Guided Reading Grade 3 Purpose The purpose of Guided Reading is to help each student, regardless of his or her entry reading level, develop reading strategies so that increasingly difficult texts can be read independently. Goal Our goal is accelerated progress for our lowest achieving readers, continuous progress for our average achieving readers, and challenge and extension for our highest achieving readers. Materials A range of books (four to six titles) representing four to six readability levels has been selected for each grade level reflecting a common theme. The number of themes varies from grade level to grade level. Students are assigned these or other supplementary books that they can read independently with 90-94% accuracy. Instructional Model Students are grouped according to instructional reading levels. Teachers meet with a small group of students for twenty minutes or more while the remainder of the class is working on independent activities. These independent activities include, but are not limited to, centers, independent projects across the curriculum, journal writing, Literature Circles, or reading/writing skills related to Guided or Shared Reading. The lowest achieving readers meet with the teacher every day. Average and higher achieving readers may meet every day or on another appropriate timeline. It is expected that teachers will meet with a minimum of two groups each day. Grade 3 Guided Reading 1 Bettendorf Community Schools 2001-2002 Grade 3 Guided Reading 2 Bettendorf Community Schools 2001-2002 Guided Reading The following themes are not listed in sequential order. You are encouraged to use the materials in any sequence that meets the interests of the students, the range of readability levels in your class, or in support of other curricular areas. For example, the set of books on “Acceptance” might be used at the beginning of the year to foster community building. There is a graphic organizer for Sharing the Theme at the beginning of each theme set. Each student or Guided Reading group should fill this out in preparation for a discussion of the theme’s Guiding Questions, which lead to the Generalizations or Essential Understandings for students. Materials from other grade levels should be chosen for those students who are unable to read the following Guided Reading books with 90-94% accuracy independently. Title Author Level Theme Three Little Wolves and the Big Bad Pig Trivizas 24 Folk Tales Goldilocks and the Three Bears Brett 28 Folk Tales Yeh-Shen Louie 30 Folk Tales Flossie and the Fox McKissack 34 Folk Tales Talking Eggs, The Sans Souci 38 Folk Tales Mufaro's Beautiful Daughter Steptoe 40 Folk Tales Mud Pony, The Cohen 28 Legends Rough-Face Girl, The Martin 30 Legends Legend of the Blue Bonnet dePaola 34 Legends Brave Bear and the Ghosts Dominic 38 Legends Quillworker: A Cheyenne Legend Cohlene 38 Legends Buffalo Woman Goble 40 Legends Buffalo Before Breakfast Osborne 28 Native Americans Young Wolf's First Hunt Shefelman 28 Native Americans Trail of Tears, The Bruchac 30 Native Americans Children of the Earth and Sky Krensky 38 Native Americans If You Lived with the Sioux Indians McGovern 38 Native Americans Children of the Wild West Freedman 40 Native Americans Marvin Redpost: Kidnapped at Birth? Sachar 24 Community One in the Middle is a Green Kangaroo Blume 28 Community Haunting of Grade Three Maccarone 34 Community Seven Kisses in a Row MacLachlan 34 Community Sideways Stories from Wayside School Sachar 34 Community Juliet Fisher and the Foolproof Plan Honeycutt 38 Community Buffalo Bill: Frontier Daredevil Stevenson 28 History Molly's Pilgrim Cohen 28 History Sod Houses on the Great Plains Rounds 38 History Sweetwater Run Glass 40 History Cabin Faced West, The Fritz 44 History Sarah Plain and Tall MacLachlan 44 History Grade 3 Guided Reading 3 Bettendorf Community Schools 2001-2002 Busybody Nora Hurwitz 30 Realistic Fiction Boxcar Children Warner 34 Realistic Fiction Hannah Whelan 38 Realistic Fiction Yang the Youngest and His Terrible Ear Namioka 38 Realistic Fiction J.T. Wagner 40 Realistic Fiction Switcharound Lowry 44 Realistic Fiction Follow a Raindrop Ward 24 Weather Pink Snow and Other Weird Weather Dussling 28 Weather Weather Words and What They Mean Gibbons 30 Weather Floods Hopping 34 Weather Tornadoes Simon 38 Weather Do Tornadoes Really Twist? Berger 40 Weather Year of the Panda, The Schlein 30 Bravery Ten True Animal Rescues Betancourt 34 Bravery Barry The Bravest Saint Bernard Hall 38 Bravery Bear Who Heard Crying, The Kinsey-Warnock 38 Bravery Incredible Animal Adventures George 40 Bravery Guinea Pig in the Garage Baglio 44 Bravery Grade 3 Guided Reading 4 Bettendorf Community Schools 2001-2002 Skills and Graphic Organizers For Guided Reading Selections Title Level Skills Graphic Organizers Three Little Wolves and the Big Bad Pig 24 Goldilocks and the Three Bears 28 Yeh-Shen 30 Flossie and the Fox 34 Talking Eggs, The 38 Mufaro's Beautiful Daughter 40 Mud Pony, The 28 Rough-Face Girl, The 30 Legend of the Blue Bonnet 34 Brave Bear and the Ghosts 38 Quillworker: A Cheyenne Legend 38 Buffalo Woman 40 Buffalo Before Breakfast 28 Young Wolf's First Hunt 28 Trail of Tears, The 30 Children of the Earth and Sky 38 If You Lived with the Sioux Indians 38 Children of the Wild West 40 Marvin Redpost: Kidnapped at Birth? 24 One in the Middle is a Green Kangaroo 28 Haunting of Grade Three 34 Seven Kisses in a Row 34 Sideways Stories from Wayside School 34 Juliet Fisher and the Foolproof Plan 38 Buffalo Bill: Frontier Daredevil 28 Molly's Pilgrim 28 Sod Houses on the Great Plains 38 Sweetwater Run 40 Cabin Faced West, The 44 Sarah Plain and Tall 44 Busybody Nora 30 Boxcar Children 34 Hannah 38 Yang the Youngest and His Terrible Ear 38 J.T. 40 Switcharound 44 Grade 3 Guided Reading 5 Bettendorf Community Schools 2001-2002 Year of the Panda, The 30 Ten True Animal Rescues 34 Barry The Bravest Saint Bernard 38 Bear Who Heard Crying, The 38 Incredible Animal Adventures 40 Guinea Pig in the Garage 44 Grade 3 Guided Reading 6 Bettendorf Community Schools 2001-2002 Guided Reading Overview Step 1 Gather data about the reading achievements of the students in your class. Achievement information includes reading assessment scores from the previous year, the beginning-of-the-year Basic Reading Inventory, portfolio information, leveling information from last year’s teacher, or information from the reading teacher. You may also want to listen to each of your students read aloud informally, or assess individuals (particularly new students or those students whose assessment information is conflicting) with a fluency check and retelling. Your reading teacher can show you how to do this kind of assessment. For students who are reading way below grade level, take a Running Record (See your reading teacher for information on how to administer this assessment or refer to chapter seven in Guided Reading by Irene C. Fountas and Gay Su Pinnell. Copies of this book are available in each building from the reading teacher.). Step 2 Assign the students in the class to small groups according to their instructional level. Instructional level is defined as that level at which the student can read 90-94% of the text independently. There is no optimum number of groups. However, there should be no more than 5-6 students in a group. It is likely that four groups may emerge: (1) a group of emergent literacy learners; (2) a group of early literacy learners; (3) a group of independent literacy learners (grade level); and (4) an advanced group of literacy learners. These groups are not meant to describe or define specific grade level or age level standards, but rather the range of expected achievement in any classroom, grades K-5. Exceptional education students must be assigned to an appropriate group unless they are self- contained special education students. Step 3 Assign the books for each group. Selecting materials is critical for the successful progress of each student and is the responsibility of the teacher. This is not self-selected reading. If you are using one of the class themes designated for your grade level, you will need to decide if the range of books in that Guided Reading set is appropriate for the groups in your class. If not, you will need to check with the curriculum library in your school, your media specialist, the public library, or the AEA to see if other titles with a better readability match to the students in your class are available. Additional titles that support the theme for students to read during independent work time as Self-selected Reading enrich the unit and add choice for student reading. If there is not a book at the group’s instructional level that supports the theme, choose the appropriate leveled book rather than have the students read at an inappropriate level. Some questions to consider suggested by Fountas and Pinnell (Guided Readers and Writers, 2001, page 224) include: · In what topics or content areas will students need more support in reading? · What topics or content areas especially interest the readers? · What is the quantity/quality of students’ reading vocabulary? · What kinds of words do students solve quickly, with understanding, while reading text? Cause difficulty in decoding or understanding? Grade 3 Guided Reading 7 Bettendorf Community Schools 2001-2002 · What kinds of language structures are easy for students to process and what kinds of structures are difficult? · What kinds of settings or plots will students find easy/hard to understand? · What kinds of texts do students find easy/difficult to interpret and extend? · What kinds of connections do they tend to make as they read texts— personal/emotional, literary? · Are other words accessible through students’ current abilities to use strategies such as word analysis and prediction from language structure or meaning? · Does the text offer a few opportunities to problem-solve, search, and check while reading for meaning? · Is the length of text appropriate for the experience and stamina of the group? Step 4 Plan instructional time.