Subject:

Bath School Department 2003 - 2007
Content Area: English Language Arts
Grade 3

Content Standard: A: Process of Reading
Students will use the skills and strategies of the reading process to comprehend, interpret, evaluate and appreciate what they have read.
Common Assessment(s):

Performance Indicators
Students will be able to:
Essential Elements
Suggested Performance Activities
Suggested Classroom Assessments Vocabulary
* Indicates a word the teacher uses to help students start to understand

1. Determine the meaning of unknown words by using a dictionary, glossary or other reference sources.

Students will learn alphabetical order, entry/guide words, synonyms, antonyms, and homophones, in order to use the dictionary, glossary and thesaurus.

Using handouts,
transparencies, and textbooks teacher will model and students will practice how to determine meaning.

1. Using a text with a glossary, teacher will select 3-5 unknown words for students to define.
2. Given a piece of literature, (i.e. poetry, short story) students will locate an appropriate meaning of 5 underlined words in a dictionary.

alphabetical order
entry/guide
glossary
guide words
thesaurus
vocabulary
words

2. Adjust reading
skill to suit purpose and difficulty of the material.

Students will learn to differentiate between fiction, nonfiction, genre, and purpose for reading.

Teacher will model, discuss and have students practice how to adjust reading speed to suit the purpose and difficulty of the material.

Teacher observation using a variety of texts.

.

3. Recognize when a text is primarily intended to persuade.

Students will be introduced to persuasive writing.

Teacher will introduce, read aloud and discuss with students persuasive versus non persuasive pieces of literature Resources:
Dr. Seuss
-Lorax, Green Eggs & Ham, Martin Luther King, Jr.-I Have A Dream,
-Writer's Track Text- persuasive writing unit page 61.

Students will read a variety of short reading passages and determine which one is persuasive.

convince
influence
persuade

4. Select texts for enjoyment.

Students will be encouraged to select and read text independently.

1. Book talks.
2. Book share.
3. Browse time.
4. Access to extended collection of books.

1. Student generated reading list.
2. Teacher observation.

five finger rule
genre

5. Read a variety of narrative and informational texts independently and fluently.

Students will be exposed to a variety of genres.

See A-4.

1. Teacher observation.
2. Informal reading inventory.
3. Student generated reading list.

.

Performance Indicators Students will be able to:	Essential Elements	Suggested Performance Activities	Suggested Classroom Assessments	Vocabulary * Indicates a word the teacher uses to help students start to understand
1. Determine the meaning of unknown words by using a dictionary, glossary or other reference sources.	Students will learn alphabetical order, entry/guide words, synonyms, antonyms, and homophones, in order to use the dictionary, glossary and thesaurus.	Using handouts, transparencies, and textbooks teacher will model and students will practice how to determine meaning.	1. Using a text with a glossary, teacher will select 3-5 unknown words for students to define. 2. Given a piece of literature, (i.e. poetry, short story) students will locate an appropriate meaning of 5 underlined words in a dictionary.	alphabetical order entry/guide glossary guide words thesaurus vocabulary words
2. Adjust reading skill to suit purpose and difficulty of the material.	Students will learn to differentiate between fiction, nonfiction, genre, and purpose for reading.	Teacher will model, discuss and have students practice how to adjust reading speed to suit the purpose and difficulty of the material.	Teacher observation using a variety of texts.	.
3. Recognize when a text is primarily intended to persuade.	Students will be introduced to persuasive writing.	Teacher will introduce, read aloud and discuss with students persuasive versus non persuasive pieces of literature Resources: Dr. Seuss -Lorax, Green Eggs & Ham, Martin Luther King, Jr.-I Have A Dream, -Writer's Track Text- persuasive writing unit page 61.	Students will read a variety of short reading passages and determine which one is persuasive.	convince influence persuade
4. Select texts for enjoyment.	Students will be encouraged to select and read text independently.	1. Book talks. 2. Book share. 3. Browse time. 4. Access to extended collection of books.	1. Student generated reading list. 2. Teacher observation.	five finger rule genre
5. Read a variety of narrative and informational texts independently and fluently.	Students will be exposed to a variety of genres.	See A-4.	1. Teacher observation. 2. Informal reading inventory. 3. Student generated reading list.	.