Stage+Three+Reading+Comprehension


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Stage Three: Reading for Information (3rd-8th Grade)**
 * ** Mastery of School **
 * Language **

­ Shares ideas, offers advice, opinions, and information ­ Differentiated language by task (report, storytelling, interview) ­ Able to orally develop a curriculum topic ­ Draws conclusions, makes inferences, justifies and explains ­ Listens to draw inferences, evaluate, and make judgments ­ Summarizes main idea from speech or text ­ Interprets whether a message has been understood

Participates in group discussions (Book Club, Literature Circles, Grand Discussions) || ** Reading for Meaning **

­ Accuracy and fluency well established (115-125 wpmc) ­ Uses all meaning-making strategies easily and appropriately · context · phonological knowledge · semantic knowledge · text structure ­ Finds main idea and supporting details ­ Understands story grammar plot ­ Predicts, sequences, compares, draws conclusions, reacts to emotions of characters ­ Recognizes tone, mood, author’s purpose in narrative works || ** Semantic-Syntactic **
 * Spelling **

­ Understands that syntax, not sound, can determine spelling · homophones (steel, steal) · sign, signal ­ Understands that meaning rather than sound can determine spelling · ed · or, er, ar ­ Uses open-closed pattern knowledge to double consonants in adding endings (pin-pinning) ­ Uses open-closed syllable pattern to drop e and y to i patterns correctly (come-coming, story-stories, alternate-alternating) ­ Masters common prefixes, suffixes, and roots (re-, un-, pre-) ­ Uses spelling resources (spell checker, dictionary) || ** Differentiated Writing **

­ ­ Uses a variety of simple, compound, and complex sentences

Uses correct punctuation

Writes dialogue in narratives ­ Uses paragraphs to signal related sentences

Uses headings to organize expository writing

Uses a variety of linking words, varied vocabulary, adjectives, adverbs, similes and metaphors ­ Considers audience in developing background information

Develops unique voice

Writes stories, reports, procedures, and explanations ­ Uses writing process to plan, organize, draft, edit, and publish work

Appreciates and can imitate authors’ styles

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