Pemberton Township Schools – English Language Arts June 2016
NJ State Learning Standards
English Language Arts
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GRADE 3
READING FOUNDATIONAL SKILLS
Pemberton Township Schools – English Language Arts June 2016
Contents of Third Grade Foundational Skills Unit
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NJSLS English Language Arts Standards
pg. 3
Word Study Activities
pg. 4
Student Learning Objectives
pg. 5
Enduring Understandings
pg. 6
Essential Questions
pg. 7
Teaching and Learning Actions
pgs. 8 – 20
End of Year Benchmarks
pgs. 21 – 22
Pemberton Township Schools – English Language Arts June 2016
Grade 3
NJSLS
Phonics and Word Recognition:
Reading Foundational Skills
RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding words.
a) Identify and know the meaning of the most common prefixes and derivational suffixes.
b) Decode words with common Latin suffixes.
c) Decode multi-syllable words.
d) Read grade-appropriate irregularly spelled words.
Fluency:
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RF.3.4. Read with sufficient accuracy and fluency to support comprehension.
a) Read on-level text with purpose and understanding.
b) Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive
readings.
c) Use context to confirm or self-correct word recognition and understanding , rereading as
necessary.
Pemberton Township Schools – English Language Arts June 2016
Grade 3
Reading Foundational Skills
Through word study activities students will acquire the understandings to meet the goals of the Reading Foundational Skills Standards.
Students will develop fluency and flexibility in visual and sound processing in order to apply these understandings while reading and
comprehending texts at the appropriate levels. Specific teaching will be needed to support learners. Instruction must be differentiated. Good
readers will need less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not
what they already know and to discern when particular students or activities warrant more or less attention. Students who are identified as
needing additional support will receive a daily pull-out lesson in Fundations or Just Words Programs.
Word Study Activities:
Letter Knowledge – learning the names of letters and their distinguishing features
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Letter/Sound Relationships – connecting sounds with letters
Spelling Patterns – finding patterns in the way words are constructed
High-Frequency Words – automatically recognizing words that appear most often in texts
Word Meaning – expanding words one knows in oral and written language
Word Structure – how words are related to one another and how words can be changed by adding letters, letter clusters, and word parts
Word-Solving Actions – strategic moves readers and writers make when they use their knowledge of the language system while reading
and writing continuous text
Pemberton Township Schools – English Language Arts June 2016
Student Learning Objectives
NJSLS
Phonics and Word Recognition
• Continue learning specific strategies for decoding words in text
• Know and apply grade-level phonics and word analysis skills in decoding words
• Identify and know the meaning of the most common prefixes and suffixes
• Decode words with common Latin suffixes
• Decode multi-syllable words
• Read grade appropriate irregularity spelled words
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RF.3.3
Fluency:
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RF.3.4
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Apply specific strategies for decoding and spelling words while reading continuous text to enhance meaning
Read texts multiple times at an independent level to practice fluency
Read with sufficient accuracy and fluency to support comprehension
Read grade level text with purpose and understanding
Read grade level prose and poetry orally with accuracy, appropriate rate, and expression
Pemberton Township Schools – English Language Arts June 2016
Grade 3
Enduring
Understandings
Reading Foundational Skills
• Good readers employ strategies to help them understand the text.
• Good readers solve words using a wide range of efficient flexible actions.
• Readers learn specific strategies for decoding words in texts.
• Readers read with fluency to better understand what they read.
• Readers reread to solve words and then resume a good rate of reading.
• Readers hold themselves accountable when reading.
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• Fluent readers demonstrate appropriate stress on words, pausing and phrasing, intonation, and use of
punctuation while reading in a way that reflects understanding.
• Good readers can navigate through a text before, during, and after reading by implementing reading
strategies.
Pemberton Township Schools – English Language Arts June 2016
Grade 3
Essential
Questions
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Reading Foundational Skills
How are sounds represented by letters?
How can we decode new words?
How do letter sounds and patterns help me learn to read words I do not know?
What is a syllable pattern and how can they help us read unfamiliar words?
What strategies can we use to get through the more difficult parts of a text?
How do you know if you are reading the words correctly?
What do good readers do when they come to a word they don’t know?
How do we figure out meaning of words?
What do good readers do when they don’t understand what they are reading?
How do we make sure we understand what we read?
How would practice help us read better?
In what ways can I become a fluent reader?
How does fluency affect comprehension?
What do readers do when they do not understand everything in a text?
Why is important to read with comprehension?
Why should I adjust my rate of reading based on what I am reading?
What role does fluency play in an effort to improve my comprehension?
What do good readers sound like?
How do I know how do phrase my words when reading?
How can I improve my accuracy while reading?
Why is it important to read with expression?
Pemberton Township Schools – English Language Arts June 2016
Grade 3
Letter/Sound
Relationships
RF.3.3.
Reading Foundational Skills – Teaching & Learning Actions
 Construct a word wall and conduct word hunts to assist in recognizing words
containing silent consonants (e.g., lamb, light).
 Create anchor charts containing words with consonant letters that represent several
different sounds (e.g., ch – cheese, school, machine, choir, yacht).
 Compile examples of words where the same consonant sound is represented by
several different letters or letter clusters (e.g., final k by c, k, ck).
 Students recognize and use vowel sounds by constructing word family lists with the
controlled r vowel (e.g., car, first, hurt, her, corn, floor, world, near).
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 Students recognize and use letters that represent the wide variety of long and short
vowel sounds.
 Recognize and use vowel sounds in open syllables (CV: ho-tel)
 Recognize sounds for hard and soft letters (c and g)
Notes
Pemberton Township Schools – English Language Arts June 2016
Grade 3
Spelling Patterns
RF.3.3.
Reading Foundational Skills – Teaching and Learning Actions
 Classify and categorize word families.
 Create word family charts based on common spelling patterns
 Categorize words on a word wall based on common spelling patterns
 Use what is known about words to read new words (part, partner, partnership)
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 Use word building and making words materials (e.g., letter tiles, magnetic letters,
scrabble letters) to practice the following:
 Take apart and read words with frequently appearing short vowel patterns that
appear in multi-syllable words (e.g., -a, -ab, -ad, -ag, -age, -ang, -am, -an, -ant,
-ap, -ent, -el, --ell, -ep, -es, -ev, -id, -ig, -il, -ill, -ob, -oc, -ock, -od, -ol, -orn, -on, op, -ot, -ub, -uc, -uck, -ud, -uf, -ug, -up, -um, -us, -ut, -uz).
 Take apart and read a large number of phonograms (VC, CVC, CVCe, VCC,
VVC, VVCC, VVCe, VCCC, and VVCCC; vowels plus, r, and –oy, and –ow).
 Take apart and add a variety of endings to words (-ing, -es, -ed, -er, puzzle,
puzzling, puzzled, puzzler).
 Take apart and recognize words with prefixes and suffixes (pre-view).
Notes
Pemberton Township Schools – English Language Arts June 2016
Grade 3
Spelling Patterns
RF.3.3.
Reading Foundational Skills – Teaching and Learning Actions
 Take apart and make words with complex phonograms and long vowel patterns,
including vowel patterns with r (VVCC (board), VVCe (peace) VCCe (waste),
VCCC (right), VVCCC (straight).
 Work flexibly with base words, making new words by changing letters (grin/groan)
and adding prefixes (do/undo) and suffixes (do/doable).
 Take apart and make compound words.
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Notes
Pemberton Township Schools – English Language Arts June 2016
Grade 3
High-Frequency
Words
RF.3.3.
Reading Foundational Skills – Teaching and Learning Actions
 Students continually accumulate their ability to read and write accurately a large core of
high-frequency words working towards automaticity.
 Place high-frequency words on a word wall. Students will begin to develop “word
consciousness” for the spelling of these words in their writing as well as noticing them in
oral language and reading. Write words in thick, black ink on sentence strips. Cut around
the word so students can see the word shape. Place the words on the wall alphabetically.
 Provide opportunities to practice high-frequency words daily using the following activities:
 Use the following activities to practice high-frequency words:
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 SPEED READING – Practice reading high-frequency words quickly to build fluency.
 BE A MIND READER – Students number their papers. The teacher thinks of a
high-frequency word and then gives clues for that word.
 BINGO – This game is similar to Bingo. Each student needs a word card (9-25
squares) and chips to cover the words. Students write high-frequency words
randomly on their word card. The teacher calls a word out and if it is on the
student’s card, they mark it with a chip.
 REVIEW ENDINGS WITH HIGH-FREQUENCY WORDS – Begin with just one
ending, s.” Then do another ending such as “ing” or “ed.” Then combine them so
the students are listening for all the words and endings.
Notes
Pemberton Township Schools – English Language Arts June 2016
Grade 3
High-Frequency
Words
RF.3.3.
Reading Foundational Skills – Teaching and Learning Actions
 “FLASHLIGHT – “Flashlight, flashlight, shine your light on the word that we will
write.”
 WORD WALL AEROBICS –
-Tall Letters (t, b, l, f, etc.): Students stand and stretch arms to the ceiling.
-Middle Letters (a, e, m, z, etc.): Students place arms on hips.
-Low Letters (p, q, g, etc.): Students touch their toes.
 MAKE A SENTENCE – Dictate a sentence using several high-frequency
words. Vary the sentences to require the use of question marks and
exclamation marks. Students can also create their own sentences.
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 SAY IT LIKE – Choose a high-frequency word and ask students to chant the
spelling of the word in different voices: cheerleader, football player, elf, giant,
soft, loud, whisper, computer, baby, or President etc.
 DRILL SERGEANT – Listen as I say each word. Then chant the word you
have heard. “High-frequency words – It is fun. Now we are officially done!”
 WORD PROCESS – Type high-frequency words on the computer. Change
each vowel to a different color.
 ABC ORDER – Write high-frequency words in ABC order.
Notes
Pemberton Township Schools – English Language Arts June 2016
Grade 3
High-Frequency
Words
RF.3.3.
Reading Foundational Skills – Teaching and Learning Actions
 RAINBOW WORDS – Write high-frequency words using a different color for
each letter.
 STAIRSTEPS – Write high-frequency words as if they are stairs, adding one
letter each time.
s
sp
spe
spel
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spell
Notes
Pemberton Township Schools – English Language Arts June 2016
Grade 3
Word Meaning
RF.3.3.
Reading Foundational Skills – Teaching and Learning Actions
 Create word walls or have students construct portable word walls that record:
 Multiple Meaning Words – (e.g., bat)
 Homographs – Recognize and use homographs: words look the same, sound
different, and have a different meaning (e.g., desert/desert, wind/wind).
 Homophones – Recognize and use homophones: sound the same and look
different (e.g., presence/presents, here/hear, blue/blew, their/there/they’re).
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 Complex Compound Words and Hyphenated Compound Words –
Recognize and use a variety of complex compound words (e.g., airplane,
airport, another, anyone, anybody, anything, everyone, homesick, indoor,
jellyfish, skyscraper, toothbrush, underground, whenever, empty-handed, wellbeing, re-elect, father-in-law).
 Synonyms – Recognize and use synonyms: words that mean the same (e.g.,
begin/start, close/shut, fix/mend, earth/world, happy/glad, high/tall, jump/leap).
 Antonyms – Recognize and use antonyms: words that mean the opposite
(e.g., hot/cold, all/none, break/fix, little/big, long/short, sad/glad, stop/start).
 Figurative Language –
 Recognize, understand, and use metaphors and similes to make
comparisons.
Notes
Pemberton Township Schools – English Language Arts June 2016
Grade 3
Word Meaning
RF.3.3.
Reading Foundational Skills – Teaching and Learning Actions
 Recognize and use words that represent sound (onomatopoeia).
 Recognize and use action words – verbs.
 Recognize and use words that describe – adjectives.
 Idioms – Recognize, interpret, and use metaphors that have become
traditional sayings and in which comparisons are not evident (e.g., raining cats
and dogs).
 Use what is known about words to read new words (e.g., path, sympathy).
 Use word parts to derive the meaning of a word.
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 Use the context of the sentence, paragraph, or whole text to help determine the
precise meaning of a word.
Notes
Pemberton Township Schools – English Language Arts June 2016
Grade 3
Word Structure
RF.3.3.
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Reading Foundational Skills – Teaching and Learning Actions
 Syllables – Students recognize and break apart multi-syllable words to decode
manageable units.
 Double consonants (lad-der); VV pattern (ri-ot); open syllable (ho-tel); closed
syllable (lem-on), syllables with a vowel and silent e (hope-ful), syllables with
vowel combinations (poi-son, cray-on), syllable with a vowel and r (corn-er, circus),
 Plurals – Understand the concept of plurals and plural forms. Change words to make
a full range of plurals including irregular plurals and plurals that require spelling
changes:
 Adding –s (dogs, cats, apples, cans, desks, faces, trees, monkeys); adding –es
(when words end in x, ch, sh, s, ss, tch, zz); changing –y to –i and adding –es;
changing spelling (foot/feet, goose/geese, man/men, mouse/mice,
woman/women).
 Verb Endings – Recognize and form various tenses by adding endings (-es, -ed, -ing,
-d) to verbs.
 Endings for Adjectives – Recognize and use endings that show comparison (-er, est).
 Adverbs – Recognize and use endings that form adverbs (-ly).
 Prefixes – Recognize and use common prefixes (re-, un-).
Notes
Pemberton Township Schools – English Language Arts June 2016
Grade 3
Word Structure
RF.3.3.
Reading Foundational Skills – Teaching and Learning Actions
 Suffixes – Recognize and use suffixes that change verbs and nouns for different
functions (-er, -es, -r, -ing).
 Contractions – Recognize and understand contractions with am (I’m), is (he’s), will
(I’ll), not (can’t), have (could’ve), would or had ((I’d, you’d).
 Possessives – Recognize and use possessives that add an apostrophe and an s to a
singular noun (dog/dog’s, woman/woman’s, girl/girl’s, boy/boy’s).
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Notes
Pemberton Township Schools – English Language Arts June 2016
Grade 3
Word-Solving
Actions to Build
Fluency
RF.3.4.
Reading Foundational Skills – Teaching and Learning Actions
 Students read a passage orally and the teacher provides guidance and feedback
using the following questions and prompts:
 Does that sound right?
 Does that look right?
 Does that make sense?
 Look at the word, does it look like…?
 You said…does it look like…?
 Make your voice reflect the punctuation at the end of the sentence.
 Students self-monitor their reading by going back and rereading when it doesn’t sound
or look like they think it should.
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 Have students reread a passage and tell them, “Read it like you are talking.”
 Students point to the important punctuation marks that show them when to slow down.
 Ask students, “What should your voice do when you see a comma, period, a question
mark, or an exclamation point?”
 Tell students, “Listen to my voice as I read the next sentence. Am I reading at a fluent
pace? Now, you try it.”
 Have students practice dialogue to make reading sound like the characters are talking.
 Students read dialogue with phrasing and expression that reflects understanding of
characters and events.
Notes
Pemberton Township Schools – English Language Arts June 2016
Grade 3
Word-Solving
Actions to Build
Fluency
RF.3.4.
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Reading Foundational Skills – Teaching and Learning Actions
 Students demonstrate appropriate stress on words, pausing, and phrasing, intonation,
and use of punctuation while reading in a way that reflect understanding.
 Have students listen to your voice while you model fluent reading during read alouds.
 Use the following strategies to integrate fluency practice into lessons:
 Repeated time readings
 Partner readings
 Reader’s theater
 Paired repeated readings
 Echo and choral reading
 Independent reading at appropriate reading level
 Tape assisted reading
 Use known words and word parts (onsets and rimes) to help in reading and spelling
words (e.g., br-ing, cl-ap)
 Break apart words into syllables to read or write them.
 Notice patterns and categorize high-frequency words to assist in learning them
quickly.
 Recognize base words and remove suffixes and prefixes to reak them down and solve
them.
Notes
Pemberton Township Schools – English Language Arts June 2016
Grade 3
Word-Solving
Actions to Build
Fluency
RF.3.4.
Reading Foundational Skills – Teaching and Learning Actions
 Add, delete, and change letters, letter clusters, and word parts to base words to help
in reading or spelling words.
 Use word parts to derive the meaning of a word.
 Use the context of a sentence, paragraph, or whole text to help determine the precise
meaning of a word.
 Use the pronunciation guide in a dictionary or glossary.
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Notes
Pemberton Township Schools – English Language Arts June 2016
READING FOUNDATIONAL SKILLS
GRADE 3
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End of Year
Benchmarks
Pemberton Township Schools – English Language Arts June 2016
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Grade 3 End-of-Year Benchmark Expectations for Reading Foundational Skills
PHONICS AND WORD RECOGNITION
o Reads words containing complex letter patterns
and/or word families (e.g., -ieve, -ield,) in isolation
1. Decoding –
and in context
o Uses phonetic, structural, syntactical and contextual
clues to read and understand words
o Reads compound words, contractions, possessives,
abbreviations, and words with inflectional endings
o Know sounds for a wide range of suffixes and
prefixes (e.g., -able, -tion, -ment, ex-, re-)
2. Sight Word Reading –
o Uses letter-sound correspondence, structural
o Reads grade appropriate sight words automatically
analysis, and syllable patterns to decode multisyllable words
3. Concept Categorization –
o Shows understanding of word relationships by
o Infers word meanings from base words, prefixes, and
identifying synonyms and antonyms
suffixes
o Recognizes automatically common regular and
irregular words
o Analyzes the meaning of words and phrases in
context
o Uses context to accurately read words with more
than one pronunciation (e.g., an object vs. to object)
o Explains common homophones (e.g. fair/fare or
made/maid, and homographs (e.g., a lead weight vs.
lead the way)
o Identifies pronoun referents in text
o Explains words with multiple meanings
o Classifies and categorizes increasingly complex words
into sets and groups
o Categorizes words hierarchically
o Draws and uses semantic maps and organizers t
convey word relationships
FLUENCY
o Reads aloud accurately, using appropriate pacing, phrasing
and expression
Pemberton Township Schools – English Language Arts June 2016
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