Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

3.1.3.G1

3.1.3.G2

3.1.3.G4

3.1.3.G5

3.1.3.G6

3.1.3.G7

3.1.3.G8

Students will be able to:

• set purpose for reading with teacher guidance.

• use comprehension strategies (predict, question, connect, visualize, infer, synthesize and determine importance).

• recognize and understand the elements of a story (characters, setting, plot).

• recognize the main idea and details that support them.

• use the ability to recognize the main idea and details to gather information.

• Guided Reading Lessons: Pre-Reading Activities, Reading the Text – Questioning, Post Reading Activities

• Houghton Mifflin Reading - Grade 3

• Scott Foresman Reading Street – Grade 3

• Getting the Main Idea – Grade 3, Frank Schaffer

• Teacher observations/Anecdotal records

• Class/Small group discussions

• Oral readings

• Reading inventories/Assessments

• Checklists for Reading/Writing strategies and skills

• Running records

• Writing samples/Rubrics

• Journals

• Student self-assessments

• Plays/interviews/skits

• Projects/posters

• Graphic organizers

• Charts/diagrams/webs/maps

• Quizzes and tests

• Portfolios

3.1.3.G10

3.1.3.G10

Students will be able to:

• compare and contrast authors, theme and books.

• make personal connections to text.

• compare the themes and characteristics of various books written by the same author.

• compare the relationships between characters of different generations.

• describe life experiences that affect a character.

• Venn Diagrams

• Folktales and Fables – Grade 3, Evan Moor

• Teacher observations/Anecdotal records

• Class/Small group discussions

• Oral readings

• Reading inventories/Assessments

• Checklists for Reading/Writing strategies and skills

• Running records

• Writing samples/Rubrics

• Journals

• Student self-assessments

• Plays/interviews/skits

• Projects/posters

• Graphic organizers

• Charts/diagrams/webs/maps

• Quizzes and tests

• Portfolios

3.1.3.A1

3.1.3.A2

3.1.3.A3

3.1.3.G4

3.1.3.G8

Students will be able to:

• develop text analysis skills.

• identify external text components that aid comprehension (table of contents, chapter headings, captions, bold words).

• utilize comprehension strategies (determining importance, visualizing, synthesizing and questioning).

• Reading Comprehension Activities – Grade 3 – Remedia

• Reading -Grade 3 – School Zone Publishing

• Clues to Comprehension – Grades 3 - 4

• Teacher observations/Anecdotal records

• Class/Small group discussions

• Oral readings

• Reading inventories/Assessments

• Checklists for Reading/Writing strategies and skills

• Running records

• Writing samples/Rubrics

• Journals

• Student self-assessments

• Plays/interviews/skits

• Projects/posters

• Graphic organizers

• Charts/diagrams/webs/maps

• Quizzes and tests

• Portfolios

3.1.3.E4

3.1.3.G14

3.1.3.A3

Students will be able to:

• utilize text structure to aid comprehension.

• use graphic organizers to aid comprehension of a text.

• apply study skills strategies (survey, question, read)

• identify components of non-fiction text, that aid comprehension (table of contents, index, glossary and headings).

• Story Webs, Story Maps

• Non-Fiction Reading Practice – Grade 3, Evan-Moor

• Teacher observations/Anecdotal records

• Class/Small group discussions

• Oral readings

• Reading inventories/Assessments

• Checklists for Reading/Writing strategies and skills

• Running records

• Writing samples/Rubrics

• Journals

• Student self-assessments

• Plays/interviews/skits

• Projects/posters

• Graphic organizers

• Charts/diagrams/webs/maps

• Quizzes and tests

• Portfolios

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

3.1.3.D1

3.1.3.A2

Students will be able to:

• recognize grade level sight words.

• recognize purpose of a paragraph.

• Guided Reading

• Independent Reading

• Houghton Mifflin Reading – Grade 3 – Student Anthology

• Scott Foresman – Reading Streets – Grade 3 – Student Edition

• Teacher observations/Anecdotal records

• Class/Small group discussions

• Oral readings

• Reading inventories/Assessments

• Checklists for Reading/Writing strategies and skills

• Running records

• Writing samples/Rubrics

• Journals

• Student self-assessments

• Plays/interviews/skits

• Projects/posters

• Graphic organizers

• Charts/diagrams/webs/maps

• Quizzes and tests

• Portfolios

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

3.1.3.G12

3.1.3.G13

3.1.3.G10

Students will be able to:

• Read independently for extended periods of time.

• Read a variety of genres (non-fiction, poetry, etc.).

• Compare the early life of a biography subject to their accomplishments.

• List and explain character traits of biography subject.

• Compare characteristics of a biography text with another genre.

• List and describe mystery words such as “suspect”, “detective”, and “clue”.

• Determine the importance of information when trying to solve a mystery.

• Guided Reading

• Independent Reading

• Houghton Mifflin Reading – Grade 3 – Student Anthology

• Scott Foresman – Reading Streets – Grade 3 – Student Edition

• Class Discussions

• Graphic Organizers (story map/story webs)

• Create detective maps to record important information using mystery terms.

• Create story map, listing steps to solve the mystery.

• Teacher observations/Anecdotal records

• Class/Small group discussions

• Oral readings

• Reading inventories/Assessments

• Checklists for Reading/Writing strategies and skills

• Running records

• Writing samples/Rubrics

• Journals

• Student self-assessments

• Plays/interviews/skits

• Projects/posters

• Graphic organizers

• Charts/diagrams/webs/maps

• Quizzes and tests

• Portfolios

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

3.1.3.B1

3.1.3.C2

3.1.3.D1

3.1.3.E2

3.1.3.D2

3.1.3.D3

Students will be able to:

• increase word solving strategies.

• increase fluency.

• build vocabulary.

• self-correct at point of error.

• adjust reading rate according to need.

• monitor reading for meaning and accuracy.

• Oral Reading

• Interactive Readings

• Role Playing

• Houghton Mifflin – Leveled Readers – Grade 3: On-Level; Below-Level

• Leveled Readers Theater – Grade 3 – Evan Moor

• Building Fluency- Grade 3, Evan Moor

• Teacher observations/Anecdotal records

• Class/Small group discussions

• Oral readings

• Reading inventories/Assessments

• Checklists for Reading/Writing strategies and skills

• Running records

• Writing samples/Rubrics

• Journals

• Student self-assessments

• Plays/interviews/skits

• Projects/posters

• Graphic organizers

• Charts/diagrams/webs/maps

• Quizzes and tests

• Portfolios

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

3.2.3.C1

3.2.3.C4

3.1.3.B1

3.1.3.C1

3.1.3.C2

3.1.3.F1

3.1.3.F5

Students will be able to:

• spell words correctly.

• recognize word patterns of letter name and within word strategies and sort words by these patterns.

• develop knowledge of high-frequency words.

• acquire meaning and understanding of new words.

• use words correctly in speaking and written work.

• distinguish between and among the spellings of homophones.

• recognize and spell compound words.

• use a thesaurus to develop elaborated meaning through synonyms and antonyms.

• Spelling Sorts

• Alphabetical Order Activities

• Word of the Day

• Quizzes

• Spelling Target 360

• Spelling Word cards

• Spelling Letter cards

• Dictionary activities

• Scott Foresman - Everyday Spelling

• Antonyms and Synonyms - Remedia

• Synonyms and Antonyms - McGraw Hill

• Teacher observations/Anecdotal records

• Class/Small group discussions

• Oral readings

• Reading inventories/Assessments

• Checklists for Reading/Writing strategies and skills

• Running records

• Writing samples/Rubrics

• Journals

• Student self-assessments

• Plays/interviews/skits

• Projects/posters

• Graphic organizers

• Charts/diagrams/webs/maps

• Quizzes and tests

• Portfolios

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

3.2.3.C5

Students will be able to:

• correctly form capital and lower case cursive letters.

• connect cursive letters to form words.

• use cursive in everyday writing.

• Scott Foresman – Handwriting Cursive - Book 3

• Handwriting Without Tears

• Journal writing

• Morning messages

• Teacher observations/Anecdotal records

• Class/Small group discussions

• Oral readings

• Reading inventories/Assessments

• Checklists for Reading/Writing strategies and skills

• Running records

• Writing samples/Rubrics

• Journals

• Student self-assessments

• Plays/interviews/skits

• Projects/posters

• Graphic organizers

• Charts/diagrams/webs/maps

• Quizzes and tests

• Portfolios

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

3.2.3.A1

3.2.3.A3

Students will be able to:

• generate ideas for writing.

• planning writing through graphic organizers.

• determine topics.

• Brainstorming

• Lists

• Webs

• Charts

• Graphic organizers

• Use of picture prompts

• Daily writing prompts

• Giant Write Everyday: Daily Writing Prompts – Evan Moor

• Creative Writing Ideas – Evan Moor

• Teacher observations/Anecdotal records

• Class/Small group discussions

• Oral readings

• Reading inventories/Assessments

• Checklists for Reading/Writing strategies and skills

• Running records

• Writing samples/Rubrics

• Journals

• Student self-assessments

• Plays/interviews/skits

• Projects/posters

• Graphic organizers

• Charts/diagrams/webs/maps

• Quizzes and tests

• Portfolios

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

3.2.3.C1

3.2.3.D1

3.2.3.B1

3.2.3.D4

3.2.3.D8

3.2.3.D9

3.2.3.C1

3.2.3.D6

3.2.3.D5

3.2.3.B2

3.2.3.B3

3.2.3.C3

3.2.3.C4

3.2.3.B5

3.2.3.D1

3.2.3.D2

Students will be able to:

• develop thoughts into complete sentences.

• understand the purpose of their writing and write for a variety of purposes (letters, informational reports, etc.).

• write sentences that vary in type and length.

• draft a story that has a clear beginning, middle and end.

• draft a story that has a problem and a solution.

• write paragraphs with topic, detail and concluding sentences.

• use transitions between ideas.

• use effective openings and closings.

• write independently.

• develop fluency in writing.

• How to Write a Story – Grade 3 – Evan Moor

• Paragraph Writing – Grade 2-4 - Evan Moor

• How to Teach Non-Fiction Writing - Evan Moor

• Writing and Grammar for Every Learner – The Mailbox

• Prompt, Plan, Write – Grade 3 – The Mailbox

• Teacher observations/Anecdotal records

• Class/Small group discussions

• Oral readings

• Reading inventories/Assessments

• Checklists for Reading/Writing strategies and skills

• Running records

• Writing samples/Rubrics

• Journals

• Student self-assessments

• Plays/interviews/skits

• Projects/posters

• Graphic organizers

• Charts/diagrams/webs/maps

• Quizzes and tests

• Portfolios

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

3.2.3.A5

3.2.3.A6

3.2.3.A13

3.2.3.B4

3.2.3.C1

3.2.3.A10

3.2.3.A9

3.2.3.C2

Students will be able to:

• revise editing by adding details or elaborating on existing ideas.

• conference with peers to receive and give feedback on stories.

• use sentence combining to write more complex sentences.

• vary sentence structures and beginnings.

• understand the difference between complete sentences and sentence ______.

• edit for punctuation, capitalization, spelling and word usage.

• use dictionary and thesaurus to aid with revising and editing.

• use correct grammar including noun/verb agreement, appropriate parts of speech, and singular and plural nouns.

• Teacher modeling

• Self-editing, peer-editing and/or teacher-editing

• Class and small group instruction

• Writing and Grammar for Every Learner – Grade 3 - The Mailbox

• Scott Foresman – Grammar and Writing Book – Grade 3

• Daily Paragraph Editing – Grade 3 – Evan Moor

• Web-based: Dictionary/Thesaurus

• Teacher observations/Anecdotal records

• Class/Small group discussions

• Oral readings

• Reading inventories/Assessments

• Checklists for Reading/Writing strategies and skills

• Running records

• Writing samples/Rubrics

• Journals

• Student self-assessments

• Plays/interviews/skits

• Projects/posters

• Graphic organizers

• Charts/diagrams/webs/maps

• Quizzes and tests

• Portfolios

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

3.2.3.A11

3.2.3.A12

3.2.3.D3

3.2.3.B6

Students will be able to:

• publish writing in various formats (narrative, poetry, and letters).

• create a portfolio of their writing.

• Class newspapers

• Publish stories

• Use word processing to publish stories

• Add/publish writings on school/class, website/page

• Teacher observations/Anecdotal records

• Class/Small group discussions

• Oral readings

• Reading inventories/Assessments

• Checklists for Reading/Writing strategies and skills

• Running records

• Writing samples/Rubrics

• Journals

• Student self-assessments

• Plays/interviews/skits

• Projects/posters

• Graphic organizers

• Charts/diagrams/webs/maps

• Quizzes and tests

• Portfolios

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

3.1.3.B1

3.1.3.C1

3.1.3.C2

Students will be able to:

• use knowledge of sight words to decode longer words.

• use knowledge of prefixes and suffixes to decode longer words.

• use knowledge of spelling patterns to decode longer words.

• use knowledge of syllabication to decode longer words.

• Guided reading

• Independent reading

• Scott Foresman – Grade 3 – Phonics and Spelling Practice

• Houghton Mifflin – Decodable Readers – Grade 3

• Scott Foresman – Phonics and Word Study Decodable Readers – Grade 3

• Phonic centers

• Teacher observations/Anecdotal records

• Class/Small group discussions

• Oral readings

• Reading inventories/Assessments

• Checklists for Reading/Writing strategies and skills

• Running records

• Writing samples/Rubrics

• Journals

• Student self-assessments

• Plays/interviews/skits

• Projects/posters

• Graphic organizers

• Charts/diagrams/webs/maps

• Quizzes and tests

• Portfolios