Decatur City Schools

Pacing Guide

Third: Reading

Projected Pacing  (Aug. 14 - Sept. 15)

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resource

Documentation Date(s) Taught

Possible Points for ARMT

Comments

about

Curriculum Guide

Phonemic Awareness

better

Open Court intervention guide

Teachers needing assistance with

bring

Voyager targeted study

students not yet established in

carry

O.C. sound spelling cards

phonemic awareness should refer

clean

Rigby Index A 45

to K-2

Phonics

cut

Apply advanced phonetic

done

Objective 3.1.1

Open Court decodobles books lesson 1-3

7 multiple choice

analysis to multiple-syllable words:

draw

Demonstrate phonological skills

Word knowledge boards

including consonants, short vowels

drink

by manipulating sounds and

Spelling & vocabulary books

blends, long vowel markers, and

eight

words.

A 1 Index A40

r-controlled vowels

fall

Example:  creating new words

B 1 Index A 40

(AL COS #1)

far

by changing beginning sounds.

B 2 Index A 47

full

Objective 3.1.2

C- Rreading A-Z

A.  Use word-solving strategies to

got

Identify blends in multiple-

Rigby A-Zword works cards

independently read unknown words

grow

syllable words.

Sadiler-oxford.com

(SAT 10)

hold

Example: flopping, bringing

240 vocab. Words for 3rd gr.

1.  chunks (SAT 10)

hot

Objective 3.1.3

Spelling connectors

B.  Recognize within words the structural

hurt

Identify long vowel markers in

B.Voyager ( comp. & Vocab Syllab. B 2

elements required for reading unknown

if

multiple-syllable sounds.

A.1. See assess. folder

words

keep

Example:  teacher, realize

B 1. Spelling Book 240 words unit 35

1.  compound words (SAT 10)

kind

Objective 3.1.4

B. 2 Vocab. Syllab. B 2

2.  syllabication (AL COS) (SAT10)

laugh

Identify r-controlled vowels in

C.  Relate consonant sounds and

light

multiple-syllable words.

vowel sounds to their most common

long

Example:  cargo, bargain

spelling patterns (SAT10)

much

1.  single consonant sounds (AL COS)

myself

(SAT10)

never

2.  consonant blends (AL COS)

only

(SAT10)

own

u: u_e, -ew, _ue

pick

i: i_e, igh, _y, _ie

seven

e: ea, _y, e_e, ee, _ie_

shall

a, ai: a_e, _ay

show

o, ow: o_e, oa, _oe

six

C-3 target word study

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

ARMT Blueprint

Comments

3.  diphthongs and other vowel sounds

small

Curriculum Guide

Reading A-Z

(AL COS (SAT10)

start

Rigby word works cards

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

ten

A. Fluency from voyager

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

today

Scholastic( use tapes)

_tch, ch, sh, th

together

B. Books on tape

Fluency

try

2.DIBELS

Demonstrate fluency while

warm

3. Progress monitoring

constructing meaning using a

c. No excuse words

variety of texts.

Dolch see CD from L. tree

A.  Read fluently (accurately and with

Voyager

automaticity) at approximately 120

Rigby

words per minute (AL COS #3)

O.C. Decodables/stories

(78 wpm for Aug. 14 - Sept. 15)

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 (AL COS)

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

(Dolch Lists)

Vocabulary

Demonstrate reading vocabulary

O.C.Word knowledge boards

8 multiple choice

knowledge.

spelling & vocabulary books

A.  Use structural analysis to develop

comprehension & language books

meaning (SAT10)

A- Rigby A 42; A 47,46

Examples: prefixes, suffixes, root words,

Rading A-Z

inflectional endings (Prefix: re)

B- A 46

(Suffixes: ed, ly, ing, tion, s, ful, er)

C-A 47

B.  Draw semantic maps (AL COS)

240 wd, vocab.

C.  Learn new synonyms, antonyms,

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

ARMT Blueprint

Comments

and homonyms (AL COS) (SAT10)

Curriculum Guide

Voyager comp. & vocab.

D.  Use context clues to assign meaning

Open Court decodables

to an unknown word (AL COS)(SAT10)

Voyager fluency lessons

E.  Determine in a given context the

Teacher read alouds

meaning of words with multiple meanings

O.C. Leveled Library

(SAT10)

D- A 40-

F.  Increase vocabulary through subs-

E A 45

tantial daily reading including appropriate

G - Rigby

content area, assigned, and self-selected

H- Passport

materials

I- A 45

G.  Use vocabulary knowledge in the

content areas (AL COS) (Tier I & II words)

H.  Listen to daily read alouds and

participate in conversations about the

literature to enhance vocabulary develop-

ment (AL COS)

I.  Multiple meaning words

Comprehension

Comprehension, a meaning making

Objective 3.3.1:

Open Court student anthology

process, is the primary goal of reading

Identify character actions,

comprehension & language arts books

and is constructed through the dynamic

motives, emotions, traits, and

voyager comp.& vocab

interaction between reader and text.

feelings.

A 1 Passort; Rigby a 40

A.  Use a wide range of strategies,

Objective 3.3.2

2-Passport/Rigby:

11 multiple choice

including using context clues and

Make and confirm predictions

a. A 42

6 open-ended

predicting outcomes to comprehend

based on information from a

b. A 40

third grade literary and recreational

story.

c. A 40

materials in a variety of genres

Objective 3.3.3

d.A 40

(Al COS Standard #3)

Answer what if, why and how

e.A 40

1.  Set purpose for reading (SAT10)

questions

f.A 40

2.  Select and apply appropriate reading

Objective 3.3.4

g.A 40

strategies in a given situation (SAT10)

Recognize 100 percent of

h. a 46

a.  Problem solving to gain meaning

Dolch sight words for third

i.A 41

b.  Implied meaning

grade

j. Passport

c.  Paraphrase/summarize (AL COS)

Objective 3.3.5

k. A 41

d.  Preview and predict (AL COS)

Read 90-110 words of

e.  Make generalizations

connected, decodable text per

f.  Retell

minute with 100 percent

g.  Self-question

accuracy

h.  Use sentence structure (AL COS)

i.  Draw conclusions and provide suppor-

ing evidence for conclusions (AL COS)

j.  Locate/skim for information

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

ARMT Blueprint

Comments

k.  Fact and opinion

Curriculum Guide

l.  Visualize

I. A 40

3.  Distinguish fiction from nonfiction

3.A 41

(AL COS)

4.A 40

4.  Comprehend explicitly stated relation-

a. A 39

ships in a variety of reading selections

b. Passpsort

(SAT10)

c. A 40

a.  Cause and effect

d.A 40

b.  Main idea and supporting details

B 1. A 46

(AL COS)

2. A 47

c.  Sequence (AL COS)

3. A 42

d.  Compare/contrast

4. A 40

B.  Use cueing systems at current

C. 1. a 43

independent and instructional level

2. A 40

1.  semantics (use context and prior

D. Passport

knowledge)

E. A 40

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 (biographies, plays realistic fiction)

1.  Identify literary elements and devices

2.  connect meaning to prior knowledge

and experience (AL COS)

D.  Form an interpretation of a variety

of reading selections based on explicit

and implicit information (SAT10)

E.  Use a wide range of strategies and

Objective 3.4.1

20 multiple choice

skills, including retelling information, using

Answer what, what if, and why

6 open-ended

general context clues, and making infer-

questions

ences to identify the main idea, to compre-

Objective 3.4.2:

hend third grade functional, textual and

Distinguish main idea/details

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

ARMT Blueprint

Comments

informational reading materials

Curriculum Guide

(AL COS #4)

Objective 3.4.3:

(SAT10)

State explicit and implicit main

A 40 rigby

F.  Construct meaning with material

idea.

typically encountered in everyday life

situations

Reading Behaviors

School menus, newspapers,

Exhibit a wide range of reading

information sent home (flyers,etc.)

behaviors/habits to gain infor-

Open Court Leveled Library

mation, refine fluency, and com-

Blast off passages

prehend materials from a variety

timed reading

of sources.

A- Passport/rigby

A.  Demonstrate reading improvement gained

B. Rigby Books

through substantial amounts of daily

C. Passport

reading using a variety of materials and

D. Reading A-Z/Passport

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)