Grade 3
Language Arts
Reading
Standard 2

READING COMPREHENSION.


 
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 Post Collections for Young Scholars Reading Chart to guide discussion regarding literature.

Examine Lesson Overview before each lesson for appropriate focus of reading and discussion.

Previously Published Data

1.) Students read and respond to a story such as Alexander and the Terrible, Horrible, No Good, Very Bad Day, by engaging in these activities: Main Idea: Have students state the main idea of the story in a sentence. To do this, they may need prompting: What is the story about? Who is the most important character? State the main idea in a phrase. Use Inspiration software or chart paper to record their responses. Partner cued retell: Have students take turns telling the events of the story in sequence using the cueing list of vocabulary words: gum, cereal, carsick, school, dessert, mud, red stripes, dad, bed, Australia. Prediction: Have students draw and write individual predictions of the story to be included in a class book. Create a database of students writers, story titles, and page numbers to use as a Table of Contents. Cause and Effect/ Inference: From their extended story, students compose an "If/ Then" statement that lets the reader know the cause and the effect. They can print and paste on the page opposite their drawing/ story. Following written directions: Give students these directions to have them create an "If/ Then" statement:

  • Open Hyperstudio stack "If/ Then." 
  • Create a button to a new card. 
  • Label it with your name or partner names. 
  • Think of a funny or frustrating problem that has really happened to you. 
  • On your new card, use a text box to write an "If" statement about your problem. 
  • Create a button back to the main stack. 
  • Use a classmate's button to go to their "If" statement.
  • Read it and think of a solution. 
  • Create a button to a new card and write and illustrate one solution ("Then" statement).

    •  

     

    If_______,then____________.

    Examples: 

    If Alexander had gone back to bed, then the wet dog would have jumped on him. If it had been his birthday, then Alexander would have dropped the cake.

    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.) Student products that evidence reading comprehension include:

    Product:

  • Whole group oral sharing of main idea and details - score for content accuracy 
  • Individual predictions and "If/ Then" statements - score for relevance; appropriateness 
  • Group oral sharing of class book with Table of Contents - score for relevance; appearance
  • Hyperstudio stack - score for content and format

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    Sample scoring guide for cued retell check sheets:

    Score 4: can retell the reading selection, capturing the main idea and several details, using the words of the text without any prompts

    Score 3: can retell the reading selection, using the words of the text using the cueing words

    Score 2: can retell the main idea OR some of the details using some of the cueing words

    Score 1: cannot retell the text accurately, even with prompting