THIRD EDITION - Weebly

Making Meaning® Scope and Sequence, Grade 3 © Center for the Collaborative Classroom 1

G R A D E 3S C O P E A N D S E Q U E N C E

The Making Meaning program integrates the academic rigor of reading instruction with

collaborative structures that teach students to make sense of text, support their own

opinions, and appreciate and respect the ideas of others. Each lesson is built on the

assumption that academic and social learning flourish when they are integrated naturally,

rather than pursued separately.

The following scope and sequence provides a complete calendar of the skills and reading

covered by the program in each unit, week, and day. It also details the comprehension

strategies taught by the program, along with the vocabulary words and word-learning

strategies students encounter.

THIRD EDITION


Teaching the ProgramHow the Grade 3 Program Is OrganizedThe Making Meaning program for grade 3 consists of nine units. The units vary in length from one to five weeks. Each week has four days of instruction and practice. The calendar below provides an overview of the year.

Sample Calendar for Grade 3

Unit/Read-aloud Length Focus

FALL

1. The Reading Community: Fiction and Narrative Nonfiction

•Miss Nelson Is Missing! by Harry Allard

•Miss Nelson Has a Field Day by Harry Allard

•Two Bobbies: A True Story of Hurricane Katrina, Friendship, and Survival by Kirby Larson and Mary Nethery

2 weeks Make connections

Listen to and discuss stories

Build a reading community

Learn the procedures for gathering, “Turn to Your Partner,” “Think, Pair, Share,” and Individualized Daily Reading

2. Visualizing: Poetry and Fiction

•“Seal” by William Jay Smith

•Cherries and Cherry Pits by Vera B. Williams

•The Spooky Tail of Prewitt Peacock by Bill Peet

•Aunt Flossie’s Hats (and Crab Cakes Later) by Elizabeth Fitzgerald Howard

3 weeks Visualize to make sense of texts

Use schema and make inferences informally

Informally consider a character’s point of view and distinguish it from their own

Discuss characters’ feelings

3. Making Inferences: Fiction

•The Paper Bag Princess by Robert Munsch

•Julius, the Baby of the World by Kevin Henkes

•Boundless Grace by Mary Hoffman

•Amazing Grace by Mary Hoffman

•The Raft by Jim LaMarche

•Alexander, Who’s Not (Do you hear me? I mean it!) Going to Move by Judith Viorst

5 weeks Explore narrative text structure through discussions of character, setting, and problem

Make inferences to understand characters and character change

Make connections

(continues)



Unit/Read-aloud Length FocusW

INT

ER

4. Wondering/Questioning: Fiction

•The Girl Who Loved Wild Horses by Paul Goble

•The Emperor and the Kite by Jane Yolen

•A Day’s Work by Eve Bunting

•Mailing May by Michael O. Tunnell

•Brave Irene by William Steig

4 weeks Use wondering/questioning to make sense of fiction stories

Explore the themes in fiction stories

Learn the procedure for “Stop and Ask Questions”

5. Wondering/Questioning: Narrative Nonfiction (Biography)

•Brave Harriet by Marissa Moss

•Wilma Unlimited: How Wilma Rudolph Became the World’s Fastest Woman by Kathleen Krull

•Sonia Sotomayor: a judge grows in the Bronx by Jonah Winter

3 weeks Use wondering/questioning to make sense of narrative nonfiction

Identify information learned from nonfiction stories

Explore the themes in nonfiction stories

6. Using Text Features: Expository Nonfiction

•Morning Meals Around the World by Maryellen Gregoire

•Homes by Chris Oxlade

•“Hop to It: Fancy Footwork”

•“Origami: The Art of Japanese Paper Folding”

•“Jump Rope: Then and Now”

•“How to Make a Paper Airplane”

•“Lincoln School Lunch Calendar”

•“You Can Make Tea with Milk” by Maryellen Gregoire

•“You Can Make Mexican Breakfast Quesadillas” by Maryellen Gregoire

4 weeks Use text features to locate and understand information in expository nonfiction texts

Identify information learned from expository nonfiction texts

SPR

ING

7. Wondering/Questioning: Expository Nonfiction

•Flashy Fantastic Rain Forest Frogs by Dorothy Hinshaw Patent

•Explore the Desert by Kay Jackson

•Polar Bears by Mark Newman

•“Polar Bears in Peril” by Elizabeth Winchester

3 weeks Use wondering/questioning and schema to make sense of expository nonfiction

Identify information learned from expository nonfiction texts

Make connections

Build a body of knowledge about animal life

ANSWERING QUESTIONS IN RESPONSE TO TEXT UNIT FROM THE READING ASSESSMENT PREPARATION GUIDE (1 WEEK)

(continued)

(continues)



Unit/Read-aloud Length FocusSP

RIN

G (c

ontin

ued)

8. Determining Important Ideas: Expository Nonfiction, Fiction, and Drama

•“Banning Tag”

•“Smile—You’ve Got Homework!”

•“Homework—Who Needs It?”

•Lifetimes by David L. Rice

•Fables by Arnold Lobel

•Possum’s Tail from Pushing Up the Sky: Seven Native American Plays for Children by Joseph Bruchac

•Keepers by Jeri Hanel Watts

5 weeks Determine important ideas in fiction, nonfiction, and dramatic texts

Explore narrative text structure through discussions of characters, setting, and theme

Support ideas with evidence from texts

Learn the procedure for “Think, Pair, Write”

9. Revisiting the Reading Community 1 week Write and share book recommendations

Reflect on the students’ growth as readers

Reflect on the reading community

Focus on ComprehensionIn the Making Meaning program, students are taught the reading comprehension strategies that research shows good readers use to make sense of texts. They learn and practice the strategies with guidance and support from you before using them in their independent reading.

THE GRADE 3 COMPREHENSION STRATEGIES

The strategies that follow are formally taught or informally experienced in grade 3 of the program.

• Using schema/Making connections. Schema is the prior knowledge a reader brings to a text. Readers construct meaning by making connections between their prior knowledge and new information in a text. In Making Meaning grade 3, the students learn to connect what they know from their own experiences to texts before, during, and after a read-aloud. They also make connections between texts.

• Visualizing. Visualizing is the process of creating mental images while reading. Mental images can include sights, sounds, smells, tastes, sensations, and emotions. Good readers form mental images to help them understand, remember, and enjoy texts. In Making Meaning grade 3, the students visualize to make sense of figurative language and deepen their understanding and enjoyment of poems and stories.

• Wondering/Questioning. Proficient readers wonder and ask questions to focus their reading, clarify meaning, and delve deeper into a text. They wonder what a text is

(continued)


about before they read, speculate about what is happening while they read, and ask questions after they read to gauge their understanding. In Making Meaning grade 3, the students wonder and ask questions before, during, and after a read-aloud to make sense of a text.

• Using text features. Readers who understand that expository texts have common features, such as tables of contents and indexes, headings and subheadings, and diagrams and charts, use those features to help them unlock a text’s meaning. In Making Meaning grade 3, the students identify features of expository texts and use those features to help them understand the texts.

• Making inferences. Not everything communicated by a text is directly stated. Good readers use their prior knowledge and the information in a text to understand implied meanings. Making inferences helps readers move beyond the literal to a deeper understanding of texts. In Making Meaning grade 3, the students make inferences to think more deeply about both fiction and nonfiction texts.

• Determining important ideas. Determining the important ideas in a text helps readers identify information that is essential to know and remember. What is identified as important in a text will vary from reader to reader, depending on the purpose for reading and prior knowledge. In Making Meaning grade 3, the students identify which ideas in texts are important to understand and remember and support their thinking with evidence from the texts.

• Analyzing text structure. Proficient readers use their knowledge of narrative and expository text structure to approach and comprehend texts. For example, readers who understand that stories have common elements, such as setting, characters, and plot, have a framework for thinking about stories. Readers who understand that authors of expository texts organize information through text structures, such as chronological order, cause and effect, and compare and contrast, use those structures to understand and remember the information. In Making Meaning grade 3, the students use story elements to help them think about stories.

• Summarizing. Summarizing is the process of identifying and bringing together the essential ideas in a text. Readers summarize as a way of understanding what they have read and communicating it to others. In Making Meaning grade 3, the students identify important ideas and use those ideas to summarize informally.

THINKING TOOLS

The students learn various “Thinking Tools” that help them implement the strategies they are learning and delve more deeply into texts. In grade 3, the students learn and use:

• Stop and Ask Questions. The teacher stops at various places during a read-aloud, and the students write questions about what they are hearing. The students then have a record of their questions to use during partner or class discussions.


• Double-entry Journal. In one column, a student might write a question he or she has about a text, and in the other column what he or she learns about that question. Alternatively, he or she might write thoughts about a character at the start of a story in one column and his or her thoughts about the character at the end of the story in the other column. This kind of writing in a double-entry journal helps the students to become more reflective about their reading and builds writing skills.

• Character Web. The name of a character is written in a circle. Information about the character is recorded in circles surrounding and linked to the first circle. The collected information helps the students analyze the character.


Day 1 Day 2 Day 3 Day 4

Week

1Read-aloud:Miss Nelson Is Missing!Focus: • Learning the procedure for gathering •Hearing and discussing a story •Using an illustration to make inferences about the story

Listening Practice:Miss Nelson Is Missing!Focus: • Learning the procedure for “Turn to Your Partner” •Hearing a story again to build comprehension •Using an illustration to make inferences about the story

Read-aloud:Miss Nelson Has a Field DayFocus: •Hearing and discussing a story •Making text-to-text connections • Learning the procedure for Individualized Daily Reading (IDR)

Listening Practice:Miss Nelson Has a Field DayFocus: •Hearing a story again to build comprehension •Using an illustration to make inferences about the story • Learning a procedure for selecting texts at their independent reading levels

Week

2Read-aloud:Two BobbiesFocus: • Learning the procedure for “Think, Pair, Share” •Hearing and discussing a story •Discussing lessons in the story

Listening Practice:Two BobbiesFocus: •Hearing parts of a story again to build comprehension •Making text-to-self connections •Using an illustration to make inferences about the story

Individualized Daily ReadingFocus: • Learning a procedure for self-monitoring •Reading independently

Individualized Daily ReadingFocus: • Learning how to use a reading log •Reading independently

U N I T 1 : T H E R E A D I N G CO M M U N I T Y



Week

1Read-aloud/Strategy Lesson:“Seal”Focus: •Hearing and discussing a poem •Visualizing to understand and enjoy the poem

Read-aloud/Strategy Lesson:Cherries and Cherry PitsFocus: •Hearing and discussing part of a story •Visualizing a character in the story •Connecting their mental images to the text •Distinguishing their points of view from that of a character

Read-aloud/Guided Strategy Practice:Cherries and Cherry PitsFocus: •Hearing and discussing part of a story •Visualizing a character in the story •Drawing their mental images of the character

Guided Strategy Practice:Cherries and Cherry PitsFocus: • Connecting their mental images to the text •Distinguishing their points of view from that of a character

Week

2Read-aloud:The Spooky Tail of Prewitt PeacockFocus: •Hearing and discussing a story •Visualizing to understand and enjoy the story

Guided Strategy Practice:The Spooky Tail of Prewitt PeacockFocus: •Hearing parts of a story again to build comprehension •Visualizing to enjoy and understand the story •Discussing a character’s feelings

Independent Strategy PracticeFocus: •Visualizing to enjoy and understand texts read independently •Connecting their mental images to the texts

Independent Strategy PracticeFocus: •Visualizing to enjoy and understand texts read independently •Connecting their mental images to the texts • Learning how to use a reading journal

Week

3Read-aloud:Aunt Flossie’s Hats (and Crab Cakes Later)Focus: •Hearing and discussing a story •Visualizing to understand and enjoy the story •Distinguishing their points of view from those of characters in the story

Read-aloud/Guided Strategy Practice:Aunt Flossie’s Hats (and Crab Cakes Later)Focus: •Hearing a part of a story again to build comprehension •Visualizing to understand and enjoy the story •Drawing and writing about their mental images

Independent Strategy PracticeFocus: •Visualizing to understand and enjoy texts read independently

Independent Strategy PracticeFocus: •Visualizing to enjoy and understand texts read independently •Writing in their reading journals

U N I T 2 : V I S UA L I Z I N G



Week

1Read-aloud:The Paper Bag PrincessFocus: •Hearing and discussing a story •Discussing the main character’s problem in the story

Strategy Lesson:The Paper Bag PrincessFocus: •Hearing a story again to build comprehension •Making inferences about the main character in the story •Referring to the text to support their thinking

Strategy Lesson:The Paper Bag PrincessFocus: • Learning discussion prompts •Using illustrations to make inferences about characters •Referring to the text to support their thinking

Independent Strategy PracticeFocus: •Reading independently •Making inferences about characters in independent reading •Referring to the text to support their thinking

Week

2Read-aloud:Julius, the Baby of the WorldFocus: •Hearing and discussing a story •Making inferences about the main character in the story •Discussing the main character’s problem in the story

Strategy Lesson:Julius, the Baby of the WorldFocus: •Hearing parts of a story again to build comprehension •Making inferences about the main character in the story •Referring to the text to support their thinking

Strategy Lesson:Julius, the Baby of the WorldFocus: •Making inferences about the main character in the story •Exploring how the main character changes •Referring to the text to support their thinking

Independent Strategy PracticeFocus: •Reading independently •Making inferences about characters in independent reading •Referring to the text to support their thinking •Writing in their reading journals

Week

3Read-aloud:Boundless GraceFocus: •Hearing and discussing a story •Making inferences about the main character in the story •Discussing the main character’s problem in the story •Discussing the setting in the story

Guided Strategy Practice:Boundless GraceFocus: •Hearing parts of a story again to build comprehension •Making inferences about the main character in the story •Referring to the text to support their thinking

Guided Strategy Practice:Boundless GraceFocus: •Making inferences about the main character in a story •Exploring how the main character changes •Referring to the text to support their thinking

Read-aloud:Amazing GraceFocus: •Hearing and discussing a story •Making inferences about the main character in the story •Discussing the lesson, or message, in the story •Comparing and contrasting two books by the same author

Week

4Read-aloud:The RaftFocus: •Hearing and discussing part of a story •Making inferences about the main character in the story •Referring to the text to support their thinking

Read-aloud:The RaftFocus: •Hearing and discussing part of a story •Discussing the main character’s problem in the story •Discussing the setting in the story

Guided Strategy Practice:The RaftFocus: •Making inferences about the main character in a story •Exploring how the main character changes •Referring to the text to support their thinking

Independent Strategy PracticeFocus: •Reading independently •Making inferences about characters in independent reading •Referring to the text to support their thinking

Week

5Read-aloud:Alexander, Who’s Not (Do you hear me? I mean it!) Going to MoveFocus: •Hearing and discussing a story •Discussing the main character’s problem in the story •Making text-to-self connections

Strategy Lesson:Alexander, Who’s Not (Do you hear me? I mean it!) Going to MoveFocus: •Hearing parts of a story again to build comprehension •Making inferences about the main character in the story •Exploring if and how the main character changes •Referring to the text to support their thinking

Independent Strategy PracticeFocus: •Reading independently •Making inferences about characters in independent reading •Exploring problems main characters face •Referring to the text to support their thinking •Writing in their reading journals

Independent Strategy PracticeFocus: •Reading independently •Making inferences about characters in independent reading •Exploring how main characters change •Referring to the text to support their thinking

U N I T 3 : M A K I N G I N F E R E N C E S



Week

1Read-aloud/Strategy Lesson:The Girl Who Loved Wild HorsesFocus: •Hearing and discussing a story •Using wondering/questioning to understand the story

Strategy Lesson:The Girl Who Loved Wild HorsesFocus: •Hearing a story again to build comprehension •Using their questions to discuss the story •Referring to the text to support their thinking

Read-aloud/Guided Strategy Practice:The Emperor and the KiteFocus: •Hearing and discussing a story •Using wondering/questioning to understand the story •Discussing the lesson in the story

Guided Strategy Practice:The Emperor and the KiteFocus: •Hearing a story again to build comprehension •Using their questions to discuss the story •Referring to the text to support their thinking

Week

2Read-aloud/Strategy Lesson:A Day’s WorkFocus: • Learning the procedure for “Stop and Ask Questions” •Hearing and discussing part of a story •Using wondering/questioning to understand the story •Making inferences about a character in the story •Making predictions about how the story will end

Guided Strategy Practice:A Day’s WorkFocus: •Hearing part of a story again to build comprehension •Using their questions to discuss the story •Referring to the text to support their thinking

Read-aloud/Guided Strategy Practice:A Day’s WorkFocus: •Hearing and discussing the end of a story •Making predictions about the story •Discussing the problem in the story •Discussing the lesson in the story

Independent Strategy PracticeFocus: •Reading independently •Using “Stop and Ask Questions” as they read independently •Using their questions to discuss what they read •Referring to the text to support their thinking

Week

3Read-aloud/Guided Strategy Practice:Mailing MayFocus: •Hearing and discussing a story •Using ”Stop and Ask Questions” to think about the story •Discussing a problem in the story

Guided Strategy Practice:Mailing MayFocus: •Hearing a story again to build comprehension •Using their questions to discuss the story •Making inferences to understand the story •Referring to the text to support their thinking •Writing in their reading journals

Guided Strategy Practice:Mailing MayFocus: •Hearing parts of a story again •Visualizing parts of the story •Drawing and writing about their mental images


Week

4Read-aloud/Guided Strategy Practice:Brave IreneFocus: •Hearing and discussing a story •Using wondering/questioning to understand the story •Referring to the text to support their thinking

Guided Strategy Practice:Brave IreneFocus: •Hearing a story again to build comprehension •Using their questions to discuss the story •Referring to the text to support their thinking •Writing in their reading journals

Guided Strategy Practice:Brave IreneFocus: •Making inferences about the main character in a story •Referring to the text to support their thinking


U N I T 4 : WO N D E R I N G /Q U E S T I O N I N G



Week

1Read-aloud/Strategy Lesson:Brave HarrietFocus: •Hearing and discussing part of a narrative nonfiction book • Identifying what they learn from the book •Wondering about the book

Read-aloud/Strategy Lesson:Brave HarrietFocus: •Hearing and discussing part of a narrative nonfiction book • Identifying what they learn from the book •Wondering about the book •Referring to the text to support their thinking

Read-aloud/Guided Strategy Practice:Brave HarrietFocus: •Hearing and discussing part of a narrative nonfiction book • Identifying what they learn from the book •Wondering about the book •Referring to the text to support their thinking

Independent Strategy PracticeFocus: •Reading independently • Identifying what they learn from their reading •Wondering about their reading

Week

2Read-aloud/Guided Strategy Practice:Wilma UnlimitedFocus: •Hearing and discussing part of a narrative nonfiction book • Identifying what they learn from the book •Wondering about the book

Read-aloud/Guided Strategy Practice:Wilma UnlimitedFocus: •Hearing and discussing part of a narrative nonfiction book • Identifying what they learn from the book •Wondering about the book •Referring to the text to support their thinking

Read-aloud/Guided Strategy Practice:Wilma UnlimitedFocus: •Hearing and discussing part of a narrative nonfiction book • Identifying what they learn from the book •Wondering about the book •Referring to the text to support their thinking

Independent Strategy PracticeFocus: •Reading independently • Identifying what they learn from their reading •Wondering about their reading •Writing in their reading journals

Week

3Read-aloud/Guided Strategy Practice:Sonia SotomayorFocus: •Hearing and discussing part of a narrative nonfiction book • Identifying what they learn from the book •Wondering about the book

Read-aloud/Guided Strategy Practice:Sonia SotomayorFocus: •Hearing and discussing part of a narrative nonfiction book • Identifying what they learn from the book •Wondering about the book •Referring to the text to support their thinking

Read-aloud/Guided Strategy Practice:Sonia SotomayorFocus: •Hearing and discussing part of a narrative nonfiction book • Identifying what they learn from the book •Wondering about the book •Referring to the text to support their thinking

Independent Strategy PracticeFocus: •Reading independently • Identifying what they learn from their reading •Wondering about their reading •Writing in their reading journals




Week

1Read-aloud/Strategy Lesson:Morning Meals Around the WorldFocus: •Hearing and discussing parts of an expository nonfiction book • Identifying what they learn from the book •Using text features, including the back cover summary and table of contents, to better understand information in the book

Guided Strategy Practice:Morning Meals Around the WorldFocus: •Hearing and discussing parts of an expository nonfiction book •Using text features, including the index, to locate information in the book

Guided Strategy Practice:Morning Meals Around the WorldFocus: •Hearing an expository nonfiction book to build comprehension • Identifying what they learn from the book •Making text-to-self connections •Using text features, including the glossary, “Fun Facts” section, and “To Learn More” section, to better understand information in the book

Independent Strategy PracticeFocus: •Reading independently • Identifying information learned from expository texts •Using text features to better understand information in the texts

Week

2Read-aloud/Guided Strategy Practice: HomesFocus: •Hearing and discussing parts of an expository nonfiction book •Using text features, including labeled diagrams, photographs, and captions, to better understand information in the book • Identifying what they learn from the book

Read-aloud/Guided Strategy Practice: HomesFocus: •Hearing and discussing parts of an expository nonfiction book •Using text features, including diagrams, photographs, and captions, to better understand information in the book • Identifying what they learn from the book

Read-aloud/Guided Strategy Practice: HomesFocus: •Hearing and discussing parts of an expository nonfiction book •Using text features, including the glossary and keywords, to better understand information in the book • Identifying what they learn from the book • Identifying text features in other expository nonfiction books

Independent Strategy PracticeFocus: •Reading independently •Using text features to better understand information in expository nonfiction texts •Writing in their reading journals

Week

3Read-aloud/Guided Strategy Practice:“Hop to It: Fancy Footwork”Focus: •Hearing and discussing an expository nonfiction article •Using text features, including illustrations and text boxes, to better understand information in the article • Identifying what they learn from the article

Read-aloud/Guided Strategy Practice:“Origami: The Art of Japanese Paper Folding”Focus: •Hearing and discussing an expository nonfiction article •Using text features, including the title, headings, and map, to better understand information in the article • Identifying what they learn from the article

Read-aloud/Guided Strategy Practice:“Jump Rope: Then and Now”Focus: •Hearing and discussing an expository nonfiction article •Using text features, including a timeline, to better understand information in the article •Describing the connections between paragraphs in the article •Describing the connections between a series of historical events •Writing in their reading journals

Guided Strategy PracticeFocus: • Identifying and writing about information learned from text features in expository nonfiction articles

Week

4Strategy LessonFocus: • Identifying and discussing functional texts around the school • Identifying what they learn from the functional texts

Read-aloud/Guided Strategy Practice:“How to Make a Paper Airplane”; “Lincoln School Lunch Calendar”Focus: •Reading and discussing two functional texts • Identifying what they learn from the functional texts •Using text features, including numbered steps, column headings, symbols, and legends, to better understand information in the texts

Read-aloud/Guided Strategy Practice: “You Can Make Tea with Milk”; “You Can Make Mexican Breakfast Quesadillas”Focus: •Reading and discussing two functional texts •Using text features, including numbered steps, to better understand information in the texts •Describing the relationship between steps in a technical procedure

Guided Strategy Practice:“You Can Make Tea with Milk”; “You Can Make Mexican Breakfast Quesadillas”Focus: •Discussing text features in two functional texts •Writing recipes with text features

U N I T 6 : U S I N G T E X T F E AT U R E S



Week

1Read-aloud/Strategy Lesson:Flashy Fantastic Rain Forest FrogsFocus: •Hearing and discussing part of an expository nonfiction book •Using schema to tell what they think they know about the topic of the book •Using wondering/questioning to make sense of the book • Identifying what they learn from the book •Referring to the text to support their thinking

Read-aloud/Guided Strategy Practice:Flashy Fantastic Rain Forest FrogsFocus: •Hearing and discussing parts of an expository nonfiction book •Using wondering/questioning to make sense of the book • Identifying what they learn from the book •Referring to the text to support their thinking

Read-aloud/Guided Strategy Practice:Flashy Fantastic Rain Forest FrogsFocus: •Hearing and discussing part of an expository nonfiction book •Using wondering/questioning to make sense of the book • Identifying what they learn from the book •Referring to the text to support their thinking

Independent Strategy PracticeFocus: •Reading independently •Wondering about expository nonfiction texts prior to reading •Using wondering/questioning to make sense of the texts • Identifying what they learn from expository texts and referring to the texts to support their thinking

Week

2Read-aloud/Guided Strategy Practice:Explore the DesertFocus: •Hearing and discussing part of an expository nonfiction book •Using schema to tell what they think they know about the topic of the book •Using “Stop and Ask Questions” to think about the book • Identifying what they learn from the book •Referring to the text to support their thinking

Read-aloud/Guided Strategy Practice:Explore the DesertFocus: •Hearing and discussing part of an expository nonfiction book •Using “Stop and Ask Questions” to think about the book • Identifying what they learn from the book •Referring to the text to support their thinking

Read-aloud/Guided Strategy Practice:Explore the DesertFocus: •Hearing and discussing part of an expository nonfiction book •Using “Stop and Ask Questions” to think about the book • Identifying what they learn from the book •Referring to the text to support their thinking

Independent Strategy PracticeFocus: •Reading independently •Using “Stop and Ask Questions” to think about expository nonfiction texts •Referring to the text to support their thinking •Writing in their reading journals

Week

3Read-aloud/Guided Strategy Practice:Polar BearsFocus: •Hearing and discussing part of an expository nonfiction book •Using schema to tell what they think they know about the topic of the book •Using wondering/questioning to make sense of the book • Identifying what they learn from the book •Referring to the text to support their thinking

Read-aloud/Guided Strategy Practice:Polar BearsFocus: •Hearing and discussing part of an expository nonfiction book •Using wondering/questioning to make sense of the book • Identifying what they learn from the book •Referring to the text to support their thinking •Writing in their reading journals

Read-aloud/Guided Strategy Practice:“Polar Bears in Peril”Focus: •Hearing and discussing an expository nonfiction article •Using wondering/questioning to make sense of the article • Identifying what they learn from the article •Referring to the text to support their thinking

Strategy Lesson:Polar Bears; “Polar Bears in Peril”Focus: •Comparing two texts on the same topic •Discussing the important ideas and key details in the texts •Referring to the texts to support their thinking




Week

1Read-aloud/Strategy Lesson:“Banning Tag”Focus: •Hearing and discussing an expository nonfiction article • Identifying what they learn from the article •Thinking about important ideas in the article •Sharing their own opinions about the topic of the article

Read-aloud/Guided Strategy Practice:“Smile—You’ve Got Homework!”Focus: •Hearing and discussing an opinion article • Identifying what they learn from the article •Thinking about important ideas in the article

Read-aloud/Guided Strategy Practice:“Homework—Who Needs It?”Focus: •Hearing and discussing an opinion article • Identifying what they learn from the article •Thinking about important ideas in the article

Guided Strategy PracticeFocus: •Revisiting two opinion articles •Thinking about important ideas in the articles •Distinguishing their own opinions from those of the authors of the articles •Comparing and contrasting two articles on the same topic

Week

2Read-aloud/Strategy Lesson:“A lifetime for an army ant is about three years”Focus: •Hearing and discussing an expository nonfiction text • Identifying what they learn from the text •Thinking about important ideas in the text •Making text-to-self connections

Read-aloud/Guided Strategy Practice:“A lifetime for an elephant is about 65 years”Focus: • Learning the procedure for “Think, Pair, Write” •Hearing and discussing an expository nonfiction text • Identifying what they learn from the text •Thinking about important ideas in the text

Read-aloud/Guided Strategy Practice:“A lifetime for a saguaro cactus is about 100 years”Focus: •Hearing and discussing an expository nonfiction text • Identifying what they learn from the text •Thinking about important ideas in the text •Making inferences to understand the text

Read-aloud/Guided Strategy Practice:“A lifetime for a hermit crab is about five years”Focus: •Hearing and discussing an expository nonfiction text • Identifying what they learn from the text •Thinking about important ideas in the text •Making inferences to understand the text

Week

3Read-aloud/Strategy Lesson:“Madame Rhinoceros and Her Dress”Focus: •Hearing and discussing a story •Visualizing to understand and enjoy the story •Thinking about themes in the story

Read-aloud/Guided Strategy Practice:“The Young Rooster”Focus: •Hearing and discussing a story •Visualizing to understand and enjoy the story •Thinking about themes in the story

Read-aloud/Guided Strategy Practice:“The Mouse at the Seashore”Focus: •Hearing and discussing a story • Visualizing to understand and enjoy the story •Thinking about themes in the story •Making text-to-text and text-to-self connections

Read-aloud/Guided Strategy Practice:“The Camel Dances”Focus: •Hearing and discussing a story •Visualizing to understand and enjoy the story •Thinking about themes in the story •Making text-to-text connections •Writing in their reading journals

Week

4Read-aloud: Possum’s TailFocus: •Hearing and discussing a play •Using wondering/questioning to make sense of the play •Exploring the differences between plays (drama) and prose

Guided Strategy Practice:Possum’s TailFocus: •Hearing a play again to build comprehension •Discussing character, setting, and theme in the play •Making inferences about characters and themes

Strategy Lesson: Possum’s TailFocus: •Exploring the differences between plays (drama) and prose •Reading a play independently

Strategy Lesson:Possum’s TailFocus: •Reading a play aloud as a class

U N I T 8 : D E T E R M I N I N G I M P O RTA N T I D E A S

(continues)



Week

5Read-aloud/Guided Strategy Practice: KeepersFocus: •Hearing and discussing part of a story •Wondering about the story •Thinking about important ideas in the story •Making inferences about characters in the story

Read-aloud/Guided Strategy Practice: KeepersFocus: •Hearing and discussing part of a story •Thinking about important ideas in the story •Making inferences about characters in the story

Read-aloud/Guided Strategy Practice: KeepersFocus: •Hearing and discussing the end of a story •Thinking about a problem in the story •Making inferences about characters in the story •Making text-to-self connections •Writing in their reading journals

Guided Strategy Practice:KeepersFocus: •Making inferences about characters in a story •Thinking about themes in the story

(continued)

U N I T 8 : D E T E R M I N I N G I M P O RTA N T I D E A S



Week

1Selecting Favorite Books and ReflectingFocus: •Reviewing books they have read this year •Discussing favorite books with partners •Selecting books to recommend for summer reading •Reflecting on their reading lives and their growth as readers

Preparing Book RecommendationsFocus: •Hearing and discussing a book recommendation •Writing book recommendations •Sharing book recommendations with partners

Sharing Book Recommendations and ReflectingFocus: •Beginning summer reading lists •Sharing book recommendations with the class • Identifying books they want to read

Read-aloud and Reflection:Student-selected bookFocus: •Hearing and discussing a student-selected book •Planning their summer reading •Reflecting on the comprehension strategies they are using •Writing in their reading journals •Reflecting on their contributions to the reading community and how they have benefited from the reading community

U N I T 9 : R E V I S I T I N G T H E R E A D I N G CO M M U N I T Y


INDEPENDENT WORD-LEARNING STRATEGIES

Research shows that students benefit from both learning individual words and learning strategies for determining the meanings of unknown words they hear or encounter in their independent reading. In grade 3, the students learn the following strategies:

• Recognizing synonyms

• Recognizing antonyms

• Using the prefixes un- and re- to determine word meanings

• Using the suffixes -est and -ful to determine word meanings

• Using context to determine word meanings

• Recognizing idioms

• Recognizing shades of meaning

• Recognizing words with multiple meanings

• Using a print dictionary to determine word meanings

• Using an online dictionary to determine word meanings

• Using a glossary to determine word meanings

Each strategy is introduced through the discussion of a vocabulary word. (For example, recognizing shades of meaning is introduced through the word plop in Week 3.) For additional practice in using the strategies, More Strategy Practice activities are provided periodically. Although these activities are optional, we encourage you to do them with your students. We believe the students will benefit from the additional exposure to the strategies.

The table below provides a snapshot of how independent word-learning strategies are developed across grades K–5.

Independent Word-learning Strategy K 1 2 3 4 5

Recognizing synonyms ■ ■ ■ ■ ■ ■

Recognizing antonyms ■ ■ ■ ■ ■ ■

Using context to determine word meanings ■ ■ ■ ■ ■

Recognizing shades of meaning ■ ■ ■ ■ ■ ■

Recognizing words with multiple meanings ■ ■ ■ ■ ■ ■

Using inflectional endings ■ ■

Using knowledge of compound words to determine meanings ■

Using prefixes to determine meanings ■ ■ ■ ■

(continues)


Independent Word-learning Strategy K 1 2 3 4 5

Using suffixes to determine meanings ■ ■ ■ ■

Using Greek and Latin roots to determine word meanings ■ ■ ■

Recognizing idioms, adages, and proverbs ■ ■ ■

Using a dictionary, glossary, or thesaurus ■ ■ ■ ■

■ formally taught informally explored or reviewed

(continued)


GRADE Kactiveallowamusingassistassortmentbrightcare forcollidecomfortcomfortablecommunicatecompanioncompleteconcernedconfidentcontainercourageouscozycreaturecreepcrowdedcupboarddecidedeliciousdepartdescribedetermineddietdifficultdisappointeddrowsyeageredgeenergeticenjoyenormouseveningexcited

exhaustedexplorefacefactfitsfluffyfrightenedfrustratedfuriousgenerousglancegooeygreetgrinhaulhealthyicyimitateinvitekindlandlonelymachinemendmightyneednuisanceobserveoverheadpassengerpatientpedestrianpeerpersistentplayfulpleasantpleasedpointypounce

practiceproudreleaserepairrockyroughscoopscootscramblesignalsimilarsnatchsnoozesoarsoggyspherestraightstucksurviveswiftlyswitchtametangledtastytiptraintransportationtraveluncomfortableuncrowdedunhealthyunkindunpleasantupsetusefulvariousvisiblewadewarn

weakwelcomewhirlwild

GRADE 1admireadultadventureaffectionateamazingappetitearrangearriveastonishedaudiblebad-temperedbeambobboldchompcollapsecommotioncontentscooperatecrabbycrushcuriousdartdelighteddestinationdinedisappeardiscoverdisgustingdumpearsplittingessentialevidence

exclaimextraordinaryfaintfeastferociousfirmflashfondfrigidfuturegathergiganticglideglowgulphabitatherohopehoverhowlhumorousimpoliteinaudibleindependentinspectjourneylungematchmeadowmemorymigratemiserablemoanmunchmutterneighborhoodneighborlynervousodd

VOCABUL ARY WORDS K–5

(continues)


(continued)

(continues)

odorordinarypackpeacefulperseverepilepopularpossessionpoutpowerfulpredatorpreyprotectquarrelrapidlyrelaxremainrescueresentrespectridiculousrumblerushscrumptiousshallowsnugglesobspotsquintstompstorestudysurroundingsthrillingtidytimidtracktrembletrusttug

twirlundergrounduntidyvegetationwanderwobblewonderwriggle

GRADE 2accompanyannoyappreciateapproachapproveattachattractbehavebeneficialblobbulgechaoscharacteristiccollectcompassionatecomplexcongratulateconserveconsumecontentconvincecreatedampdashdecreasedelightfuldisapprovediscoverdisguisedisobedient

downcastdullduplicateeavesdropeavesdropperecstaticembarrassencourageexpandexpertfabulousfadefamiliarfearfulfearlessfetchflapflexibleflopfragilefragrantfreshgeniusglaregleamgobblegratitudegripgrumbleguidehospitalityhosthuddlehurlinsistminiaturemisbehavemurmurmushynecessary

notoriousnumerousobedientoccasionallyoptionaloverallsoverjoyedpesterpickyplentyprecautionpredictprepareprovideracketrarelyrecentlyrecreationregularlyroutinerudescrunchsheltershimmershrieksipslurpsnifflesolidsteer clearstreamstrenuousstuffstunnedsturdyswirlteamworkterribleterrifictourist

treattumbleuniqueunusualunwelcomeusualvaluablevanishvarietywhimper

GRADE 3abandonachieveadaptadjustadventuresomeadviseaggressiveappetizingaromaastoundingavoidbanbarricadebelongingsbewilderedblow your topboastbrainstormbustlecaretakercelebrationchallengecherishclatterclenchclingclutchcluttered


(continues)

coaxcollaboratecomfycommandcommenceconsideratecontentmentconvenientcrosscustomarydazzledeadlydebrisdeclinedeliriousdependdetectdeterminationdevastatedifferdiligentdisasterdisorganizeddisplaydisruptdistressdiversedodgedoubtfuldurableeaseenergizeevacuateexhilaratedfaintfantasizefantasticfierce/fiercestflabbergastedflashy

flickflimsyfloppyflutterforbidfortunatefrankfretfurygenerallyghastlygracefulgruffhandyhave a change of

hearthave eyes in the

back of your head

hazardousheadstrongheartbreakinghorizontalimmatureimmenseimpermissibleimproviseindustriousintensejoyfullikelylivelylongloungemagnificentmaturememorablemotionniftyobstinateopportunity

originaloverwhelmedparticularlypermissiblepermitpersistplainploppreferprowlquiverraprealizerecallreconsiderrefreshingreluctantrequireretrievereuniteroamruckussavoryscansecureself-confidentserveshufflesilkyskillskillfulslogslumpsnapsnugsorrowfulspectacularspeechlessspeedysquirm

strainstressfulstrugglesuccessfulswarmswervetasktexturethreatenedthrow yourself into

somethingtiptrampleunaggressiveunexpectedunfortunateungratefulunlikelyunsuccessfulunwindurgentuttervaluableverticalvolunteerwell-organizedwhizwhoopwhoosh

GRADE 4adequateadorealternativeambitionamiableanalyzeapprehensivebellowbizarre

blissblotchblurt outboostceremonycirculatecircumstancescompromiseconcealconditionsconsistentconsistentlycravecreakcriticalcrouchcustomdazeddeceivedefydejecteddensedesiredesperatedissimilardubiousedibleeerieeffectiveelatedeligibleendureengageenragedensureenthusiasticenvisionequitableexclusiveexperience

(continued)


(continues)

featfleefocusformalfumefunctionget-up-and-gogleefulglowerglumgreedyharasshardshiphazardhinderhumanehumblehumdrumidealimposingimpressiveimprudentin the blink of an

eyeinadequateinclusiveinconsistentindignantlyinedibleineffectiveineligibleinequitableinformalinhumaneinitialinspireintegrateintimidateintricatejittery

jubilantkeenlaborlandscapelaunchlend a handlethalloathelusciousmanuallymeritmisfortunemisjudgemisleadmistreatmysteriousneglectnosing aroundnoteobstacleofferoptimisticpeltperilouspermanentpessimisticpleadplungeprecariouspreciseprior toprocessproficientprudentpursueraises eyebrowsrecedereducerefugerejoice

reminiscereputationresemblereverericketyroverowdierrowdyrubbleruggedrummagesafeguardsagsandwichedscrutinizesecureseeksegregatesensitivesereneseveresidesplittingslightspeculatestalksurveysustaintemporarythoroughlytilttoppletransformtrendtrimuniformunwisevaliantvigilantwiseyearn

GRADE 5academicadvantagearguebatteredbefuddledbillowblow off steambluntbreathtakingbudgebundlecalamitycantankerousclamberclamorclankclashclustercommitcompelcomplyconspicuousconsume/consumercontactcontemplatecontentedconvertcuisinecurrentlydabdaringdefenselessdelectabledeliberatelydependentdesert/deserterdesirabledeterioratedevice

devourdignifieddilapidateddimdisadvantagediscontinuediscourteousdispositiondissatisfieddrasticdwellingefficientemergeengrossedenviousestablishethicalexertextendfancifulget on boardgrimacegrotesquehair-raisingharborheartlessheavehelter-skelterheroinehospitablehunchhungerimpactindicateinefficientinfluenceinforminjusticeinsignificantinteract

(continued)


internationalintrigueknowledgeablelolllose your nervelurchlurklushluxuriousmastermeagermementomobilemoistmomentousmoochermotionless

mystifynegativenourishon pins and

needlespandemoniumpeculiarpeerpicturesqueplummetpollutepositiveprejudicepreposterouspreteenpriorityprocedure

protestqualityreassureregulatereliableresilientresistresolverestorerestrictionreusereverierustlescarcescourselflesssequence

significantsociablesolitarysoothespectaclesquanderstaminastrollstunsuitsupportersupremesurgetatteredthoughtfulthoughtlessthrong

thrustthunderoustoweringtranquiltrickletypicaluneasyunethicalvaluesvaryvastvexedvividwide-eyedwidespread

wobbly

(continued)

Documents

THIRD EDITION - Weebly