Ferndale Reading Pacing Guide - Grade 3 - Term I

Purpose: The purpose of this pacing guide is to strategically sequence and narrow our GLE focus by grouping each focus over several grouped stories to create more opportunities toward reinforcement/mastery. There are a variety of justifiable reasons a teacher might deviate from this recommended guide (e.g. they do the same GLE using science).

Leveled Books: ("Books for all Learners") these are not listed under "resource" it is an assumption that with each weekly story, the leveled readers will be used in order to give students the maximum opportunity to improve their skills with books at their level. Some teachers enhance instruction with novel groups, literature circles, and response journals to use with independent reading. The key is maximizing experiences in which we have the right book for the right student so that they can access and interact with the text. Leveled books are provided for this. PALS (listed in Term II) is a method easily incorporated with leveled readers requiring little in terms of teacher preparation but providing much in terms of returns with application of reading strategies.

How to Plan with this Document: Also note that each story listed under "Resource" was assigned a number (1-30) in hopes of making this document user-friendly. Teacher edition pages are listed for your convenience as well (i.e. for GLE 1.1.4 applying Understanding of Phonics, when you teach "Pepita Talks Twice" T.E. page 67c outlines instruction in how to decode words with inflected endings.)

Seven stories in 9 weeks: (1-Officer Buckle optional), 2-Pepita, 3-Nate the Great, 4-Allie's BB Dream, 5-Olympics, 7-Balto, 8-Wild Shots, 9-Little Grunt, recognizing that teachers will most likely take 1-2 weeks with their own activities for assessment at the beginning of the year.

Spelling, grammar, phonics lessonsshould remain as weekly lessons, so skills move forward, even on the stories that take two weeks to complete.

Focus Skills/Strategies for Term I:

• Word attack skills - applying decoding skills• Narrative Elements

• Basic Dictionary skills - find meaning of words, ABC organization• Elements of Non-fiction

• Apply vocabulary Strategies - Word Relationships• Author's Purpose (also tied into term II and term III to address different genre)

• Making/confirming predictions & inferences• Understanding the elements of fluent reading & setting personal goals for the year

• Self questioning• Adjusting reading rate to match text.

• Comprehension Monitoring Strategies• Teacher Created - Fact & Opinion in grade 3 is not taught until late in the year. In the past this has been taught and reinforced by our

librarians. Although it will be included, in term III, it is suggested that teachers create supplemental lessons on fact & opinion.

Purposeful Abandonment: Do not teach drawing conclusion using 3rd grade Trophies as it doesn't match State GLEs and is poorly done.

GLE 2.4.1 evidence of learning states "Draw a conclusion from grade level text (e.g., how the story or information might be useful, to whom the story or information might be useful) and support with evidence from the text."

Harcourt focuses on things not stated outright in the text drawn from things that are stated with the reader's personal experience. It is not presented well enough for students to discern between what they are being taught regarding inferences. It is recommended that we not waste valuable teaching time on "drawing conclusions" lessons which are presented in stories 12-Talent Show, 13-Centerfield Ballhawk, and 14-Ramona Forever.

Focus Skill/Strategy/GLE / Resource / Fluency Strategy GLE / Resource/Activities / Grammar and Writing
1.1.4 - Apply Understanding of phonics (Use Decoding/phonics, Decode Long words)
Note: Items appearing in bold in the "Resources" Columns indicate stories which have the listed GLE as the focus skill or focus strategy. / 2 - Pepita Talks Twice
67c, 67d (see also 14i)
3 - Nate the Great - 68i, 98,
4 - Allie's BB Dream 129a
7 - Balto 182j, 205c
8 - Wild Shots 223a / 1.4.2 - Apply fluency to enhance comprehension.
• Read aloud familiar G.L. text accurately, using appropriate pacing, phrasing, and expression.
• Read aloud unfamiliar G.L. text with fluency in a range of 110-120+ wpm
4.1.1 - Apply strategies to monitor reading progress.
• Track progress in reading achievement with graphs, charts, and checklists. / Teacher modeling of reading aloud
(e.g. 2 - Pepita 42G "Here and There")
Partner reading and rereading of selections and leveled books.
3 -Nate the Great - writing lesson: personal narrative… students read own personal narrative with expression. 99e-99f, 99L
Dibels fall benchmark assessments.
Dibels progress monitoring books for students needing strategic intervention.
2.2.3 - Understand Story (Narrative) Elements
• Character
• Setting
• Plot
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2.1.3 - Elements of Nonfiction
• Different types of non-fiction
photos, captions, subheadings,
types of nonfiction
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2.4.2 - Understand the author's purpose for and style of writing for both: informational/expository text
and literary/narrative text. / 2 - Pepita 42i, 44-63,
66-67
3 - Nate the Great 99d
4 - Allie's BB Dream 100i
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4 - (Allie's BB Dream )A Guide to BB - pp. 122-125 -Discussion - Non-fiction... How is this selection different from Allie's BB Dream?
5 - Olympics - 130i, 136, 138, 140, 142, 152-153
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7 - Balto - 205d
8 - Wild Shots - 206i, 208-217, 222-223, 223M-O / 1.4.3 - Apply different reading rates to match text.
• Adjust reading rate to match difficulty of texts (e.g. content/academic text) and for different purposes (e.g. pleasure reading vs. reading for information). / 4 - (Allie's BB Dream ) - "A Guide to Basketball" pp. 122-125 - teacher model different reading rate - students recognize intentionality of pacing vs. narrative.
5 - Olympic Games 130j, 137, 141
1.2.1 - Apply reference skills to determine word meanings.
(included here to enhance
student spelling activities)
2.3.2 - Apply understanding of systems for organizing info.
• Use alphabetical, numerical, and key word/topic systems to locate information on a specific topic or for a specific purpose in an encyclopedia or dictionary
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Word Relationships:
1.2.2 - Apply vocab strategies
1.3.2 - Understand and apply content/academic vocabulary critical to the meaning of the
text.
• Some words have different meanings in different content areas or contexts / 2 - Pepita Talks Twice 67a,b
4 - Allie's BB Dream 129b
5 - Olympics 153d
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7 - Balto - 182i, 204, 205,
8 - Wild Shots - 223b,
9 - Little Grunt :
• 224i "trunk"
• 240 guided comp.
question #16 "pitch"
• 250 (Sue the T-rex)
• 255i - content context
2.1.5 - Make/confirm predictions
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2.1.6 - Apply comprehension monitoring strategies (self-question). / 2 - Pepita 42j, 44-59, 67M-67O,
3 - Nate the Great 70, 75, 85, 89,
4 - Allie's BB Dream 102, 105,
5 - Olympics 140 (guided comp. question # 12 - nonfiction predictions)
7 - Balto 205a-b
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9 - Little Grunt 255c
(Note - also 10-Rosie 265)

READING GLE TO INCORPORATE IN MATH, SCIENCE, AND SOCIAL STUDIES AS DETERMINED BY THE TEACHER DURING TERM I, II, & III:

1.3.2 - Understand and apply content/academic vocabulary critical to the meaning of the text [W]

• Define words and concepts necessary for understanding math, science, social studies, literature, and other content area text.

• Select, from multiple choices, the meaning of words necessary to understand content/academic text

• Explain that some words have a different meaning in different content/academic texts (e.g. area in math and geography)

• Use new vocabulary in oral and written communication.

2.1.7 - Apply comprehension strategies during and after reading: summarize grade-level lit/narr. and informational/expository text [W]

• Summarize the events, information, or ideas in informational/expository text (e.g. the life cycle of a frog, characteristics of a desert, life events in a biography), citing text-based evidence.

• Organize summary information in a teacher-selected graphic organizer to enhance comprehension

2.2.1 - Understand sequence in informational/expository text and literary/narrative text. [W]

• Explain steps in a process (e.g. problem solving in mathematics, life cycle of butterfly).

• Select, from multiple choices, the order of ideas, facts, events (e.g. what happened first, next, last; the order in which ideas or facts were introduced).

Term 2: Ferndale Reading Pacing Guide Grade Three

10 Stories in 12 Weeks: 10-Rosie A Visiting Dog's Story, 11-Stories Julian Tells, (skip 12), 13-Centerfield Ballhawk, 14-Ramona, 15-Sayings we share (* 2 wks with 4 skills/strategies), 16-Papa Tells Chita a Story, 17-Coote Places the Stars, 18-Why Mosquitos Buzz in People's Ears, **19-Lon Po Po, 20-Crowded House (could move Crowded house lessons and activities to beginning of term III)

* One option is to teach wk 15-"Sayings We Share" over a two week period to allow enrichment through the use of other tradebooks and writing experiences. One idea would be to cover the following 4 skills & strategies over a two week period of time.

1.4.3 - Apply different reading rates to match text.

1.4.2 - Apply fluency to enhance comprehension. - Reread for fluency

2.2.3 - Narrative Elements - Problem - Solution, Figurative Language

1.2.2 - Apply vocab strategies in grade-level text - Prefixes/Suffixes

** GLE 2.4.5 Understand how to generalize from text [W] has listed as an example "Generalize by comparing characters in similar stories from different cultures (e.g. Cinderella/The Rough-faced Girl or Little red riding Hood/Lon Po Po)." Therefore, when we teach Lon Po Po and cover compare/contrast, we have a natural opportunity to meet this GLE using the stories recommended by the State of Washington. We may want to spend more than a week on Lon Po Po and tie in writing and graphic organizers to solidify the concepts.

Focus Skills/Strategies for Term II:

• Applying Vocab strategies in GL text (context to confirm meaning, affixes)• Sequencing

• Applying understanding of phonics (decode long words)• Summarize GL text

• Reread to clarify, read ahead to answer questions - comprehension "repair strategies"• Narrative Elements: Problem - Solution, Figurative Language, Literary devices (e.g. simile, metaphor, etc.)

• Adjust reading rate to suit genre/purpose• Compare & Contrast

• Apply fluency skills to enhance comprehension• Generalize from text by comparing similar stories from different cultures

• Author's Purpose• Connections - text to self (i.e. experiences/feelings of characters), text to text, PALS, Lit. Circles, or personal written

• Main Idea (moral of story) - continues in term III responses to independent reading (self-selected or assigned books)

• Comprehension Strategy - Create Mental Images• Teacher-created opportunities to

Purposeful Abandonment: Do not teach drawing conclusion using 3rd grade Trophies as it doesn't match State GLEs and is poorly done.

* * * Instead, see Term II suggested writing activity for story 20-Crowded House (this document - right-hand column) which involves students writing to a State-suggested writing prompt.

Focus Skill/Strategy / Resource / Fluency Strategy / Resource / Grammar, Vocabulary, and Writing or Other
1.2.2 - Apply vocabulary strategies in grade-level text. (Use Context to Confirm Meaning/Multiple Meaning words)
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1.1.4 -Apply understanding of phonics (Decode long words)
[Related strategy: Syllabication]
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1.2.2 - Apply vocab strategies in grade-level text - Prefixes/Suffixes / 10-Rosie, a Visiting Dog's Story 256j, 261, 263, 267
11-Stories Julian Tells 303D
15-Sayings We Share 407i
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10-Rosie 256i, 260, 266, 268, 271, 278-279,
[11-Stories Julian Tells 282L]
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14-Ramona 365i, 369, 372, 376, 386-387, 387a,
15-Sayings We Share - Use teaching material from skipped story 12-Talent Show and apply to this story pp. 304i, 328-329, 355b, / 1.4.2 - Apply fluency to enhance comprehension.
• Read aloud familiar G.L. text accurately, using appropriate pacing, phrasing, and expression.
• Read aloud unfamiliar G.L. text with fluency in a range of 110-120+ wpm / Books for all readers (Leveled readers) PALS (Peer Assisted Learning Strategies)
Check w/ Curriculum Dept. for resources to introduce and use PALS / Other - GLE to incorporate with PALS:
2.1.4 - Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/ schema
• Explain connections between self and characters, events, and information occurring within culturally relevant text or among multiple texts
The PALS method, and/or literature circle type activities provide multiple repeated opportunities to make connections during retells, discussions and reflection activities.
2.1.6 - Read Ahead
• GLE evidence of learning: Monitor for meaning by identifying where and why comprehension was lost and use "comprehension repair strategies" to regain meaning
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1.2.2 - Reread to Clarify
2.1.6 -Apply comprehension monitoring strategies … mental images. / 11-Stories Julian Tells 282j, 285, 287, 291
14-Ramona 373
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[14-Ramona 371]
16-Papa Tells Chita a Story 14j, 17, 19, 23,
15-Sayings We Share… (can use resources from 12 -Talent show with 15… pp. 304J & transparency 107 ) / 1.4.3 - Apply different reading rates to match text.(Adjust Reading Rate)
1.4.2 - Apply fluency to enhance comprehension. - Reread for fluency:
• Read aloud familiar grade level text using appropriate pacing, phrasing, and expression / 15-Sayings We Share 393
15-Sayings We Share
2.2.1 - Understand Sequence
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2.1.7 - Summarize grade-level text
(Note: in 18-Mosquitos/Ant … although listed as a skill, summarizing is used as a strategy needed to accomplish the task of comparing and contrasting)
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2.2.3 - Narrative Elements
• Problem - Solution
2.3.3 - Narrative Elements - Understand Literary/ Narrative devices
• Figurative Language - similes, metaphors, alliterative sentences / 11-Stories Julian Tells 282i, 294, 302-303,
13-Centerfield Ballhawk330i, 332, 334, 336, 342, 344, 354-355
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13-Centerfield Ballhawk330j, 333, 339, 341,
(14-Ramona 360, 367)
16-Papa Tells Chita a Story 14i, 20, 24, 29 (graphic organizer), 34-35,
17-Coyote Places the Stars 36j, 39, 40, 42, 43, 49, 50, 51, 53, 54, 59b,
18-Why Mosquitoes Buzz/Ant and the Grasshopper 60i, 68, 78, 81, 82, 83, 88, 92-93, 8892-93, 93b,
19-Lon Po Po 94j, 97, 103, 111, 112, 113,
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15-Sayings We Share 388i, 396, 398, 400, 406-407
15-Sayings We Share - introduce fig. language using materials from 16-Papa…pp. 35a, 35b, then expand concept of figurative language by considering 15-Sayings We Share 392, 394, 402
2.3.1 - Compare & Contrast - Understand and analyze the relationship between and among informational/expos. and literary/narr. text
(Note: 16-Papa has a writing lesson "paragraphs that compare")
2.4.5 - Understand how to generalize from text.
• Generalize by comparing similar stories from different cultures (e.g. Cinderella compared with The Rough-Faced Girl or Little Red Riding Hood compared with Lon Po Po).
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2.3.1 - Apply comp. monitoring strategies… theme/main idea (Determining moral of story)
Note: Consider moving
20-Crowded House to Term III if Term II is too packed.
2.3.1 - Apply comp. monitoring strategies… theme/main idea (Determining moral of story)
2.4.2 - Understand the author's purpose for and style of writing in both informational/expository text and literary/narrative text. / 17-Coyote Places the Stars/Starry Starry Night
36i, 36, 40, 42, 44, 52, 54, 56, 58-59
18-Mosquitos/The Ant & Grasshopper 86, 93b
19-Lon Po Po 94i, 94, 100, 104, 110, 116-117,
Library copy of Little Red Riding Hood to compare main character with Lon Po Po
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15 - Stories We Share - Identify Moral = Main Idea/theme 388i (transparency 135), 397, 399, 401, 403, 406, 407,
20-The Crowded House (play) 118i, 124, 128, 130, 134
20-The Crowded House
(folktale) 138, (pg. 140 comparing the play's author's purpose with the purpose of the folktale's author / Adjust Reading Rate
1.4.2 - Read with expression combined with 2.2.4 - Apply understanding of simple text organizational structures(text features used with a play) / 15 - Sayings We Share - 393
20 - Crowded House -
Reader's Theater with story 20 - Crowded House, - Changing Patterns Theme 3 T.E. see theme resources tab at end of T.E., then pg. T79B
20-The Crowded House (Play pp. 120-135) 118j, 121, 123, 127, 129, 130,
20-The Crowded House (Folktale pp. 136-139) 136 (compare and contrast text format & structure) / * * * Drawing Conclusion Writing Activity to use with 20-Crowded:
2.1.4 - Understand how to draw conclusions and give a response to informational/expository text and literary/narrative text.
Replace wk. 20 - Crowded House writing lesson with the following State recommendation for GLE 2.4.1
" Generate a personal or text-based response to text using a teacher-generated prompt (e.g., what would be the best/worst part of an event or situation)."

Term III - Ferndale Reading Pacing Guide, Grade 3

Term III: 9 Stories, 14 weeks (MSP, Science, Field Trips, etc.)

Suggested Sequence: 21-Leah's Pony, 23-Boom Town, 22-Yippee Yay!, 25-If You Made a Million, 24-Cocoa Ice, 27-Alejandro's Gift, 29-The Armadillo from Amarillo, 28-Rocking and Rolling, 30-Visitors

(Can skip 26-I'm In charge of Celebrations)

Focus Skills/Strategies for Term II:

• Fact and Opinion• Adjust Reading Rate

• Main Idea and Details• Compare & Contrast

• Self Question• Cause & Effect

• Text Features (Harcourt labels these text "structures")• Comprehension Repair Strategies: Read Ahead/Reread to Clarify

• Use Context to Confirm Meaning• Locate Information

• KWL chart & SQR chart

Focus Skill/Strategy / Resource / Fluency Strategy / Resource / Grammar, Vocabulary, and Writing
2.4.3 - Understand the difference between fact and opinion
Reinforcement of fact and opinion
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Main Idea and Details -
2.1.3 Apply comprehension monitoring strategies before, during and after reading; determine importance using theme, main ideas and supporting details in info/expo and/or literary/narr. text. [W] / 21-Leah's Pony 146i, Transparency 190, 148, 150, 156, 161 & Transparency F, 166, 167, Books for all learners tie in on pp. 167k
& 167L
23-Boom Town 191i, 198, 202, 204, 206, 210, 213 & Transparency F (pg. T54),
220-221, books for all learners teaching notes pp. 221M-O
22 - Yippee Yay! 193d
23 - Boom Town 194i
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22-Yippee Yay! 168i, 170, 172, 176, 180, 185 & Trasparency F, 188, 192-193
(Also: fact/opinion reinforcement pg. 193d - facts & opinions about cowboys)
25 - If You Made a Million
262i & transparency 228, 264, 266, 272, 276, 284 (details), 286, 289 & transparency F, / Adjust Reading Rate - focus strategy
1.4.3 - Apply different reading rates to match text.
• Adjust reading rate to match difficulty of texts (e.g., content/academic text) and for different purposes (e.g., pleasure reading vs. reading for information). / 25 - If You Made a Million 262j,
262L - (slow down to decode), 265, 273, 281
Self-Question
2.1.6 -Apply comprehension monitoring strategies…generate/answer questions.
Create Mental Images
2.1.6 -Apply comprehension monitoring strategies … mental images.
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Text Features
2.2.2 - Apply knowledge of printed and electronic text features to locate and comprehend text [W]
(Stories 22,23,24,25,29, are not specifically set up by Harcourt as a focus skill/strategy, but contain several good, simple quick-shot lessons to build awareness of text features as you work toward the final story… Story 30 specifically targets Text Features)
Note: there are also many teaching examples and mini-lessons on graphic aids throughout theme 3 of volume 2 which could be built into this learning about text features. / 21 - Leah's Pony - 146j & Transparency 190, 149, 151, 157
23 - Boom Town - 194j, 197, 199, 211
24 - Cocoa Ice 222j, 225, 227, 229, 251
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22 - Yippee Yay!
• 170 see genre info
• 174-189 multiple examples
of various text features.
• 174 guided comprehension question #5
23 - Boom Town 207
24 - Cocoa Ice 241
25 - If You Made a Million/ Stupendous Sticker Store
pg. 292-293 advertisement
29 - Armadillo pg. 374-375
30 - Visitors from Space
400j, 403, 405, 409, 410,
Compare and Contrast
2.3.1 - Understand and analyze the relationship between and among info/expos. text and
lit/narr text.
State Assessment Notes:
• Information Text Analysis IA17 &
Literary Text Analysis LA07:
Compare and contrast using elements of the text(s). / 24 - Cocoa Ice -
222i & transparency 218,
224, 230, 242,248,
253 & transparency B,
260-261,
29 - Armadillo from Amarillo also includes another selection "Mapping the World" on pg. 394-395… See teaching notes on the bottom of 395 to compare the two texts in terms of genre, characters, maps, and topics.
Simple but excellent activity.
Cause & Effect
2.3.1 - Understand and analyze the relationship between and among info/expos. text and
lit/narr text.
• Recognize and explain cause and effect relationships in info/expository text and lit./narr. text using evidence from the text.
 Select from multiple choices, a sentence that explains the cause of events or the effects of actions. / 27 - Alejandro's Gift/Seeds Can Sleep
324i & transparency 244,
326, 328, 330, 336,
341 & transparency F,
• 342 - 343 "Seeds Can Sleep" - good background knowledge from 2nd grade plant unit to tie in.
• 346-347 test practice
• Books for All Learners
T.E. pp. 347K, 347L, 347M
29 - The Armadillo from Amarillo 370i & trans. 263,
272, 376, 382, 384, 386, 388, 390, 391 & trans. F, 398-399,
• Books for All Learners
T.E. pp. 399M, 399N, 399o / Reread to Clarify
1.2.2 - Apply vocabulary strategies -
Re-read to clarify, read on, ask for help, adjust reading rate, and use knowledge of print conventions to determine meaning of unknown words in ifo/expo text and lit/narr. text.
Adjust Reading Rate
1.4.3 Apply different reading rates to match text. Adjust reading rate to match difficulty of texts (e.g. content/academic text) and for different purposes (e.g. pleasure reading vs. reading for information). / 29 - Armadillo from Amarillo
370j, 370L, 373, 383, 385,
28 - Rocking and Rolling
348j, 351, 353, 361,
Locate Information/KWL
2.2.4-Apply understanding of simple txt organizational
structures.
• Recognize and use previously learned text organizational structures of simple listing and sequential order to aid comprehension. / 28 - Rocking and Rolling
348i 7 transparency 253
(use of KWL chart), 348k,
350, 354, 360, 362,
365 & transparency G,
368-369,
30 - Visitors from Space
400i & transparency 271
(SQR Chart - adaptation of SQ3R method of reading expository text: survey/question/read/recite/review)
402, 404, 406, 411 & trans. G,
416-417, / 4.1 Assess reading strengths and need for improvement. / End-of-year Dibels results - work with students to compare beginning and end of year fluency performance.

FSD 3rd Grade Pacing Guide1st Draft issued October 5, 2010