determines the overall topic of the selection
|
 |
 |
 |
 |
 |
  | Infers the main ideas or most important information about the topic
|
 |
 |
 |
 |
 |
  | Identifies the details that support the main idea
|
 |
 |
 |
 |
 |
  | Makes inferences about story characters, events, and setting
|
 |
 |
 |
 |
 |
  | Uses evidence from the story and life experiences to make inferences
|
 |
 |
 |
 |
 |
  | Making Generalizations: Makes generalizations based on story information and personal experience
|
 |
 |
 |
 |
 |
  | d. Categorize and Classify
|
 |
 |
 |
 |
 |
  | Classifies selection details by category
|
 |
 |
 |
 |
 |
  | Gives sets of details category names
|
 |
 |
 |
 |
 |
  | e. Compares and contrasts details that are alike and different
|
 |
 |
 |
 |
 |
  | f. Uses story clues to predict what characters might do in new situations
|
 |
 |
|