Decatur City Schools

Pacing Guide

Third: Reading

Projected Pacing  (Octo. 23 - Nov. 21)

AL COS Standards

Vocabulary

Prerequisite Skills from State

Materials/Resources

Documentation Date(s) Taught

ARMT Blueprint

Comments

Curriculum Guide

Phonemic Awareness

Teachers needing assistance with

students not yet established in

phonemic awareness should refer

to the phonemic awareness

benchmarks for kindergarten

through second grade.

Phonics

Apply advanced phonetic analysis

to multiple-syllable words, including

consonants, short vowels, blends,

long vowel markers, and r-con-

trolled vowels (AL COS #1)

A.  Use word-solving strategies to

independently read unknown words

(SAT 10)

1.  chunks (SAT 10)

2.  Onsets and rimes

3.  words by analogy

4.  advanced graphophonic patters

Examples: ough, tch, dge, eigh

B.  Recognize within words the structural

elements required for reading unknown

words

1.  compound words (SAT 10)

2.  Syllabication (AL COS) (SAT10)

C.  Relate consonant sounds and

vowel sounds to their most common

spelling patterns (SAT10)

1.  single consonant sounds (AL COS)

(SAT10)

2.  consonant blends (AL COS)

(SAT10)

3.  consonant digraphs (AL COS)

AL COS Standards

Vocabulary

Prerequisite Skills from State

Materials/Resources

Documentation Date(s) Taught

ARMT Blueprint

Comments

(SAT10)

Curriculum Guide

4.  long vowel sounds (AL COS) (SAT10)

a, ai_, a_e, _ay,

o, _ow, o_e, oa_, _oe

u, u_e, _ew, _ue

5.  short vowel sounds (AL COS) (SAT10)

6.  diphtongs and other vowel sounds

(AL COS) (SAT10)

oo, (book), er, ir, ur, aw, au, oo(moon)

u_e, u, _ew, _ue, oi, _oy, ow, ou_, wh,

_tch, ch, sh, th

Fluency

Demonstrate fluency while constru-

ting meaning using a variety of texts

A.  Read fluently (accurately and with

automaticity) at approximately 120 word

per minure (AL COS #3)

B.  Develop and utilize reading fluency

strategies

1.  Listen to good models of fluent

reading

2.  Develop fluency by rereading

short passages at independent level

Examples: student-adult reading, choral

reading, tape-assisted reading, partner

reading, reader's theater, shared reading

3.  Adjust speed/rate (AL COS)

4.  Read with appropriate phrasing

and intonation

5.  Recognize the effect of punctuation

and expression

C.  Develop automaticity with high

frequency vocabulary in oral and written

language

Use high frequency words

Vocabulary

Demonstrate reading vocabulary

knowledge

A. Use structural analysis to develop

meaning ( AL COS #2) (SAT10)

Examples: prefixes, suffixes, root words,

(Prefix: -un, -re, -pre, -bi, mis,dis, in, en)

AL COS Standards

Vocabulary

Prerequisite Skills from State

Materials/Resources

Documentation Date(s) Taught

ARMT Blueprint

Comments

(suffixes: -ly, est, er, ed)

Curriculum Guide

B.  Draw semantic maps (AL COS)

C.  Learn new synonyms, antonyms, and

homonyms/homophones (AL COS) (SAT10)

D.  Use context clues to assign meaning

to an unknown words (AL COS)

(SAT10)

E.  Spell correctly compound words,

phonetically regular words, aids to check

spelling (SAT10)

F.  Determine in a given context the meaning

of words with multiple meanings (SAT10)

G.  Increase vocabulary through sus-

tantial daily reading including appropriate

content area, assigned, and self-

selected materials

H.  Use vocabulary knowledge in the

content areas, (AL COS)

I.  Listen to daily read alouds and

partciipate in conversations about

the literature to enhance vocabulary

development (AL COS)

Comprehension

A.  Use a wide range of strategies,

including using context clues and

predicting outcomes, to comprehend

third grade literary/recreational

materials in a variety of genres

(AL COS #3) (SAT10)

1.  Set purpose for reading (SAT10)

2.  Select and apply appropriate reading

strategy in a given situation (SAT10)

a.  Implied meaning

b.  Paraphrase/summarize (AL COS)

c.  Preview and predict (AL COS)

d.  Retell

e.  Use sentence structure (AL COS)

f.  Draw conclusions and provide suppor-

ing evidence for conclusions (AL COS)

j.  Fact and opinion

k.  Visualize

3.  Distinguish fiction from nonfiction

AL COS Standards

Vocabulary

Prerequisite Skills from State

Materials/Resources

Documentation Date(s) Taught

ARMT Blueprint

Comments

(AL COS)

Curriculum Guide

4.  Comprehend explicitly stated relation-

ships in a variety of reading selections

(SAT10)

a.  Main idea and supporting details

(AL COS)

b.  Sequence (AL COS)

c.  Compare/contrast

B.  Use cueing systems at current

independent and instructional level

1.  semantics (use context and prior

knowledge)

2.  syntactic (use the structure of

language)

3.  graphophonic (recognize cues

provided by print)

4.  schematic (connections based on

prior knowledge and experience)

(AL COS)

a.  Text-to-self

b.  Text-to-text

c.  Text-to world

C.  Identify, read, and construct meaning

from a variety of literary genres while

reading literary/recreational texts (SAT10)

Identify characteristics of a variety of

genres (fantasy and historial fiction)

D.  Synthesize and evaluate explicit and

implicit information in a variety of reading

selections. (SAT10)

1.  Identify author;s purpose, viewpoint,

and intendent audience

2.  interpret figurative languge

3.  connect meaning to prior knowledge

and experience (AL COS)

E.  Form an interpretation of a variety

of reading selections based on explicit

and implicit information (SAT10)

F.  Use a wide range of strategies and

skills, including retelling information, using

general context clues, and making infer-

ences to identify the main idea, to compre-

AL COS Standards

Vocabulary

Prerequisite Skills from State

Materials/Resources

Documentation Date(s) Taught

ARMT Blueprint

Comments

hend third grade functional and textual

Curriculum Guide

informational reading materials (AL COS #4)

(SAT10)

G.  Construct meaning with material

typically encountered in every-

day life situations

Examples: menus, catalogs, written

directions, schedules (SAT10)

Reading Behaviors

Exhibit a wide range of reading

behaviors/habits to gain infor-

mation, refine fluency, and com-

prehend materials from a variety

of sources.

A.  Demonstrate reading improvement gained

through substantial amounts of daily

reading using a variety of materials and

respond frequently

1.  functional (menu, catalog, schedule,

written directions) (AL COS)

2.  textual/informational (classroom texts

magazines, diagrams, tables, charts)

(AL COS)

3.  literary/recreational (student-authored

work, trade books, self-selection, multicul-

tural literature, author/illustrator studies)

(AL COS)

B.  Select appropriate books and materials

voluntarily to read independently, for a

variety of purposes

C.  Incorporate new vocabulary en-

countered in reading

D.  Self-monitor reading in meaningful ways

(looks right/sounds right/makes sense ?)

(AL COS)

1.  self-question (AL COS)

2.  reread (AL COS)

3.  adjust speed (AL COS)

4.  use context clues (AL COS)

5.  access prior knowledge and experience

(AL COS)

6.  make connections (AL COS)

AL COS Standards

Vocabulary

Prerequisite Skills from State

Materials/Resources

Documentation Date(s) Taught

ARMT Blueprint

Comments

E.  Use effective test-taking strategies

Curriculum Guide

1.  participate in timed activities

2.  notice boldface print/italics

3.  reread to check and confirm

F.  Use technology to reinforce and

support reading behaviors across all

content areas.

Oral Language Development

A.  Interpret verbal messages, selections,

and other cues

1.  focus on the speaker (24, 26)

2.  Interpret nonverbal messages of

speaker (facial expressions, gestures)

3.  ask appropriate questions to gain

and clarify information