Decatur City Schools

Pacing Guide

Third: Reading

Projected Pacing ( Feb. 19 - Mar. 16)

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

about

Curriculum Guide

Phonemic Awareness

better

Teachers needing assistance with

bring

use of same material from

students not yet established in

carry

beginning of year ( continuation)

phonemic awareness should refer

clean

to the phonemic awareness

cut

benchmarks for kindergarten

done

through second grade.

draw

Phonics

drink

Apply advanced phonetic analysis

eight

Objective 3.1.1: Demonstrate

7 multiple choice

to multiple-syllable words, including

fall

phonological skills by

0 open-ended

consonants, short vowels, blends,

far

manipulating sounds and words

long vowel markers, and r-con-

full

Example: creating new words

trolled vowels (AL COS #1)

got

by changing beginning sounds-

A. Use word-solving strategies to

grow

changing the "m" in mop to "p"

independently read unknown words

hold

to form a new word, pop

(SAT 10)

hot

Objective 3.1.2: Identify

1. chunks (SAT 10)

hurt

blends in multiple-syllable

2. Onsets and rimes

words

3. words by analogy

keep

Example: flopping, bringing

4. advanced graphophonic patters

kind

Objective 3.1.3: Identify

Examples: ough, tch, dge, eigh

laugh

long vowel markers in multiple-

B. Recognize within words the structural

light

syllable words

elements required for reading unknown

long

Example: teacher, realize

words

much

Objective 3.1.4: Identify r-

1. compound words (SAT 10)

myself

controlled vowels in multiple-

2. morphemes (SAT10)

never

syllable words

3. Syllabication (AL COS) (SAT10)

only

Example: cargo, bargain

C. Relate consonant sounds and

own

vowel sounds to their most common

pick

spelling patterns (SAT10)

seven

1. single consonant sounds (AL COS)

shall

(SAT10)

show

2. consonant blends (AL COS)

six

(SAT10)

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

3. consonant digraphs (AL COS)

small

Curriculum Guide

(SAT10)

start

4. long vowel sounds (AL COS) (SAT10

ten

( -ei, -eigh)

today

5. short vowel sounds (AL COS) (SAT1

together

6. diphtongs and other vowel sounds

try

(AL COS) (SAT10)

warm

Fluency

Demonstrate fluency while constru-

ting meaning using a variety of texts

A. Read fluently (accurately and with

automaticity) at approximately 120 word

per minute (AL COS)

(110 wpm for this time frame (Feb. 19

to March 16)

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

Objective 3.2.1: Identify the

8 multiple choice

knowledge of compound words (AL

two separate words in compound

0 open-ended

A. Use structural analysis to develop

words

meaning (SAT10)

Example: air+plane=airplane

inflectional endings

Objective 3.2.2: Demonstrate

(Prefix: -auto) (Suffixes: -ible, -ness,

knowledge of meaning of

-ed -ing, -er, -est)

separate words in compound

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

words

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

B. Draw semantic maps (AL COS)

Curriculum Guide

C. Learn new synonyms, antonyms, and

homonyms/homophones (AL COS) (SAT1

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 meani

of words with multiple meanings (SAT10)

G. Increase vocabulary through subs-

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

participate in conversations about

the literature to enhance vocabulary

development (AL COS)

Comprehension

A. Use a wide range of strategies,

Objective 3.3.1: Identify

11 multiple choice

including using context clues and

character actions, motives,

6 open-ended

predicting outcomes, to comprehend

emotions, traits, and feelings

third grade literary/recreational

Objective3.3.2: Make and

materials in a variety of genres

confirm predictions based on

(AL COS #3) (SAT10)

information from a story

1. Set purpose for reading (SAT10)

Objective3.3.3: Answer what if,

2. Select and apply appropriate reading

why, and how questions

strategy in a given situation (SAT10)

Objective 3.3.4: Recognize

a. Problem solving to gain meaning

100 percent of Dolch sight

b. Implied meaning

words for third grade

c. Paraphrase/summarize (AL COS)

Objective 3.3.5: Read 90-110

d. Preview and predict (AL COS)

words of connected, decodable

e. Make generalizations

text per minute with 100 percent

f. Retell

accuracy

g. Self-question

h. Use sentence structure (AL COS)

i. Draw conclusions and provide suppor-

ing evidence for conclusions (AL COS)

j. Fact and opinion

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

k. Visualize

Curriculum Guide

3. Distinguish fiction from nonfiction

(AL COS)

4. Comprehend explicitly stated relation-

ships in a variety of reading selections

(SAT10)

a. Cause and effect

b. Main idea and supporting details

(AL COS)

c. Sequence (AL COS)

d. 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 historical fiction)

D. Synthesize and evaluate explicit and

implicit information in a variety of reading

selections. (SAT10)

1. Identify author's purpose, viewpoint,

and intended audience

2. evaluate/make judgments

3. interpret figurative language

4. determine likely source of text

5. make inferences

6. identify character's actions, motives

emotions, traits, and feelings (SAT10)

7. identify literary elements and devices

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

Examples: characters, setting, plot

Curriculum Guide

(problems/solution), point of view,

similes, and other figurative language

(AL COS)

8. 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 an

Objective 3.4.1: Answer what,

20 multiple choice

skills, including retelling information,

what if, why and how questions

6 open-ended

general context clues, and making in

Objective 3.4.2: Distinguish

ences to identify the main idea, to co

main idea/details

hend third grade functional and textu

Objective 3.4.3: State explicit

informational reading materials (AL

and implicit main idea

(SAT10)

G. Construct meaning with material

typically encountered in every-

day life situations

Examples: menus, catalogs, written

directions, schedules (SAT10)

H. Use reference materials

Examples: encyclopedia, dictionary,

atlas, almanac, telephone book, thesaurus

internet, subject related texts, newspaper

I. Use text features to gain meaning

(AL COS)

Examples: titles, headings, captions,

glossary, boldface print and other print

features, index, table of contents, maps,

charts, tables

J. Use study strategies to gain information

1. preview