Grade 3
Language Arts
Reading
Standard 1

WORD ANALYSIS, FLUENCY, AND SYSTEMATIC
VOCABULARY DEVELOPMENT.


 
Resources
Lesson Plans
Assessments
1.  Open Court

 (a)  Framework for Effective Teaching, Grade 4 (Teacher's Guide)

 (b)  Collections for Young Scholars, Grade 4, Vols. 1 and 2 

 (c)  Comprehension Checkpoint, Grade 4 (workbook tests for stories)

 (d)  Explorer's Notebook, Vol. 4 (student workbook)

 (e)  Reading/Writing Connection, Vol. 4 (student workbook)

 (f)  Reading and Writing Skills Practice, Grade 4 (student workbook)

 (g)  Response Guide

 (h)  Essay and Writing Assessment Masters

 (i)  Comprehension Assessment Masters

 (j)  Teacher's Tool Cards:
  - Writer's Craft/Reading
  - Grammar, Mechanics and Usage
  - Spelling and Vocabulary
  - Study and Research
  - Classroom Supports

 (k)  Formative Assessment (Teacher's)

 (l)  Research Assessment (for research papers) 

 (m)  Continuous Assessment Masters (editing sheets, portfolios)

 (n)  Student Tool Cards

2.  SRA Reading Laboratory materials

3.  San Mateo Spelling

4.  Formula-Three Reading-Spelling-Learning Program Instructor's Manual

5.  School sites have reading chain and other sets of novels, biographies, nonfiction, picture books and plays, which are in addition to Open Court materials.

Use Formula Phonics program.

Use Teacher Tool Cards, Student Tool Cards, 96-107

Previously Published Data

1.) Vocabulary and Concept Development: Have teams of students brainstorm ways to find out what words mean. On the computer, have groups of three students create a list of how they read new words. After about five minutes, move the groups to the next station and have them read the prior group's list and add their ideas to that list. After each group has had a chance to input on three lists, print the lists and compare them. The lists will probably be very similar. Each team can then select one of the strategies from the lists and illustrate that particular strategy on Kid Pix Slide show. Create a Slide Show to share the products and print them to make classroom reference posters.

2.) Non-Fiction Reading: Have students keep lists of new and important words from their science text and write down how they found out the meaning of the words. They can print the words and add them to the science word wall according to how they personally learned the words. For example, when learning the word vibration in the "sound" unit, they would add it to the word wall under the heading that tells how they determined the word's meaning. 
3.) Vocabulary Slide Show: Have teams of students create a visual vocabulary slide show using ClarisWorks, each team contributing two pages. On page one will be the word and a definition. On the second page will be a sentence using the word and a drawn picture or pictures copied from the Internet to show the meaning. 
4.) Summary Writing: Have students rewrite a section of the text using vocabulary from the word wall and read their summary to their small group.
1.  Collection for Young Scholars Comprehension Checkpoint (workbook tests for
 stories)

2.  Explorer's Notebook, Vol. 4

3.  Reading/Writing Connection, Vol. 4

4.  Skills Assessment

5.  Reading and Writing Skills Practice, Grade 4

6.  Continuous Assessment Masters

7.  Students' writing samples and SPJUSD rubrics

8.  Reproducible Masters, Parts 1 and 2

Previously Published Data

1.) The student products that evidence learnings in word analysis, fluency, and vocabulary development include:

Product:

  • Group posters - scored for content and appearance 
  • Word Wall contribution - scored for spelling; completeness; ability to support decisions 
  • Individual writing and speaking - scored for summary content; ability to retell; speaking fluency (pacing, intonation)

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     Sample criteria for Slide show

  • Clear explanation of science word and definition
  • Appropriate word usage and picture
  • Fluent, detailed oral explanation of the word.

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