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Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
HM Back to School Days 1-4
1.01 Apply phonics and structural analysis to decode words (e.g., roots, suffixes, prefixes, less common vowel patterns, syllable breaks.)
1. What can I do to read an un- known multi-syllabic word?
PCS Spelling Handbook Word Wall Houghton-Mifflin Vocabulary/Spelling
Word Cards H. M. Practice Book Leveled Readers HM BTS Transparencies 1-17 HM Reading Strategies posters
1. Identify spelling patterns2. Pronounce the chunks and familiar
sounds, and/or vowel patterns3. Break words apart by identifying
roots, prefixes, and suffixes4. Break words down into syllables
2.01 Use metacognitive strategies to comprehend text (e.g. reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).2.02 Interact with the text before, during, and after reading, listening, and viewing by:• Making predictions.• Asking questions.2.06 Recall main idea, facts and details from a text.
1. What do I know about the topic?2. How is the text organized?3. Why am I reading the text? (Do I need to read the entire text or just a portion of the text?)4. Can I picture what the author is trying to say?5. How did the author organize this text?6. How do I analyze the text to find the main idea, facts, and details?
Houghton-Mifflin basal KWL charts and other graphic
organizers Reader response journals for
prediction Library books AR books H.M. Teacher’s Edition Journal
Topics NC EOG Aligned Assessments and
Practice (Houghton-Mifflin) H.M. “Get Set for Reading CD Rom”
HM Read Aloud: The Rule
1. Use metacognitive strategies to: access prior knowledge question paraphrase retell2.Make predictions before reading
read the title of the selection ask, “What do you think the
selection will be about?”3. Make predictions during reading
select a portion of the text to read
think about the selection up to that point
predict what you think will happen next
defend your answer4. Ask questions during reading
Do I have a clear picture in my head?
Revised 2009 1
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
Does my reading make sense? What I can do to increase my
understanding of the text?5. Ask questions after reading
Should I go back and reread portions of the selection for better understanding?
HM Theme 1Off to Adventure!
Revised 2009 2
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
Focus on Poetry- First 6 Weeks of the First Nine Weeks1.01 Apply phonics and structural analysis to decode words (e.g., roots, suffixes, prefixes, less common vowel patterns, syllable breaks.)1.02 Apply meanings of common prefixes and suffixes to decode words in text to assist comprehension.
1. What can I do to read an un- known multi-syllabic word?-Base words-Syllabication-Inflected Endings –ed and –ing-Structual analysis skills review-Prefixes un-, dis- and non--Suffixes –y and –ly-Short vowels a,e,i, o, and u-Vowel-consonant-e pattern-Vowel + r sounds
PCS Spelling Handbook Word Wall Houghton-Mifflin
Vocabulary/Spelling Word Cards H. M. Practice Book Leveled Readers HM Transparencies
1. Identify word chunks and familiar sounds
2. Identify spelling patterns3. Pronounce the chunks and
familiar sounds, and/or vowel patterns
4. Break words apart by identifying roots, prefixes, and suffixes
5. Break words down into syllables
1.03 Integrate prior experiences and all sources of information in the text (graphophonic, syntactic, and semantic) when reading orally and silently.
1. How do my prior experiences help me understand the text?2. How can I use all sources of information in the text when I read?3. What do I do when I come to a word that I don’t know?-Multiple meaning words
Houghton-Mifflin PCS Spelling Handbook
Daily Language Practice, Houghton-Mifflin, transparencies
H. M. Practice Book Leveled readers Vocabulary Readers
1. Identify graphophonics (spelling patterns)
2. Determine if the syntax (word order, sentence structure) makes sense
3. Determine if the semantics (meanings of words) makes sense
4. Combine prior knowledge, graphophonics, semantics, and syntax when reading orally or silently
1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary:
1. How can graphophonics help me read unknown words?2. How can a word study help me
Houghton-Mifflin basals (all themes)
H. M. Practice Book
1. Read a wide variety of text from different genres and topics
2. Examine the graphophonics
Revised 2009 3
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
• word study. increase my vocabulary?-Multiple meaning words-HF Words (Review first 84 of 500 words)
PCS Spelling Handbook Word Wall Leveled readers AR books Weekly Readers Scholastic Magazines Newspapers in Education Time for Kids Chapter Books School Library Classroom library
(spelling patterns) of words including regularities and irregularities, spelling rules, and syllabication of words through word study
3. Explore new words and their meanings (semantics) through word study
1.05 Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words
1. How can I tell that what I read is correct?2. How can I use other resources to learn more about words and to check my spelling?
Houghton-Mifflin basal Word Wall Dictionaries Student Thesaurus
1. Explain the purpose of reference materials (dictionary, glossary)
2. Identify the parts of reference materials (guide words, pronunciation key, syllable breaks, parts of speech, & word definitions)
3. Explain how to use these reference materials
4. Utilize text structures of various reference materials (alphabetical order) to efficiently confirm decoding, verify spelling and extend meanings of words
1.06 Read independently daily from self-selected materials
1. How can I choose appropriate reading materials?
STAR test DRA
1. Read a variety of text on his/her independent reading level orally
Revised 2009 4
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
(consistent with the student’s independent reading level) to:• increase fluency.• build background knowledge.• extend vocabulary.
Leveled Readers: Accelerated Reader Houghton-Mifflin basal Newspapers in Education, novels,
magazines
with accuracy and expression at an appropriate rate
2. Compare and contrast the similarities and differences between the texts to other content areas, text-to-text, text-to-self
Revised 2009 5
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
2.01 Use metacognitive strategies to comprehend text (e.g. reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).2.02 Interact with the text before, during, and after reading, listening, and viewing by:• Previewing the text.• Making predictions.• Asking questions.• Locating information for specific purposes.• Making connections.2.03 Read a variety of texts,
such as:• fiction (short stories, novels, fantasies, fairy tales, fables).• nonfiction (biographies, letters, articles, procedures and instructions, charts, maps).• poetry (proverbs, riddles, limericks, simple poems).2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:• author’s purpose• sequence• main idea and supporting
1. What do I know about the topic?2. How is the text organized?3. Why am I reading the text? (Do I need to read the entire text or just a portion of the text?)4. Can I picture what the author is trying to say?-Monitor and Clarify-Understanding Poetry-Evaluate5. What strategies do I use to read this text?6. How do I set a purpose for reading this text?7. How do I know what this text will be about?8. Does this story or text remind me of another story or text?9. How did the author organize this text?10. What different types of text do I know how to read?11. How do I select the most important idea given about a topic?12. Do all stories have the same point of view?-Sequence of Events-Cause and Effect13. What clues in the text help me to draw conclusions and make generalizations?
Houghton-Mifflin basal: Cliff Hanger; The Ballad of Mulan; The Lost and FoundFocus on Genre: Poetry KWL charts and other graphic
organizers Reader response journals for
prediction Library books AR books H.M. Teacher’s Edition Journal
Topics Novels/paperbacks Houghton-Mifflin basal (all themes)
including audio selections for each story
Reader response journals H.M. “Get Set for Reading CD
Rom” AR books Leveled readers:
A Great Day for Snorkeling; Roaring Down the Rapids; Regina’s Ride; Sacagawea; Johnny Appleseed; Ida Lewis and the Lighthouse; The Lunch Room; Alligator in the Bathtub; The Unusual Coin; Douglas Florian, Poet and Artist; Pat Mora: Two Languages, One Poet; Gwendolyn Brooks: A Life of Poetry
1. Use metacognitive strategies to: access prior knowledge reread read ahead ask for help paraphrase retell2. Review the text before reading examine the pictures and read
any captions read the title, subtitles, and
content headings read the first and last
sentence/paragraph2. Make predictions before reading read the title of the selection ask, “What do you think the
selection will be about?” generalize what might happen
using one’s background knowledge
3. Make predictions during reading-select a portion of the text to read-choose a stopping point-think about the selection up to that point-predict what you think will happen next4. Make predictions after reading-justify your prediction with evidence from the story
Revised 2009 6
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
7.Name and distinguish the elements of fiction (which is generally defined as a narrative that is imagined rather than real) and non-fiction (which is intended to provide factual information though text and visual images and the information is verifiable from other sources: integrity, accuracy and authenticity, and style and language)8. Select different texts at school during independent reading blocks of time (self-selected reading, literature circles, guided reading centers, etc.) and during teacher-directed reading blocks (whole group instruction in reading and the content areas)9. Select different texts at home for pleasure, selecting texts based on personal interest and/or reading level10. Explore different genres and understand their unique attributes11. Name and distinguish the elements of fiction such as the title, setting, characters, events (sequence)12. Go back through the text and specifically identify the main idea
Revised 2009 7
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:• Considering the differences among genres.• Considering main character’s point of view.• Making inferences and drawing conclusions about characters and events.
1. After reading the text, how can I share with others what I am thinking?
Houghton-Mifflin basals (poetry genre focus in Theme 1
Role playing PCS Writing Portfolios Powerpoint presentation Houghton-Mifflin
Transparencies/Masters and Strategy Posters
1. Identify genres as different kinds of literary texts2. Poetry: brings together sounds and words in unique and intriguing ways which may evoke intense imagery and profound meaning using meaning and emotion, figurative language, rhythm or cadence, and rhyme and sound patterns3. Create responses to reading using writing, drama, art, music, or dance to respond to reading
3.02 Identify and discuss similarities and differences in events, and characters, concepts, and ideas within and across selections and support them by referencing the text.
1. How are______________ and _____________ alike and/or different?
Theme Books Student Anthology Theme Big Books Reader’s Response Journal Writer’s Workshop Folders About the Authors (Wood Ray) Venn diagrams/double bubble maps HM Theme 1 stories H.M. PRACTICE BOOK HM Comprehension skills review
1. Use appropriate graphic organizers to: make comparisons within and
across texts compare and contrast the
experiences and feelings of literary characters using evidence cited from text
compare and contrast main events across texts
recognize common themes between two passages
3.05 Analyze, compare and contrast printed and visual information (e.g., graphs, charts,
1. How is the information in the text similar to or different from the information in the book?
Houghton-Mifflin Cross-Curricular Activities
Social Studies and Science texts
1. Utilize charts, graphs, diagrams, and maps to classify information
Revised 2009 8
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
maps). -How to read a map. Classroom maps and charts H.M. PRACTICE BOOK
2. Utilize charts, graphs, diagrams, and maps to examine similarities and differences
4.01 Read aloud grade-appropriate text with fluency, comprehension, and expression.
1. How do I show expression when I read aloud?2. How do I read aloud with fluency?3. How can I demonstrate that I understand what I am reading aloud?
-HM Theme 1-Leveled Readers:A Great Day for Snorkeling; Roaring Down the Rapids; Regina’s Ride; Sacagawea; Johnny Appleseed; Ida Lewis and the Lighthouse; The Lunch Room; Alligator in the Bathtub; The Unusual Coin; Douglas Florian, Poet and Artist; Pat Mora: Two Languages, One Poet; Gwendolyn Brooks: A Life of Poetry-Novels and trade books-Teacher read- alouds
1. Listen to text read aloud using fluency and expression
2. Demonstrate reading aloud using expression
3. Read aloud a text using feeling and oral presentation skills (fluency and expression)
4.02 Use oral and written language to:• Discuss.• Share information and ideas.• Answer open-ended questions.
1. How do I sequence information so it is clear to my reader or listener?2. How do I choose which information is important to share in a discussion?3. How do I use questioning to keep a conversation going?
HM Theme 1 Cross Curricular Activities
HM Leveled Reader small group work
1. Identify beginning, middle, and end of appropriate text
2. Apply appropriate transition words
3. Listen attentively and respond appropriately to questions and comments made about a topic
5.05 Use a number of strategies for spelling (e.g., sound patterns, visual patterns, silent letters, less common letter groupings).
1. What strategies do I use to spell words?-Short vowels-VCV-e-Long Vowels
PCS Spelling Handbook Houghton-Mifflin Reading Practice
books Student writing journals
1. Apply skills to facilitate spelling of words by identifying:
diagraphs (consonants and vowels)
diphthongs smaller word chunks
Revised 2009 9
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
blends and word families sound/letter correspondence word syllabication
HM Theme 2Celebrating Traditions
Focus on Trickster Tales First Nine Weeks Selection 1Selections 2-4 Second Nine Weeks
1.01 Apply phonics and structural analysis to decode words (e.g., roots, suffixes, prefixes, less common vowel patterns, syllable breaks.)
1. What can I do to read an un- known multi-syllabic word?-Long vowels: ai, ay, ee, ea-Compound words-Plurals-Contractions with ‘s, n’t, ‘re, ‘ll-Three-letter clusters and unexpected consonant patterns-Plurals with words ending in –ch, -sh, -x, and –s-Long i spelled: i, ie, igh-Inflected endings –ed and ing-Vowel sound in coin
PCS Spelling Handbook Word Wall H.M. Theme 2 Word Work Vocabulary/Spelling Word Cards H. M. Practice Book Leveled Readers
1. Identify word chunks and familiar sounds
2. Identify vowel patterns (ex. –oi, -oy, -aw, ought, -ight, -ough, -ey,)
3. Identify spelling patterns4. Pronounce the chunks and
familiar sounds, and/or vowel patterns
5. Break words apart by identifying roots, prefixes, and suffixes
6. Use reference materials (dictionary/glossary) to confirm decoding and pronunciation
7. Break words down into syllables
1.03 Integrate prior experiences and all sources of information in the text (graphophonic, syntactic, and semantic) when reading orally and silently.
1. How do my prior experiences help me understand the text?2. How can I use all sources of information in the text when I read?3. What do I do when I come to a
HM Theme 1 PCS Spelling Handbook Daily Language Practice Houghton-Mifflin, transparencies H. M. Practice Book
1. Identify graphophonics (spelling patterns)
2. Determine if the syntax (word order, sentence structure) makes sense
Revised 2009 10
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
word that I don’t know? Leveled readers 3. Determine if the semantics (meanings of words) makes sense
4. Combine prior knowledge, graphophonics, semantics, and syntax when reading orally or silently
1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary:• word study
1. How can graphophonics help me read unknown words?2. How can a word study help me increase my vocabulary?-Word families (phonograms)-Rhyming words-Synonyms-Long i spelled: i, ie, igh-Long vowels: ai, ay, ee, ea-HF words (Review next 83 of 500 words)
HM Theme 2 H. M. Practice Book PCS Spelling Handbook Word Wall Leveled readers AR books Weekly Readers, Scholastic Magazines, Newspapers in Education, Time for Kids
1. Read a wide variety of text from different genres and topics
2. Examine the graphophonics (spelling patterns) of words including regularities and irregularities, spelling rules, and syllabication of words through word study
3. Explore new words and their meanings (semantics) through word study
4. Listen to determine the meanings of words during discussions, book talks, book clubs, seminars, and reading groups
5. Listen to identify unknown words and generate questions to determine meanings
6. Use new words learned in writing pieces
7. Examine language used by author
Revised 2009 11
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
1.05 Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words.
1. How can I tell that what I read is correct?2. How can I use other resources to learn more about words and to check my spelling?-Dictionary Definitions-Long i spelled: i, ie, igh-Long vowels: ai, ay, ee, ea
H.M. Theme 2 Word Wall Dictionaries Student Thesaurus
1. Explain the purpose of reference materials (dictionary, glossary)
2. Utilize text structures of various reference materials (alphabetical order) to efficiently confirm decoding, verify spelling and extend meanings of words
1.06 Read independently daily from self-selected materials (consistent with the student’s independent reading level) to:• increase fluency.• build background knowledge.• extend vocabulary.
1. How can I choose appropriate reading materials?
STAR test DRA Accelerated Reader Houghton-Mifflin basal Newspapers in Education, novels,
magazines
1. Read a variety of text on his/her independent reading level orally with accuracy and expression at an appropriate rate
2. Compare and contrast the similarities and differences between the texts to other content areas, text-to-text
Revised 2009 12
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
2.01 Use metacognitive strategies to comprehend text (e.g. reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).2.02 Interact with the text before, during, and after reading, listening, and viewing by:• Setting a purpose.• Previewing the text.• Asking questions.• Locating information for specific purposes.2.03 Read a variety of texts, such as:• fiction (short stories, novels, fantasies, fairy tales, fables).• nonfiction (biographies, letters, articles, procedures and instructions, charts, maps).2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:• sequence• resolution• main idea and supporting details• point of view (author and character)
1. What do I know about the topic?2. How is the text organized?3. Why am I reading the text? (Do I need to read the entire text or just a portion of the text?)4. Can I picture what the author is trying to say?What strategies do I use to read this text?2. How do I set a purpose for reading this text?3. How do I know what this text will be about?4. Does this story or text remind me of another story or text?5. How did the author organize this text?1. What different types of text do I know how to read?1. What information in the text helps me better understand the author’s purpose, conflict, plot, etc.?2. How do I select the most important idea given about a topic?3. How does the author get the theme across in this selection?4. How do I identify the character’s goal?5. Do all stories have the same point of view?1. What clues in the text help me to
Leveled Readers:Grandma’s Table; The Traveling Guitar; Grandpa’s Baseball Card; The Mask Makers; A World of Games; Miyu and the Cranes for Peace; The Weaver’s Gift; A True Cortez; Festival in Valencia; With a Dance and a Roar;Drum Dancers, An Inuit Story; The Tiger, the Mand, and the Jackal; The High-Flying Contest; the Rabbit and the Coyote
Library Books Theme Paper backs Dictionary Student Anthology Poetry: Powerful Thoughts in Tiny
Packages (Calkins and Parsons) Teacher’s Edition (HM) H.M. Theme 2 STAR test DRA Accelerated Reader Newspapers in Education Novels Magazines Classroom Library H.M. Cross-Curricular Activities
1. Monitor own reading and comprehension by asking: Does it sound right? Does it look right? Does it make sense?2. Identify text structure bold-faced print; italicized
words; captions; headings; subheadings; table of contents; maps; index; glossary; text boxes
3. Distinguish the elements of fiction and non-fiction 4.Select different texts at school during independent reading blocks of time and during teacher-directed reading blocks 5.Select different texts at home for pleasure, selecting texts based on personal interest and/or reading level6. Explore different genres and understand their unique attributes7. Name and distinguish the elements of fiction such as the title, setting, characters, events (sequence), and resolution8. Go back through the text and specifically identify the main idea and the details that support it9. Name and distinguish the elements of non-fiction, which is intended to provide factual information though text and visual
Revised 2009 13
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:• Considering the differences among genres.• Relating plot, setting, and characters to own experiences and ideas.• Making inferences and drawing conclusions about characters and events.
1. After reading the text, how can I share with others what I am thinking?-Predict/Infer
Houghton-Mifflin Theme 2 and Focus on Trickster Tales
Role playing Powerpoint presentation HM Transparencies/Masters and
Strategy Posters Classroom Libraries School Book Room
1. Identify genres as different kinds of literary texts Fiction: is generally defined as a
narrative that is imagined rather than real:
Traditional literature: folktales, fables, myths, legends, epics
Fantasy: science fiction Realism: realistic fiction,
historical fiction Nonfiction: is intended to provide
factual information through text and visual images focusing on one particular topic and the information is verifiable from other sources:
informational: science, social studies, mathematics, health, language, arts, recreation
biography, fictionalized biography, autobiography, memoir
2. Create responses to reading using writing, drama, art, music, or dance to respond to reading3. Use text-to-self connections and details from the text to make inferences and draw conclusions4. Understand new knowledge and insights learned from various text
Revised 2009 14
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
3.02 Identify and discuss similarities and differences in events, and characters, concepts, and ideas within and across selections and support them by referencing the text.
1. How are______________ and _____________ alike and/or different?
Venn diagrams/double bubble maps Houghton-Mifflin Theme 2 H.M. PRACTICE BOOK
1. Use appropriate graphic organizers to:
compare and contrast main events across texts
recognize common themes between two passages
3.05 Analyze, compare and contrast printed and visual information (e.g., graphs, charts, maps).
1. How is the information in the text similar to or different from the information in the book?-Using the Library
Houghton-Mifflin Theme 2 Atlas HM Cross-curricular Activities Social Studies and Science texts Classroom maps and charts H.M. PRACTICE BOOK
1. Utilize charts, graphs, diagrams, and maps to classify information
2. Utilize charts, graphs, diagrams, and maps to examine similarities and differences
3.06 Conduct research for assigned and self-selected projects (with assistance) from a variety of sources (e.g., print, and non-print texts, artifacts, people, libraries, databases, computer networks).
1. What resources will help me find the information that I need?-Conduct an interview-Taking Notes-Explain a Process-Using an Atlas
1. Derive information from encyclopedias, search engines, and other formal sources (with assistance)
4.01 Read aloud grade-appropriate text with fluency, comprehension, and expression.
1. How do I show expression when I read aloud?2. How do I read aloud with fluency?3. How can I demonstrate that I understand what I am reading aloud?
Houghton-Mifflin basal Leveled Readers Novels and trade books Teacher read- alouds Leveled Readers:
Grandma’s Table; The Traveling Guitar; Grandpa’s Baseball Card; The Mask Makers; A World of Games; Miyu and the Cranes for
1. Listen to text read aloud using fluency and expression
2. Demonstrate reading aloud using expression
3. Read aloud a text using feeling and oral presentation skills (fluency and expression)
Revised 2009 15
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
Peace; The Weaver’s Gift; A True Cortez; Festival in Valencia; With a Dance and a Roar;Drum Dancers, An Inuit Story; The Tiger, the Mand, and the Jackal; The High-Flying Contest; the Rabbit and the Coyote
4.02 Use oral and written language to:• Discuss
1. How do I sequence information so it is clear to my reader or listener?2. How do I choose which information is important to share in a discussion?3. How do I use questioning to keep a conversation going?
Thesaurus Mentor Text (Author’s Craft) HM Theme 2 Small group discussions using text
read
1. Identify beginning, middle, and end of appropriate text
2. Apply appropriate transition words
3. Listen attentively and respond appropriately to questions and comments made about a topic
4. Ask meaningful questions to gain information about a topic, ideas, or persons
5.05 Use a number of strategies for spelling (e.g., sound patterns, visual patterns, silent letters, less common letter groupings).
1. What strategies do I use to spell words?-Long o sound-Consonant clusters/patterns-Long i sound-Vowel sound in join
PCS Spelling HandbookHoughton-Mifflin Reading Practice books Student writing journals
1. Apply skills to facilitate spelling of words by identifying:
diagraphs (consonants and vowels)
smaller word chunks blends and word families sound/letter correspondence word syllabication
Revised 2009 16
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
HM Theme 3Incredible Stories- Second Nine Weeks Selections 1 and 2
Third Nine Weeks Selections 3 and 4
1.01 Apply phonics and structural analysis to decode words (e.g., roots, suffixes, prefixes, less common vowel patterns, syllable breaks.)
1. What can I do to read an un- known multi-syllabic word?-Plurals with words ending in f and fe-The vowel sounds in clown and lawn-Word endings –er and –est-Vowel + /r/ sounds-Suffixes – and –ly-The j,k, and kw sounds-Prefixes un-, bi-, dis-, mis-, and non--Homophones
PCS Spelling Handbook Word Wall Houghton-Mifflin
Vocabulary/Spelling Word Cards Theme references Houghton-
Mifflin basals (Reading-Writing Workshop)
H. M. Practice Book Leveled Readers
1. Identify word chunks and familiar sounds
2. identify spelling patterns3. Pronounce the chunks and
familiar sounds, and/or vowel patterns
4. Break words apart by identifying roots, prefixes, and suffixes
5. Break words down into syllables
1.02 Apply meanings of common prefixes and suffixes to decode words in text to assist comprehension.
1.02 Apply meanings of common prefixes and suffixes to decode words in text to assist comprehension.-Prefixes un-, bi-, dis-, mis-, and non-
PCS Spelling Handbook Word Wall Houghton-Mifflin
Vocabulary/Spelling Word Cards Theme references Houghton-
Mifflin H.M. Practice Book
1. Identify prefixes/suffixes in a given word
2. Define the meaning of the prefix or suffix
3. Identify the root word4. Define the meaning of the root
word5. Define the meaning of the word
with the prefix/suffix with the root word
1.03 Integrate prior experiences and all sources of information in the text (graphophonic, syntactic, and semantic) when reading
1. How do I decode using letter-sound knowledge?-Homophones
Houghton-Mifflin PCS Spelling Handbook Daily Language Practice,
Houghton-Mifflin, transparencies
1. Determine if the semantics (meanings of words) makes sense
2. Combine prior knowledge,
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Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
orally and silently. H. M. Practice Book Leveled readers
graphophonics, semantics, and syntax when reading orally or silently
1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary:• word study.• viewing.
1. How can graphophonics help me read unknown words?2. How can a word study help me increase my vocabulary?-Evaluate-Using Context-Using a thesaurus-High Frequency Words –Review next 83 of 500
HM Theme 3 H. M. Practice Book PCS Spelling Handbook Word Wall Leveled readers AR books Weekly Readers, Scholastic Magazines, Newspapers in Education, Time for Kids
1. Read a wide variety of text from different genres and topics
2. Examine the graphophonics of words including regularities and irregularities, spelling rules, and syllabication of words through word study
3. Explore new words and their meanings (semantics) through word study
1.05 Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words.
1. How can I tell that what I read is correct?2. How can I use other resources to learn more about words and to check my spelling?-Choosing a dictionary meaning-The pronunciation key in a dictionary-Using a thesaurus
Houghton-Mifflin Theme 3 Word Wall Dictionaries Student Thesaurus
1. Identify the parts of reference materials (guide words, pronunciation key, syllable breaks, parts of speech, & word definitions)
2. Utilize text structures of various reference materials to efficiently confirm decoding, verify spelling and extend meanings of words
1.06 Read independently daily from self-selected materials (consistent with the student’s independent reading level) to:• increase fluency.
1. How can I choose appropriate reading materials?
STAR test DRA Accelerated Reader Houghton-Mifflin basal Newspapers in Education, novels,
1. Read a variety of text on his/her independent reading level orally with accuracy and expression at an appropriate rate
2. Compare and contrast the
Revised 2009 18
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
• build background knowledge.• extend vocabulary.
magazines similarities and differences between the texts to other content areas, text-to-text
Revised 2009 19
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
2.01 Use metacognitive strategies to comprehend text (e.g. reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).2.02 Interact with the text before, during, and after reading, listening, and viewing by:• Setting a purpose.• Previewing the text.• Locating information for specific purposes.• Making connections.• Using story structure and text organization to comprehend.2.03 Read a variety of texts, such as:• fiction (short stories, novels, fantasies, fairy tales, fables).2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:• plot• sequence• resolution• lesson and/or message• main idea and supporting details• point of view (author and
1. What do I know about the topic?2. How is the text organized?3. Why am I reading the text? (Do I need to read the entire text or just a portion of the text?)4. Can I picture what the author is trying to say?-Evaluate-Question-Monitor/Clarify-Question5. What strategies do I use to read this text?6. How do I set a purpose for reading this text?7. Does this story or text remind me of another story or text?8. How did the author organize this text?9. What different types of text do I know how to read?10. What information in the text helps me better understand the author’s purpose, conflict, plot, etc.?11. How do I select the most important idea given about a topic?12. How does the author get the theme across in this selection?13. How do I identify the character’s goal?14. Do all stories have the same point
Houghton-Mifflin Theme 3-Dogzilla; The Mysterious Giant of Barletta; Raising Dragons; The Garden of Abdul Gasazi KWL charts and other graphic
organizers Reader response journals for
prediction Library books AR books H.M. Teacher’s Edition Journal
Topics Novels/paperbacks NC EOG Aligned Assessments
and Practice (Houghton-Mifflin) H.M. “Get Set for Reading CD
Rom” AR books Leveled readers-Robocat; Attack of the Giant Squirrel; A Town in Trouble; The Dragon of Krako; The Giant Rock of Yosemite; My Green thumb; Miriam Dives Into a Good Book; Driscoll and the Singing Fish; Luna; Welcome ,Wilma; A Strange Bird H.M. Vocabulary readers Novels/paperbacks NC EOG ALIGNED
ASSESSMENTS AND PRACTICE Science and social studies books
1. Use metacognitive strategies to: access prior knowledge identify the text features determine the purpose for
reading reread read ahead question paraphrase retell2. Set a purpose for reading choose a purpose for reading (before)3. Review the text before reading examine the pictures and read any captions read the title, subtitles, and content headings read the first and last sentence/paragraph4. Make predictions before reading read the title of the selection ask, “What do you think the
selection will be about?” generalize what might happen using one’s background knowledge
5. Make predictions during reading select a portion of the text to
read choose a stopping point think about the selection up to
that point predict what you think will
Revised 2009 20
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:• Considering the differences among genres.• Relating plot, setting, and characters to own experiences and ideas.• Making inferences and drawing conclusions about characters and events.
1. After reading the text, how can I share with others what I am thinking?
Houghton-Mifflin Theme 3Cross-Curricular ActivitiesRole playingPowerpoint presentation H.M. Transparencies/Masters and Strategy Posters
Identify genres as different kinds of literary texts1. Fiction
traditional literature: folktales, fables, myths, legends, epics
fantasy: science fiction realism: realistic fiction,
historical fiction2. Nonfiction: informational: science, social
studies, mathematics, health, language, arts, recreation
biography: authentic biography, fictionalized biography, autobiography, memoir
3. Make text-to-self, text-to-text, and text-to-world connections
4. Determine from what point-of-view the story is told
5. Use text-to-self connections and details from the text to make inferences and draw conclusions
6. Understand new knowledge and insights learned from various text
Revised 2009 21
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
3.02 Identify and discuss similarities and differences in events, and characters, concepts, and ideas within and across selections and support them by referencing the text.
1. How are______________ and _____________ alike and/or different?
Thinking MapsNC Dept. of Public Instruction website for item banksHoughton-Mifflin basalsH.M. PRACTICE BOOKH.M. Transparencies
1. Use appropriate graphic organizers to:
make comparisons within and across texts
compare and contrast main events across texts
recognize common themes between two passages
3.03 Use text and own experiences to verify facts, concepts, and ideas.
1. How do I check the facts, concepts, and ideas in what I read?
Dictionaries, glossaries, encyclopedias, internetBLAST OFF, COMPETITIVE EDGE, COACH
1. Make connections2. Use other sources for
verification
3.05 Analyze, compare and contrast printed and visual information (e.g., graphs, charts, maps).
1. How is the information in the text similar to or different from the information in the book?-Using Newspapers-How to read a diagram-Using an Atlas-Using the Encyclopedia-Using Charts, Tables, and Graphs
Houghton-Mifflin basal (all themes)Social Studies and Science textsClassroom maps and chartsH.M. PRACTICE BOOKH.M. Cross-Curricular ActivitiesH.M. Information and Study Skills
1. Utilize charts, graphs, diagrams, and maps to classify information
2. Utilize charts, graphs, diagrams, and maps to examine similarities and differences
4.01 Read aloud grade-appropriate text with fluency, comprehension, and expression.
1. How do I show expression when I read aloud?2. How do I read aloud with fluency?3. How can I demonstrate that I understand what I am reading aloud?
Houghton-Mifflin basalLeveled ReadersNovels and trade booksTeacher read- aloudsRefer to materials used in Objective 2.01
1. Listen to text read aloud using fluency and expression
2. Demonstrate reading aloud using expression
3. Read aloud a text using feeling and oral presentation skills (fluency and expression)
Revised 2009 22
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
5.05 Use a number of strategies for spelling (e.g., sound patterns, visual patterns, silent letters, less common letter groupings).
1. What strategies do I use to spell words?-Vowel Sounds in clown /lawn-Vowel +/r/ sounds-/j/, /k/, and /kw/-Homphones
PCS Spelling HandbookHoughton-Mifflin Reading Practice books Student writing journals
1. Apply skills to facilitate spelling of words by identifying:
diagraphs (consonants and vowels)
diphthongs smaller word chunks blends and word families sound/letter correspondence word syllabication
Theme 4Animal Habitats
Focus on Biography-Third Nine Weeks Selections 1-31.01 Apply phonics and structural analysis to decode words (e.g., roots, suffixes, prefixes, less common vowel patterns, syllable breaks.)
1. What can I do to read an un- known multi-syllabic word?-Syllabication-Vowel + /r/ sound in hair-Word Endings –ed and –ing and changing final y to i-Consonant clusters-Digraphs ch, sh, th, tch, wh and wr-Final y
PCS Spelling HandbookWord WallHoughton-Mifflin Theme 4 Vocabulary/Spelling Word CardsH.M. Word Work- Decoding and Phonics ReviewH. M. Practice BookLeveled Readers
1. Identify word chunks and familiar sounds
2. identify vowel patterns (ex. –oi, -oy, -aw, ought, -ight, -ough, -ey,)
3. identify spelling patterns4. Pronounce the chunks and
familiar sounds, and/or vowel patterns
5. Break words apart by identifying roots, prefixes, and suffixes
6. Use reference materials (dictionary/glossary) to confirm
Revised 2009 23
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
decoding and pronunciation7. Break words down into
syllables1.02 Apply meanings of common prefixes and suffixes to decode words in text to assist comprehension.
1. How can I use prefixes and suffixes to read and understand texts?-Word Endings –ed and –ing and changing final y to i-Prefixes un-, re- -Suffixes –ful, -ly, -er, -less, -ness,
PCS Spelling HandbookWord WallHoughton-Mifflin Vocabulary/Spelling Word CardsTheme references Houghton-Mifflin basals (prefixes in Theme 5)H.M. Practice Book
1. Identify prefixes/suffixes in a given word
2. Define the meaning of the prefix or suffix
3. Identify the root word4. Define the meaning of the root
word5. Define the meaning of the word
with the prefix/suffix with the root word
1.03 Integrate prior experiences and all sources of information in the text (graphophonic, syntactic, and semantic) when reading orally and silently.
1. How do my prior experiences help me understand the text?2. How can I use all sources of information in the text when I read?3. What do I do when I come to a word that I don’t know?
Houghton-Mifflin PCS Spelling HandbookDaily Language Practice, Houghton-Mifflin, transparenciesH. M. Practice BookLeveled readers
1. Identify graphophonics (spelling patterns)
2. Determine if the syntax (word order, sentence structure) makes sense
3. Determine if the semantics makes sense
4. Combine prior knowledge, graphophonics, semantics, and syntax when reading orally or silently
1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary:• word study.
1. How can graphophonics help me read unknown words?2. How can a word study help me increase my vocabulary?
Houghton-Mifflin Theme 3 and Focus on BiographyH. M. Practice BookPCS Spelling Handbook
1. Read a wide variety of text from different genres and topics
2. Examine the graphophonics of words including regularities and
Revised 2009 24
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
• discussion. -Vowel + /r/ sound in hair-Multiple Meaning Words-Suffixes –fu, -ly, -er-Changing final y to i-Jargon
Word WallLeveled readersAR booksWeekly Readers, Scholastic Magazines, Newspapers in Education, Time for Kids
irregularities, spelling rules, and syllabication of words through word study
3. Explore new words and their meanings through word study
4. Debate various topics by choosing a position and providing support
5. Fully and openly discuss topics by considering various positions
1.05 Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words.
1. How can I tell that what I read is correct?2. How can I use other resources to learn more about words and to check my spelling?-The Parts of Speech in a Dictionary-Multiple Meaning Words-Base words and Inflected Forms in a Dictionary
Houghton-Mifflin Theme 4 Word Wall Dictionaries Student Thesaurus
1. Explain the purpose of reference materials (dictionary, glossary)
2. Identify the parts of reference materials (guide words, pronunciation key, syllable breaks, parts of speech, & word definitions)
3. Explain how to use these reference materials
4. Utilize text structures of various reference materials (alphabetical order) to efficiently confirm decoding, verify spelling and extend meanings of words
Revised 2009 25
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
2.01 Use metacognitive strategies to comprehend text (e.g. reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).2.02 Interact with the text before, during, and after reading, listening, and viewing by:• Setting a purpose.• Previewing the text.• Asking questions.• Locating information for specific purposes.• Making connections.2.03 Read a variety of texts, such as:• fiction (short stories, novels, fantasies, fairy tales, fables).• nonfiction (biographies, letters, articles, procedures and instructions, charts, maps).• poetry (proverbs, riddles, limericks, simple poems).• drama (skits, plays)2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:
1. What do I know about the topic?2. How is the text organized?3. Why am I reading the text? (Do I need to read the entire text or just a portion of the text?)4. Can I picture what the author is trying to say?
-Evaluate-How to Use SQRR-Skim and Scan-Adjustng Reading Rate-Monitor/Clarify-Question-Fact and Opinion
5. What strategies do I use to read this text?6. How do I set a purpose for reading this text?7. How do I know what this text will be about?8. Does this story or text remind me of another story or text?9. How did the author organize this text?10. What different types of text do I know how to read?11. What information in the text helps
Houghton-Mifflin Theme 4-Dogzilla; The Mysterious Giant of Barletta; Raising Dragons; The Garden of Abdul Gasazi KWL charts and other graphic
organizers Reader response journals for
prediction Library books AR books H.M. Teacher’s Edition Journal
Topics Novels/paperbacks NC EOG Aligned Assessments
and Practice (Houghton-Mifflin) H.M. “Get Set for Reading CD
Rom” AR books Leveled readers-Dear Butterflies…; The Bison are Back!; Urban Wildlife; Henry and the Fox; Whatle Music; Hometown Turtles; The Upside-Down Elephant; Eagle Watchers; Poor Little Kittens H.M. Vocabulary readers Novels/paperbacks NC EOG ALIGNED
ASSESSMENTS AND PRACTICE Science and social studies books
1. Use metacognitive strategies to: access prior knowledge identify the text features determine the purpose for
reading visualize the author’s message reread read ahead ask for help adjust reading speed question paraphrase retell
2. Set a purpose for reading choose a purpose for reading
(before) evaluate whether the purpose
was achieved (after)3. Ask questions before reading
Why am I reading this? What will I be doing with this
information? What do I think I will learn?
4. Ask questions during reading Do I have a clear picture in
my head? Does my reading make sense? What I can do to increase my
understanding of the text?
Revised 2009 26
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:• Considering the differences among genres.• Relating plot, setting, and characters to own experiences and ideas.• Making inferences and drawing conclusions about characters and events.• Reflecting on learning, gaining new insights, and identifying areas for further study.
1. After reading the text, how can I share with others what I am thinking?-Making Judgements-How to Read a Poem-Understanding Biographies-
Houghton-Mifflin Theme 4Focus on BiographiesRole playingPowerpoint presentation HM Transparencies/Masters and Strategy Posters Refer to Materials and Resources in Objective 2.0
Identify genres as different kinds of literary texts1. Fiction: traditional literature:
folktales, fables, myths, legends, epics fantasy: science fiction realism: realistic fiction,
historical fiction2. Nonfiction: informational:
science, social studies, mathematics, health, language, arts, recreation biography: authentic
biography, fictionalized biography, autobiography, memoir
3. Poetry: brings together sounds and words in unique and intriguing ways which may evoke intense imagery and profound meaning using meaning and emotion, figurative language, rhythm or cadence, and rhyme and sound patterns4.Make text-to-self, text-to-text, and text-to-world connections5.Determine from what point-of-view the story is told
Revised 2009 27
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
6. Create responses to reading using writing, drama, art, music, or dance to respond to reading7.Use text-to-self connections and details from the text to make inferences and draw conclusions8.Understand new knowledge and insights learned from various text
3.02 Identify and discuss similarities and differences in events, and characters, concepts, and ideas within and across selections and support them by referencing the text.
1. How are______________ and _____________ alike and/or different?
Thinking MapsNC Dept. of Public Instruction website for item banksHoughton-Mifflin Theme 4Focus on BiographiesH.M. PRACTICE BOOK
1. Use appropriate graphic organizers to: make comparisons within and
across texts compare and contrast the
experiences and feelings of literary characters using evidence cited from text
compare and contrast main events across texts
recognize common themes between two passages
3.06 Conduct research for assigned and self-selected projects (with assistance) from a variety of sources (e.g., print, and non-print texts, artifacts, people, libraries, databases,
1. What resources will help me find the information that I need?
H.M. Theme 4 Information and Study Skills Multimedia Resources
1. Choose an appropriate topic to research within specific guidelines (with assistance)
2. Derive information from encyclopedias, search engines, and other formal sources (with
Revised 2009 28
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
computer networks). assistance)3. Organize and sequence the
information obtained from sources (with assistance)
4.01 Read aloud grade-appropriate text with fluency, comprehension, and expression.
1. How do I show expression when I read aloud?2. How do I read aloud with fluency?3. How can I demonstrate that I understand what I am reading aloud?
Houghton-Mifflin basalLeveled ReadersNovels and trade booksTeacher read- aloudsRefer to resources for Objective 2.0
1. Listen to text read aloud using fluency and expression
2. Demonstrate reading aloud using expression
3. Read aloud a text using feeling and oral presentation skills (fluency and expression)
Theme 5Voyagers
Focus on Fairy Tales- Fourth Nine Weeks1.01 Apply phonics and structural analysis to decode words (e.g., roots, suffixes, prefixes, less common vowel patterns, syllable breaks.)
1. What can I do to read an un- known multi-syllabic word?-Suffixes –less and –ness-The Vowel sounds in tooth and cook-Possessives-The Vowel Sound n bought-Double Consonants-Two sounds of C-VCCV Pattern
PCS Spelling Handbook Word Wall Houghton-Mifflin
Vocabulary/Spelling Word Cards H.M. Theme 5 Word Work
Decoding and Phonics Review H. M. Practice Book Leveled Readers
1. Identify word chunks and familiar sounds
2. identify vowel patterns (ex. –oi, -oy, -aw, ought, -ight, -ough, -ey,)
3. identify spelling patterns4. Pronounce the chunks and
familiar sounds, and/or vowel patterns
5. Break words apart by identifying roots, prefixes, and suffixes
6. Use reference materials (dictionary/glossary) to confirm
Revised 2009 29
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
decoding and pronunciation7. Break words down into
syllables1.02 Apply meanings of common prefixes and suffixes to decode words in text to assist comprehension.
1. How can I use prefixes and suffixes to read and understand texts?-Suffixes –less and –ness
PCS Spelling Handbook Word Wall Houghton-Mifflin Theme 5 Vocabulary/Spelling Word Cards H.M. Practice Book
1. Identify prefixes/suffixes in a given word
2. Define the meaning of the prefix or suffix
3. Identify the root word4. Define the meaning of the root
word5. Define the meaning of the word
with the prefix/suffix with the root word
1.03 Integrate prior experiences and all sources of information in the text (graphophonic, syntactic, and semantic) when reading orally and silently.
1. How do my prior experiences help me understand the text?2. How can I use all sources of information in the text when I read?3. What do I do when I come to a word that I don’t know?
Houghton-Mifflin Theme 5 Focus on Fairy Tales
PCS Spelling Handbook Daily Language Practice Transparencies H. M. Practice Book Leveled readers
1. Identify graphophonics (spelling patterns)
2. Determine if the syntax (word order, sentence structure) makes sense
3. Determine if the semantics (meanings of words) makes sense
4. Combine prior knowledge, graphophonics, semantics, and syntax when reading orally or silently
1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary:
1. How can graphophonics help me read unknown words?2. How can a word study help me
H.M Theme 5 HM Focus on Fairy Tales H. M. Practice Book
1. Read a wide variety of text from different genres and topics
2. Examine the graphophonics
Revised 2009 30
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
• wide reading• word study.• listening.• book talks.• books clubs.• seminars.• viewing.
increase my vocabulary?-Analogies-Homophones-Connotations-How to Look at Fine Art-How to Read a Photo Essay-High Frequency Words: Review next 83 of 500
PCS Spelling Handbook Word Wall Leveled readers AR books Weekly Readers, Scholastic
Magazines, Newspapers in Education, Time for Kids
(spelling patterns) of words including regularities and irregularities, spelling rules, and syllabication of words through word study
3. Explore new words and their meanings (semantics) through word study
4. Listen to determine the meanings of words during discussions, book talks, book clubs, seminars, and reading groups
5. Listen to identify unknown words and generate questions to determine meanings
6. Use new words learned in writing pieces
1.05 Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words.
1. How can I tell that what I read is correct?2. How can I use other resources to learn more about words and to check my spelling?-Syllables in a dictionary
Houghton-Mifflin Theme 5 Word Wall Dictionaries Student Thesaurus
1. Explain the purpose of reference materials (dictionary, glossary)
2. Identify the parts of reference materials (guide words, pronunciation key, syllable breaks, parts of speech, & word definitions)
3. Explain how to use these reference materials
4. Compare and contrast various reference materials
Revised 2009 31
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
5. Justify when to use the various reference materials
6. Utilize text structures of various reference materials (alphabetical order) to efficiently confirm decoding, verify spelling and extend meanings of words
Revised 2009 32
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
2.01 Use metacognitive strategies to comprehend text (e.g. reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).2.02 Interact with the text before, during, and after reading, listening, and viewing by:• Previewing the text.• Making predictions.• Asking questions.• Making connections.• Using story structure and text organization to comprehend.2.03 Read a variety of texts, such as:• fiction (short stories, novels, fantasies, fairy tales, fables).• nonfiction (biographies, letters, articles, procedures and instructions, charts, maps).2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:• plot• conflict• sequence• resolution• author’s use of figurative
1. What do I know about the topic?2. How is the text organized?3. Why am I reading the text? (Do I need to read the entire text or just a portion of the text?)4. Can I picture what the author is trying to say?5. What strategies do I use to read this text?6. How do I know what this text will be about?7. Does this story or text remind me of another story or text?8. How did the author organize this text?9. What different types of text do I know how to read?10. How do I select the most important idea given about a topic?11. How do I identify the character’s goal?12. Do all stories have the same point of view?13. What clues in the text help me to draw conclusions and make generalizations?14. Do my conclusions change as I read different genres?15. How do I decide the most important ideas to include in a summary?
Houghton-Mifflin Theme 5-Across the Wide Dark Sea; Yunmi and Halmon’s Trip; Trapped by the Ice; Fairy Tales KWL charts and other graphic
organizers Reader response journals for
prediction Library books AR books H.M. Teacher’s Edition Journal
Topics Novels/paperbacks NC EOG Aligned Assessments
and Practice (Houghton-Mifflin) H.M. “Get Set for Reading CD
Rom” AR books Leveled readers-The Golden Land; Chasing the Train; Faith’s Journey; Brothers are Forever; South Pole Bound; The Same, But Different; Iceberg Rescue; Racing Danger; Voyage Across the Pacific; Smudge-Face; The Little Sparrow; Rella’s Wish H.M. Vocabulary readers Novels/paperbacks NC EOG ALIGNED
ASSESSMENTS AND PRACTICE Science and social studies books
1. Use metacognitive strategies to: access prior knowledge identify the text features determine the purpose for
reading visualize the author’s message reread read ahead ask for help adjust reading speed question paraphrase retell
2. Set a purpose for reading choose a purpose for reading
(before) evaluate whether the purpose
was achieved (after)3. Review the text before reading
examine the pictures and read any captions
read the title, subtitles, and content headings
read the first and last sentence/paragraph
4. Make predictions before reading read the title of the selection ask, “What do you think the
selection will be about?” generalize what might happen
using one’s background
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Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:• Considering the differences among genres.• Relating plot, setting, and characters to own experiences and ideas.• Participating in creative interpretations• Making inferences and drawing conclusions about characters and events.
1. After reading the text, how can I share with others what I am thinking?-Making Inferences-Predict/Infer-Understanding Fairy Tales
Houghton-Mifflin Theme 5HM Focus on Fairy TalesRole playingPowerpoint presentation Transparencies/Masters and Strategy Posters
Identify genres as different kinds of literary texts1. Fiction:
traditional literature: folktales, fables, myths, legends, epics
fantasy: science fiction realism: realistic fiction,
historical fiction2. Nonfiction:
informational: science, social studies, mathematics, health, language, arts, recreation
biography: authentic biography, fictionalized biography, autobiography, memoir
3. Make text-to-self, text-to-text, and text-to-world connections
4. Determine from what point-of-view the story is told
5. Use text-to-self connections and details from the text to make inferences and draw conclusions
6. Understand new knowledge and insights learned from various text
3.02 Identify and discuss 1. How are______________ and Thinking Maps 1. Use appropriate graphic
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Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
similarities and differences in events, and characters, concepts, and ideas within and across selections and support them by referencing the text.
_____________ alike and/or different?
NC Dept. of Public Instruction website for item banksHoughton-Mifflin H.M. PRACTICE BOOK
organizers to: make comparisons within and
across texts compare and contrast the
experiences and feelings of literary characters using evidence cited from text
compare and contrast main events across texts
recognize common themes between two passages
3.05 Analyze, compare and contrast printed and visual information (e.g., graphs, charts, maps).
1. How is the information in the text similar to or different from the information in the book?
Houghton-Mifflin Theme 5Social Studies and Science textsClassroom maps and chartsH.M. PRACTICE BOOKCross-curricular activities
1. Utilize charts, graphs, diagrams, and maps to classify information
2. Utilize charts, graphs, diagrams, and maps to examine similarities and differences
3.06 Conduct research for assigned and self-selected projects (with assistance) from a variety of sources (e.g., print, and non-print texts, artifacts, people, libraries, databases, computer networks).
1. What resources will help me find the information that I need?
Multimedia Report Almanac
1. Choose an appropriate topic to research within specific guidelines (with assistance)
2. Derive information from encyclopedias, search engines, and other formal sources (with assistance)
3. Organize and sequence the information obtained from sources (with assistance)
4.01 Read aloud grade- 1. How do I show expression when I Houghton-Mifflin basal 1. Listen to text read aloud using
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Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
appropriate text with fluency, comprehension, and expression.
read aloud?2. How do I read aloud with fluency?3. How can I demonstrate that I understand what I am reading aloud?
Leveled ReadersNovels and trade booksTeacher read- aloudsRefer to materials and resources for objective 2.0
fluency and expression2. Demonstrate reading aloud
using expression3. Read aloud a text using feeling
and oral presentation skills (fluency and expression)
5.05 Use a number of strategies for spelling (e.g., sound patterns, visual patterns, silent letters, less common letter groupings).
1. What strategies do I use to spell words?-Vowel sounds in tooth/cook-Vowel sound ni8n bought-VCCV Pattern-The /s/ sound in face
PCS Spelling HandbookHoughton-Mifflin Reading Practice books Student writing journals
1. Apply skills to facilitate spelling of words by identifying:
diagraphs (consonants and vowels)
diphthongs smaller word chunks blends and word families sound/letter correspondence word syllabication
Theme 6Smart Solutions- Fourth Nine Weeks
1.01 Apply phonics and structural analysis to decode words (e.g., roots, suffixes, prefixes, less common vowel patterns, syllable breaks.)
1. What can I do to read an un- known multi-syllabic word?-VCCCV Pattern-Word endings –er and –le-VCV Pattern-Word beginning with a- and be--Contractions-Soft c and soft g
PCS Spelling Handbook Word Wall Houghton-Mifflin
Vocabulary/Spelling Word Cards HM Theme 6 H. M. Practice Book Leveled Readers
1. Identify word chunks and familiar sounds
2. identify vowel patterns (ex. –oi, -oy, -aw, ought, -ight, -ough, -ey,)
3. identify spelling patterns4. Pronounce the chunks and
familiar sounds, and/or vowel patterns
5. Break words apart by identifying roots, prefixes, and suffixes
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Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
6. Use reference materials (dictionary/glossary) to confirm decoding and pronunciation
7. Break words down into syllables
1.03 Integrate prior experiences and all sources of information in the text (graphophonic, syntactic, and semantic) when reading orally and silently.
1. How do my prior experiences help me understand the text?2. How can I use all sources of information in the text when I read?3. What do I do when I come to a word that I don’t know?
PCS Spelling Handbook Daily Language Practice,
Houghton-Mifflin, transparencies H. M. Practice Book Leveled readers HM Theme 6
1. Identify graphophonics (spelling patterns)
2. Determine if the syntax (word order, sentence structure) makes sense
3. Determine if the semantics (meanings of words) makes sense
4. Combine prior knowledge, graphophonics, semantics, and syntax when reading orally or silently
1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary:• wide reading• word study.• listening.• discussion. • book talks.• books clubs.• seminars.• viewing.• role play.
1. How can graphophonics help me read unknown words?2. How can a word study help me increase my vocabulary?-Synonyms-Review Final 83 High Frequency words-AntonymsThe Spelling Table in a Dictionary-How to Read a Play
H. M. Practice Book PCS Spelling Handbook Word Wall Leveled readers AR books Weekly Readers, Scholastic
Magazines, Newspapers in Education, Time for Kids
HM Theme 6
1. Read a wide variety of text from different genres and topics
2. Examine the graphophonics of words including regularities and irregularities, spelling rules, and syllabication of words through word study
3. Explore new words and their meanings through word study
4. Debate various topics by choosing a position and providing support
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Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
• studying author’s craft. 5. Fully and openly discuss topics by considering various positions
6. Listen to determine the meanings of words during discussions, book talks, book clubs, seminars, and reading groups
7. Listen to identify unknown words and generate questions to determine meanings
8. Use new words learned in writing pieces
9. Examine language used by author
1.05 Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words.
1. How can I tell that what I read is correct?2. How can I use other resources to learn more about words and to check my spelling?
Houghton-Mifflin Theme 6 Word Wall Dictionaries Student Thesaurus Bilingual Dictionary
1. Explain the purpose of reference materials (dictionary, glossary)
2. Explain how to use these reference materials
3. Compare and contrast various reference materials
4. Justify when to use the various reference materials
1.06 Read independently daily from self-selected materials (consistent with the student’s independent reading level) to:• increase fluency.
1. How can I choose appropriate reading materials?
STAR testDRALeveled ReadersAccelerated ReaderHoughton-Mifflin basal
1. Read a variety of text on his/her independent reading level orally with accuracy and expression at an appropriate rate
2. Compare and contrast the
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Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
• build background knowledge.• extend vocabulary.
H.M. “Teacher’s Resource Blackline Masters”Newspapers in Education, novels, magazines
similarities and differences between the texts to other content areas, text-to-text, text-to-self
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Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
2.01 Use metacognitive strategies to comprehend text (e.g. reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).2.02 Interact with the text before, during, and after reading, listening, and viewing by:• Locating information for specific purposes.• Making connections.2.03 Read a variety of texts, such as:• fiction (short stories, novels, fantasies, fairy tales, fables).• nonfiction (biographies, letters, articles, procedures and instructions, charts, maps).2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:• author’s purpose• plot• conflict• sequence• resolution• lesson and/or message• main idea and supporting details
1. What do I know about the topic?2. How is the text organized?3. Why am I reading the text? (Do I need to read the entire text or just a portion of the text?)4. Can I picture what the author is trying to say?5. What strategies do I use to read this text?6. How do I set a purpose for reading this text?7. How do I know what this text will be about?8. Does this story or text remind me of another story or text?9. How did the author organize this text?10. What different types of text do I know how to read?11. What information in the text helps me better understand the author’s purpose, conflict, plot, etc.?12. How do I select the most important idea given about a topic?13. How does the author get the theme across in this selection?14. How do I identify the character’s goal?15. Do all stories have the same point of view?16. What clues in the text help me to
Houghton-Mifflin Theme 6-Pepita Talks Twice; Poppa’s New Pants; Ramona Quimby, Age 8 KWL charts and other graphic
organizers Reader response journals for
prediction Library books AR books H.M. Teacher’s Edition Journal
Topics Novels/paperbacks NC EOG Aligned Assessments
and Practice (Houghton-Mifflin) H.M. “Get Set for Reading CD
Rom” AR books Leveled readers-Tall Tony; Talented Alex; Paul the Artist; A Little Bit Hotter Can’t Hurt; The Mural; Gampy’s Lamp; The Dive; First Day for Carlos; Real Team Soccer H.M. Vocabulary readers Novels/paperbacks NC EOG ALIGNED
ASSESSMENTS AND PRACTICE Science and social studies books Take-Home/School Reading Logs Shared reading and teacher read-
alouds H.M. Selection Tests
1. Use metacognitive strategies to: access prior knowledge identify the text features determine the purpose for
reading visualize the author’s message reread read ahead ask for help adjust reading speed question paraphrase retell
2. Locate Information for specific purposes
use key words to locate specific information (setting, important details, conflict/solution, cause/effect, character behaviors, etc)
extract additional information from other sources (internet, encyclopedia, magazines, newspapers, etc)
determine how the information further explains what the primary text has stated
3. Make connections with previous experiences, information, and ideas by asking:
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Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
4. Distinguish the elements of fiction and non-fiction 5. Select different texts at school during independent reading blocks of time and during teacher-directed reading blocks 6. Select different texts at home for pleasure, selecting texts based on personal interest and/or reading level7. Explore different genres and understand their unique attributes8. Name and distinguish the elements of fiction such as the title, setting, characters, plot (problem/conflict), events (sequence), and resolution9. Recognize the theme as the main point of the story or the most important idea the author wants to get across
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Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
10. Go back through the text and specifically identify the main idea and the details that support it11. Discover and discuss examples of cause/effect, fact/opinion and figurative language (personification, flashback, metaphors, idioms, etc) used by the author in the text12. Name and distinguish the elements of non-fiction, which is intended to provide factual information though text and visual images and the information is verifiable from other sources (integrity, accuracy and authenticity, and style and language)13.Examine the author’s words and/or the character’s thoughts14.Apply prior knowledge to generate possible outcomes based on the facts, events, or characters’ actions found in the text15.Predict a conclusion or generalize after analyzing facts or events presented in the text16.Discuss conclusions based on the evidence provided in the text17.Use appropriate graphic
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Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
organizers whenever possible18.Outline the key details19.Record key words and phrases19.Group the key points to formulate a main idea20.Use appropriate graphic organizers whenever possible21. S.L.A.N.T. strategySit up; Lean forward; Ask or answer a question; Nod that you understand; Track the teacher or speaker
3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:• Considering the differences among genres.• Relating plot, setting, and characters to own experiences and ideas.• Considering main character’s point of view.• Participating in creative interpretations• Making inferences and drawing conclusions about characters and events.• Reflecting on learning, gaining
1. After reading the text, how can I share with others what I am thinking?
Houghton-Mifflin Theme 6Role playingPowerpoint presentation Houghton-Mifflin Transparencies/Masters and Strategy Posters
Identify genres as different kinds of literary texts1. Fiction:
traditional literature: folktales, fables, myths, legends, epics
fantasy: science fiction realism: realistic fiction,
historical fiction2. Nonfiction: informational:
science, social studies, mathematics, health, language, arts, recreation biography: authentic
biography, fictionalized biography, autobiography, memoir
Revised 2009 43
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
new insights, and identifying areas for further study.
3. Make text-to-self, text-to-text, and text-to-world connections
4. Determine from what point-of-view the story is told
5. Use text-to-self connections and details from the text to make inferences and draw conclusions
6. Understand new knowledge and insights learned from various text
3.02 Identify and discuss similarities and differences in events, and characters, concepts, and ideas within and across selections and support them by referencing the text.
1. How are______________ and _____________ alike and/or different?
Thinking MapsNC Dept. of Public Instruction website for item banksHoughton-Mifflin H.M. PRACTICE BOOK
1. Use appropriate graphic organizers to: make comparisons within and
across texts compare and contrast the
experiences and feelings of literary characters using evidence cited from text
compare and contrast main events across texts
recognize common themes between two passages
3.03 Use text and own experiences to verify facts, concepts, and ideas.
1. How do I check the facts, concepts, and ideas in what I read?
Dictionaries, glossaries, encyclopedias, internet
BLAST OFF, COMPETITIVE EDGE, COACH
1. Make connections2. Use other sources for
verification
4.01 Read aloud grade- 1. How do I show expression when I Houghton-Mifflin basal 1. Listen to text read aloud using
Revised 2009 44
Pitt County SchoolsReading Instructional Guide
GRADE 3SCOS GOALS AND
OBJECTIVESESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLSRECOMMENDED RESOURCES
AND ASSESSMENTESSENTIAL TASKS,
STRATEGIES, PROJECTS, CONNECTIONS
appropriate text with fluency, comprehension, and expression.
read aloud?2. How do I read aloud with fluency?3. How can I demonstrate that I understand what I am reading aloud?
Leveled ReadersNovels and trade booksTeacher read- alouds
fluency and expression2. Demonstrate reading aloud
using expression3. Read aloud a text using feeling
and oral presentation skills (fluency and expression)
4.02 Use oral and written language to:• Present information in a sequenced, logical manner.• Discuss.• Sustain conversations on a topic.• Share information and ideas.• Recount or narrate.• Answer open-ended questions.• Report information on a topic.• Explain own learning.
1. How do I sequence information so it is clear to my reader or listener?2. How do I choose which information is important to share in a discussion?3. How do I use questioning to keep a conversation going?
Genre-related book reportsCooperative group presentations
1. Identify beginning, middle, and end of appropriate text
2. Apply appropriate transition words
3. Listen attentively and respond appropriately to questions and comments made about a topic
4. Ask meaningful questions to gain information about a topic, ideas, or persons
5.05 Use a number of strategies for spelling (e.g., sound patterns, visual patterns, silent letters, less common letter groupings).
1. What strategies do I use to spell words?
PCS Spelling HandbookHoughton-Mifflin Reading Practice books Student writing journals
1. Apply skills to facilitate spelling of words by identifying:
diagraphs (consonants and vowels)
diphthongs smaller word chunks blends and word families sound/letter correspondence word syllabication
Revised 2009 45