Multiple Organizing Ideas
COMPREHENSION 3: Students analyze text and make connections to personal experiences to support meaning.
FLUENCY 3: Students apply fluency strategies and develop reading comprehension.
GR. 3 - ORGANIZING IDEA: COMPREHENSION
Text comprehension is supported by applying varied strategies and processes and by considering both particular contexts and universal themes.
Guiding Question: How can the development of skills and strategies support comprehension of text?
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Learning Outcome: Students analyze text and make connections to personal experiences to support meaning. |
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Knowledge |
Understanding |
Skills & Procedures |
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Comprehension of longer, more complex texts is supported by increased reading practice. |
Critical thinking can be applied to comprehend texts that vary in length or complexity. |
Independently read and demonstrate comprehension of texts that vary in length or complexity. |
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Knowledge |
Understanding |
Skills & Procedures |
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Connections can be made prior to, during, or after reading a text.
Connections can be made between texts and ideas that relate to past, present, or future world events (text to world). |
Comprehension involves connecting relevant background knowledge and experiences with new information in text. |
Make connections between a text and personal feelings, experiences, or background knowledge.
Make connections between various aspects within or between texts.
Make connections between texts and ideas that relate to past, present, or future world events. |
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Knowledge |
Understanding |
Skills & Procedures |
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Predictions can be made by combining information from texts with
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Comprehension involves predicting outcomes or events that reflect clues from texts. |
Make predictions using background knowledge and information within a text.
Identify information from texts that supports predictions.
Modify predictions based on new or additional information.
Reflect on predictions to confirm or change understandings. |
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Knowledge |
Understanding |
Skills & Procedures |
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Inferencing involves drawing conclusions based on known facts or evidence. Inferencing can involve
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Comprehension can be enhanced by inferring meanings that are not stated explicitly in text. |
Make inferences by combining background knowledge with information that is not explicitly stated within a text.
Identify connections between the actions, feelings, or motives of a character and evidence in text. |
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Knowledge |
Understanding |
Skills & Procedures |
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Summarizing information involves
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Comprehension is enhanced when information is summarized. |
Determine the most important information in a text.
Order significant information from a text in a logical sequence.
Share important information from a text in a logical order using own words. |
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Knowledge |
Understanding |
Skills & Procedures |
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Self-monitoring skills that can be used when facing challenges in comprehension include
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The reading comprehension process involves the strategies of monitoring understandings and assessing options if meaning lacks clarity. |
Examine the location in texts where reading comprehension becomes challenging.
Identify self-monitoring skills that are personally effective in supporting reading comprehension. |
GR. 3 - ORGANIZING IDEA: FLUENCY
Comprehension and literary appreciation are improved by the ability to read a range of texts accurately, automatically, and with expression.
Guiding Question: In what ways does fluency improve comprehension?
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Learning Outcome: Students apply fluency strategies and develop reading comprehension. |
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Knowledge |
Understanding |
Skills & Procedures |
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Fluency develops over time with practice. Fluent reading includes
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Reading fluency involves accuracy, automaticity, and prosody to engage an audience or improve comprehension. |
Demonstrate automaticity in reading complex words, phrases, and continuous text.
Read increasingly complex text with appropriate pace, word stress, phrasing, and pausing.
Read a variety of text forms with fluency and expression. |
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Knowledge |
Understanding |
Skills & Procedures |
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Comprehension is enhanced when high-frequency words are read in continuous text at an appropriate pace. |
Fluent recognition of high-frequency words (the 300 learned in grades 1 and 2) supports effective and efficient reading comprehension. |
Read the 300 high-frequency words learned in grades 1 and 2 fluently in continuous text. |
