Third Grade Literacy Follow-
upCindy Compton
Marysville Public SchoolsTuesday, February 10th, 2009
Daily Reading Block Components
PhonicsWhole Group
Shared ReadingWhole Group
Guided ReadingSmall Groups
Instructional Mode
• WHOLE GROUP– Multilevel to
accommodate learning styles
– Scaffold Instruction: To (model), With (guided), By (independent application)
– Target skills that 50% + of the class needs
• SMALL GROUP– Structured to
accommodate the needs of the group members
– Extension of Whole Group lessons: reteach, extend, apply
– Flexible: Students can change according to instructional target
Phonics
Word Wall Spelling Decoding
Activities
20-25 minutes Whole Group Correlated to
Core Reading Program
Phonics Weekly Outline• Monday
– Introduce words and patterns – Assess student knowledge of patterns
• Tuesday– Model using patterns (to)– Guided Practice Activity (with)
• Wednesday– Guided Practice using patterns (with)– Independent Practice using patterns (by)
• Thursday– Assess spelling and phonics patterns (application)
• Friday– Review Activity
Phonics Instructional Plan
Cactus Hotelby Brenda C. Guiberson
Phonics: Cactus Hotel• Spelling Pattern Focus:
Words With /ô/ and /ů/• Word Pattern Focus:
Suffixes –y, –ly, -able• Suggested Word Wall Words:
– through– dependable– tough– always– delicious
Shared Reading Fluency Vocabulary Comprehension
20-25 minutes Whole Group Read Aloud,
Weekly Story, or passage
Shared Reading Weekly Outline• Monday
– Introduce vocabulary– Assess prior knowledge– Set purpose for reading
• Tuesday– Model using vocabulary(to)– Model/Guided Practice of Comprehension skill (to/with)
• Wednesday– Guided /Independent Practice using Vocabulary(with/by)– Guided/Independent Practice using comprehension skill (with/by)
• Thursday– Assess vocabulary (application)– Additional Practice with Comprehension skill (by)
• Friday– Assess comprehension skill (application)– Use Vocabulary in writing (transfer)
Cactus Hotelby Brenda C. Guiberson
Shared Reading Instructional Plan
Shared Reading: Cactus Hotel• Vocabulary:
tough, ribs, discovered, insects, treat, remains, bores, insulated, toppledsaguaro, palverde tree
• Comprehension Focus: Cause and Effect
• Comprehension Skill Reinforcement:Sequence of EventsAuthor’s PurposeUsing Context Clues
Guided Reading Approximately 45 minutes Small Groups (3-6 students) Extension of Shared Reading Instructional Focus based on
student need 2-3 groups each day 10-20 minutes per group
Guided Reading Weekly Outline• Lower Groups (Mon., Tues., Wed.)
– Further Develop vocabulary (Monday: 5-10 min.)– Fluency (M, T, W: 3-5 min.)– Phonics activity (T, W: 5-10 min.)– Comprehension activity (M, T, W: 10-15 minutes)
• use excerpts from weekly story or leveled readers
• Average/Higher groups (10 - 15 minutes)– Apply strategies to additional text
• use excerpts from leveled readers or additional books/material
• Friday (Lower Groups & others as needed)– Reteach/Retest phonics as needed– Reteach/Retest vocabulary as needed– Reteach/review comprehension skills as needed
Guided Reading Instructional Plan
Cactus Hotelby Brenda C. Guiberson
Guided Reading: Cactus Hotel• Spelling Pattern Focus:
Words With /ô/ and /ů/Review previous patterns as needed
• Word Pattern Focus: Suffixes –y, –ly, -able
• Vocabulary: tough, ribs, discovered, insects, treat, remains, bores, insulated, toppledsaguaro, paloverde tree*Using Context Clues to determine meaning in informational text
• Comprehension Focus: Cause and Effect
• Comprehension Skill Reinforcement:Sequence of EventsAuthor’s PurposeUsing Graphics (pictures, captions, etc.)
Suggested Materials for Guided Reading:
• Weekly Story• Vocabulary Cards• Making Words Lessons• Leveled Readers• Worksheets: Easy, On-Level, and Language
Support• Make them into manipulative activities
– cut & paste– matching– webs and charts