Decatur City Schools

Pacing Guide

Third: Reading

Projected Pacing  ( Sept. 18 - Oct. 20)

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

O.C. 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

benchmarks for kindergarten

done

through second grade.

draw

Phonics

drink

Apply advanced phonetic analysis

eight

Objective 3.1.1:  Demonstrate

O.C. decodables books lesson 1-3

7 multiple choice

to multiple-syllable words, including

fall

phonological skills by

word knowledge boards

0 open-ended

consonants, short vowels, blends,

far

manipulating sounds and words.

spelling & vocabulary books

long vowel markers, and r-con-

full

Example:  creating new words by

trolled vowels (AL COS #1)

got

changing beginning sounds.

A.  Use word-solving strategies to

grow

Objective 3.1.2:  Identify blends

independently read unknown words

hold

in multiple-syllable words.

(SAT 10)

hot

Examples: flopping, bringing

1.  chunks (SAT 10)

hurt

Objective 3.1.3:  Identify long

B.  Recognize within words the structural

if

vowel markers in multiple

elements required for reading unknown

keep

syllable sounds. Examples:

words

kind

teacher, realize

1.  compound words (SAT 10)

laugh

Objective 3.1.4: Identify

2.  syllabication (AL COS) (SAT10)

light

r-controlled vowels in multiple

C.  Relate consonant sounds and

long

syllable words. Examples:

vowel sounds to their most common

much

cargo, bargain

spelling patterns (SAT10)

myself

1.  single consonant sounds (AL COS)

never

(SAT10)

only

2.  consonant blends (AL COS)

own

(SAT10)

pick

3.  consonant digraphs (AL COS)

seven

(SAT10)

shall

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

show

a, ai_, a_e, _ay,

six

o, _ow, o_e, oa_, _oe

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

u, u_e, _ew, _ue

small

Curriculum Guide

e, ea, e_e, ee

start

I, i_e, igh, _y, _ie

ten

5.  diphthongs and other vowel sounds

today

(AL COS) (SAT10)

together

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

try

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

warm

_tch, ch, sh, th

Fluency

Demonstrate fluency while constru-

O.C. decocables

cting meaning using a variety of texts

reread of O.C. stories

A.  Read fluently (accurately and with

Voyager flunecy lessons

automaticity) at approximately 120 word

progress monitoring

per minute

(78 wpm is the target for Sept. 18-Oct.20)

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

O. C.word knowledge boards

Demonstrate reading vocabulary

spelling & vocab. Books

8 multiple choice

knowledge

comprehension & lanaguage books

0 open-ended

A. Use structural analysis to develop

meaning (SAT10)

Examples: prefixes, suffixes, root words,

(suffixes: -y, -tion, -ly, -ing, -ed, )

(Prefix: -un)

B.  Learn new synonyms, antonyms, and

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

homonyms/homophones (AL COS) (SAT10)

Curriculum Guide

C.  Use context clues to assign meaning

to unknown words (AL COS)

(SAT10)

D.  Determine in a given context the meaning

of words with multiple meanings (SAT10)

(Tier II & Tier III words)

E.  Increase vocabulary through subs-

tantial daily reading including appropriate

content area, assigned, and self-

selected materials

F.  Use vocabulary knowledge in the

content areas, (AL COS)

G.  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 third

emotions, traits, and feelings.

grade literary/recreational materials in a

Objective 3.3.2: Make and

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

confirm predictions based on

1.  Set purpose for reading (SAT10)

information from a story.

2.  Select and apply appropriate reading

Objective 3.3.3: Answer what

strategies in a given situation (SAT10)

if, why, and how questions.

a.  Implied meaning

Objective 3.3.4: Recognize

b.  Paraphrase/summarize (AL COS)

100 percent of Dolch sight words

c.  Preview and predict (AL COS)

for third grade.

d.  Make generalizations/connections

Objective 3.3.5: Read 90-110

e.  Retell

words of connected, decodable

f.  Self-question

text per minute with 100 percent

g.  Use sentence structure (AL COS)

accuracy.

h.  Draw conclusions and provide suppor-

ing evidence for conclusions (AL COS)

i.  Locate/skim for information

j.  Fact and opinion

k.  Visualize

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

3.  Distinguish fiction from nonfiction

Curriculum Guide

(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

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.  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 literacy elements and devices

Examples: characters, setting, plot,

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

(problem/solution), point of view, similes

Curriculum Guide

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)

Reading Behaviors

Exhibit a wide range of reading

school menus, newspapers

behaviors/habits to gain infor-

information sent home

mation, refine fluency, and com-

Open courat leveled library

prehend materials from a variety

Blast off passaages

of sources.

A.  Demonstrate reading improvement gained

through substantial amounts of daily

reading using a variety of materials and

respond frequently