Decatur City Schools

Pacing Guide

Third: Reading

Projected Pacing (Nov. 27 - Jan 12)

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

about

Curriculum Guide

Reading A-Z

Phonemic Awareness

better

Rigby word works cards

Teachers needing assistance with

bring

O.C. intervention guide

students not yet established in

carry

Voyger Targeted word study

phonemic awareness should refer

clean

O.C Sound spelling cards

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

Reading A-Z

7 multiple choice

to multiple-syllable words, including

fall

phonological skills by

Rigby word works cards

0 open-ended

consonants, short vowels, blends,

far

manipulating sounds and words.

Sadlier-oxford, com

long vowel markers, and r-con-

full

Example: creating new words

O.C decodables books lesson 1-3

trolled vowels (AL COS #1)

got

by changing the beginning

word knowledge boards

A. Use word-solving strategies to

grow

sound-changing the "m" in mop

spelling & vocab. books

independently read unknown words

hold

to "p" to form a new word-pop

(SAT 10)

hot

Objective 3.1.2: Identify blends

1. chunks (SAT 10)

hurt

in multiple-syllable words.

2. Onsets and rimes

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

Example: 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

Example: 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)

Curriculum Guide

(SAT10)

small

Reading A-Z

(wh_, _tch, sh, ch, th)

start

Rigby word works cards

4. long vowel sounds (AL COS) (SAT10

ten

Sadlier-oxford, com

e, ea, _ie, e_e, ee, _y)

today

Voyager fluency lessons

5. short vowel sounds (AL COS) (SAT1

together

reread of O.C. stories

6. diphtongs and other vowel sounds

try

(AL COS) (SAT10)

warm

ar, oo, (book), er, ir, ur, aw, au, oo(boo)

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

Fluency

Demonstrate fluency while constru-

DIBELS progress monit.

ting meaning using a variety of texts

Passport

A. Read fluently (accurately and with

Raz-Kids.com

automaticity) at approximately 120 word

A 48

strategies

Voyager fluency lessons

1. Listen to good models of fluent

reading of O.C. stories

reading

O.C. decodables

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

A 42,A 46;A 47

8 multiple choice

knowledge of compound words (AL

two separate words in

Word knowledge boards

0 open-ended

A. Use structural analysis to develop

compound words: Example:

O.C. spelling & vocab. Books

meaning (SAT10)

air + plane = airplane

Comp. & language books

Examples: prefixes, suffixes, root words,

Objective 3.2.2: Demonstrate

inflectional endings

knowledge of meaning of

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

* Suffixes: -ed, -ment, -tion, -sion, -ly,

Curriculum Guide

A 46

-able, -ful, -er, -tation, -ial

separate words in compound

A 47, A42

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

words

A 40

B. Draw semantic maps (AL COS)

A 40, A 46

C. Learn new synonyms, antonyms, and

A 45

homonyms/homophones (AL COS) (SAT1

A 48

D. Use context clues to assign meaning

A 48

to unknown words (AL COS)

Passport

(SAT10)

E. Spell correctly compound words,

phonetically regular words, use reference

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

Comprehension, a meaning making

process, is the primary goal of

reading and is constructed through

the dynamic interaction between

reader and text.

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

Objective 3.3.2: 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)

Objective 3.3.3: Answer what

2. Select and apply appropriate reading

if, why and how questions

strategy in a given situation (SAT10)

Objective 3.3.4: Recognize

a. Problem solving to gain meaning

100 Dolch sight words for third

b. Implied meaning

grade.

c. Paraphrase/summarize (AL COS)

Objective 3.3.5: Read 90-100

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

d. Preview and predict (AL COS)

Curriculum Guide

A 40

e. Make generalizations

words of connected, decodable

f. Retell

text per 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

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. Main idea and supporting details

(AL COS)

B. A 40, A 44

b. Sequence (AL COS)

c. Compare/contrast

C. A 40, A 43

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 (fairy tales)

D. Synthesize and evaluate explicit and

D. A 40

implicit information in a variety of reading

selections. (SAT10)

1. Identify author's purpose, viewpoint,

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

and intended audience

Curriculum Guide

2. interpret figurative language

A 40

3. connect meaning to prior knowledge

Passport

and experience (AL COS)

4. determine likely source of text

5. make inferences

6. identify character's actions, motives,

emotions, traits, and feelings (SAT10)

7. Implicit and explicit questions

8. identify literary elements and devices

Examples: characters, setting, plot,

(problem/solution), point of view, similes

and other figurative language (AL COS)

9. 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,

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 compre-

main idea/details

hend third grade functional and textu

Objective 3.4.3: State explicit

informational reading materials (AL

and implicit main ideas

(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

Rigby

behaviors/habits to gain infor-

Passport

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)

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

2. textual/informational (classroom texts

Curriculum Guide

Rigby

magazines, diagrams, tables, charts)

Passport

(AL COS)

Reading A-Z

3. literary/recreational (student-authored

Raz-Kids.com

work, trade books, self-selection, multicul-

Sandlier-Oxford.com

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 way

(looks right/sounds right/makes sense ?)