The instructional materials reviewed for Grade 3 meet the criteria for anchor texts being of publishable quality, worthy of especially careful reading, and consider a range of student interests. The included texts have been previously published and many are written by celebrated authors. Materials include: both fiction and non-fiction texts of varying lengths and topics, and texts that appeal to the interests of young readers.

Examples include:

• Fudge-a-mania by Judy Blume, winner Young Reader Awards in seven states, is read in the first nine weeks during Shared Reading.
• Soil by Christian Ditchfield, What is a Biome? by Bobbie Klaan and Ancient Greece by Sandra Newman have vibrant illustrations and rich content with academic vocabulary integrating literacy with science and social studies.
• The Miraculous Journey of Edward Tulane by Kate DiCamillo, named to the 2007 National Education Association’s top 100 Books for Children, is read in the second nine weeks during shared reading.
• One Hen by Katie Smith Milway, winner of various awards including Best Business Book Award, introduces young readers to the timely and relevant topics of micro-finance and social entrepreneurship.
• The Keeping Quilt by Patricia Polacco, a Carnegie Medal Honor Book, uses a narrative structure to teach young readers about family and tradition with classic and endearing illustrations that are used as a strategic text feature.

The materials reviewed for Grade 3 meet the criteria for materials reflecting the distribution of text types and genres required by the standards at each grade level. There are thirty-three texts included in the lesson plans. The ratio of fiction to nonfiction is an appropriate balance for the standards in this grade level.

Shared Reading includes five fiction and 11 non-fiction texts.

• Examples of fiction texts read during Shared Reading are: Because of Winn Dixie by Kate DiCamillo, Fudge-a-Mania by Judy Blume, and Here Lies the Librarian by Richard Peck.
• Examples of non-fiction texts read during Shared Reading are: And Then What Happened Paul Revere? By Jean Fritz, Susan B. Anthony: Champion of Women’s Rights by Helen Albee Monsell, and Minerals, Rocks, and Soil by Barbara Davis.

Interactive Read Alouds include nine fiction and eight non-fiction texts.

• Examples of fiction texts read aloud during the ELA Lessons are: The BFG by Roald Dahl, The Keeping Quilt by Patricia Polacco, Lon Po Po by Ed Young, and Shiloh by Phyllis Reynold Taylor.
• Examples of non-fiction texts read aloud during ELA Lessons are: Rosa by Nikki Giovanni, What is a Biome? by Bobbie Kalman, and When Marian Sang by Pam Munoz Ryan.

The text types and genres are widely distributed throughout the year. Genres include:

• Biography
• Folktale
• Historical Fiction
• Social Studies
• Poetry
• Tall Tale

The instructional materials reviewed for Grade 3 meet the criteria for the appropriate level of text complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.

According to the Teacher’s Manual, books selected for Shared Reading lessons are mostly within grade-level bands, and books selected for interactive read-alouds during the ELA lessons are generally above grade level. Texts have the appropriate level of complexity for the grade level, and when the selections are in the high end of the band, students are supported by teacher read-aloud, and scaffolding through predictable routines and teacher modeling. Though the Lexile measures do not build sequentially, throughout the year there are texts from the entire grade-level band.

Specific examples include: 

• In ELA, Weeks 3-4, students listen to Boy: Tales of Childhood by Roald Dahl with a Lexile of 1090. The quantitative measure is high for the grade level. However, comprehension is supported by having students complete a timeline of events, by answering comprehension questions, and by completing written assignments.
• In ELA, Weeks 12-13, students listen to American Tall Tales by Mary Pope Osborne with a Lexile of 970. This quantitative measure is high for the grade level, but the text is based on classic American Tall Tales (Davy Crockett, Paul Bunyan, and Johnny Appleseed). Students learn the structure and components of Tall Tales and how they relate to American History. Students write diary entries, paragraphs, and tall tales about the characters.
• In Shared Reading, Weeks 31-32, students read Ancient Greece by Sandra Newman with a Lexile of 850, which is just beyond the stretch band for this grade level. However, there are text features such as a map to reinforce comprehension, and students work independently and with partners to discuss text and answer comprehension questions.  

The instructional materials reviewed for Grade 3 meet the criteria for materials supporting students’ increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)

In both English Language Arts and Shared Reading, the texts and tasks increase in complexity to develop independence of grade-level skills. Texts are in the appropriate grade-level Lexile band to help students build knowledge, understanding, and comprehension of texts over the school year. Texts within and outside of the grade band are supported by lessons that incorporate discussions, organizers, and anchor charts. In ELA, the questions, writing tasks, and expectation of student understanding and application of their knowledge grows in each unit.

For example:

• Texts in the first nine weeks have Lexiles from 490-1090. An example in the first nine weeks in the ELA lesson is One Hen by Katie Smith Milway, which has an overall Lexile of 810. This text is taught over three days and introduces students to concepts of micro-finance and entrepreneurship. The teacher reads the text aloud, stopping often to check for understanding through questioning and using a story map.
• Texts in the second nine weeks have Lexiles from 610-1030. An example in the second nine weeks in the ELA lesson is Maps and Globes by Jack Knowlton, which has an overall Lexile of 1030. This informational text is read over five days and introduces social studies concepts of using maps and globes. The teacher reads the book aloud while checking for student understanding using discussion questions and a semantic map.
• Texts in the third nine weeks have Lexiles from 610- 1030. An example in the fourth nine weeks in the ELA lesson is When Mary Sang by Pam Munoz Ryan, which has overall Lexile of 780. This text is taught as a read-aloud over five days. The teacher scaffolds for comprehension by stopping often to check for understanding with whole group discussion questions and opportunities to complete a timeline.
• Texts in the fourth nine weeks have Lexiles from 680- 850. An example in the fourth nine weeks in the ELA lesson is Bringing the Rain to Kapiti Plain by Verna Aardema, which does not have a Lexile measure. This book is a biography and is read over two days. The teacher reads aloud while scaffolding for student understanding, stopping often to ask discussion questions and allowing students to complete a story map.

The instructional materials reviewed for Grade 3 meet the criteria that anchor and supporting texts provide opportunities for students to engage in a broad range of text types and disciplines as well as a volume of reading to achieve grade-level reading proficiency.

The instructional materials include opportunities for students to access text through teacher read-alouds, choral reading, and independent reading. Students interact with texts through both the ELA Lessons and Shared Reading. Texts used for interactive read-alouds are often above grade-level and are read aloud by the teacher who models through think-alouds and leads discussion about the text.  Shared Reading texts are often read together chorally for the first read with one purpose, and then again in pairs or independently for a second read with another purpose.

Interactive Reading texts are part of the ELA Lessons. The texts are read aloud by the teacher who models through think-alouds and facilitates discussion of the text.

• In the first nine weeks of ELA Lessons, examples of the texts read to students include: The BFG by Roald Dahl, One Hen by Katie Smith Milway, and Boy Tales of Childhood by Roald Dahl.
• In the second nine weeks of ELA Lessons, examples of the texts read to students include: Lon Po Po by Ed Young, The Keeping Quilt by Patricia Polacco, The Grandfather’s Journey by Allen Say, A Drop Around the World by Barbara Shaw McKinney, and What is a Biome? by Bobbie Kalman.
• In the third nine weeks of ELA Lessons, examples of the texts read to students include: Snowflake Bentley by Jacqueline Briggs Martin, Rosa by Nikki Giovanni, When Marian Sang by Pam Munoz Ryan, Harvesting Hope by Kathleen Krull, and Shiloh by Phyllis Reynolds Naylor.
• In the fourth nine weeks of ELA Lessons, examples of the texts read to students include: Pinduli, by Janell Cannon and Bringing Rain to the Kapiti Plain by Verna Aardema.

Shared Reading texts are read first as a choral read with one purpose, and then students engage in a second read with partners for another purpose.

• In the first nine weeks of Shared Reading, examples of the texts students read include: Owen Foote, Money Man by Stephanie Greene, Fudge-a-Mania by Judy Blume, The Constitution of the United States by Christine Taylor-Butler, The Congress of the United States by Christine Taylor-Butler, and Soil by Christian Ditchfield.
• In the second nine weeks of Shared Reading, examples of the texts students read include: The Miraculous Journey of Edward Tulane by Kate DiCamillo, Minerals, Rocks, and Soil by Barbara J. Davis, Because of Winn Dixie by Kate DiCamillo, and And Then What Happened, Paul Revere? by Jean Fritz.
• In the third nine weeks of Shared Reading, examples of the texts students read include: A Picture Book of Frederick Douglass by David Adler, A Picture Book of Frederick Douglass by David Adler, Susan B. Anthony: Champion of Women’s Rights by Helen Albee Monsell, and Twisters and Other Terrible Storms by Will Osborne.
• In the fourth nine weeks of Shared Reading, examples of the texts students read include: Ancient Greece by Sandra Newman, Here Lies the Librarian by Richard Peck, and Who Was Franklin Roosevelt? by Margaret Frith.

The instructional materials reviewed for Grade 3 meet the criteria that most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).

Daily instruction is organized in weekly lessons with three parts: an ELA Lesson, Shared Reading, and Differentiated Instruction, with different texts used in each part of the lesson. Routines in the ELA Lesson and the Shared Reading both have components that require students to engage with the text directly. Though some tasks can be accomplished without the use of the text, both ELA and Shared Reading include teacher-led close reading and student-led close reading with tasks and questions that are text-dependent. Questions, tasks, and assignments require students to engage with the text to answer questions.

Examples include:

• In Week 1, Shared Reading, Day 1, after reading Owen Foote, Money Man by Stephanie Greene, students are asked, “What additional information do we get from the illustration on page 8?” and “What is the author telling us at the bottom of page 9 when the text says, ‘She looked at the expression on Lydia’s face. Not that you ever think of it, she finished weakly’?”
• In Week 3, ELA, Day 1, after reading One Hen, by Katie Smith, students are directed to the text and asked, “There are lots of things Kojo can do with his money. What do you think his mother will want him to do? Remember to consider her perspective.”
• In Week 13, ELA, Day 4, while reading Lon Po Po by Ed Young students are asked, “What are some examples from the story that show how the wolf is clever? Is the wolf still pretending to be Po Po? How do you know?”
• In Week 16, Shared Reading, Day 4, after reading The Miraculous Journey of Edward Tulane by Kate DiCamillo, students are asked, “Why does the Edward think Abilene will come and find him?” and “How did the storm help Edward to escape from the bottom of the ocean?”
• In Week 28, ELA, Day 5, after reading Pinduli by Janell Cannon, the students are asked, “How was Pinduli different from the other animals when she was insulted?”
• Some questions throughout the program are not text-dependent. For example, in Week 31, Shared Reading, Day 2, after reading Ancient Greece by Sandra Newman, students are asked to use the words “peninsula” and “B.C.E.” in sentences that capture details from the text on the two pages read. Then they are asked, to write questions for the author about the chapter. “What are you curious about? What would you ask her if you had the chance?” While the presumption is that students will anchor their written questions in the text, the teacher will have to assure that individually, as there is not much guidance in the materials to support instructional moves if students answer off-text. 

The instructional materials reviewed for Grade 3 meet the criteria for materials providing frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.

Each lesson provides students an opportunity for evidence-based discussions. According to the section of the Teacher Manual, titled Using this Manual, the instructional plans are intentionally brief to create ease of use in real-time. The Read Alouds section of the Teacher Manual provides general explanations of Every Pupil Response and Partners, strategies to increase student engagement. Every Pupil Response includes taking votes, signaled responses such as thumbs up, and talking with a partner. Partner work includes opportunities for students to confer in pairs about their reading and writing, and questions about the previous day’s learning. It can be signaled by “turn and talk to your partner” or “ask your partner”.

Examples include:

• In ELA, Week 2, Days 2-5: Learning to Write Opinions, the teacher reminds students they previously learned about narrative writing. Students then, “turn and tell your partner what you remember.” The teacher says the focus this week will be opinion writing. “Talk with your partner about what needs to be included when you are writing to tell about your opinion on a topic.” After discussing with a partner, students share their ideas and the teacher creates a list. The teacher models with the first text, then students read a second text and turn and talk to partners about whether the text is opinion or not based on the required elements for opinion writing. After discussions with partners, students share out as a class and the class votes to come to consensus on whether or not the text meets the opinion writing elements. Students then continue this work with additional texts by working in pairs or small groups.
• In ELA, Week 5, Days 1-2, while reading The BFG by Roald Dahl, the teacher reads pieces of texts and guides the students through a set of questions for partner discussion. “I don’t think we have enough information to infer what it could be, do we? Tell your partner if you have an idea…” Read aloud, “Do you think Sophie did the right thing by hiding under covers? What would you have done? Talk it over with your partner.” Read aloud, “Now I want you to think of a good question to ask about what we’ve read today. Then ask your partner that question.”
• In Shared Reading, Week 9, Days 1-5, students read the historical fiction text, Blood on the River by Elisa Carbone. Students engage in choral reading the text as a class, and then reread the text with partners. Students are given a purpose for reading: "Now think about the setting. What do we learn about the characteristics of this time period? Think about Captain John Smith. What do we learn about his character?” Each day students share the previous day’s response to “Review and Share Written Responses”. For example, “What do we know about the expedition so far? Make a list of key details you can find, and then summarize and infer to link the facts together.”
• In ELA, Week 11, Day 3, while reading Grandfather’s Journey by Allen Say, the teacher explicitly teaches two words from the text during “Teach Meaning Vocabulary”. The teacher explains the meaning of the word astonished and guides students to create sentences using a frame. “I was astonished when I saw _____ because _____ . The surprise ending in _____  astonished me. When I _____ my mother was astonished.” On Day 4, the teacher uses the same protocol to teach the words steamship and enormous.
• In Shared Reading, Week 25, Days 3-5, while reading Here Lies the Librarian by Richard Peck, each day there is a segment of the lesson titled, “Provide a New Focus for Rereading with Partners”. The teacher provides a question for the focus of the partner reread. No additional teaching notes or protocols are provided. Examples, “Now think about what we learn about PeeWee. Now think about what it means for events to veer off in a new direction. Now think about how PeeWee has changed since seeing Irene.”
• In Shared Reading, Week 31, Day 4, while reading Ancient Greece by Sandra Newman, students have the opportunity for evidenced-based discussions using a set of questions within a group. “How was the Greeks’ religion different from most religions today? Why did the Greeks like sports? Do you think women played sports in the Olympics? Do you think the Greeks ever climbed to the top of Mount Olympus?”

The instructional materials reviewed for Grade 3 meet the criteria for materials supporting students’ listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.

The individual ELA lessons support students speaking and listening about what they are reading and researching. The standards alignment outlines the Speaking and Listening standards targeted throughout the lessons. Lessons require students to share their reflections and engage in follow-up questioning and include collaborative activities with guidance on how to evaluate speaking and listening with a rubric. During the Shared Reading lessons, students engage in speaking and listening about what they are reading. There is a section in the Shared Reading lessons titled, "Review and Share Written Responses". Students often write a response that is shared at the start of the next day’s lesson. Despite the use of follow-up questions and opportunities to share, presentations and supports do not provide much depth. Additionally, it is sometimes unclear if follow-up comprehension discussions are intended for oral or written response, and whether they are meant to be discussed as a class or with peers.

Example include:

• In ELA, Week 1, Days 1-5, students plan and write a narrative story about something that happened to them. Students turn and talk to partners about what should be included when telling someone a story. During the lessons, students read several narrative pieces with their partners, and discuss which pieces of writing are the strongest examples of narrative texts. They are asked to share their rationale with the class.
• In ELA, Week 5, Days 1-5, students read The BFG by Roald Dahl and engage in partner discussions. On Day 3, students imagine they can send warnings to people in other countries while the giant sleeps. They are asked what a warning email would say. At the start of Day 4, they share their email with the class.
• In Shared Reading, Week 19, Days 1-3, students read A Picture Book of Frederick Douglass by David A. Adler. After choral reading, students are given a purpose for rereading with their partners. “As you read again with your partner, pay attention to how white people had different ideas about how African Americans should be treated.” And “As you read again in partners, think about the people who helped Frederick Douglass become free and achieve his goals.” On Day 2, students write a diary entry after reading about the fight with Mr. Covey. At the start of Day 3, students share their diary entries with the class.
• In Shared Reading, Week 24, Days 1-5, students read Twisters and Other Terrible Storms by Will Osborne and Mary Pope Osborne. On Day 2, students complete a chart about different types of clouds using information on pages 36-39 in the book. On Day 3, student pairs share their charts with the class.
• In ELA, Weeks 31- 32, students create an infographic based on research about the gods and goddesses listed in the Shared Reading text A True Book: Ancient Greece by Sandra Newman. Each day there is a “Sharing” portion of the lesson. In Week 32, the teacher’s instructions say, “Students will work around the room presenting and offering targeted feedback to their partners. Provide guidance as needed and offer coaching to students on active listening.” On Days 4 and 5, students are asked to present, listen, and offer feedback.  The teacher also listens and provides feedback to each student.

The instructional materials reviewed for Grade 3 meet the criteria for materials including a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.

Materials include short and longer writing tasks and projects that are aligned to grade-level standards. Throughout the lessons, students engage in various methods of writing, including on-demand writing in the form of open-ended responses to vocabulary written in context, short paragraphs or sentences in response to daily prompts. Process writing is modeled with the use of checklists, charts, and graphic organizers, and the sequence of planning, drafting, revising, editing, and writing final drafts. Writing instruction takes place during the ELA Lesson, however, students also write in response to reading during the Shared Reading. The ELA Lesson is structured into three segments: Teacher, which includes instruction and modeling; Students, which is structured work time with a specific goal and process; and Share, which allows students to share with peers and the teacher. The Teacher Manual includes an appendix titled Writing, which explains the design of the writing instruction as structurally repetitive. Students engage in the same sequence of writing instruction with different content throughout the year.

Examples include:

• In ELA, Week 1, Day 4, after an initial assessment and introduction to narrative writing, students learn to use a graphic organizer for prewriting a narrative. The teacher begins by modeling with a think aloud, and the students work in partners to add to the graphic organizer. On Day 5, the teacher models using the graphic organizer together with the narrative checklist to write the narrative paragraph.
• In Shared Reading, Week 5, Day 3, after reading The Constitution of the United States, by Christine Taylor-Butler, students are asked to write in response to the prompt, “If you were at an important meeting, would you rather be a planner, a small starter, a leader, a writer, or a uniter? Why? Give Reasons.”
• In Shared Reading, Week 7, Day 2, while reading The Congress of the United States by Christine Taylor-Butler, students answer guiding questions in a chart comparing and contrasting the House of Representatives and the Senate. Students use the information in the chart to write three paragraphs about what they learned.
• In ELA, Week 14, Days 1-5, students revisit adventure stories they wrote in Week 6. The teacher models lessons for revising the stories to use vivid language and dialogue. Students return to their narratives and revise their writing.
• In Shared Reading, Week 29, Day 5, after reading Who Was Franklin Roosevelt? By Margaret Frith, students respond to the prompt, “Reread the very last paragraph. How do you think this experience in Georgia influenced FDR?”

The instructional materials reviewed for Grade 3 meet the criteria for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards.  

Appendix E of the Teacher Manual provides an overview of writing for the year. Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Writing is centered around student analysis and claims developed from reading closely and working with sources. Materials provide opportunities to build students’ writing skills through the use of checklists, models, and rubrics. Over the course of the school year, students are given instruction and practice in a variety of genres addressed in the standards. During the ELA lessons, there is instruction on the different types of writing, using the same sequence: Learn the characteristics of the genre; Evaluate good and poor examples of the genre; Learn to plan the genre; Learn to draft the genre; and Learn to revise, both with peers and independently with different content throughout the year. During Shared Reading, students write in response to reading with opinion, narrative, and informative prompts related to the text.

For example:

• In Shared Reading, Week 2, Day 2, after reading Owen Foote Money Man by Stephanie Greene, students respond to the opinion prompt, “Owen and Joseph have failed at their video idea and at their pet walking idea. What could they try next? Give reasons for your opinion.”
• In Shared Reading, Week 7, Day 2, after reading The Congress of the United States by Christine Taylor-Butler, students respond to the informative prompt, “Reread page 14. What does the Speaker of the House do? Summarize the speaker’s responsibilities.”
• In ELA, Weeks 9-10, after reading Soil by Christin Ditchfield and practicing with a variety of written pieces to identify informative texts, students write an informative piece about soil.
• In ELA, Week 14, Days 2-3, after the teacher models with a graphic organizer, students write a narrative adventure story draft. Instruction in the following days is focused on vivid word choice and revision.
• In Shared Reading, Week 16, Day 1, after reading The Miraculous Journey of Edward Tulane by Kate DiCamillo, students respond to the informative prompt, “Edward has lived in two settings: with Abilene and with Nellie and the fisherman. Compare and contrast these two settings. How was life similar and different for Edward?”
• In Shared Reading,  Week 29, Day 3, after reading Who Was Franklin Roosevelt? by Margaret Frith, students respond to the narrative prompt, “Pretend you are Eleanor writing a letter to a friend about your mother-in-law, Sara. What would you say about her? Make sure to write from her point of view.”

The instructional materials reviewed for Grade 3 meet the criteria for materials including frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information appropriate for the grade level.

Shared reading lessons have opportunities for students to engage in evidence-based writing instruction. In the “Assign Written Response” and the “Engage in Comprehension Discussion” portions of the lesson, there are questions that can be used to develop evidence-based writing. The Evaluation tab in the Teacher Manual has a section called Grading, with Super Sentence Rubrics, Writing Response Rubrics, Example Students Responses, and Example Grading Responses to help support students and teachers. ELA Lessons provide explicit instruction and modeling to support students in using text-based evidence.

For example:

• In Shared Reading, Week 3, Day 4, after reading Fudge-a-Mania by Judy Blume, students are asked to respond to the prompt, “All’s well that ends well. What does she mean by that?” Students are required to use evidence from the text, but no models or instructional supports are used to help students learn how to cite evidence.
• In Shared Reading, Week 15, Day 4, students read And Then What Happened Paul Revere? by Jean Fritz and respond to the prompt, “The author is asking us to think again about what happened next. How do you think Hancock made up for his mistake?” The writing task requires students to use evidence from the text.
• In ELA, Week 27, Days 1-5, students respond to a prompt to think about an injustice and how disagreements can occur due to differences in opinion. Students think about situations when the end goal is more important than how the goal was achieved. Instruction focuses on reasons and evidence used to support the opinion. The teacher models the use of counter-argument, pulling examples from the text Shiloh by Phyllis Reynolds Naylor.

The materials reviewed for Grade 3 meet the criteria for materials including explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.

Bookworms Grade 3 materials provide explicit instruction of most grade level grammar and conventions in the Sentence Composing section of each ELA lesson plan in conjunction with the day’s read-aloud. The explicit grammar instruction takes place within four instructional activities: Combining, Unscrambling, Imitating, and Expanding. Each Sentence Composing activity is followed by a writing activity for students to use the skill in their own writing. Included is a Third Grade Editing Checklist for students to use to revise and edit their writing. The Third Grade Editing Checklist is used for checking convention standards such as capitalizing in titles, placing commas in addresses and consulting references.

Materials include explicit instruction of grammar and conventions standards for the grade-level, and materials include opportunities for students to demonstrate application of skills both in- and out-of-context. Examples include, but are not limited to:

• Students have opportunities to explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. For example: 
• In the ELA Lesson Plans, Week 3, Day 1, Teach Sentence Composing, Imitate, the teacher shows: As he walks home, he thinks about the future. and As he walks home, he _____ about the future. The teacher explains the verb has been removed and that a verb is something we can do. The teacher explains the verb can take different forms and that this verb has to work with the pronoun he. The teacher and students work to think of other verbs that work with the pronoun. The teacher removes future from the sentence frame and explains that it is a noun. The teacher explains that a noun is a person, place, thing or idea and that this noun is part of the prepositional phrase about the _______. The teacher and students use their new set of nouns to and determine how they can change the final noun.
• In the ELA Lesson Plans, Week 3, Day 5, Teach Sentence Composing, Expand, students use a sentence (I went to my first school) from a text (Boy: Tales of Childhood) and expand the sentence by adding to it. The teacher prompts: “What if we substitute the pronoun I with the noun it represents? Does it create a need for an edit? When did this happen? Where was the school? Can we add an adjective that describes the school?” The teacher leads the class in the expanding routine based on student responses.
• In the ELA Lesson Plans, Week 8, Day 2, Teach Sentence Composing, Imitate, instruction is provided about this sentence, “Fetch me four very tall grandfather clocks.” Students learn that grandfather is not a noun in the sentence since it is an adjective. The lesson includes brainstorming other adjectives to describe clocks.
• In the ELA Lesson Plans, Week 5, Day 3, Teach Sentence Composing, Imitate, students view the following sentence: They were too far away for their faces to be seen ____. The teacher had removed the word clearly from the sentence and explains adverbs often end in the -ly suffix. Students list eight more adverbs.
• Students have opportunities to form and use regular and irregular plural nouns. For example: 
• In the ELA Lesson Plans, Week 3, Day 1, Teach Sentence Composing, Imitate, the teacher provides the sentence: As he walks home, he thinks about the future. The teacher explains that a noun is a person, place, thing or idea and that this noun is part of the prepositional phrase about the _______. The teacher and students use their new set of nouns to determine how they can change the final noun.
• In ELA Lesson Plans, Week 5, Day 2, Teach Sentence Composing, Imitate, students use a sentence: (Three or four giants were sitting quite motionless on the rocks.) from The BFG. The teacher guides the class in changing the plural noun giants. The teacher says, “If I remove giants, I need another plural noun. That’s why we see the verb were instead of was. One giant was sitting, but three or four were sitting. Most plural nouns end in s or es; but there are also irregulars. What’s the plural of person? What’s the plural of woman? What’s the plural of mouse? What other plural nouns could we substitute?” The lesson continues with the teacher guiding the students in matching plural nouns with plural verbs, and identifying regular and irregular plural nouns.
• Students have opportunities to use abstract nouns (e.g., childhood). For example: 
• In ELA Lesson Plans, Week 3, Day 4, Teach Sentence Composing, Imitate, students use a sentence from Boy: Tales of Childhood: This was the treatment that all of his children received before they were born. The lesson prompts the teacher to guide the class in changing the noun treatment. The teacher says, “What other nouns could we use here? Think about both concrete nouns, that represent actual things, and abstract ones, that represent ideas.” The lesson continues with the teacher guiding the students with responses.
• In the ELA Lesson Plans, Week 25, Day 2, Teach Sentence Composing, Imitate, instruction is provided about the word ‘change’ in this sentence: “I gave him all the change I had.” Students are asked to think of words they might substitute for the word ‘change’ and are reminded that a noun can also represent an idea.
• Students have opportunities to form and use regular and irregular verbs. For example: 
• In the ELA Lesson Plans, Week 3, Day 1, Teach Sentence Composing, Imitate, the teacher provides the sentence and sentence frame: As he walks home, he thinks about the future. and As he walks home, he _____ about the future. The teacher explains the verb has been removed and that a verb is something we can do. The teacher further explains that the verb represents an action and can take different forms and that this verb has to work with the pronoun he. The teacher and students work to think of other verbs that work with the pronoun.
• In the ELA Lesson Plans, Week 25, Day 2, Teach Sentence Composing, Imitate, the teacher shares the following sentence and sentence frame:  I gave him all the change I had. I ____ him all the _____ I had. The teacher explains that gave is the irregular past tense of give. The teacher asks students to think of other past tense verbs that could be used. The teacher asks students to think of present tense verbs and to explain the edits that would be needed.
• Students have opportunities to form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. For example: 
• In the ELA Lesson Plans, Week 3, Day 4, Teach Sentence Composing, Imitate, the teacher shares the following sentence and sentence frame: This was the treatment that all of his children received before they were born. This was the _____ that all of his children received before they were born. This was the _____ that all of his children _____ before they were born. The teacher and students think of nouns and past tense verbs to complete the sentence frame.
• Students have opportunities to ensure subject-verb and pronoun-antecedent agreement. For example: 
• In the ELA Lesson Plans, Week 5, Day 2, Teach Sentence Composing, Imitate, students use a sentence (Three or four giants were sitting quite motionless on the rocks.) from The BFG. The teacher to guides the class in changing the plural noun giants. The teacher says, “If I remove giants, I need another plural noun. That’s why we see the verb were instead of was. One giant was sitting, but three or four were sitting. Most plural nouns end in s or es; but there are also irregulars. What’s the plural of person? What’s the plural of woman? What’s the plural of mouse? What other plural nouns could we substitute?”
• In the ELA Lesson Plans, Week 15, Day 1, Teach Sentence Composing, Combine, the teacher shares the following sentences: The earth was like an orange. The earth was like a cannonball. The earth was not like a table. The teacher asks the students to tell which pronoun should be used to replace earth. The teacher models how the three sentences could be combined using linking words, but makes a point that the first two sentences are the ways earth is like something else and the last sentence discusses what it is not like. The teacher explains that the linking verb that is chosen must make sense with this difference: The earth was like an orange or a cannonball, but it was not like a table.Although the earth was like an orange or a cannonball, it was not like a table.
• In the ELA Lesson Plans, Week 20, Day 1, Teach Sentence Composing, Imitate, using the following sentence stem: “No one was surprised that _____ loved to _____.”, students are prompted to think of a noun (common or proper) and a verb that go with it.
• Students have opportunities to form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. For example: 
• In the ELA Lesson Plans, Week 24, Day 1, Teach Sentence Composing, Imitate, the teacher shares the following sentence and sentence frame: Sisterville was one of the best places you could live in the whole state. Sisterville was one of the best _____ you could live in the whole state. The teacher explains that best is the best form from good, better, best. The teacher and students think of other adjectives that could fit in the sentence frame.
• Students have opportunities to use coordinating and subordinating conjunctions. For example: 
• In the ELA Lesson Plans, Week 8, Day 3, Teach Sentence Composing, Combine, students combine three sentences into a single sentence with more complex syntax. The sentences used in this lesson are from the story The BFG and are: I had a horrid nightmare. When I awoke, the maid dropped my breakfast. Now I’ve got a giant on the piano. The lesson prompts the teacher to guide the class in creating a chronological series using words like after and then. The teacher says, “I see that these are three separate things happening, so I might be able to think about the order and use linking words to help others see it. It seems like they are in order. I could start with first.” The lesson continues with the teacher guiding the students in using coordinating and subordinating conjunctions.
• In the ELA Lesson Plans, Week 24, Day 2, Teach Sentence Composing, Combine, the teacher share the following sentences: I whistle softly. I watch as Shiloh comes loping toward me. The teacher models how to combine these two words using temporal words and a linking word: First, I whistle softly, and then I watch as Shiloh comes loping toward me.
• Students have opportunities to produce simple, compound, and complex sentences. For example: 
• In the ELA Lesson Plans, Week 3, Day 1, Teach Sentence Composing, Expand, the teacher shares the sentence: He wonders how he will know which hen to choose. The teacher models how the phrase because he know the decision is important can be added to the beginning or the end of the sentence. The teacher explains that when the phrase, or any phrase that answers why or when, is added to the beginning of a sentence a comma must be used before the original sentence starts.
• In the ELA Lesson Plans, Week 7, Day 3, Teach Sentence Composing, Combine, in this lesson, instruction is providing about how to combine two simple sentences. One of the sentences is a detail about when something happened that can combine with the other sentence at the beginning, in the middle, or at the end requiring different punctuation in each example.
• Students have opportunities to capitalize appropriate words in titles. For example: 
• In the ELA Lesson Plans, Week 10, Day 5, Learn to Write Informative Piece, the students use a Third Grade Editing Checklist that includes: I capitalized names, holidays and geographic names.
• Use commas in addresses.
• In the ELA Lesson Plans, Week 10, Day 5, during Learn to Write Informative Piece, the students use a Third Grade Editing Checklist, that includes: I used commas in addresses.
• Students have opportunities to use commas and quotation marks in dialogue. For example:
• In the ELA Lesson Plans, Week 8, Day 2, Assign or Model Written Response, students are assigned the task of writing three things a character could have said to another character. They are asked to write complete sentences and use quotation marks. A model is provided.
• In the ELA Lesson Plans, Week 10, Day 5, during Learn to Write Informative Piece, the students use a Third Grade Editing Checklist, that includes: I used commas and quotations in dialogue.
• Students have opportunities to form and use possessives. For example: 
• In the ELA Lesson Plans, Week 13, Day 4, Teach Sentence Composing, Imitate, the teacher provides this sentence and sentence frame: When Shang stretched, she touched the wolf’s tail. When Shang stretched, she touched the _____’s tail. The teacher explains that wolf is a noun and that the ‘s shows possession, so the students must think of nouns that have a tail. The students are given this sentence frame: When Shang stretched, she touched the ____. Students must think of a possessive noun with an -'s and a noun that make sense.
• Students have opportunities to use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). For example: 
• In How to Plan Differentiated Reading Instruction: Resources for Grades K-3, small group lessons, students are asked to use conventional spelling for high-frequency words and other studied words. In all of the Phonological Awareness and Word Recognition (PAWR) groups, as well as the Word Recognition and Fluency groups (WRAF), students engage in counting the sounds in words and recognizing exactly how the letters and sounds match through high-frequency word instruction (p. 50). This helps students when spelling simple words phonetically, drawing on knowledge of sound-letter relationships.
• In the Shared Reading Lesson Plans, Week 3, Day 2, Teach Word Study, the lesson is about when -ed or -ing is added to a CVCe word the -e has to be dropped. The lesson has instruction for CVCy words and that -ing can be added, but to add -ed the -y has to be changed to i. Students practice sorting and writing these words in the Student Workbook, Part 1, Page 34.
• Students have opportunities to use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. For example: 
• In the Shared Reading Lesson Plans, Week 1, Day 1, Teach Word Study, students learn how to add -ed and -ing to words. Students sort their words into three categories: CVVC, CVC and CVCC. Then they add the suffixes. The teacher points out that with the words that end in CVC the final consonant needs to be doubled.
• In the Shared Reading Lesson Plans, Week 6, Day 1, the Word Study lesson targets the patterns and generalizations based on the suffixes and root words. The lesson prompts, “Govern is a verb that means to rule. A principal governs a school. A president governs a country. It was two syllables: closed, r-controlled. The suffix -ment changes govern into a noun. The government is the group of people who rule. Since -ment begins with a consonant, we can just add it to the base word.” The lesson goes on to explain the spelling and meaning of the words agreement and disagreement.
• In the Shared Reading Lesson Plans, Week 9, Day 3, Teach Meaning Vocabulary, vocabulary words that will be read in the text are introduced as far as what kind of syllables they have. Example: “sand (closed)” Students will construct a written response after reading in their Student Workbook, Part 1, Page 111.
• Students have opportunities to choose words and phrases for effect. For example: 
• In the ELA Lesson Plans, Week 23, Day 2, the teacher guides the students in adding transition words for effect throughout their biographies. The teacher says, “Let’s look at a list of examples of transition words or phrases. Some of these words show time order like first, second, next, then. Other linking words like also, in addition, and furthermore help to signal that new information is coming. Let’s use the following steps to add transition words to help your biography flow more smoothly.” The students read each paragraph to decide where to add new information or linking words to the sentences to make the written piece flow more smooth.
• In ELA Lesson Plans, Week 26, Day 3, Teach Sentence Composing, Expand, students expand this sentence: “It’s the sound of a rifle.” by adding adjectives to modify ‘sound’ and ‘rifle’ and to add a phrase to express emotions resulting from the sound.

The materials reviewed for Grade 3 meet the criteria for materials, questions, and tasks address grade-level CCSS for foundational skills by providing explicit instruction and assessment in phonics and word recognition that demonstrate a researched-based progression.

Students have opportunities to learn phonics and word recognition in both Shared Reading and during Differentiated Instruction. Students are explicitly taught each of the six syllable types in the vocabulary words for each week that are taken from the shared text. The teacher explains how prefixes and suffixes change the word meaning.  Teachers use the six syllable types to explain words each day during teacher directed instruction. Students use words based in the six syllable types in their written responses during Assign Written Response. This instruction is intended to teach students decoding strategies that can be used in word attack and can be confirmed through meaning.

Materials contain explicit instruction of phonics and word recognition consistently over the course of the year. Examples include, but are not limited to:

• Students have opportunities to identify and know the meaning of the most common prefixes and derivational suffixes. For example: 
• In Shared Reading Lesson Plans, Week 6, Day 1, Work Study, students learn to read and spell multisyllabic words with prefixes and suffixes and learn the meaning of these words. The teacher explains govern has a closed syllable and an r-controlled syllable. The suffix -ment is added to govern, and the teacher explains that government means a group of people who rule and that it is a noun. The teacher explains the suffix can just be added to govern because it ends in a consonant.  
• In Shared Reading Lesson Plans, Week 6, Day 3, Work Study, the teacher reviews the syllables types and gives the students words to pronounce and name the syllable types: state (VCe), lead (vowel teams), draft (closed), write (VCe), scramble (closed, C-le), work (r-controlled). The teacher reviews the doubling rule by asking students the following questions:
• What do we do with a CVC word when we want to add a vowel suffix? What if it is a consonant suffix like –ment?
• What about a VCe word?
• What about CVCC?
• In How to Plan Differentiated Reading Instruction: Resources for Grades K-3, students work with the prefixes un- and re- as well as the suffixes -ful and -ly. Each day, the definition and an example is provided by the teacher. The teacher explains how to divide and read words with either prefixes or suffixes or both. The students practice dividing and reading several more words as well as spelling them. When spelling the words, the teacher reminds students to break the word into syllables, spell it, and check to make sure each syllable has a vowel. The lesson continues with an opportunity for students to apply this skill in context through multiple readings of a text.
• Students have opportunities to decode words with common Latin suffixes. For example: 
• In How to Plan Differentiated Reading Instruction: Resources for Grades K-3, on Days 3 and 4, the teacher explains students will work with suffixes and that a suffix is a word part that goes at the end of the word. The teacher explains that to read a word with a suffix, the students should find the suffix, find the root word and read it and then read the parts together.  The teacher reminds students that suffixes change the meaning of the root word. During Week 2, students learn the meaning of -ful and -ly and practice reading words with these suffixes. The lesson includes: spelling practice where students say the word, break it into syllables, and spell each one. The students are reminded to check to see that there is at least one vowel in each syllable.
• In How to Plan Differentiated Reading Instruction: Resources for Grades K-3, the teacher explains that “-able means able to. For example, the word manageable refers to something that can be managed”. Students practice segmenting words with the suffix -able, then chorally read each part with the teacher and group, followed by reading the entire word. Words include: laughable, enjoyable, suitable, valuable, workable, teachable, trainable, washable, wearable, and readable. Students practice spelling three words with the -able suffix and then reading multisyllabic words in context with an authentic trade book.
• Students have opportunities to decode multi-syllable words. For example: 
• In Shared Reading Lesson Plans, Week 4, Day 1, Word Study, students learn how to double multisyllabic words with accented final syllables: refuse, refused, refusing; surprise, surprised, surprising, compete, competed, competing. The teacher introduces four syllables types that will be used: closed syllable (CVC), open syllable, r- controlled syllable, and VCe syllable. On Day 3, the teacher reviews the four syllables types and gives students the following words to pronounce and name the syllable type: Start (r-controlled), prize (VCe), stand (closed), drive (VCe), burp (r-controlled), short (r-controlled), smile (VCe), first (r-controlled), run (closed), stop (closed), he (opened), fly (opened). The teacher then reviews the doubling rules and asks the following questions:
• What do we do with a CVC word when we want to add a vowel suffix?
• What about a VCe word?
• What about CVCC?
• In How to Plan Differentiated Reading Instruction: Resources for Grades K-3, the teacher explains that when a single vowel followed by a consonant and final /e/, it indicates that the vowel is long. The teacher provides an example and also explains a strategy for determining where to divide the word into syllables. Each day, the teacher uses a metacognitive strategy when modeling a new word. The students have guided practice with several more words. A brief spelling practice occurs afterwards before moving into practice in context through multiple readings of a text.
• Students have opportunities to read grade-appropriate irregularly spelled words. For example: 
• In Shared Reading Lesson Plans, Week 6, Day 1, Work Study, students learn how to read and spell multisyllabic words with prefixes and suffixes and learn the meaning of these words. The teacher introduces agree. The teacher explains it has two syllables, an irregular syllable and a vowel team. The teacher explains that agree means to get along or think the same thing. The teacher explains that when the prefix dis- is added the word is a verb and means to not agree. The teacher adds the suffix -ment and explains that disagreement is a noun and that it has four syllables: closed, irregular, vowel team, closed.
• In How to Plan Differentiated Reading Instruction: Resources for Grades K-3, high-frequency word practice is embedded. The teacher must create a list of high-frequency words using the Fry Inventory. The teacher will assess each student in the differentiated group, and any sight word unknown by any one member of the group will be taught to all. This ensures children will be reviewing and learning new high-frequency words at a pace of 2 per day for the first two weeks, and then reviewing the 20 words learned in the third week. Students first point to the words as the teacher says them in a speed drill, and then the student points, waits, and spells the word aloud. Many of the high-frequency words presented in the Fry Inventory are grade-appropriate irregularly spelled words.

All tasks and questions are sequenced to application of grade-level work (e.g., application of prefixes at the end of the unit/year; decoding multi-syllable words). Examples include, but not limited to:

• In Shared Reading Lesson Plans, Week 7, Day 1, Assign Written Response, the students write their spelling words with syllables divided and labeled. They use each word in a super sentence that helps them to summarize the chapter. The students reread the chapter and look another word that has the suffix -ive. During Review and Share Written Responses, students share their super sentences with a partner.
• In How to Plan Differentiated Reading Instruction: Resources for Grades K-3, students have to take what they know about dividing and reading words with two syllables and apply it to words with three syllables. The teacher models with a word such as prosecute, and then students practice with additional words like: speculate, porcupine, turbulent, recorder, and understand.

Multiple assessment opportunities are provided over the course of the year to inform instructional adjustments of phonics and word recognition to help students make progress toward mastery. Examples include, but are not limited to:

• In How to Plan Differentiated Reading Instruction: Resources for Grades K-3, assessment is suggested after 14 lessons. It consists of reading VCe words, spelling VCe words, and reading high-frequency words (to be determined by the teacher). Fifteen VCe words are visually presented to the student. A score of 10/15 is an indicator of proficiency. Examples of the words included are pack, ice, place, cute, tame, and stun. An additional fifteen words are provided for the teacher to present orally as the students spell them. Examples from this section include cap, cape, man, mane, and time. A score of 10/15 is an indicator of proficiency. It includes 20 high-frequency words (to be determined by the teacher). It is suggested that any unknown words be taught in the next cycle of lessons.
• In How to Plan Differentiated Reading Instruction: Resources for Grades K-3, the Informal Decoding Inventory (IDI) shows the consistent progression of phonics and word recognition lessons throughout the instructional year. Additionally, lessons are provided for each skill and an end-of-skill assessment is provided to ensure understanding of each phonics and word recognition skills throughout the program.

Materials contain explicit instruction of word solving strategies (graphophonic and syntactic) to decode unfamiliar words. Examples include, but not limited to:

• In Shared Reading Lesson Plans, Week 5, Day 1, Word Study, the teacher explains students can use syllable patterns for reading and spelling.  The teacher introduces four syllables types: closed syllable, open syllable, r-controlled syllable and VCe syllable. The teacher demonstrates how to use the syllable types to decode the words create and protect. During Assign Written Response, the students write their base words, divide them into syllables, and label the syllable types. The students add -ed and -ing. The students use two of the words in super sentences. During Review and Share Written Responses, the students work in partners and share their sentences.
• In Shared Reading Lesson Plans, Week 7, Day 1, Assign Written Response, the students write their spelling words with syllables divided and labeled. They use each word in a super sentence that helps them to summarize the chapter. The students reread the chapter and look another word that has the suffix -ive. During Review and Share Written Responses, students share their super sentences with a partner.

The materials reviewed for Grade 3 meet the criteria for materials, lessons, and questions providing instruction in and practice of word analysis skills in a research-based progression in connected text and tasks.

Bookworm Grade 3 materials provide opportunities for students to learn, practice, and apply word analysis skills in connected text and tasks through daily Shared Reading: Word Study activities. Word study words are from the Shared Reading text and used to teach word analysis skills. Every fifth day, the teacher monitors student learning of word analysis skills. Outside of the Word Study test every fifth day, an additional decoding inventory is used to monitor student learning of the word analysis skills.

Multiple and varied opportunities are provided over the course of the year in core materials for students to learn, practice, and apply word analysis skills in connected texts and tasks. Examples include, but not limited to:

• In Shared Reading Lesson Plans, Week 1, Day 1, Word Study, instruction is provided on adding -ed and -ing to the end of words. Base words are sorted into categories (CVVC, CVC, CVCC) before adding the endings and it is clarified that when adding the suffixes to a word that ends with CVC, the final consonant must be doubled. Later in the lesson the students have opportunities to practice reading words with these suffixes in the text Owen Foote, Money Man.
• In Shared Reading Lesson Plans, Week 5, Day 1, Word Study, the teacher explains that students can use syllable patterns for reading and spelling.  The teacher introduces four syllables types: closed syllable, open syllable, r-controlled syllable and VCe syllable. The teacher demonstrates how to use the syllable types to decode the words create and protect. During Assign Written Response, the students write their base words, divide them into syllables and label the syllable types. The students then add -ed and -ing.  The students use two of the words in super sentences. During Review and Share Written Responses, the students work in partners and share their sentences.
• In Shared Reading Lesson Plans, Week 7, Day 1, Assign Written Response, the students write their spelling words with syllables divided and labeled. They use each word in a super sentence that helps them to summarize the chapter. The students reread the chapter and look for another word that has the suffix -ive. During Review and Share Written Responses, students share their super sentences with a partner.
• In Shared Reading Lesson Plans, Week 9, Day 1, the students learn the vocabulary words: ingredients, nutrients and bacteria. The words are presented already broken into syllables and each syllable is named. Students are given the opportunity to practice when they read Soil as a class. In addition to being included in the Shared Reading Lesson Plan, they are also in the Grade 3 Reading & Writing Student Workbook, Part 1 on page 104. Here, the students have space to create a semantic map of each word and use it in a "super sentence". A super sentence is a compound or complex sentence.
• In Shared Reading Lesson Plans, Week 15, Day 1, Meaning Vocabulary, the teacher introduces the vocabulary words from the text, gives their meaning, explains how they can be divided into syllables and the syllable types in the word: pro · hib · it · ed (open, closed, closed, suffix) and sil · ver · smith (closed, r-controlled, closed). Students chorally read these words within the text: And Then What Happened, Paul Revere? During Assign Written Response, students write super sentences using these words. The next day during Review and Share Written Response, students share their writing with a partner.
• In the Grade 3 Teacher’s Manual under Shared Reading: Word Study explains that beginning in third grade, teachers “address syllable juncture, focusing directly on the doubling principle and then on multisyllabic decoding.” Additionally, the Grade 3 Teacher’s Manual explains that “chunking words into syllables is an aid in decoding, spelling, and meaning. Multisyllabic word study words can be analyzed at the syllable level. The goal of this instruction is to build flexible strategies for attacking unknown words.”
• In How to Plan Differentiated Reading Instruction: Resources for Grades K-3, multisyllabic instruction is explained. The text states, “you may be wondering why our treatment of multisyllabic words begins with attention to prefixes, suffixes, and compound words. The ability to recognize affixes and compounds is obviously important, and we view it as an introduction to the more abstract work with syllables, which we see as a far greater barrier to fluency.”
• In How to Plan Differentiated Reading Instruction: Resources for Grades K-3, the Fluency and Comprehension lessons with Multisyllabic Decoding are part of the differentiated instruction skill groups available to students. In this group, students decode multisyllabic words, chorally pronounce each word part and then the entire word, and read words in context by engaging with authentic text.
• In How to Plan Differentiated Reading Instruction: Resources for Grades K-3, week two of the Multisyllabic Decoding lessons is presented. In this week, teachers will provide explicit instruction in the prefixes un- and re-, as well as suffixes -ful and -ly. The teacher reads an introduction to prefixes and suffixes. The teacher says, “Today we will work with prefixes. A prefix is a word part used at the beginning of a word. You need to know a lot of prefixes. To divide and read words with prefixes, find the prefix, read the root word, and then read the prefix and root word together. Remember that the prefix changes the meaning of the word.” The teacher then explains the meaning of each prefix and suffix for the days lesson. For day 1, the teacher says, “Un- means not. For example, the word unable means not able to do something”. Students then divide the word after the prefix, read the words chorally in parts and then in entirety, and then read words in context by engaging with authentic text.

Materials include word analysis assessment to monitor student learning of word analysis skills. Examples include, but are not limited to:

• In How to Plan Differentiated Reading Instruction: Resources for Grades K-3, there are assessments that test foundational skills:
• Informal Decoding Inventory: Short Vowels through Vowel Teams- to determine the highest decoding skill set the child has attained in pronouncing one-syllable words of progressively more difficult patterns. In the subtest Vowel Teams, the teacher points to the word neat and says, “What is this word?” The teacher moves from left to right. The assessment includes the following words: neat, spoil, goat, pail, field, fruit, claim, meet, beast, craid, houn, rowb, noy, feap, nuit, maist, ploat, tead, steen
• Informal Decoding Inventory: Multisyllabic Words- to determine proficiency in pronouncing two-syllable words of progressively more difficult patterns. In the subtest Multisyllabic Words, the teacher points to the word flannel and says “What is this word?”. The following words are included in the assessment: flannel, submit, cupid, spiky, confide, cascade, varnish, surplus, chowder, approach
• In How to Plan Differentiated Reading Instruction: Resources for Grades K-3, the materials explain that once student needs are identified, three or six week instructional cycles take place and are followed by simple assessments. Based on those assessments, the teacher may conclude that a student’s needs are best met in a different group with a different skill focus.
• In the Teacher Manual, Shared Reading, there is a Word Study Assessment every 5th day. In the Word Study Assessment, the “teacher calls out the following vocabulary words without segmenting into sounds or syllables.” Students are asked to spell six words based on the Word Study work throughout the week. Then, the “teacher will ask students to mark half of the words to use in super sentences to demonstrate meaning.” For example, Week 4, Day 5 while reading Fudgeamania, students will complete a word study assessment with VCe words (refuse, surprise); compete CVCC words (impress and return); CVC or closed words (forget and forgot); following meaning vocabulary words: mania, jealousy, embarrassed, and resolution.

The Bookworms materials reviewed for Grade 3 meet the criteria for instructional opportunities are frequently built into the materials for students to practice and achieve reading fluency in oral and silent reading, that is, to read on-level prose and poetry with accuracy, rate appropriate to the text, and expression.

Bookworms Grade 3 materials provide opportunities for students to purposely read on-level text through the weekly opportunities to participate in choral reading and partner reading in the Shared Reading Lessons. These readings are followed by a comprehension discussion about the text. In addition, students have opportunities to participate in echo reading, choral reading, partner reading and whisper reading in the Targeting Fluency and Comprehension portion of How to Plan Differentiated Reading Instruction: Resources for Grades K-3.  While frequent fluency assessments are not provided, the materials do direct the teacher to the use of oral reading fluency assessments such as AIMSweb or DIBELS Next.

Multiple opportunities are provided over the course of the year in core materials for students to demonstrate sufficient accuracy and fluency in oral and silent reading. Examples include, but are not limited to:

• Students have opportunities to read grade-level text with purpose and understanding. For example: 
• In Shared Reading Lesson Plans, Week 1, Day 1, students participate in choral reading of pages 1-9 of Owen Foote, Money Man. After reading page 4, the teacher models using visualizing to better understand the text. Students then participate in rereading the text with a partner. Then students participate in a discussion with the following comprehension questions:
• Why do you think Kate was nicer to Owen than Lydia was?
• What additional information do we get from the illustration on page 8?
• What is the author telling us at the bottom of page 9 when the text says “She looked at the expression on Lydia’s face. ‘Not that you ever think of it,’” she finished weakly?
• In Shared Reading Lesson Plans, Week 15, Day 1, students participate in choral reading of pages 1-11 of And Then What Happened, Paul Revere? After reading page six, the teacher models making in an inference.  Then students reread the pages with a partner. After that, the students participate in a discussion with the following comprehension questions:
• Why was Boston such a busy place?
• How was Paul’s early life unusual?
• Why did Paul start to ring the church bells?
• When Paul first went off to fight in a war, who was fighting?
• In Shared Reading Lesson Plans, Week 29, Day 1, students participate in choral reading of pages 102 and 103 of Who Was Franklin Roosevelt? The teacher models reading on to clarify text that is confusing to understand.  The students participate in rereading of the text with a partner. After that, the students participate in discussion using the following comprehension questions:
• When did FDR die? Why is that particular date important?
• Why did so many people like FDR?
• What does it mean to say that most loved him even if not everyone liked his ideas?

Materials support reading or prose and poetry with attention to rate, accuracy, and expression, as well as direction for students to apply reading skills when productive struggle is necessary. Examples include, but are not limited to:

• Students have opportunities to read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. For example: 
• In Shared Reading Lesson Plans, Week 2, Day 1, students participate in choral reading of pages 3 through 13 of Fudge-a-Mania. Then students reread these pages with a partner.
• In Shared Reading Lesson Plans, Week 16, Day 1, students participate in choral reading of chapter 1 and 2 of The Miraculous Journey of Edward Tulane. Then students reread these pages with a partner.
• In Shared Reading Lesson Plans, Week 31, Day 1, students participate in choral reading of chapter 1 of Ancient Greece. Then students reread these pages with a partner.
• In How to Plan Differentiated Reading Instruction: Resources for Grades K-3, the Strategies for Every Pupil Response Techniques are defined.                             
• Students use decodable texts to participate in Whisper Reading (application of decoding and word recognition), Partner Reading (calls for an authentic purpose for rereading) and Choral Reading (ensures that any decoding errors do not remain uncorrected and that the day’s text is read at least once at an appropriate rate).

Materials support for students’ fluency development of reading skills (e.g., self-correction of word recognition and/or for understanding, focus on rereading) over the course of the year (to get to the end of the grade-level band). Examples include, but are not limited to:

• In the Teacher Manual, “during every day’s shared reading, you will lead the whole class in reading the day’s selection aloud.” Additionally, “If the day’s selection is too long, stop choral reading and read the rest of the day’s text aloud. Then move to partner reading. If you skip partner reading, you will not realize the gains in fluency and comprehension that rereading accomplishes.”
• Students have the opportunity for repeated reading through either choral or echo reading, then partner rereading each day during Shared Reading. Partners are expected to take the roles of reader and coach, where “the reader reads to his or her partner with expression” and “the coach should read along whiles the reader reads, and prompt the reader to reread whenever there is an error.”

Assessment materials do not provide teachers and students with information of students’ current fluency skills and provide teachers with instructional adjustments to help students make progress toward mastery of fluency. Examples include, but not limited to:

• The materials direct the teacher to the use of oral reading fluency assessments such as AIMSweb or DIBELS Next.