Decatur City Schools

Pacing Guide

Third: Reading

Projected Pacing  ( Jan. 15 - Feb. 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 materials from

students not yet established in

carry

beginning of year

phonemic awareness should refer

clean

Continuation

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 "m" in mop to "p" to

independently read unknown words

hold

form a new word-pop

(SAT 10)

hot

Objective 3.1.2:  Identify

1.  chunks (SAT 10)

hurt

blends in multiple-syllable words

2.  onsets and rimes

if

Example: flopping, bringing

3.  words by analogy

keep

Objective 3.1.3:  Identify long

4.  advanced graphophonic patterns

kind

vowel markers in multiple-

Examples: ough, tch, dge, eigh

laugh

syllable sounds.

B.  Recognize within words the structural

light

Examples: teacher, realize

elements required for reading unknown

long

Objective 3.1.4: Identify r-

words

much

controlled vowels in multiple-

1.  compound words (SAT 10)

myself

syllable words.

2.  morphemes (SAT10)

never

Examples: cargo, bargain

3.  Syllabication (AL COS) (SAT10)

only

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

-y, e_e, _ie, igh

today

5.  short vowels sounds (AL COS)

together

(SAT10)

try

6.  diphtongs and other vowel sounds

warm

(AL COS) (SAT10)

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 #3)

(110 wpm for this time frame (Jan 15-Feb 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

Objective3.2.1: Identify the two

8 multiple choice

knowledge of compound words (AL COS #2)

separate words in compound

0 open-ended

A. Use structural analysis to develop

]words

meaning (SAT10)

Example: air + plane=airplane

Examples: prefixes, suffixes, root words,

Objective3.2.2: demonstrate

inflectional endings

knowledge of meaning of

* suffixes: -tion, -ed, -ible, -ation, -ative,

separate words in compound

-sion, -ing, -y, -es,-ness

words

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

* prefixes: be-, re-)

Curriculum Guide

B.  Learn new synonyms, antonyms, and

homonyms/homophones (AL COS) (SAT10)

C.  Use context clues to assign meaning

to an unknown words (AL COS)

(SAT10)

D.  Spell correctly compound words,

phonetically regular words, contractions,

and possessives; use dictionary and other

reference aides to check spelling (AL COS)

E.  Determine in a given context the meaning

of words with multiple meanings (SAT10)

F.  Increase vocabulary through subs-

tantial daily reading including appropriate

content area, assigned, and self-

selected materials

G.  Use vocabulary knowledge in the

content areas, (AL COS)

H.  Listen to daily read alouds and

participate in conversations about

the literature to enhance vocabulary

development (AL COS)

Comprehension

Comprehension, a meaning making

Objective 3.3.1:  Identify

11 multiple choice

process, is the primary goal of reading

character actions, motives,

6 open-ended

and is constructed through the dynamic

emotions, traits, and feelings

interaction between reader and text.

Objective 3.3.2: Make and

A.  Use a wide range of strategies,

confirm predictions based on

including using context clues and

information from a story

predicting outcomes, to comprehend third

Objective 3.3.3: Answer what

grade literary/recreational materials in a

if, why and how questions

variety of genres (AL COS #3) (SAT10)

Objective 3.3.4: Recognize

1.  Set purpose for reading (SAT10)

100 percent of Dolch sight words

2.  Select and apply appropriate reading

for third grade

strategies in a given situation (SAT10)

Objective 3.3.5:  Read 90-110

a.  Problem solving to gain meaning

words of connected, decodable

b.  Implied meaning

text per minute with 100 percent

c.  Paraphrase/summarize (AL COS)

accuracy.

d.  Preview and predict (AL COS)

e.  Make generalizations/connections

f.  Retell

g.  Self-question

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

h.  Use sentence structure (AL COS)

Curriculum Guide

i.  Draw conclusions and provide suppor-

ing evidence for conclusions (AL COS)

j.  Locate/skim for information

k.  Fact and opinion

l.  Visualize

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 (Poetry)

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

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

4.  determine likely source of text

Curriculum Guide

5.  make inferences

6.  identify character's actions, motives,

emotions, traits, and feelings (SAT10)

7.  identify literacy elements and devices

Examples: characters, setting, plot,

(problem/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 and

Objective 3.4.1: Answer what,

20 multiple choice

skills, including retelling information, using

what if, why and how questions

6 open-ended

general context clues, and making infer-

Objective 3.4.2:  Distinguish

ences to identify the main idea, to compre-

main idea/details

hend third grade functional and textual

Objective 3.4.3: State explicit

informational reading materials (AL COS #4)

and implicit main ideas

(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,