Decatur City Schools

Pacing Guide

Third: Reading

Projected Pacing  (Oct. 23 - Nov. 21)

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

Open Court intervention guide

students not yet established in

carry

Voyager targeted study

phonemic awareness should refer

clean

O.C. sound spelling cards

to the phonemic awareness

cut

A 1 * 240 word vocab.

benchmarks for kindergarten

done

through second grade.

draw

Phonics

drink

Apply advanced phonetic analysis

eight

Objective 3.1.1: Demonstrate

O.C. decodable books

7 mulitple choice

to multiple-syllable words, including

fall

phonological skills by

Lessons 1-3

0 open-ended

consonants, short vowels, blends,

far

manipulating sounds and words

word knowledge boards

long vowel markers, and r-con-

full

Objective 3.1.2: Identify blends

spelling & vocab. books

trolled vowels (AL COS #1)

got

in multiple syllable words

A 1 * 240 word vocab.

A.  Use word-solving strategies to

grow

Examples: flopping, bringing

word wisdom

independently read unknown words

hold

Objective 3.1.3: Identify long

spelling text

(SAT 10)

hot

vowel markers in multiple-

C 3 Sp. Text unit 15

1.  chunks (SAT 10)

hurt

syllable words

2.  Onsets and rimes

if

Examples: teacher, realize

3.  words by analogy

keep

Objective 3.1.4: Identify r-

4.  advanced graphophonic patters

kind

controlled vowels in multiple

Examples: ough, tch, dge, eigh

laugh

syllable words

B.  Recognize within words the structural

light

Examples: cargo, bargain

elements required for reading unknown

long

words

much

1.  compound words (SAT 10)

myself

2.  Syllabication (AL COS) (SAT10)

never

C.  Relate consonant sounds and

only

vowel sounds to their most common

own

spelling patterns (SAT10)

pick

1.  single consonant sounds (AL COS)

seven

(SAT10)

shall

2.  consonant blends (AL COS)

show

(SAT10)

six

3.  consonant digraphs (AL COS)

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

(SAT10)

small

Curriculum Guide

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

start

Target word study

a, ai_, a_e, _ay,

ten

reread of O.C. stories

o, _ow, o_e, oa_, _oe

today

O.C. decodables books

u, u_e, _ew, _ue

together

Voyager fluency lessons

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

try

progress monitoring

6.  diphtongs and other vowel sounds

warm

(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-

Open Court decodoble

cting meaning using a variety of texts

books lessons 1-3

A.  Read fluently (accurately and with

automaticity) at approximately 120 word

per minute (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

Objective 3.2.1:  Identify the

8 multiple choice

knowledge of compound words (AL COS #2)

two separate words in

word knowledge boards

0 open-ended

A. Use structural analysis to develop

compound words

O.C. speling & vocab. Books

meaning (SAT10)

Example: air+plane=airplane

comprehension& language books

Examples: prefixes, suffixes, root words,

Objective 3.2.2:  Demonstrate

A. 240 vocab. Word list

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

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: -ly, est, er, ed)

Curriculum Guide

B.  Draw semantic maps (AL COS)

separate words in compound

C.  Learn new synonyms, antonyms, and

words

homonyms/homophones (AL COS) (SAT10)

D.  Use context clues to assign meaning

to unknown words (AL COS)

(SAT10)

E.  Spell correctly compound words,

phonetically regular words, use reference

aides to check spelling (SAT10)

F.  Determine in a given context the meaning

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

Objective 3.3.2: Make

materials in a variety of genres

predictions based on

(AL COS #3) (SAT10)

information from a story

1.  Set purpose for reading (SAT10)

Objective 3.3.3: Recognize

2.  Select and apply appropriate reading

100 Dolch sight words for third

strategy in a given situation (SAT10)

grade

a.  Implied meaning

Objective 3.3.5: Read 90-110

b.  Paraphrase/summarize (AL COS)

words of connected,

c.  Preview and predict (AL COS)

decodable text per minute with

d.  Retell

100 percent accuracy

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

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

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 historical 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 language

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

Objective 3.4.1: Answer

20 multiple choice

skills, including retelling information, using

what if, why and

6 open-ended

using general context clues and

how questions

making inferences to identify the

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

main idea, to comprehend third

Curriculum Guide

grade functional and textual/

Objective 3.4.2:

informational reading materials(AL COS #4)

Distinguish main idea/details

G.  Construct meaning with material

typically encountered in every-

Objective 3.4.3: State

day life situations

explicit and implicit main

Examples: menus, catalogs, written

ideas

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

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

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  (24)

4.  retell information in sequence (25)

5.  recognize effects of pause, volume,

pitch, and tone (27)

B.  Communicate orally for varied audiences

and purposes

1.  articulate using proper volume and

speed (23)