3rd Grade - Gateway 1

The instructional materials reviewed for Grade 3 meet the criteria for anchor texts being of publishable quality and worthy of especially careful reading and consider a range of student interests. Text sets in each module are rich in academic language and help build understanding toward a topic. Texts are engaging, contain strong academic vocabulary, and when applicable, include vivid illustrations. 

Specific examples of texts that are in Grade 3 include:

• In Module 1, students read Judy Moody: Mood Martian by Megan McDonald, a well-known children’s series. Students are exposed to figurative language and required to analyze the writing in order to analyze the character’s feelings. 
• In Module 2, students read Upside Down Boy by Juan Felipe Herrera, a memoir about the year the author and his migrant family settled so that he could go to school for the first time. This multicultural book incorporates rhythmic language and bright illustrations. It provides students with rich language and demonstrates how writing can be a tool to communicate experiences. 
• In Module 3, students read The U.S. Constitution by Norman Pearl, who has written ten different children’s books about both science and social studies topics. This text builds knowledge of U.S. History and provides rich illustrations and powerful symbols. 
• In Module 6, students read Octopus Escapes Again by Laurie Ellen Angus, a published science-based narrative nonfiction text that has an implicit problem and solution structure and contains some figurative language in addition to text features. 
• In Module 9, students read It’s Our Garden: From Seeds to Harvest in a School Garden by George Ancona, which exposes students to a more complex organization of main idea, and it uses content-specific vocabulary words. It is a documentary-style narrative about the outdoor work of growing food. 
• In Module 10, students read When the Giant Stirred by Celia Godkin, who is an award-winning author and illustrator. It has an unconventional story structure and includes figurative and symbolic language. It also integrates scientific knowledge.

The instructional 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. Texts throughout Grade 3 include a mix of informational and literary texts throughout every module. Many of the literary texts are longer texts, while the informational texts include shorter articles. Genres include articles, biographies, fairy tales, folktales, historical fiction, legends, memoirs, editorials, poetry, videos, fantasy, and realistic fiction. While the text types across modules vary, the modules typically focus on either literature or informative texts and are centered around a theme or topic. 

Examples of literature found within the instructional materials include:

• Module 4: Two Bear Cubs retold by Robert D. San Souci: drama. Other literary texts in this module include The Saga of Pecos Bill by Anthony D. Fredericks, Crossing Bok Chitto by Tim Tingle, and Stories on Stage (author unknown)
• Module 5: Soccer Shootout by Jake Maddox: realistic fiction. Other literary texts in this module include Running Rivals by Jake Maddox and Bend it like Biancai (author unknown).
• Module 7: The Storyteller’s Candle by Lucia Gonzalez: historical fiction. 
• Module 10: Company Mono and Come Jicotea retold by Joe Jayes: folktale Other literary texts in this module include Why the Sky is Far Away by Marci Stillerman, Cinder Al and the Stinky Footwear by Roger Love, and The Plot Chickens by Mary Jane Auch. 

The following are examples of informational texts found within the instructional materials:

• Module 3: The Flag Maker by Susan Campbell Bartoletti: narrative nonfiction text. Other informational texts in this module include The U.S. Constitution by Norman Pearl, Why is the Statue of Liberty Green by Martha E.H. Rustad, and All the Places to Live by Patricia MacLachlan. 
• Module 5: Brothers at Bat by Audrey Vernick: narrative nonfiction text. Other informational texts in this module include Don’t Feed the Geckos by Karen English, “Competition, Cooperation, and Fun” (author unknown), and “Teamwork, Victory” (author unknown). 
• Module 8: “Edison’s Best Invention” (author unknown): an opinion article. Other informational texts in this module include Now & Ben: The Modern Inventions of Benjamin Franklin by Gene Faretta, A Bumpy Ride by Sharon Katz Cooper and Rachel Young, and Timeless Thomas: How Thomas Edison Changed our Lives by Gene Barretta. 

The instructional materials reviewed for Grade 3 meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task. The majority of the texts fall within the stretch Lexile band of 420-820. Some of the texts are slightly above the quantitative measures appropriate for Grade 3; however, the reader and task and qualitative measures make them appropriate for Grade 3 students.

Some specific examples of texts that students read with the appropriate level of complexity include:

• In Module 1, Week 1, students read Marison McDonald: Doesn’t Match by Monica Brown, which has a Lexile of 580 and is slightly complex. The text complexity is based on the simple and linear chronology of structure. The text also uses natural dialogue and familiar language. 
• In Module 3, Week 2, students read The Flag Maker by Susan Campbell Bartoletti, which has a Lexile of 640 and is considered a complex text. Text complexity is based on the social studies concepts and use of general and domain specific language. 
• In Module 5, Week 2, students read Soccer Shootout by Jake Maddox, which has a Lexile of 670 and is considered moderately complex, because the text has an implicit problem and solution text structure. 
• In Module 7, Week 1 students read Farmer Will Allen and the Growing Table by Jacqueline Briggs Martin, which has a Lexile of 650 and is considered moderately complex. Text complexity is based on the requirement of specialized knowledge and includes more complex sentence structure. 
• In Module 10, Week 3, students read Compay Mono and Comay Jicotea, retold by Joe Jayes, which has a Lexile of 670 and is considered a complex text. Text complexity is based on the sophisticated theme and ambiguous language requiring inferences. 

Some texts that are above the quantitative measure appropriate for third grade, but are still appropriate for use in instruction due to the qualitative analysis and reader and task include:

• In Module 8, Week 2, students read A Bumpy Ride by Sharon Katz Cooper, which has a Lexile of 860 and is considered moderately complex; however, it has a familiar text structure of problem and solution. Students work to identify the problem and solution and explain how the structure contributes to the author’s purpose. 
• In Module 9, Week 1, students read How did that Get in my Lunchbox? by Chris Butterworth, which has a Lexile of 860 and is considered a complex text. The text has sophisticated graphics that provide information that is not otherwise conveyed in the text. There are many text features that students have been exposed to, making the text appropriate for Grade 3 students. 
• In Module 10, Week 1 students read When the Giant Stirred by Celia Godkin, which has a Lexile of 980. It is a complex text that has an unconventional story structure and includes figurative and symbolic language. Students use the text to identify theme, and students are supported through this learning.

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.) Both the texts and the tasks associated with the texts increase in complexity over the course of the year. At the beginning of each module, the Developing Knowledge and Skills section in the Teacher’s Guide shares the skills that students will work on, which helps outline the increasing literacy skills over the course of the school year. For example, throughout the year, students are taught how to use metacognitive skills. In the beginning of the year, students make and confirm predictions. Then in the middle of the year, students are taught how to ask and answer questions, while at the end of the year, there is more of a focus on summarizing. 

Text complexity increases gradually throughout the year. In the beginning of the year, myBooks in Grade 3 are considered 60% slightly complex and 40% moderately complex. At the end of the year, 0% of the texts are considered slightly complex, 25% are considered moderately complex, and 75% are very complex. The Lexile ranges in the beginning of the year are from 580-630, while at the end of the year, the Lexile ranges from 670-980. 

Skills also increase in complexity throughout the year to promote independence. Examples of this include:

• Throughout the Grade 3 materials, students use evidence to answer questions and write about reading. In Module 1, students write a biography for the character Scaredy Squirrel from the text Scaredy Squirrel by Melanie Watt. Then In Module 5, after reading Soccer Shootout by Jake Maxxos, students write a summary that captures the excitement of the state championship game, using moments and words from the text to show the excitement in the correct order that they happened. Then in Module 8, students use text evidence to prove their answer. After reading Timeless Thomas: How Thomas Edison Changed Our Lives by Gene Baretta, students are asked, “How does Edison feel about his ability to invent an effective electric light? How do you know this?”. 
• In Grade 3, students work on analyzing language. In the beginning of the year, students read poems in "Adventures with Words" by poets Laura Purdie Salas, Casie Hermansson, and Eloisse Greenfield, and then discuss and write about who is speaking in the poem. Then in Module 4, students analyze the language by answering, “How do the repeated words in line 33 help create the image of a twirling rope?”, in the text “The Saga of Pecos Bill” by Anthony D. Frederick. In Module 10, students learn about similes, and after reading When the Giant Stirred by Celia Godkin, students identify and analyze similes such as being asked if the mountain is really a giant and why the author uses this type of figurative language.

The instructional materials reviewed for Grade 3 meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level. In the Teacher's Edition, there is a section titled Preview Lesson Texts, which outlines the text or texts for the week and includes the text complexity analysis. This section includes a “Why this text” explanation and the key learning objectives for the lessons with the text.

Specific examples of the text complexity analyses include:

• In Module 1, Week 2, students read Judy Moody: Mood Martian by Megan McDonald, which has a Lexile of 610 and is considered moderately complex due to the use of flashbacks and unfamiliar expressions from the main character. The text was chosen to teach students to monitor and clarify their understanding of the text while being exposed to figurative language. 
• In Module 5, Week 2, students read Running Rivals by Jake Maddox, which has a Lexile of 570 and is considered slightly complex. The text offers students the opportunity to learn literary elements, author’s purpose, and strategies to monitor and clarify understanding while reading. The text is slightly complex, because it has an explicit problem and solution text structure containing conventional language. 
• In Module 8, Week 1, students read Timeless Thomas: How Thomas Edison Changed our Lives by Gene Barretta, which has a Lexile of 950. The text is considered complex, as it has an unconventional compare and contrast structure with sophisticated descriptions. According to the publisher, the text offers students the opportunity to make inferences, recognize the compare and contrast text structure, and identify signal words.
• In Module 10, Week 2, students read "Why the Sky is Far Away: A Nigerian Folk Tale" retold by Marci Stillerman, which has a Lexile of 790. The text is considered moderately complex due to the less familiar story concept, and the experience includes some unfamiliar aspects. The text gives students the opportunity to identify the theme and explain how it is different from a topic.

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.

Throughout the Grade 3 materials, students have opportunities to read daily across a volume of texts during various instructional segments including Whole Class Shared Reading, Build Knowledge and Language, Reading Workshop and Vocabulary, Writing Workshop, and Demonstration of Knowledge. In addition to anchor texts, students engage in a range and volume of texts during Reading and Writing Workshop. A variety of fiction and nonfiction genres are covered across the years with a culminating genre study at the end of the year. Due to the range and volume of texts that students engage with daily, the anchor and supporting texts help students achieve grade-level reading proficiency. 

Genres include:

• Module 1: historical fiction, realistic fiction, fantasy
• Module 2: informational text, informal letter, realistic fiction, poems, memoir, fantasy
• Module 3: informational text, educational video, narrative nonfiction
• Module 4: informational text, opinion, drama, fairytale, educational video
• Module 5: informational text, realistic fiction, educational video, narrative nonfiction
• Module 6: Informational text, narrative nonfiction, video
• Module 7: biography, opinion, narrative nonfiction, historical fiction, educational video
• Module 8: educational video, informational text, narrative poem, opinion text
• Module 9: educational video, realistic fiction, editorial, informational text 
• Module 10: information text, folktale, fairytale
• Module 11: informational text, narrative nonfiction, opinion text
• Module 12: realistic fiction, poetry, traditional tales

Reading Workshop includes the following components: 

• Guided Reading: The teacher works with students at their instructional reading level using the Rigby Leveled Library. 
• Skill and Strategy Lessons: The teacher works with small groups to reinforce reading skills and strategies. Lessons are connected to the daily whole group mini-lesson or based on student need.
• Independent Literacy Activities: While the teacher works with small groups, students work independently and engage in various activities such as:
• Reader’s Theater-- Students read together as a group and act out the text.
• Independent Reading Center-- Students read and complete a reading log. Later in the year, students can also write a book review of the book or have a discussion about their individual text.
• Digital Listening Center---students complete a listening log and include the listening skill(s) they used as well as summarize what they heard.

In addition, throughout the year, students hear twelve focal texts during Writing Workshop that serve as mentor texts. These books are chosen because they provide strong examples of responses to module prompts. Students can also read these books independently during choice time. Additionally, throughout the year, students hear twelve focal texts during Writing Workshop that serve as mentor texts. These books are chosen because they provide strong examples of responses to module prompts. Students can also read these books independently during choice time.

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). 

Throughout the instructional materials, students engage directly with the text to answer text-dependent and text-specific questions. Students respond to these questions orally, in writing, and through tasks and assignments. Text-dependent questions are found throughout the program, including in the Read for Understanding section and the Targeted Close Read section. At times, students are asked to answer questions while reading and at other times, students are told to reread specific sections in order to answer a question. Materials also include graphic organizers to assist students in close reads of their text when they cite evidence for specific questions or tasks that they complete. 

Examples of evidence-based questions include:

• In Module 3, Lesson 14, after reading the narrative nonfiction text Why is the Statue of Liberty Green? by Martha E.H. Rustad, students discuss how the Statue of Liberty is like a gift you might receive and how is it different. Students also reread pages 282-283 and discuss what details help explain why people can see the Statue of Liberty from far away. 
• In Module 4, Lesson 2, after reading the play The Saga of Pecos Bill by Anthony D. Fredericks, students review pages 306-307 and discuss what details the narrator shares to show that Pecos Bill was a little different and what Pecos Bill did that a real person might also do. 
• In Module 7, Lesson 5, after reading the biography Farmers Will Allen and the Growing Table by Jacqueline Briggs Martin, students reread page 117 in order to discuss how the author feels about Farmer Will Allen. 
• In Module 8, Lesson 8, after reading Timeless Thomas: How Thomas Edison Changed our Lives by Gene Barretta, students discuss how Edison feels about his ability to invent an effective electric light and how they know this. 
• In Module 9, Lesson 4, after reading How did that get in my Lunchbox? by Chris Butterworth, students are asked questions, such as what workers help to make wheat into bread, how do farmers know when it is time to pick carrots, and what are some of the different jobs people do to make the food we eat. 
• In Module 12, Lesson 1, after rereading pages 20-22 in Marisol McDonald Doesn’t Match by Monica Brown, students are asked who the characters are, what is the setting, and how these features make the story seem real. Students are also asked what events show them that the plot changed. 

The instructional materials reviewed for Grade 3 meet the criteria for materials provide 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. Examples include: Turn-and-Talk, Think-Pair-Share, Collaborative Discussions, and Solo Chair. Collaborative Discussions are found throughout the program, and the teacher is directed to display and review the "How to have a Discussion" Anchor Chart before each discussion. Rubrics are also provided in the Teacher’s Guide for Collaborative Discussions. In Modules 11 and 12, students participate in Genre Studies, and additional protocols and activity suggestions are provided for Genre Book Study Clubs. 

In the Resource Guiding Principles and Strategies Section, the publisher provides information on how teachers should encourage conversations and discussions, including appropriate social communication such as introductions, shaking hands, eye contact, volume, and initiating conversations. Best practices for Collaborative Discussions are also included in this section and include:

• Introduce: The teacher explicitly teaches speaking and listening skills by having volunteers model a discussion and then students practice with partners. The modeling includes asking clarifying questions, adding to the conversation, and politely disagreeing with partners. 
• Practice: The teacher provides opportunities for students to practice using their listening and speaking skills. Prompts for practice are found throughout the program, and the teacher should emphasize the use of formal language when speaking with a group.
• Routine: The program includes discussion routines, such as Think-Pair-Share and Turn-and-Talk, that should be used regularly and are denoted throughout the lessons.
• Model: The teacher should model and encourage the use of appropriate eye contact, body position, and active listening.
• Cultural sensitivity: The teacher should support the knowledge of social norms in a variety of cultures.

The Routine for Turn-and-Talk is outlined in the Guiding Principles and Strategies resource book. Routines for Think-Pair-Share and Solo Chair are also found in the program. The Routine for Turn-and-Talk is:

1. Turn toward your partner. The teacher asks an open-ended question.
2. One partner talks, while the other listens. The teacher provides a model response to help students articulate their thinking if needed. For example, the teacher could say, “In the end,... and the students finish the sentence to tell what is happening." 
3. Students switch roles. 

The Routine for Think-Pair-Share is outlined in the resource book and includes:

1. Think: Students are asked an open-ended question and are given several seconds to formulate their response.
2. Pair: Students each take a turn to share while the other partner listens.
3. Share: Students who have been previously identified to share with the whole class do so, and then additional volunteers can share.

Solo Chair is used when students present writing to the class, often about the text, or at the end of a module as part of the Wrap-Up. The routine is:

1. The student presents using a special chair. The teacher provides sentence starters such as “Today I will talk about...”
2. The other students listen to their classmates. The teacher reviews the expectations for active listening, and one or two classmates give feedback for the presenter. Sentence starters for feedback include, “I Liked...” or “My favorite part was...”

Specific examples of where the program includes the use of the routines and protocols within individual lessons include:

• In Module 4, Lesson 2, students engage in a Collaborative Discussion after reading the play The Saga of Pecos Bill by Anthony D. Fredericks. During the discussion, students take notes when listening to their peer so they can add and connect their ideas to their partners. Questions include: “What did he do that a real person could not do?” and “What details do the narrator share to show that Pecos Bill was a ‘little different’?”. 
• In Module 6, Lesson 1, after reading Frozen Alive (no author), students participate in a Wrap-Up where they explain to a peer how they applied their knowledge to the tasks of the lesson. Teachers have options in how they want students to share including Solo Chair, Think-Pair-Share, or Anchor Chart. In Solo Chair, one student is selected to speak to the class, explaining what he or she learned from the reading. In Think-Pair-Share, students share their thinking with a partner, and then a few partnerships share with the class.  For Anchor Chart, students add sticky notes about their independent book to the text structure anchor chart and then share what they added and why. 
• In Module 6, Lesson 13, after reading T.J. The Siberian Tiger Cub by Anne Whitehead Nagda, students use Turn-and-Talk to discuss the author’s purpose for using the graph and map in the text. 
• In Module 7, Lesson 1, after reading Let’s Build a Park (no author), students are asked to think about the essential question: How can one person make a meaningful difference in their local or global community?. Students then engage in the Think-Pair-Share routine to discuss their ideas and share with the group.
• In Module 8, Lesson 1, after reading A Century of Amazing Inventions (no author), students think about what it takes to make a successful invention and then participate in a Think-Pair-Share to discuss their ideas and share with the group. 
• In Module 12, Lesson 13, students participate in a traditional tale book club and are provided general discussion questions to discuss their book in a small group. Each day students discuss the reading and how the author achieved his or her purpose for writing. 

The instructional materials reviewed for Grade 3 meet the criteria for materials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate. Throughout the year, students have opportunities to engage in on-demand writing, often in response to reading, and process writing, that includes research projects. 

Process writing is found within Writing Workshop where students build writing independence through interactive writing and process-based lessons. For each module, students complete a process writing piece that focuses on a different type of writing. Anchor charts and graphic organizers are supplied in each module. In the Genre Studies in Modules 11 and 12, students engage in a week-long writing task that is aligned to the genre. Specific examples of process writing include:

• In Module 1, students begin a 15-day narrative writing project. Students begin by reading the mentor text, Weslandia by Paul Fleischman. Then, students experience the stages of the writing process: prewrite, draft, revise, and edit. Students focus on correcting common and proper nouns. Students also peer edit before publishing and sharing with the class. 
• In Module 2, students research different types of poetry and create a book that demonstrates different poem structures and rhyme schemes. In Week 2, students plan and draft poems based on their favorite type of poetry. Students also work with peers to revise their poems to make sure they align to the structure of the type of poem they have selected. 
• In Module 7, students are given a performance task in Lesson 15, where they write a news report and experience the planning, drafting, revising, and editing phases, and then finally produce a published product. Students write a report for their school newspaper explaining how people can impact their communities. Students are given a checklist to help them know components to include. 
• In Module 9, students write an informative article in their module performance task where they think about what they learned about food and write an article that presents each step for how to grow something. Students begin by planning and then drafting using their graphic organizer from the planning stage. 
• In Module 11, students write an article for a magazine about an unusual animal. Students research, outline their ideas, draft, revise, edit with a peer, and then present their work. 

Students have on-demand writing daily, often in response to the texts they read. Examples found through each module include: 

• In Module 1, Lesson 7, after reading Judy Moody, Mood Martian by Megan McDonald, students write an email from the perspective of Judy Moody to her grandparents notifying them that she has used the lip-gloss kit. 
• In Module 2, Lesson 9, after reading The Upside Down Boy by Juan Felipe Herrera, students imagine that they are Juanitos’ classmates and write a story about the first day of school.
• In Module 3, Lesson 3, students imagine that they are a writer for an online encyclopedia for young people and write an entry about the U.S. Constitution. In their paragraph, they must include the names of three main parts of the U.S. Constitution and explain the importance of each.
• In Module 4, Lesson 6, after reading The Saga of Pecos Bill by Anthony D. Fredericks, students write a short flash fiction story that summarizes the events of the play in a paragraph or two. 
• In Module 5, Lesson 8, after reading Running Rivals by Jake Maddox, students write a memoir chapter about the main character, Amy’s, relationship with Madison. 
• In Module 6, Lesson 5, students write a book review of This is Your Life Cycle by Heather Lynn Miller that summarizes the story and explains how the author used illustrations to tell the story. 
• In Module 7, Lesson 5, students write their own point of view of farmer Will Allen after reading the biography Farmer Will Allen and the Growing Table by Jacqueline Briggs Martin. 
• In Module 8, Lesson 5, students write a friendly letter, after reading Timeless Thomas by Gene Barretta. In the letter to the illustrator, students share how his drawings added to their understanding of Edison’s inventions. 
• In Module 9, Lesson 5, students write a critique after reading How did that Get in my Lunchbox by Chris Butterworth. 
• In Module 10, Lesson 12, after reading Company Mono and Comay Jicotea retold by Joe Hayes, students write a trickster tale about Mono and Jicotea. 
• In Module 11, Lesson 7, students respond to their independent reading book’s text and graphic features by answering questions such as, “Does the author use one type of graphic feature or many kinds?” and “Why do you think the author chose the graphic on this page?”.

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

There are frequent opportunities across the school year for students to learn, practice, and apply what they have learned about narrative, opinion, and informational writing. Each module includes writing lessons about the text that they read. In addition, students are taught about the three genres in Writing Workshop, where they engage in longer pieces over the course of three weeks. 

Narrative writing is found in myBook after reading texts, as well as, in Writing Workshop Modules 1, 4, and 10. Some examples of narrative writing include:

• In Module 1 of Writing Workshop, students create a personal narrative using the prompt, “Summer friends can last forever.” Students write about something they experienced during summer. 
• In Writing Workshop, Module 4, students work on a personal narrative about someone they know who has helped make a difference in another person’s life. Students write a story about the person’s life and the actions they completed to help someone.
• In Module 5, Lesson 8, after reading Running Rivals by Jake Maddox, students write a memoir chapter about Amy’s relationship with Madison. They compare and contrast the characters in the story, explain how Madison’s actions affected the outcome, and state Amy’s thoughts and feelings. 
• In Module 6, Lesson 9, after reading Octopus Escapes Again by Laurie Ellen Angus, students write a narrative poem that describes Octopus’s day. 
• In Module 10 of Writing Workshop, students write an imaginative story that tells what happens to their characters and what their characters do.

Informational writing is found in myBook, as well as in Writing Workshop Modules 3, 6, 8, and 12. Some examples of informational writing include:

• In Module 1, Lesson 12, after reading Scaredy Squirrel by Melanie Watt, students write a biography for Scaredy Squirrel that includes a summary of his personality, habits, and beliefs. 
• In Module 3 of Writing Workshop, students write a descriptive essay of a place in which they are familiar. 
• In Module 3, Lesson 3, after reading The U.S. Constitution by Norman Pearl, students write an encyclopedia entry about the U.S. Constitution. The paragraph must include the three main parts of the U.S. Constitution and explain why each one is important. 
• In Module 4, Lesson 9, after reading the play, Gigi and the Wishing Ring (no author), students complete a newspaper report about what happened to Gigi. 
• In Module 5, Lesson 14, after reading Brothers at Bat by Audrey Vernick, students write a Hall of Fame Biography. They introduce the Acera brothers, tell the events in the order that they happened, and conclude with the reasons why the brothers are in the Hall of Fame.
• In Module 6, Lesson 3, after reading This is Your Life Cycle by Heather Lynn Miller, students summarize the story and explain how the author used illustrations to tell the story. 
• In Module 6 of Writing Workshop, students write about animals and their special abilities. Students write an expository essay about an animal who uses special skills to live outdoors year round. 
• In Module 7, Lesson 5, after reading Farmer Will Allen and the Growing Table by Jacqueline Briggs Martin, students write a report on how to grow something. 
• In Module 8 of Writing Workshop, students write a research report about an invention that they have used in their own life. 
• In Module 12 of Writing Workshop, students write a biographical essay about a person that explains what makes him or her a hero. 

Opinion writing is found in myBook, as well as, in Writing Workshop Modules 5, 7, and 11. Some examples of opinion writing include:

• In Module 2, Lesson 7, after reading “Adventures with Words” by poets Laura Purdie Salas, Casie Hermansson, and Eloise Greenfield, students write a poem that shows the reader the poem of preference. They must include reasons why the poem they chose is their favorite. 
• In Module 3, Lesson 14, after reading Why is the Statue of Liberty Green? by Martha E.H. Rustad, students write an opinion letter to the teacher in the story stating their opinion about why the class in the story should or should not take another trip back to the Statue of Liberty.   
• In Module 5 of Writing Workshop, students write a persuasive letter. In their letter, they try to persuade a new student to be his/her friend. Students take the position that he/she should be his/her friend and provide details why. 
• In Module 5, Lesson 8, after watching the video, Bend Like Bianca, students write an email to give Bianca helpful feedback by stating an opinion, including events from the story, and evidence from the video. 
• In Module 6, Lesson 5, after reading This is Your Life Cycle by Heather Lynn Miller, students write a book review that summarizes the story and expresses an opinion of the author’s choice to tell the story details in pictures. 
• In Module 7 of Writing Workshop, students write an opinion essay about a way students can help make their school better for everyone after reading What if Everybody Did that? by Ellen Javernick. 
• In Module 7, Lesson 9, after reading Energy Island by Allan Drummond, students summarize their point of view about changing to renewable energy. They have to state whether they agree with the kids’ or the adults’ point of view. 
• In Module 9, Lesson 5, after reading How did that Get in my Lunchbox? by Chris Butterworth, students write a critique explaining how they feel the illustrations are used in the text to share information. 
• In Module 11 of Writing Workshop, students write an opinion essay about a topic of their choosing. Students give reasons why their readers should support their opinion. 

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

Evidence-based writing opportunities are varied and include taking notes, responding to questions about text in their myBook, responding to questions about the Writing Workshop mentor text, and completing the Genre Study printables. Writing opportunities are focused around students’ analyses and claims developed from reading closely and working with various text sources. Specific examples of opportunities for evidence-based writing found throughout each module include:

• In Module 1, Lesson 12, after reading Scaredy Squirrel by Melanie Watt, students complete a writing task that directs them to write a biography for Scaredy Squirrel. Students summarize the personality, habits, and beliefs of Scaredy Squirrel based on evidence from the text.
• In Module 2, Lesson 7, after reading poems in “Adventures with Words” by poets Laura Purdie Salas, Casie Hermansson, and Eloise Greenfield, students complete the collaborative discussion and written response section in their myBook. Students take notes from the text in response to the question, “Who is speaking ? How do you know? What messages can a smile send?”
• In Module 3, Lesson 4, students write why James Madison is called the “Father of the Constitution,” based on their reading of The U.S. Constitution by Norman Pearl. 
• In Module 5, Lesson 12, after reading Brothers at Bat by Audrey Vernick, students write a biography about the Acerra brothers. The students write a short, interesting summary of the most important events in the Acerra brothers’ story. 
• In Module 6, Lesson 3, after reading This is Your Life Cycle by Heather Lynn Miller,    students write a book review that summarizes the story and explains how the author used illustrations to tell the story. Students also explain why they think the author chose to tell part of the story through illustrations rather than text and if it was a good way to achieve the author’s purpose. 
• In Module 8, Lesson 7, after reading A Bumpy Ride by Sharon Katz Cooper and Rachel Young, students write a magazine article for a bicycling magazine about bicycles of the past, using facts and details from the story. 
• In Module 9, Lesson 10, after reading How do you Raise a Raisin by Pam Munoz Ryan, students write an essay that gives examples of the most vivid imagery in the text. They then have to tell which examples they like best, giving reasons why they like it the best. 
• In Module 10, Lesson 14, after reading Why is the Statue of Liberty Green? by Martha E.H. Rustad, students respond to questions in their myBook including, “How is the Statue of Liberty like a gift you might receive? How is it different?” and “What details help to explain why people can see the statue of Liberty from far away?” 
• In Module 10, Lesson 14, after reading Company Mono and Comay Jicotea retold by Joe Hayes, students go back to the text to identify and then write the events in sequence that support the story’s theme. 
• In Module 11, Lesson 1, after the teacher reads Lily’s Purple Purpose Purse by Kevin Henkes, students write two or three sentences to answer the question, “Does what happen in Lilly's Purple Plastic Purse seem true to life? Why or why not?” 
• In Module 12, Lesson 3, after the teacher reads Roberto Clemente by Jonah Winter, students write two or three sentences to answer the questions, “Are the illustrations important to the story? What do they add? What is your favorite illustration, and why?”.
  

The materials reviewed for Grade 3 Into Reading 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. 

Grammar and conventions standards for Grade 3 are addressed over the course of the year. Grammar and conventions lessons primarily occur during Writing Workshop in Grammar Mini-lessons. The lessons follow a Gradual Release of Responsibility format:  I do, we do, you do. Teachers are provided with several resources such as specific sentence examples for practice during lessons, Display and Engage projectables and printables, and Printable Grammar pages. Students have opportunities to practice these skills during whole group instruction with Display and Engage projectables and sentence prompts that students and teachers work on together. Students practice applying the skills they have learned in context as they edit their writing drafts throughout the year. 

Materials include explicit instruction of grammar and conventions standards for the grade level. For example:

Students have opportunities to explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

• In Module 1, Week 2, page W232, the teacher reminds students that a word naming a person, place, or thing is a noun and reviews common and proper nouns. The teacher displays sentences and asks students to identify words as common or proper nouns.  Students practice independently using a grammar printable. Students edit a writing draft to review common and proper nouns. 
• In Module 2, Lesson 11, page W265, the teacher explains that a verb tells what something or someone is doing. The teacher models identifying verbs in example sentences using Think Aloud. Following guided practice and collaborative practice identifying verbs, students complete Printable: Grammar 3.1.1 independently. Student edit a writing draft identifying action verbs.
• In Module 8, Lesson3, page W312, the teacher is prompted to, “Tell students they will learn how to figure out when to use an adjective or an adverb to compare. Review that adjectives compare nouns, and adverbs compare verbs.” The teacher uses Think Aloud to model selecting either an adjective or adverb in a sample sentence. The teacher and students complete Display and Engage: Grammar 3.4.5b together. The students then write sentences that compare three or more things and three or more actions for practice. The students complete Printable: Grammar 3.4.5 for independent practice and edit a writing draft using comparative adjectives and adverbs

Students have opportunities to form and use regular and irregular plural nouns.

• In Module 2, Lesson 2.2.2, page W236, students learn about adding -s to plural nouns. Using Display and Engage: Grammar 2.2.2b, students practice making singular nouns plural in six sentences. An example is as follows: “There are not many boat on the lake today.” 
• In Module 4, Lesson 2, page W246, the teacher reviews regular plural nouns and irregular plural nouns.  The teacher tells students that the spelling of some nouns does not change in the plural and provides examples including: fish/fish deer/deer, sheep/sheep. The teacher models identifying the noun (party) that changes its spelling to become plural in an example sentence: I threw a surprise party for my grandfather last week. The teacher displays five sentences on the board and the class determines whether to add -s or -es to make the identified noun plural. Students practice independently using a printable grammar worksheet and edit a writing draft to review irregular plural nouns.  

Students have opportunities to use abstract nouns (e.g., childhood).

• In Module 3, Lesson 3, page W244, the teacher reminds students that concrete nouns name a person, place, or thing, and abstract nouns name an idea, feeling or quality.  The teacher displays sample nouns on the board and facilitates a discussion about whether each noun is concrete or abstract. Students complete a printable grammar sheet and edit a writing draft to review abstract nouns. 
• In Module 6, Lesson 14, page W243 the teacher reviews that a noun names a person, place, or thing; however, “an abstract noun names something that cannot be seen, touched, heard, smelled, or tasted.” The teacher models identifying abstract nouns provided using the Think Aloud process. The teacher and students complete Display and Engage: Grammar 2.3.4b together. The teacher writes nouns on the board and the students work in partners to identify abstract nouns and then create sentences with those nouns. The students complete Printable: Grammar 2.3.4 and edit a writing draft to review abstract nouns. 

Students have opportunities to form and use regular and irregular verbs.

• In Module 2, Lesson 3.1.2, page W266, students learn about being verbs. After showing students examples of sentences using the being verbs am, is, are, was, and were, students practice identifying being verbs in sentences. An example is as follows: “We were tired after swimming all day.” To continue their practice, students complete a printable grammar page and edit a piece of their writing.
• In Module 6, Lesson 11, page W280, the teacher is provided the prompt to, “Explain that the verbs am, is, are, was, and were are forms of the verb be. Explain that am, is, and, are are present-tense verbs. Was and were are past-tense verbs.” The teacher models choosing the correct verb tense in a sentence provided using Think Aloud. The teacher and students complete Display and Engage: Grammar 3.4.1b together. The students are encouraged to use Think Aloud to choose the correct verb and write a sentence for each form of the verb be. The students then complete Printable: Grammar 3.4.1 independently and edit a writing draft practicing the verb be.

Students have opportunities to form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

• In Module 3, Week 1, page W271, the teacher explains that verbs in the present tense with singular subjects use an -s ending, and verbs in the past tense use an -ed ending.  Verbs in the future tense use the helping verb will.  The teacher models identifying the present, past, and future tense in example sentences given.  Students evaluate the tense of the action verb.  Students write sentences using past, present, and future tense verbs.  Students complete a printable grammar sheet to practice present, past, and future tenses and edit a writing draft to practice present, past, and future tenses.  
• In Module 4, Lesson 14, page W278, the teacher reminds students of rules for past, present, and future tenses. The teacher completes Display and Engage: Grammar 3.3.4b with the students. The teacher writes sentences on the board, underlines the verb, and students try to identify the verb tense. Students complete Printable: Grammar 3.3.4 and edit a writing draft to review verb tenses.
• In Module 5, Lesson 3.3.5, page W279, the teacher uses Display and Engage: Grammar 3.3.5 to show students a chart with sentences written in the present, past and future tense. After discussing the chart, the teacher is instructed to, “Then guide students to write sentences for each form, using a singular and plural subject with the present tense.” Students complete a printable grammar page and edit a piece of their writing. 

Students have opportunities to ensure subject-verb and pronoun-antecedent agreement.

• In Module 5, Week 2, page W219, the teacher reminds students that the correct form of a present-tense verb depends on the subject of the sentence and explains that writers ensure that the verb form agrees with the subject. The teacher points out the present-tense verbs with singular subjects end with -s, -es, and -ies, and present tense verbs with plural subjects do not change their spellings. The teacher displays sample sentences and supports students in identifying the subject in each sentence to determine whether to add -s, -es, or -ies to the verb.  Students complete a grammar printable for practice using correct subject-verb agreement and edit a writing draft for correct use of subject-verb agreement.
• In Module 7, Lesson 4, page W218, the teacher reviews present tense verbs in detail with specific examples and non-examples such as, “Do not add -s or -es when the subject is I, you, we, or they.” The students practice this skill by completing Display and Engage: Grammar 1.4.4b and working on sentences the teacher writes on the board. Students complete Printable: Grammar 1.4.4 and edit a writing draft reviewing subject-verb agreement. 

Students have opportunities to form and use comparative and superlative adjectives and adverbs, and choose between them depending on the word being modified.

• In Module 7, Week 3, page W305, the teacher reviews that adverbs describe verbs and tell when, where, or how something happens. The teacher writes example sentences and models identifying which correctly uses the comparative adverbs slow and loudly.  The teacher displays five sample sentences and supports students in identifying and writing the correct comparative adverb. Students explain to a partner the function of the adverb in each sentence. Students complete a printable grammar sheet for practice with adverbs that compare. Students edit a writing draft using adverbs that compare.  
• In Module 10, Lesson 4.5.4, page W313, students have a review lesson on adjectives and adverbs that compare. After the teacher reviews these concepts, the class works to generate a list of adjectives and adverbs. The teacher is instructed to, “Then have partners work together to write two sentences for each adjective and adverb: one sentence that includes the comparative form and one sentence that includes the superlative form.” 

Students have opportunities to use coordinating and subordinating conjunctions.

• In Module 1, Lesson 1.3.2, page W211, students learn about coordinating conjunctions. The teacher provides an explanation and examples for the concept. Students practice choosing a conjunction to join the two sentences, “Stan is tired. He needs to take a nap.” Students are shown five different compound sentences and practice identifying the conjunction that was used. 
• In Module 8, Lesson 12, page W226, the teacher introduces subordinating conjunctions with specific examples of  because, after, when, and  if. The teacher models identifying because as a subordinating conjunction through Think Aloud. The teacher completes Display and Engage: Grammar 1.6.2b with the students. The students identify the dependent clauses and subordinating conjunctions example sentences, then they create complex sentences in pairs. Students complete a grammar printable and edit a draft reviewing subordinate conjunctions. 

Students have opportunities to produce simple, compound, and complex sentences.

• In Module 1, Lesson 1.1.3, page W202, students learn about complete sentences and sentence fragments. As part of the lesson the teacher is instructed to, “Ask students to come up with their own complete sentences, identifying the subject and the predicate.” 
• In Module 1, Week 3, page W214, the teacher discusses conjunctions used to form compound sentences in the provided examples. The teacher ensures students understand that combining simple sentences correctly can make their ideas clear. The teacher provides examples of sentences that are repetitive or unclear and has pairs correct them. The teacher uses a conjunction to show the connection between two ideas and discusses how a comma and conjunction help readers see where one idea stops and another idea starts. Students complete a printable grammar sheet to review compound sentences.  Students edit a writing draft to review compound sentences.
• In Module 9, Lesson 9, page W228, the teacher uses Display and Engage: Grammar 1.6.4a to, “ Remind students that a complex sentence is formed by combining one independent clause with one or more dependent clauses.” The teacher gives explicit information about how to create a complex sentence. The students complete Display and Engage: Grammar 1.6.4b, then they create complex sentences in pairs. Students complete Printable: Grammar 1.6.4 and edit a writing draft to review complex sentences.

Students have opportunities to capitalize appropriate words in titles.

• In Module 1, Lesson 9, page W10, as students finish their narrative writing piece draft, the teacher reminds students to add a title to their story. The teacher displays title pages of several books and explains that only the important words are capitalized.  The teacher points out the author’s name below the title and tells students to add their names to their draft. The teacher then supports students in completing their draft.  
• In Module 2, Lesson 2, page W231, the teacher uses Display and Engage: Grammar 2.1.2a to review common and proper nouns and explains, “that the first, last, and each important word in a title are capitalized, even if the title does not include proper nouns. People’s titles, such as Mrs. or Senator, are also capitalized.”  The teacher models identifying common and proper nouns with Think Aloud. The students complete Display and Engage: Grammar 2.1.2b, a Grammar printable and edit a writing draft to review capitalizing nouns.

Students have opportunities to use commas in addresses.

• In Module 3, Week 2, page W322, the teacher explains that commas are used to separate each part of an address, pointing out that address parts are the person’s name, the street address, city, and the state. The teacher models identifying where to add commas to separate the parts of the example address. Five items are displayed for teachers to support students in determining where to place the comma in addresses. Students write a sentence and include the school’s full address, using commas correctly.  Students complete a printable grammar sheet to practice using commas in addresses. Students edit a writing draft to practice using commas in addresses.

Students have opportunities to use commas and quotation marks in dialogue.

• In Module 4, Week 3, page W330, the teacher explains that quotation marks show the exact words a person says and in a story quotation marks show dialogue, or what a character says. The teacher models adding quotation marks to an example sentence, while thinking aloud. The teacher displays five example sentences on the board and assists students in adding quotation marks by encouraging students to identify where quotation marks should be added in the sentences. Students complete a printable grammar sheet to practice adding quotation marks and edit a writing draft to practice using quotation marks.
• In Module 4, Lesson 13, page W332, the teacher uses Display and Engage: Grammar 5.3.3a to identify and use commas within quotation marks. Students work with a partner to write two sentences of dialogue. Students complete Printable: Grammar 5.3.3 and edit a writing draft to practice using capitalization and punctuation within quotation marks.

Students have opportunities to form and use possessives.

• In Module 5, Week 2, page W76, the teacher encourages students to think about what it means to possess something and explains that people possess things that belong to them. The teacher writes the following sentence on the board: I put Jose’s book in Anna’s book bag by mistake. The teacher asks what belongs to Jose and how students know this.  Then the teacher asks what belongs to Anna and how students know. The teacher reminds students that a pronoun is a word that takes the place of a noun and gives the example of pronouns taking the place of nouns to improve writing. The teacher explains that words such as his and her are pronouns that show possession. The teacher writes examples on the board for possessive pronouns that can be used alone (mine, ours, yours, his, hers, theirs) and possessive pronouns used to modify nouns (my, your, his, her, its, our, their, whose). Students generate sentences using each of the pronouns. The teacher directs students to search their persuasive letter drafts for any possessive nouns they might replace with possessive pronouns. The teacher reminds students there should be an antecedent for each possessive pronoun. The teacher invites students to share their revisions.
• In Module 8, Week 2, page W252, the teacher reminds students that pronouns are used in place of nouns. The teacher reviews when to use an apostrophe and -s to form possessive pronouns. The teacher tells students that his, her, its, my, mine, our, ours, and their already show possession and do not need an apostrophe. The pronouns anyone, other, and anybody are made possessive by adding an apostrophe and -s.  The teacher displays two sentences: Is this her tennis racket?  Is this anyone tennis racket? The teacher models how to decide to add an apostrophe an -s to form possessive pronouns. The teacher displays five sentences on the board and works with students to identify which pronouns need an apostrophe and -s.  Students complete grammar printable to review possessive pronouns. Students edit their writing draft to review possessive pronouns.  

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).

• In Module 6, Lesson 9, page W348, the teacher reminds students, “ that the spelling of some commonly used words must be remembered. Some commonly used words are spelled differently than they sound.” The students work in pairs to create a list of words that are not spelled regularly into categories of irregular nouns, verbs, and high-frequency words. Students complete a Grammar printable and edit a writing draft to review spelling.
• In Module 10, Week 3, page W347, the teacher explains that some words appear more often than others and reviews that most words follow spelling patterns and rules.  Those words have rules that can be followed to spell them correctly; however, high-frequency words do not follow those spelling patterns and have to be learned and remembered. The teacher reviews a list of words and discusses how they are spelled.  The teacher points out that some words are spelled differently than they sound (coughed/through). The teacher shares a list of words and highlights those that do not follow typical spelling patterns. The class works together to use each in a sentence.  The students complete a printable grammar sheet to practice spelling high-frequency words and edit a writing draft to practice spelling high-frequency words. 

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.

• In Module 1, Lesson 6, page T98, the teacher uses Spelling Word Cards 1.6 to sort the VCe words into categories based on the long vowel sounds in each word. The teacher models sorting word cards, and students help the teacher sort the remainder of the words into the long vowel categories. Words with long vowel sounds are discussed in the books of the week Judy Moody, Mood Martian with the words (paper, street, idea, pillow and mood), and Stink and the Freaky Frog Freakout (make, keep, right, own, and school). In the Link to Small Group Instruction, students complete Proofreading 1.6 and are reminded to check for correct spelling of their spelling words in their writing.
• In Module 3, Lesson 1, page T38, students learn about the letter blends spl, scr, spr, str, and squ. The lesson gives explicit instructions in an I do, We do, You do format with a sorting words by blends activity. In the Link to Small Group Instruction, the students complete Proofreading: 3.1. Students are reminded to check the spelling words they use in the writing section to confirm their spelling words have been spelled correctly.

Students have opportunities to consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

• In Module 3, Lesson 3, page T53, the teacher reviews the concept of multiple meaning words. The teacher points out the word charge in the text, Why We Celebrate the Fourth of July, and students work independently to write two meanings for the word. The teacher tells the students, “they can use a dictionary or thesaurus to check meanings.” 
• In Module 6, Lesson 7.1.4, page W348, the spelling review lesson that focuses on irregular verbs and nouns includes the teacher  instructions to, “Remind students that they can use the dictionary to learn spellings and to memorize the words.” 

Students have opportunities to choose words and phrases for effect.

• In Module 5, Week 3, page T158, the teacher reviews figurative language as being words or phrases that do not have their normal dictionary meaning. The teacher reviews onomatopoeia, alliteration, personification, and imagery. The teacher tells students that authors use various sound devices to draw attention and to give rhythm to their writing. The teacher defines and discusses onomatopoeia using the provided examples. The teacher points out that repetition can show that an idea or feeling is important in the text. The teacher explains that authors use rich language to help readers create mental images. The teacher reviews that language that appeals to the reader’s senses is called imagery.  The teacher tells students that they will analyze figurative language to gain a deeper understanding of the text, Brothers at Bat.  
• In Module 9, Lesson 10, page W143, students learn about revising their work with a focus on word choice. The teacher uses Anchor Chart W12: Improve Word Choice to teach the lesson. The chart provides examples of how to “Be Clear and Specific,” “Be Descriptive,” and “Avoid Overused Words.” The teacher also models using a thesaurus to find more interesting words. Students edit a piece of their work with a focus on word choice. 

Students have opportunities to recognize and observe differences between the conventions of spoken and written standard English.

• In Module 2, Lesson 7, page W23, the Display and Engage Letter 2.4 shows an email and text messages. Letter 2.5 presents a formal letter and discusses how to capitalize and punctuate that formal letter. The lesson discusses choosing a particular format for communication.

The materials reviewed for Grade 3 Into Reading 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 research-based progression. 

Explicit instruction is provided to address all phonics and word recognition standards. Lessons include opportunities for teacher modeling along with student practice and application of skills through the use of the Know it, Show it pages. Decoding skills lessons over the course of the year include explicit instruction, review, and practice in morphology, vocabulary, and word recognition. Weekly Generative Vocabulary lessons focus on determining new or unknown words and word parts through Greek and Latin roots and affixes. Materials include weekly lessons that build in complexity to review and/or provide instruction in phonics. Phonics and word recognition skills are also taught in a logical progression that increase in complexity across the school year.

Materials contain explicit instruction of phonics and word recognition consistently over the course of the year. For example:

Students have opportunities to identify and know the meaning of the most common prefixes and derivational suffixes.

• In Module 2, Lesson 4, page T252, students are introduced to prefixes re- and pre- and their meanings in the Generative Vocabulary lesson. The teacher tells students that knowing the meaning of re- and pre- can help them figure out the meaning of words and models determining the meaning of a word using its prefix. Students practice identifying prefixes, make predictions about the meaning of those words, and write additional words with prefixes re- and pre-. Students work in pairs to complete a Know It, Show It page and write sentences for each word. Students revisit prefix re- in Module 8, Week 2, and in Module 12, Week 3, in both spelling and decoding words lessons.
• Prefixes are consistently addressed in the modules. A sample of targeted prefixes includes: 
• Module 1: mis-, un-, non-
• Module 3: im-, dis-
• Module 4: in-, im-
• Module 6: bi-, tri-, uni-, un-
• Module 9: in-, re-
• Module 12:  Prefixes: Review and Extend
• In Module 7, Lesson 10, page T126, the teacher points out words with suffixes -ness and -able in Energy Island. The teacher reviews the meaning of -ness and -able and models how to determine the meaning of a word using its suffix. Students identify suffixes, make predictions of definitions, and look up the meaning of words in a dictionary. Students work in pairs to complete Know It, Show It page 157 and write a new sentence for each word.
• In Module 9, Lesson 10, page T126, the teacher uses the Generative Vocabulary chart to teach students the meaning of the suffixes -ness and -able and share examples of these suffixes. Students practice identifying the suffix and meaning of words such as kindness, preparedness, fuzziness, and swimmable. Students work with a partner to complete a Know it, Show it page. At the end of the lesson the teacher reviews the previously learned prefixes in- and re- and the suffix -ful.

Students have opportunities to decode words with common Latin suffixes.

• Suffixes are consistently addressed in the modules. A sample of targeted suffixes includes:
• Module 1: -ful, -less
• Module 5: -er, -or, -er, -est, -ment
• Module 8: -logy, -less, -ness
• Module 10: -y, -ment
• Module 12:  Suffix Review
• In Module 5, Lesson 4, page T62, the teacher provides students with definitions and examples of the suffixes -er, -or, -er, and -est. The teacher models, and students practice identifying the suffix with words such as adviser, creator and liveliest to determine the word’s meaning. Students continue their practice by completing a Know it, Show it page with a partner. 
• In Module 8, Lesson 6, page T286, students decode words with suffixes -less and -ness. The teacher reviews the meaning of the suffixes, and students read the suffix chart words and determine word meanings. Students read the words aloud and underline the suffix in each word. Students discuss and define suffixes and how they change the words and complete the Know It, Show It page in pairs or small groups.
• In Module 9, Lesson 3, page T60, students decode words with suffixes -ful, -y,-ly, -er,  -or. The teacher is prompted to “tell students they can use the strategies they have learned decoding multisyllabic words to help them decode longer words with suffixes.” The teacher models how to decode words by breaking the words into syllables and identifying the final syllable. Students blend and read words with suffixes and discuss the suffix and its meaning. Students complete a Know It, Show It page in partners or in small groups. 

Students have opportunities to decode multi-syllable words.

• In Module 7, Lesson 1, page T36, students practice reading compound words. The teacher models how to break apart and read compound words. Students practice reading compound words such as classmate, lighthouse, and wheelchair. Materials provide prompts for discussing the words with students, e.g., “What smaller words make up the compound word? Are the smaller words related to the meaning of the compound word?” Students practice reading compound words by completing a Know it, Show it page. 
• In Module 11, Lesson 13, page T58, the teacher reviews several syllabication rules, and students read the blend and read lines of text aloud.  At the end of each line, the teacher prompts a discussion about what syllables are in the words, and where the words would be divided. Partners reread the blend and read lines. Students work in pairs or small groups to complete a Know it and Show It page. Students share strategies they use to identify and blend multisyllabic words. 
• In Module 12, Lesson 3, page T82, students learn self-correction strategies for decoding multisyllabic words. The teacher models dividing video into syllables and using different vowel sounds. The teacher states, “I could divide the word before the d and read it as /vi/ /de/ /o/. But that doesn't make sense. I’ll divide it after the d, and try the short i sound: /vid/ /e/ /o/. That sounds right.” Students read lines from Display and Engage: Decoding 12.3, and the teacher provides feedback as needed. 

Students have opportunities to read grade-appropriate irregularly spelled words. 

• In Module 6, Lesson 6, pages T286-T287 students decode words with -er, -ir,-ur, and -or. The teacher models decoding the word bird emphasizing the vowel sounds and explains -er, -ir, and -er create the same sound. Students read words displayed by the teacher and underline the identified sound in each word. Students read burner, stern, bursting, were, and birth. Students complete Know It, Show It page 128 in small groups or in pairs.
• In Module 7, Lesson 6, page T96 students practice blending and reading irregular plural nouns. Students read: wolf/wolves, leaf/leaves, mouse/mice and wife/wives. Students continue their practice by completing a Know it, Show it page. 

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). For example:

• The Foundational Skills Scope and Sequence states that: 
• In Module 1, Week 1 short vowels are taught.
• In Module 1, Week 2, students move on to long vowels a, e, i , o and u. 
• In Module 2, Week 1, students focus on long o spellings. 
• In Module 4, Week 2 students learn about more complex vowel patterns such as vowel dipthongs ow and ou. 
• In Module 6 students are provided instruction around r- controlled vowel spelling patterns.
• In Module 8, Week 2 students learn about prefixes re- and un- and the suffixes -less and -ness. 
• In Module 9, Week 1 students are taught the suffixes -ful, -y, -ly, -er, and -or. 
• In Module 12, Week 3 students focus on words with affixes.
• In Module 6, Lesson 4, page T253, spiral review, the teacher reviews that the suffix -ment means “result, action, or condition.” The teacher writes adornment, pavement, punishment, and engagement and guides students to identify the base word and prefix in each word. The teacher explains how the prefix changes the base word’s meaning. Students add the suffix -ment to abandon, accomplish, disappoint, and replace.  Students explain how each word’s meaning is changed by the suffix. Students use the words in sentences.  

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. For example:

• Weekly assessments test a variety of reading, comprehension, writing, and vocabulary skills. 
• In Module 2, Week 2, Weekly Assessment, students think about the prefix dis- and determine the meaning of dismay. 
• In Module 8, Week  2, Weekly Assessment, after reading a selection, students “read the sentence from paragraph 9. I would miss my ex-friend and hoped we would meet again. Think about the prefix ex-. What is the meaning of ex-friend above?” Students  choose the correct answer from a list of four possibilities. 
• Progress Monitoring Assessments are provided and include specific instructions for administering the assessments. Teachers are also provided with a chart that lists beginning, middle, and end of year benchmarks for words correct per minute. For example, the beginning of year range for Grade 3 is 73-93 WCPM. After administering the assessment, teachers are instructed to “analyze a student’s errors and self-corrections in each section to identify problem areas and a starting point for reteaching, reviewing and extra practice. For improving rate, provide texts at a student’s independent reading level for repeated or coached readings.” 
• Module Assessments are included at the end of each module to assess major reading and writing skills addressed in the module. For example, the suffix -ly and prefix un- are assessed in the Module 6, Module Assessment. 

Materials contain explicit instruction of word solving strategies (graphophonic and syntactic) to decode unfamiliar words. For example:

• In Module 3, Lesson 1, page T36, the teacher displays and reads aloud the word scratch.  The teacher underlines the first three letters in the word and models blending sounds to read the word.  The teacher repeats using the words spring, splash, stretch, and squat.  
• In Module 5, Lesson 1, page T39, the teacher is instructed to “explain that when readers read aloud, they work hard to improve their accuracy. They also monitor their reading and correct any mistakes they make, such as mispronouncing words. Point out that if a part of the text does not make sense students should pause, use context to confirm their word recognition, and then self-correct.” The teacher models using these skills. Students then choral read a passage and work in partners to again read the same passage applying what they have learned.

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

Shared reading lessons provide an opportunity for teachers to provide instruction and practice for students in reading connected texts. Leveled Readers used with Take and Teach lessons, Reader’s Theatre, and Blend-It Books provide opportunities for students to practice and apply word analysis skills in connected texts as well. Additionally, fluency passages read as part of weekly fluency lessons provide opportunities for students to apply word analysis skills in connected text. Assessments are provided to monitor student application and progress with word analysis. 

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. For example:

• Blend-It Books, part of the Foundational Skills and Word Study Studio, are decodable texts which students can use for independent reading practice to promote decoding, automaticity, and fluency. The books can be used to informally assess students' understanding of a new skill or for extra practice with decoding skills. There are a total of 188 books with two books per decoding skills. The books coincide with word analysis skills lessons presented or reviewed during the year. 
• In Module 10, Lesson 6, page T289, students use the VCCV pattern in words to help decode words in the passage such as discontinued, logging and surfaced. The lesson supports the decoding multisyllabic words lessons for the week. Students read the passage as a choral read with the teacher then read it aloud again with partners. There is a Decoding Fluency Connection section in fluency lessons that advises teachers to “use the passage to monitor whether students can accurately and fluently read these grade-level words.” 

Materials include word analysis assessment to monitor student learning of word analysis skills. For example:

• Assessments included in the materials address word analysis skills. For example:
• Leveled Reader Quizzes provide teachers the opportunity to monitor student learning of word analysis skills. 
• Guided Reading Benchmark Assessments provide teachers the opportunity to monitor student learning of word analysis skills by measuring oral reading.  
• The Screening Assessment includes oral reading to monitor students word analysis skills.  
• Progress Monitoring Assessments include oral reading to monitor students’ word analysis skills. 
• Guided Reading Benchmark Assessments are available for Rigby Leveled Readers. Each leveled reader has a Reading Accuracy record or a detailed Oral Reading record to determine a student’s instructional level.  It also allows teachers to monitor comprehension, retelling, as well as reading accuracy.  This helps teachers track difficulties with word analysis skills.