JPS
Third Grade Literacy Tool Kit
Alignment Jackson's Elementary Committee
JPS Mission
Jackson Public Schools, an innovative urban district committed to excellence,
will provide every student a quality education in partnership with parents and the
community.
Alignment Jackson Purpose
Our Children, Our Community, Our Success
The Purpose of Alignment Jackson, Inc. is to facilitate community-wide
collaboration in support of Jackson Public School’s strategic plan to improve student achievement.
Alignment Jackson Elementary Committee Vision
All students are empowered and equipped to succeed because they can read, write,
problem solve and think critically on grade level.
Alignment Jackson Elementary Committee Members
Dr. Michelle King
Jeanette S. Whisenton
Kristina Gaylor
Ingrid Adams
Vera Johnson
Jara Miller
Amber May
Lucy Barton
Kelly Butler
Emily Grossenbacher
Ashley Melancon
Dr. Kimberly Smith
Chauncey Spears
Chavanne McDonald
Dr. William Merritt
Dr. Mitchell Shears
Kesia Horton
Patty Furr
Cassandra Welchin
Shawna Davie
Anthony Johnson
LaKisha Boykins
The Purpose of This Literacy Toolkit
This toolkit was developed as a resource to serve as
a guide for third grade reading tutors and parents to
s u p p o r t t h e T h i r d G r a d e L i t e r a c y P r o m o ti o n A c t . T h i s
toolkit will help you navigate your child's journey from
pre-kindergarten through 3rd grade. It is designed to
help you track and support progress to ensure that our
students are reading on grade level at the end of third
grade.
What’s Inside
Third Grade Literacy Based Promotion Act
Third Grade Literacy Explanation & Expectations
Third Grade Readiness Standards
A Parent’s Guide for Success
Literacy Activities and Helpful Resources
Resource Activities for Sheila Rae the Brave (3rd Grade Required Reading)
A Parent’s Guide for Helping Your
Child to Become a Better Reader
Try to create a quiet place at home for child to study and concentrate, every day. Try to sit down with your child each day to for
about 15 to 30 minutes while your child works on homework. This
will help you to understand what your child is working on at school
and what skills your child may be having difficulty in understanding.
The following are five areas in which you can help your child at home to make reading a fun part of your
child’s daily routine:
Phonemic awareness is the ability to perceive sounds in words
Activity 1: Rhyming Activities - Parents can incorporate rhyming activities by reading aloud
books that have words that sound alike. The books they read can contain nonsense rhymes,
nursery rhymes, familiar jingles, or just lots of words that sound alike. Repetitive words and
phrases, as well as patterns in the text, work best. Dr. Seuss books are excellent resources to
help children develop phonemic awareness. Some of the best are Green Eggs and Ham, Hop
on Pop, and One Fish, Two Fish, Red Fish, Blue Fish. Parents can buy those books or check
them out from the library.
Activity 2: Syllable Manipulation - A syllable is a word part. Manipulating a syllable means working with syllables in a concrete way. The most common methods of manipulating syllables
include clapping, tapping fingers, and snapping fingers for each word part. For example, as
you pass in front of a McDonald’s, you might say, "There is McDonald’s. Let's clap to see how
many syllables are in McDonald’s." You and your child would then clap hands to each syllable
in the word McDonald’s.
Phonics is the relationship between letters and sounds.
Activity 1: Look for letters in your house or neighborhood. Point out and talk about the letters
you see and the sounds they make as you read words on signs, labels, menus, and the TV.
Activity 2: Writing is a great way to practice phonics skills with your child. Have her help you
write a shopping list, birthday card, or an email. Encourage your child to find a picture from
the newspaper, magazine, or the internet. Cut it out, glue it on paper, and create a story
about it.
Activity 3: Play word games such as Boggle Jr., or Scrabble Jr.,
Fluency is the ability to read the text easily.
Activity 1: Reading and re-reading easy books is a great way to build your child’s reading fluency. Have your child select a favorite book and read it aloud two or three times. This approach, called repeated readings, is one of the best ways to promote reading fluency.
Activity 2: Echo reading helps to build reading fluency. You read a phrase, sentence, or paragraph aloud then your child then reads the same phrase, sentence, or paragraph afterwards,
like an echo. Continue this pattern until you have read a book, story, or page of text with
your child.
Activity 3: Review basic sight words with your child to make sure that he or she knows these
words automatically. Knowing these common words on sight will help to improve your child’s
reading accuracy and rate. A list of the Dolch Sight Words is attached to this guide.
Activity 4: Have your child practice reading a text aloud while riding in the car or on the bus. Your
child will stay busy and entertained, and this extra practice can make a big difference in your
child’s reading fluency.
Activity 5: Set aside reading practice time every day. Even 5 minutes of reading fluency practice
using any of the activities listed above will help to develop your
child’s reading fluency.
Vocabulary are words that a student can read and understand.
Activity 1: Talk with your child and try to use new and interesting words. Exposing your child to
new words is a great way to build your child’s interest
in learning words.
Activity 2: Encourage your child to read as often as possible. Children who read more have
larger vocabularies and tend to do better in school.
Activity 3: Learning common prefixes can help your child learn many new words. For example,
the prefixes “dis,” “re,” and “un” are the most common ones in the English language. If children can identify these prefixes, they can unlock the meaning of many new words. Have your
child look for these prefixes when reading and listen for them in conversations. Work with
your child to brainstorm as many words with each prefix as you can. Write these words and
prefixes on a sheet of paper and post it on your refrigerator.
Activity 4: Start a family vocabulary box. As your child discovers a new word, have your child to
write it on an index card, add them to the box, and use the words in conversation.
Comprehension is the understanding and comprehension of what is read.
a. Making Connections
Readers constantly make connections as they read; connections to their own lives, another book, or real world events. Ask your child the following questions:
-What does this book remind you of?
-Have you experienced any of the events or situations in this book?
-Can you understand how the character was feeling? Why?
-What do you know about the book’s topic?
-Does this book remind you of another book?
b. Visualizing
Readers create pictures in their minds as they read. If they aren’t able to,
comprehension is lost. Perhaps background knowledge isn’t solid enough for the child
to understand the text or perhaps he or she needs to reread for understanding. You
could have your children make stops while reading aloud to describe the pictures in
their minds. They could even draw for you what they see. You could ask the following
questions:
-What do you picture as you read this paragraph?
-When reading this story did you make pictures in your head?
-How did these pictures help you understand the story better?
c. Questioning
When readers question the text before, during, and after they read, they attend more
closely to the text, clarify meaning, make predictions, and focus their attention on
what’s important. It is critical for readers to understand some of the most interesting
questions that aren’t always answered in the story.
-Before Reading
What do you think will happen? Why do you suppose…
-During Reading
What do you think? What do you wonder? How come…
What does this word mean? How can I figure out using clues from the
text?
-After Reading
What would have happened if… I wonder why the author…
I wonder where we could look to find out more about…
d. Inferring
More than simple prediction, inferring happens when readers can take what they
know and what is written in the book to read between the lines. The ability to infer
helps the reader get to the why of the story and draw conclusions. You can help your
child use inference by asking the following questions:
-Why did you think that would happen?
-Why did the author write the story in that way?
-Why do you think the character feels that way?
-Why did the character do that?
e. Determining Importance
Readers need to prioritize as they read. Be sure your child pays attention to first and
last lines of a paragraph, titles, heading, captions, fonts, illustrations, italics, and bold
faced print. Start a discussion before reading by asking what your child knows about
the topic and what he or she would like to learn what kind of message is the author
sending, and what are the main ideas?
Complete Dolch Sight Word List
Sight Words are words that are recognized immediately (on sight) without phonetically decoding or sounding out parts. When children learn these words they become better readers. It helps with fluency and comprehension.
You can create flash cards to make games for your child to learn these words.
Pre-primer: a, and, away, big, blue, can, come, down, find, for, funny, go, help,
here, I, in, is, it, jump, little, look, make, me, my, not, one, play, red, run, said, see,
the, three, to, two, up, we, where, yellow, you
Primer: all, am, are, at, ate, be, black, brown, but, came, did, do, eat, four, get,
good, have, he, into, like, must, new, no, now, on, our, out, please, pretty, ran,
ride, saw, say, she, so, soon, that, there, they, this, too, under, want, was, well,
went, what, white, who, will, with, yes
1st Grade: after, again, an, any, as, ask, by, could, every, fly, from, give, giving,
had, has, her, him, his, how, just, know, let, live, may, of, old, once, open, over,
put, round, some, stop, take, thank, them, then, think, walk, were, when
2nd Grade: always, around, because, been, before, best, both, buy, call, cold,
does, don't, fast, first, five, found, gave, goes, green, its, made, many, off, or, pull,
read, right, sing, sit, sleep, tell, their, these, those, upon, us, use, very, wash,
which, why, wish, work, would, write, your
3rd Grade: about, better, bring, carry, clean, cut, done, draw, drink, eight, fall, far,
full, got, grow, hold, hot, hurt, if, keep, kind, laugh, light, long, much, myself, never, only, own, pick, seven, shall, show, six, small, start, ten, today, together, try,
warm
Sheila Rae the Brave
· Theme: Being brave means making wise choices too.
Build Background Knowledge
Share with the students a time you were lost as a child. Make it interesting (if you have
to embellish a bit, that's okay!). Ask them to turn to an elbow buddy and share a time
they were lost or frightened.
Allow a few children to share their stories. Then tell them they are going to read a
book called Shelia Rae. the Brave. Discuss what the word "brave" means. Brainstorm
on a T-Chart some synonyms and antonyms for "brave."
You will use this during the read aloud.
Interactive Read Aloud
Make predictions about the book before and during reading. What might Sheila Rae be
brave about? What do you think Shelia Rae is going to do and why?
As you read the book, stop at strategic points to share your thinking with the children
(thinking about reading).
On the T-Chart, point out specific words that were brainstormed. Underline or circle
them in a different color. For example, "I think Shelia Rae is showing "fearlessness" in
this part of the story. I'm going to circle that word to remind me." If the word isn't on
the chart, feel free to add it.
Sheila Rae the Brave
Lesson Plan
Content Standards:
Decoding and Word Recognition
Know and use complex word families when reading to decode unfamiliar words.
Vocabulary and Concept Development
-Use knowledge of antonyms, synonyms, homophones, and homographs to determine the
meanings of words
-Use sentence and word context to find the meaning of unknown words.
-Use a dictionary to learn the meaning and other features of unknown words.
Background: This is a vocabulary development lesson for the third grade, which addresses a “into”
strategy – vocabulary.
Objective: TLW demonstrate the ability to (1) distinguish between vivid and vague verbs and (2) utilize a dictionary to determine word classifications.
Anticipatory Set: TTW ask the class if they were happy and in a good mood, would they be more likely
to walk or skip? TLW will share and discussion will take place. TTW then ask TL if they needed to say
something where only one person was to hear what was said, would they say the words or whisper
them?
Access Prior Knowledge: TTW ask TL what is a verb? TTW ask for examples from TL.
Input: TTW use shared reading to introduce and read the book to the students.
Check for Understanding: TTW discuss the book with the students, checking for comprehension by
asking questions regarding favorite characters, favorite parts of the story, and new invented endings
for the story.
Input: TTW discuss the idea of vivid and vague verbs.
Check for Understanding: TTW ask the students to give examples of vivid replacements for the vague
verbs that he will list on the whiteboard.
Modeling: TTW physically demonstrate the difference between walking and creeping.
Check for Understanding/Student Modeling: TTW ask for two volunteers. TTW ask volunteer one to
demonstrate the difference between looking and then peeking. TTW then ask volunteer two to
demonstrate the difference between walking and stomping.
Input: TTW tell the students that they will hear the story again. This time, they will be searching for all
the verbs used in the book. TTW instruct TL to raise their hands when they hear a verb.
Input/Guided Practice: TTW does a second shared reading, stopping to call upon those students who
have raised their hands. When a verb is identified, it will be written on a blank word wall that has been
labeled with three columns. The verbs will be placed in the middle column by TT.
Input: TTW tell the students that they will now work down the list, determining whether a verb is vivid
or vague.
Guided Practice: TLW determine the status of each verb, and TTW write the verbs again in either of the
two left or right columns that have been labeled vivid and vague.
Input: TTW instruct TL to write the list of vague verbs in their journals, and to come up with alternative
but vivid verbs to replace them. TTW inform TL that they may use dictionaries to determine if a word is
a verb, and they may use a thesaurus to find their vivid replacements.
Evaluation/Assessment: TTW observe student responses to the story as it is read through the second
time, and note participation in discussions. TTW assess the writing done in the journals.
Adaptations: The nature of the shared reading and group discussion in this lesson plan lends itself nicely
to all levels of learners, including ELLs. ELLs and other special needs learners could be accommodated by
working on an abbreviated version of the list of verbs, and in some cases where ELLs do not have the
complexities of language to understand the nuances of vivid versus vague verbs; they could perhaps
work with antonyms.
Name:
_
Shelia Rae. The Brave Story Retelling
Start at the top of the chain. Write the main characters and the setting. In the link to
the RIGHT, write the problem. In the link to the LEFT, put the solution. In the remaining 3 links, write 3 important events that led to the solution.
Draw a picture in the middle showing the problem.
Third Grade Suggested Reading Books
Additional books by Kevin Henkes
Chrysanthemum
Julius, the Baby ofg the World
A Weekend With Wendell
Lilly’s purple Plastic Purse
Additional Recommended Reading
Be Good to Eddie Lee by Virginia Fleming
Cam Jensen The Mystery of the Stolen Diamonds by David A. Adler
Mrs. Katz and Tush by Patricia Polacco
Through Grandpa’s Eyes by Patricia MacLachlan
Uncle Jed’s Barbershop by Margaree King Mitchell
Other 3rd Grade book picks:
Frindle, by Andrew Clements
Charlotte’s Web, by E.B. White
The Quiltmaker’s Gift, by Jeff Brumbeau
Geronimo Stilton Series, by Geronimo Stilton
A Drop of Water, by Walter Wick
Additional Reading Books
Non-Fiction Books
Wild Tracks!: A Guide to Nature’s Footprints by Jim Arnosky
Lon Po Po: A Red Riding Hood Story from China by Ed Young
How Much is a Million? By David M. Schwartz
Guyku by Bob Raczka
The Boy on Fairfield Street by Kathleen Krull
Abe’s Honest Words: The Life of Abraham Lincoln by Doreen Rappaport
Animals in the House: A History of Pets and People by Sheila Keenan
Between Earth & Sky: Legends of Native American Sacred Places by Joseph Bruchac
A Dazzling Display of Dogs by Betsy Franco
Farmer George Plants a Nation by Peggy Thomas
Helpful Websites and Resources
Barksdale Reading Institute: Kelly Butler—Director of Program Strategy
[email protected]—www.msreads.org
Jackson Public School District—www.jackson.k12.ms.us—
Summer Reading Program—page
National Institute for Literacy: www.nifl.gov—1-800-228-8813
American Library Association—ala.org
http://www.parenttoolkit.com/
Jackson
Hinds Library—http://www.jhlibrary.com/
MPB—www.mpbonline.org
Parents for Public Schools—http://ppsjackson.org/
United Way—www.myunitedway.com
arbookfind.org
www.ABCya.com
www.ABCmouse.com
www.pbskids.org
Www.myownreader.com
Www.readworks.org
www.scholastic.com
www.starfall.com
www.storylineonline.com
Applications- Aesop’s Quest, Brainpop, Speech with Milo, and Story Builder
Read about Reading
Beginning to Read: Thinking and Learning about print
By Marilyn Jager Adams, 1990
Put Reading First: The Research Building Blocks for Teaching Children to Read K-3
By the National Institute for Literacy
Research-based Methods of Reading Instruction Grades K-3
By Sharon Vaughn & Sylvia Linan-Thompson
Meaningful Differences in the Everyday Experience of Young American Children by
Betty Hart & Todd Risley, 1995
The Barksdale Reading Institute
Other Helpful Tips

Make the Most of your Library
By now, your child should have a library card and be familiar with
your local library. Encourage her to develop her own taste in
reading and borrow books that interest her. Make sure that she
h a s ti m e a t h o m e , a w a y f r o m c o m p u t e r s a n d t e l e v i s i o n , t o f o c u s o n
reading independently.

I n c l u d e N o n - fi c ti o n B o o k s
M a k e s u r e t o i n c o r p o r a t e n o n - fi c ti o n b o o k s i n t o y o u r c h i l d ’ s r e a d ing list, such as books about how plants grow or how machine operate, depending on her interests. If she’s interested in dinosaurs
a n d o t h e r a n i m a l s , a p p o i n t h e r t h e f a m i l y “ a n i m a l d e t e c ti v e , “ a n d
have her present a new animal to the family every week.

U s e I n c e n ti v e s t o E n c o u r a g e R e a d i n g
Model good reading habits for your child by making sure that she
sees you and other adults enjoying reading. This will help her view
r e a d i n g i n a p o s i ti v e l i g h t . N e v e r l e a v e h o m e w i t h o u t r e a d i n g m a terials for both of you. Always having a book or magazine on hand
f o r m o m e n t s l i k e a w a i t a t a d o c t o r ' s o ffi c e , a l o n g c a r r i d e , o r j u s t
w a i ti n g i n t h e c a r t o p i c k u p a s i b l i n g h e l p s y o u r c h i l d u n d e r s t a n d
t h a t r e a d i n g i s a n e n j o y a b l e a c ti v i t y t h a t s h e c a n d o a t a n y ti m e .

K e e p a D i c ti o n a r y a n d T h e s a u r u s A c c e s s i b l e
K e e p a d i c ti o n a r y a n d a t h e s a u r u s a c c e s s i b l e i n t h e h o u s e , a n d
b o o k m a r k s s o m e d i c ti o n a r y s i t e s o n l i n e , s o t h a t w h e n a n u n f a m i l i a r
word comes up your child can easily consult these handy references. Encourage her to always look up words she doesn’t know.
Y o u r 3 r d g r a d e r w i l l b e d e v e l o p i n g m o r e s o p h i s ti c a t e d t e x t u a l a n a l y s i s s k i l l s , h i s a b i l i t y t o w r i t e a n d o r g a n i z e i n f o r m a ti o n w i l l i m p r o v e , a n d h e w i l l b e g i n l e a r n i n g t o t h i n k c r i ti c a l l y a n d s u p p o r t s h i s
ideas with evidence.
www.parenttoolkit.
This book was compiled by members of the Alignment Jackson Elementary Committee:
Vera Johnson—Parents for Public Schools
Angela P. Graves—JPS Lead Teacher Language Arts
K e l l y B u t l e r — T h e B a r k s d a l e R e a d i n g I n s ti t u t e
D r . W i l l i a m M e r r i tt — J P S P r i n c i p a l
Dr. Kimberly Smith—JPS Principal
J e a n e tt e S . W h i s e n t o n — J P S L e a d L i b r a r i a n