The materials reviewed for Grade 3 meet the criteria for Indicator 1a. 

Texts are of publishable quality featuring engaging characters and universal themes that should appeal to students. Across the year, anchor texts feature rich language and vivid illustrations representing characters from multiple cultures. Grade-appropriate informational and literary anchor texts cover a range of topics and themes, build knowledge, and can be used repeatedly for multiple purposes. Most anchor texts are written by well-known authors. Some texts are written by well-known publishers such as TIME for Kids. 

Anchor texts are of high quality and consider a range of student interests, are well-crafted, content-rich, and engage students at their grade level. Examples include, but are not limited to, the following:

• In Unit 1, Week 1, Lessons 3–5, students read Gary the Dreamer by Gary Soto. This memoir by a well-known author contains engaging pictures, relatable school experiences, and references to Mexican-American culture. 

• In Unit 3, Week 5, Lesson 3, students read a TIME for Kids article titled “Birth of an Anthem.” The text includes themes such as struggles for freedom and topics of collective patriotism and the fragility of war. Illustrations support the meaning, and graphics, tables, and charts add to the text complexity. 

• In Unit 4, Week 2, Lesson 6, students read an excerpt titled “The Talented Clementine” by Sara Pennpacker, a humorous story of a third grader and her family. Students should find this tale engaging, and it may facilitate an interest in other text adventures with this character. 

• In Unit 5, Week 3, Lessons 3–5, students read Clever Jack Takes the Cake by Candace Fleming. This fairy tale connects to the essential question, “How do we get what we need?” The anchor text includes images, dialogue between characters, and vocabulary that supports the genre and story. 

• In Unit 6, Week 2, Lesson 6, students read Looking Up to Ellen Ochoa by Liane B. Onish. This biography connects to the essential question, “Why are goals important?” The anchor text includes images that support the content and should engage student interests.

The materials reviewed for Grade 3 meet the criteria for Indicator 1b. 

Materials reflect a balance of literary and informational texts across the school year with a distribution of 56% literary texts and 44% informational texts. Within the literary category, a variety of sub-genres are represented, including fable, fantasy, folktale, legend, myth, realistic fiction, and poetry. Informational texts span a wide variety of topics in the area of science and social studies as well as biographies. Overall, the instructional materials include a variety of literary and informational texts to build student knowledge on numerous topics. 

Materials reflect the distribution of text types/genres required by the grade-level standards. Examples include, but are not limited to, the following:

• Students read several narrative nonfiction texts, such as “Faith Ringgold: Telling Stories Through Art” (author not cited) in Unit 1, Week 1 and Gary the Dreamer by Gary Soto in Unit 1, Week 2.

• Students read several historical fiction texts, including The Castle on Hester Street by Linda Heller and “Sailing to America” (author not cited) in Unit 2, Week 3.

• In Unit 3, Week 5, students read a historical informational text, “Moving American Forward” (author not cited).

• Students read several informational texts, including  Amazing Wildlife of the Mojave by Laurence Pringle in Unit 4, Week 3, and “Mae Jemison, Astronaut” (author not cited) in Unit 5, Week 1.

• Students read several myths, such as “Athena and Arachne” (author not cited) and “Pandora Finds a Box” (author not cited) in Unit 6, Week 3.

Materials reflect a 50/50 balance of informational and literary texts. Examples include, but are not limited to, the following:

• Across the year, materials represent a 56% literary text and 44% informational text balance. 

  • In Unit 1, students read or listen to 11 core texts, three (27%) of which are literary and eight (73%) of which are informational texts.

  • In Unit 2, students read or listen to 16 core texts, 11 (69%) of which are literary and five (31%) of which are informational texts.

  • In Unit 3, students read or listen to 12 core texts, four (33%) of which are literary and eight (67%) of which are informational texts.

  • In Unit 4, students read or listen to 17 core texts, 14 (82%) of which are literary and three (18%) of which are informational texts.

  • In Unit 5, students read or listen to 12 core texts, three (25%) of which are literary and nine (75%) of which are informational texts.

  • In Unit 6, students read or listen to 13 core texts, 10 (77%) of which are literary and three (23%) of which are informational texts.

The materials reviewed for Grade 3 meet the criteria for Indicator 1d. 

The overall text complexity increases slightly across the year to support students’ increased literacy skills. Anchor texts, Shared Reads, and texts in the Interactive Read Aloud vary in complexity levels appropriate within the grade band and include instructional support for those higher in the band. The quantitative text complexity provides students access to increasingly rigorous texts over the course of the school year. At the beginning of the year, texts range in quantitative complexity from 490L–860L and grow to 600L–860L by the end of the year. While the complexity of the associated tasks ranges from slightly complex to moderately complex throughout the year, students are expected to show increased independence as the year progresses. The Teacher Edition provides suggestions for teacher prompts and appropriate scaffolds to build background knowledge and facilitate depth of knowledge.

The complexity of anchor texts students read provides an opportunity for students’ literacy skills to increase across the year, encompassing an entire year’s worth of growth. Examples include, but are not limited to, the following:

• In Unit 1, Week 5, Lesson 3, students read “Protecting our Parks,” a TIME for Kids article, which has a Lexile of 690L and a qualitative complexity of slightly complex. Students complete a graphic organizer to determine the central idea and details of one of the claims made in the article. They focus on the heading “Allow All Access” and read a short paragraph, discuss with a partner, then fill out the graphic organizer with the central idea and supporting details. Later, in Unit 3, Week 5, Lesson 3, students read “Birth of an Anthem” from TIME for Kids, which has a Lexile of 700L and is moderately complex qualitatively. Students write a passage explaining why the “Star Spangled Banner” became the national anthem. This time, they do not create a graphic organizer with the main idea and details of the text. Instead, they are provided with sentence starters such as, “Francis Scott Key was inspired by….” and “The Star Spangled Banner is the National Anthem because…” In Unit 6, Week 1, Lesson 3, students read “Looking up to Ellen Ochoa” by Liane B. Onish, which has a Lexile of 860 and is moderately complex qualitatively. Students fill out a graphic organizer with the main idea and details of the second paragraph. This time, they start by determining some important details in the paragraph and use those to infer the central idea and respond to the prompt, “What do these details say about Ochoa?” Students continue to read the text and complete additional graphic organizers with central ideas and details at several points in the text.

• In Unit 2, Week 3, Lesson 3, students read The Castle on Hester Street by Linda Heller, which has a Lexile of 730L and is moderately complex om qualitative measures. Students learn that things characters say and do can help determine themes. Students determine themes by answering a series of questions during stopping points in the text to identify important elements and key details. They then use this information to complete a chart showing the events in the text in sequential order. After completing the reading of the text, students determine a theme of the text. In Unit 3, Week 3, Lesson 1, students read “Anansi Learns a Lesson” (author not cited), which has a Lexile of 560L and is slightly complex on qualitative measures. During the course of the story, students answer questions about what Anansi is supposed to learn and if he is learning it. Students then determine the theme of the text at the end of the story. In Unit 4, Week 4, Lesson 7, students read a fable, “Little Half Chick” (author not cited), which has a Lexile of 690L and is slightly complex on qualitative mesaures. Students answer questions about the motivations of the character before determining if the events support the lesson stated at the end of the story. In Unit 5, Week 3, Lesson 1, students read the Shared Read, “Juanita and the Beanstalk” (author not cited), which has a Lexile of 610L and is  moderately complex qualitatively. Students answer prompted questions throughout the reading to determine why Juanita will sell her goat and if she ends up happy. During Lesson 2, students discuss the story’s events to determine the theme. Advanced students identify the events that helped them determine the theme. In Unit 6, Week 4, Lesson 6, students read King Midas and the Golden Touch by Margaret H. Lippert, which does not have a Lexile range but is moderately complex on qualitative measures. Students answer questions about why King Midas wanted everything to turn to gold, then determine the theme of the text. 

As texts become more complex, appropriate scaffolds and/or materials are provided in Teacher Edition (i.e., spending more time on texts, more questions, repeated readings). Examples include, but are not limited to, the following:

• In the Teacher’s Manual, boxes are included throughout the units to help teachers make complex texts accessible to students. The Access Complex Text boxes include scaffolded instruction for seven elements that may make a text complex. 

• In the Teacher’s Manual, the materials indicate to the teacher when to use the Scaffolded Shared Read routine, though the routine remains the same throughout the year. 

• The Close Reading Routine remains the same throughout the year to help students access complex texts, though students are expected to show more independence as the year progresses. The routine begins with reading the text, identifying important ideas and details, and retelling. Then students reread and discuss craft and structure. Lastly, students make text-to-text connections and engage in a Show Your Knowledge task.

The materials reviewed for Grade 3 meet the criteria for Indicator 1e.

Instructional materials provide multiple opportunities and support for students to engage in a range and volume of reading various text types and genres. Both literary and informational texts support building reading skills throughout the year. Literary texts include fable, fantasy, folktale, legend, myth, poetry as well as realistic fiction. Informational texts include biography and autobiography and span a wide range of topics in Science, History, and Social Studies. Units are organized around three text sets. Set 1 covers weeks one and two, Set 2 covers weeks three and four, and Set 3 is completed in week five. Each two-week cycle is focused on a genre study with an essential question. During small group instruction, students complete independent work, including self-selected reading tasks. Resources in the Teacher Tools section provide recommendations for allotting additional time for daily independent reading, an independent reading log, sample lesson plans, and a parent letter. Teacher resources provide instruction to help students develop skills to monitor learning and check progress.  

Instructional materials clearly identify opportunities and supports for students to engage in reading a variety of text types and genres. Examples include, but are not limited to, the following:

• In Unit 1, students read and listen to a variety of informational and narrative nonfiction texts through interactive read-alouds, anchor texts, paired selections, and leveled readers. For example, in Week 2, Lesson 6, students read Gary the Dreamer by Gary Soto and discuss chronological text structure and how it organizes events in a story. 

• In Unit 3, students read and listen to a variety of informational and literary texts, including folktales and fables through interactive read-alouds, anchor texts, paired selections, and leveled readers. For example, in Week 3, Lesson 3, students read Martina the Beautiful Cockroach, a folktale retold by Carmen Agra Deedy. Students summarize story events and respond to the prompt: “Why it might be tricky for Martina to pick a husband?”

• In Unit 5, students read and listen to a variety of informational and literary texts, including biographies, argumentative and expository pieces, and a fairy tale through interactive read-alouds, anchor texts, paired selections, and leveled readers. For example, in Week 5, students read the argumentative anchor text, It’s All in the Wind, and a paired text, “Power for All,” and respond to the prompt, “How do the painting below and the text features in It’s All about the Wind and “Power for All” help you understand different kinds of energy?”

Instructional materials clearly identify opportunities and supports for students to engage in a volume of reading.

• In Unit 1, there are three text sets, which include 11 core texts, spanning 30 lessons. Throughout each text set, students engage with an interactive read-aloud, shared read, paired selection, and anchor text. Small group lessons include leveled readers about the same topic. There are additional texts that the teacher could use for read-aloud or for the students to read independently that align to the essential question or are by the same authors.

• In Unit 3, there are three text sets, which include 12 core texts, spanning 30 lessons. Throughout each text set, students engage with an interactive read-aloud, shared read, paired selection, and anchor text. Small group lessons include leveled readers about the same topic. There are additional texts that the teacher could use for read-aloud or for the students to read independently that align to the essential question or are by the same authors.

• In Unit 5, students read three text sets, including 12 core texts, spanning 30 lessons. Throughout each text set, students engage with an interactive read-aloud, shared read, paired selection, and anchor text. Small group lessons include leveled readers about the same topic. There are additional texts that the teacher could use for read-aloud or for the students to read independently that align to the essential question or are by the same authors.

There is sufficient teacher guidance to foster independence for all readers (e.g., independent reading procedures, proposed schedule, tracking system for independent reading).

• The Instructional Routines Handbook includes guidance for teachers to support students in independent reading practices. Located under the heading “How Does Wonders Teach Close Reading?” are components utilized in teaching students to read. In the “Encourage Independent Reading” section, students can choose books for 30–40 minutes of daily independent reading and respond in their writer’s notebook. Students choose books from the Classroom Library and bonus Leveled Readers. Two classroom library books are available in each unit. 

• The Instructional Routines Handbook includes a teacher guidance section on Independent Reading that provides a detailed definition of materials to consider for independent reading, why it is necessary for student proficiency in reading, and specific guidance on implementing the Wonders approach to teaching independent reading. The materials include selections from anchor texts and paired texts not used in the genre studies. Students are taught to preview books to determine which one to read. Routines are established to foster student independent reading and to assist in the assessment of student needs. The Independent reading routine consists of selecting a book, reading the book daily during independent reading time, thinking about what is being read, keeping a record of what is being read, sharing their opinion of the text when done, and selecting a new book.

• In the Instructional Routines Handbook, Independent Reading, Teacher-Student Guidance Routine, specific steps are available to conduct independent reading conferences to ensure students are reading and to provide support and guidance for setting reading goals. The materials provide conference forms for teacher use.

• In the Instructional Routines Handbook, reading logs are provided for students to track their independent reading. The log contains areas for students to list the title, genre, their opinion of the text, how much is read daily, rate their difficulty with the text, and if they will finish the text. 

• In Unit 1, Text Set 1, the materials include narrative nonfiction independent reading texts, Lion Dancer: Ernie Wan’s Chinese New Year, and Family Pictures. Teachers “have students self-select independent reading texts about different cultures and the contributions people make to their communities.” There are additional texts in the Online Leveled Reader Library and the literature anthropology. Students use Center Activity cards to complete tasks related to their reading and complete a blackline master worksheet called “My Independent Work.”

The materials reviewed for Grade 3 meet the criteria for Indicator 1f. 

The instructional materials provide numerous and consistent opportunities across the year for students to engage in text-specific and text-dependent tasks. Students are required to support their responses by citing explicit and inferred information from texts. Tasks include a variety of activities such as written responses, class discussions, partner discussions, and class-created anchor charts. Lesson plans for both ELA and Shared Reading Blocks contain Teaching Tips and Discussion Guides to support instruction. These resources help the teacher determine what to look for in student responses and offer suggestions for scaffolding the task. The Instructional Strategy book contains guidance for using text-dependent questions during the close reading process, including a routine for teaching students how to locate and use text evidence to support their answers.

 Text-specific and text-dependent questions and tasks support students in making meaning of the core understandings of the texts being studied. Examples include, but are not limited to, the following:

• In Unit 1, Week 2, Lesson 8, students engage with the Paired Selection, “Sharing Cultures” (author not cited), by rereading and underlining text evidence to show ways the author helped them understand how Pat Mora feels about books. Students read, talk with a partner, and circle text evidence showing how the author shared her culture. Students continue this pattern as they read, marking the text as they go. Students complete a graphic organizer to show “what words and phrases help you picture how people share their cultures.” 

• In Unit 2, Week 5, Lesson 2, students read the Shared Read, “Empanada Day” by George Santiago, and answer text-specific questions, “What does Abuelita do with the dough first?,” “What does she do next?,” “What is the next step?,” and “What is the last step?” Students build an understanding of time order words and how the author helps the reader understand how empanadas are made. Students reread “Cold Feet” (author not cited) and answer, “What does the poet compare feet to?” and “What does the poet compare toes to?” Students use these questions to determine how the author uses figurative language within the poem. 

• In Unit 4, Week 3, Lesson 3, students read the anchor text Amazing Wildlife of the Mojave by Laurence Pringle. Students compare and contrast animal adaptations from the text using a Venn diagram while reading. Questions include, “How does the author use words and phrases to help you visualize how the chuckwalla protects itself?”, “How does the author help you understand how light-colored and dark-colored animals survive in the desert?”, and “How does the author feel about the iguana’s ability to change color?” Students use a graphic organizer to write text evidence that supports their response to each question.

• In Unit 6, Week 4, Lesson 6, students read King Midas and the Golden Touch by Margaret H. Lippert and analyze text evidence to determine the theme and summarize the text. Questions include, “How does Midas feel about gold and about his daughter, Marigold?”, “What does this say about Midas’ values?”, “How does the traveler repay the kindness of King Midas?”, “What does Midas wish for?”, and “What does that tell you about Midas?” Students also analyze character development using text evidence to answer, “How does the author show that King Midas is not only interested in gold?” and “How does the author contrast Midas’s love of gold and his caring for other people?”

Teacher materials provide support for planning and implementation of text-based questions and tasks. Examples include, but are not limited to, the following:

• In the Instructional Routines Handbook are step-by-step instructions for the Close Reading Routine stating, “Model how to take notes, find text evidence, and answer text-dependent questions. At the end of the first read, help students summarize the selection.” The Finding Text Evidence Routine outlines a four-step process to explain, model, and practice the routine. There is a script for the teacher to use as a Think Aloud as they model the process. Corrective feedback guidance describes how teachers can help students determine if the evidence is strong or not strong.

• In Unit 2, Week 3, Lesson 1, “Sailing to America” (author not cited), the focus is to increase depth of knowledge. The teacher asks, “What did Uncle Sean do when he first got to America?” and students are prompted to predict how Uncle Sean might help Da when he gets to America. The teacher asks, “How do Nora and Danny feel about Da moving to America?” and prompts students to find text evidence to show how Nora helps Danny feel better.

• In Unit 3, Week 3, Lesson 1, teachers read aloud “Anansi Learns a Lesson” (author not cited) and pose the text-specific question, “How does Turtle feel when he first sees Anansi?” Teachers use Think Alouds such as “I read in the second paragraph that Turtle is hungry. He wants to eat some of Anansi’s bananas. But I read in the third paragraph that Anansi doesn’t want to share his lunch. Now I understand that Turtle wants to eat, but Anansi doesn’t want to share his food.” Students find text evidence that helps them identify how Turtle feels in the text.

The materials reviewed for Grade 3 meet the criteria for Indicator 1g. 

Instructional materials provide frequent protocols and opportunities for students to engage in partner and small group evidence-based discussions across the year. Teacher Resources provide guidance to establish and monitor collaborative conversations. The materials also include videos and Instructional Routines to aid teachers in facilitating these conversations throughout each unit. 

Materials provide varied protocols to support students’ developing speaking and listening skills across the whole year’s scope of instructional materials. Examples include, but are not limited to, the following:

• In the Instructional Routines Handbook, there is a protocol called Collaborative Conversations, which are “rich, structured conversations around grade-level topics and texts.” Collaborative conversations occur at the beginning of the week when the essential question is introduced, every time students engage in the Close Reading Routine, during guided and independent practice, when students respond to texts they are reading, and when students write about text.

• In the Instructional Routines Handbook, the steps for the Collaborative Conversation Routine are to introduce the focus of the conversation, review relevant guidelines to support student participation, provide specific information so students know exactly what to do, monitor student conversations, provide corrective feedback as necessary, and close the conversation. A nine-point student checklist is provided for students to monitor conversations. 

• In the Instructional Routines Handbook, the “Peer Conferences” protocol calls for students share to the book title, the “Thinking Code” (funny part, confusing part, important part, etc.), the page number related to the code, and their thoughts. Each step includes a sentence starter to help students complete the process.

• In the Oral Language Sentence Frames document, there are numerous sentence frames for a variety of text-based conversations, such as “Exchange/Express Information and Ideas,” “Asking and Answering Questions,” “Affirming Others,” “Adding Relevant Information/Building on Responses,” and “Offering Opinions/Persuading Others.”

• The Collaborative Conversation, “Take Turns Talking,” encourages students to wait for a person to finish before speaking, raise their hand to let others know they would like a turn, and ask others in the group to share their opinions so that all have a chance to share.

Speaking and listening instruction includes facilitation, monitoring, and instructional support for teachers.

• There is a Collaborative Conversations logo in the Teacher’s Edition each time a collaborative conversation is recommended. There is instructional support on the “Talk About It” page at the start of each genre study or week and on the Peer Conferencing pages.

• In the Instructional Routines Handbook, there is a section that explains what successful Collaborative Conversations look like including being “able to make statements and ask questions related to the focus.” 

• In the Instructional Routines Handbook, there are additional strategies for teaching collaborative conversations including role-playing a collaborative conversation to model the routine. There are also sentence starters such as “I’m wondering” and “Can you point to text evidence that shows?”

• There is a Collaborative Conversations Video to help with the facilitation. The handbook suggests that the teacher stop at certain points and use a checklist to discuss how the teacher helps the group prepare for their collaborative conversation. At the end of the video, the students work with a partner and discuss what they see students doing and what they could be doing better. 

• In the Instructional Routines Handbook, there is an anchor chart for the teacher to display on “How to Have a Collaborative Conversation.”

• In the Instructional Routines Handbook, there is a section on how to provide corrective feedback during discussions. Teachers are encouraged to point out what students are doing right, redirect discussions that may have gotten off track by suggesting statements or questions that will refocus the discussion, and encourage students to build on one another’s exchanges.

The materials reviewed for Grade 3 meet the criteria for Indicator 1h. 

The instructional materials include multiple opportunities for students to engage in speaking and listening tasks with varied support protocols. Students engage in whole group, small group, and partner collaborative conversations focused on texts and writing. Students are required to cite text evidence to support their verbal and written responses. During writing conferences, students offer specific feedback and ask questions to clarify meaning. Following shared reads, students participate in evidence-based discussions, which involve restating and making inferences based on what they read. The use of sentence starters helps students respond to each other and provide feedback.

Students have multiple opportunities over the school year to demonstrate what they are reading through varied speaking and listening opportunities. Examples include, but are not limited to, the following:

• Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Examples include, but are not limited to, the following:

  • In Unit 3, Week 6, Lesson 5, the teacher writes the Big Idea question on the board, “Why are individual qualities important?” Students work in groups to answer this question using the Collaborative Conversations protocol. Students are encouraged to compare information from all of the unit’s selections.

  • In Unit 4, Week 1, Lesson 1, as a whole group, students preview the story “The Impossible Pet Show,” make a prediction, and complete the Read prompts.

• Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). Examples include, but are not limited to, the following:

  • The Instructional Routines Handbook contains a checklist for the Collaborative Conversation routine. The checklist states: “listen to the person speaking, ask questions if you don’t understand something, try to stay on topic, take turns speaking, respect each other’s feelings and ideas, come to the discussion prepared, ask and answer questions about what others are saying about the text, find text evidence to answer questions, [and] express your ideas clearly.”

  • In Unit 3, Week 5, Lesson 1, the Think Aloud protocol is used while the teacher reads the text “The California Gold Rush” (author not cited) aloud. The teacher pauses and points while reading and thinking aloud to model close reading strategies. The teacher asks students to “think along” by posing a discussion question. For example, “Careful describes how the Native Americans used the land’s resources. In what ways might they have been careful as they hunted, fished, and gathered plants? Discuss this question with a partner.”

  • In Unit 4, Week 1, Lesson 1, Build Knowledge, Reading/Writing Companion section in the lesson, students engage in collaborative conversations. As students begin conversations, the teacher reminds students of the following conversation guidelines, “ask relevant questions to clarify answers they do not understand, wait a few seconds after asking a question to give others a chance to think before responding, and answer questions with complete ideas, not one-word answers.” 

• Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. Examples include, but are not limited to, the following:

  • In Unit 3, Week 3, Lesson 2, students research and present research on animal life cycles. Students are encouraged to include vivid illustrations of each phase of the animal’s life cycle, including posters and digital slide shows.

  • In Unit 4, Week 3, Lesson 1, students engage in a Shared Read of “Gray Wolf! Red Fox!” (author not cited). In Lesson 2, students engage in a phonics lesson to create audio recordings of themselves to demonstrate a fluid reading of the text. Students practice reading with proper intonation. Students listen to their recordings and are provided feedback as needed. 

  • In the Teacher Resource Library, Adding the Finishing Touch: Design Your Presentation, an animated tutorial offers students ideas on ways to liven up their presentation using assorted visual and audio aids. 

Speaking and listening work requires students to utilize, apply, and incorporate evidence from texts and/or sources. Examples include, but are not limited to, the following:

• Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. Examples include, but are not limited to, the following:

  • In the Instructional Routines Handbook, the Collaborative Conversations guidance includes sentence starters to help students disagree respectfully, clarify ideas, and make connections. These include, “I’m wondering…,” “Can you point to text evidence that shows…?,” and “I’m confused. Please tell me more about…”

  • In Unit 4, Week 1, Lesson 2, students read “The Impossible Pet Show” (author not cited) and check their comprehension by asking themselves questions about the texts. Students work with a partner to find details in the text to ask questions about and develop answers to each other’s questions. If students do not know the answer, they go back to the text. 

  • In Unit 4, Week 3, Lesson 4, students read “Amazing Wildlife of the Mojave Desert” by Laurence Pringle. The lesson provides guidance for the Ask and Answer Questions protocol, including “Generate questions of your own about the text and discuss them with a partner. For example, how would we want to dress if we were going to spend a day in the desert? (in light colors) What colors would help us blend in with the desert? (tan, gray, light brown).”

• Explain their own ideas and understanding in light of the discussion. Examples include, but are not limited to, the following:

  • At the end of Unit 3, students are presented with choices to share their understanding of topics from the unit. These choices include Reader’s Theater, sharing research and inquiry projects, giving multimodal presentations, and publishing celebrations. The teacher explains to students that when presenting to a large audience, they need to rehearse the presentation, speak slowly and clearly, make appropriate eye contact, and use hand gestures when appropriate. 

  • In the Writing Companion, Unit 1, Writing Project 1, students engage in peer conferencing to review their narrative writings. Students listen to peers read their writings aloud and tell what they like about the writing, ask a question about the order of events, and give suggestions for adding descriptive details and using different types of sentences.

• Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Examples include, but are not limited to, the following:

  • In Unit 3, Week 1, Lesson 1, students listen to the read-aloud, Our Home in the Solar System (author not cited), and answer, “What important details help me understand what this passage is about?” and “What is the article mostly about?” Next, students summarize the passage to a partner.

  • In Unit 4, Week 1, Lesson 1, students read, “Dancing La Raspa” (author not cited) and determine the theme and important events of the story. Students summarize the story in their own words to enhance comprehension.

  • In Unit 4, Week 2, Lesson 1, students listen to the read-aloud “African Lions” (author not cited) and summarize the story and determine the central idea in their own words. 

• Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Examples include, but are not limited to, the following:

  • In Unit 4, Week 3, Lesson 1, students read “Gray Wolf! Red Fox!” (author not cited). In the Reading and Writing Companion, students are prompted to “Identify Sources: Ask questions about your animal that you can answer through research. Find books and reliable websites with relevant or related information to answer your questions.”

  • In Unit 4, Week 6, Lesson 5, students present to the class. Teachers remind students that during this time, they will be listening to other presentations and reviewing the Listening Checklist. In the “During the Presentation” criteria, students write one question or comment they have for the speaker. In the “After the Presentation” criteria, students tell why they liked the presentation, tie their comments to others that are similar, ask the speaker to elaborate, and ask an appropriate and detailed question.

• Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. Examples include, but are not limited to, the following:

  • At the end of Unit 3, students are presented with choices to share their understanding of topics from the unit. These choices include Reader’s Theater, sharing research and inquiry projects, giving multimodal presentations, and publishing celebrations. The teacher explains to students that when presenting to a large audience, they need to rehearse the presentation, speak slowly and clearly, make appropriate eye contact, and use hand gestures when appropriate. 

The materials reviewed for Grade 3 meet the criteria for Indicator 1i. 

The instructional materials provide multiple writing opportunities daily across the year for students to respond to texts. These on-demand writing tasks require students to make claims supported by text evidence. Students regularly engage in completing note-catchers and graphic organizers and respond to questions about texts in both short answers and paragraphs. Each unit includes process writing as part of the genre study. Students read texts to obtain information, plan, draft, engage in peer editing, and present their writings. Instructional guidance encourages the integration of online and digital resources when relevant and appropriate. Teacher guidance suggests students use digital resources to research, format, and share their writing when appropriate.

Materials include on-demand writing opportunities that cover a year’s worth of instruction. Examples include, but are not limited to, the following:

• In Unit 2, Week 2, Lesson 6, students read “Vote!” by Eileen Christelow and are prompted to write a response to the question, “Why do American citizens hold elections to choose their government officials?” A sentence starter is provided to help organize text evidence, “American citizens hold elections because….” and “Voting and elections are important because…”

• In Unit 3, Week 5, Lesson 3, students read “Birth of an Anthem” from TIME for Kids and respond in writing to the prompt, “Why do you think the Star Spangled Banner became the National Anthem?”

• In Unit 4, Week 3, Lesson 3, students read “Amazing Wildlife of the Mojave” by Laura Pringle. Students collect evidence as they analyze the text and respond to  the writing prompt, “How does the author help you understand how he feels about wildlife in the Mojave?” Sentence starters to guide students are provided in the margin of the student Reading/Writing Companion, including “The author says that living in the desert is…”

Materials include process writing opportunities that cover a year’s worth of instruction. Opportunities for students to revise and edit are provided.

• In Unit 2, students write a realistic fiction story. Lessons span from Week 1 through Week 4. Interactive guidance is provided in the student Reading/Writing Companion. In Week 1, Lesson 4, students analyze an expert model and answer questions about the text, such as, “How does the author help you understand how Yoon feels at the beginning of the story?” In Week 1, Lesson 2, students plan by choosing a topic and answer questions such as, “What is your purpose for writing your story?” and “Who will read your realistic fiction story?” In Week 2, Lesson 7, students plan their sequence of events and answer the questions, “What is your character’s problem?” and “How will your character solve it?” In Week 2, Lesson 7, students write a draft using their writer’s notebook. In Week 3, Lesson 5, students revise their draft looking for places to add dialogue and descriptive details. Students circle two sentences in their draft so that they can make changes. In Week 4, Lesson 7, students participate in peer conferencing. Guidance for partner feedback and a revising checklist is provided to support the process. In Week 4, Lesson 8, students edit and proofread their stories using an editing checklist. In Week 4, Lesson 10, students publish, present, and evaluate their work. Students select a print or digital format for publishing. A presenting checklist and story rubric are provided for student self-evaluation.

• In Unit 3, Week 2, Lesson 8, students read “Why The Sun Is Red?” (author not cited) and respond to the question, “As you draft and revise your own writing, think of how you can give a human action, such as dancing, leaping, or smiling, to an object or idea.”

• In Unit 4, Week 3, Lesson 1, students use the Analyze the Prompt routine to evaluate the prompt, “Write an expository essay to explain to your class how the special abilities and animals are being used to help people.” Students read a guided model to determine what traits make a successful expository essay. In Lesson 2, students collect information for their essays by reading unit texts and taking notes. In Lesson 5, students synthesize their information and plan their essays by organizing their notes and identifying a central idea and supporting details. In Lesson 7, students create a draft using the model essay as a guide. In Lesson 9, students engage in peer conferencing to clarify any confusing parts of their essays and provide feedback. Students use the feedback to reflect on their writing. In Week 5, Lesson 2, students analyze the writing rubric to help revise their essays. 

Materials include digital resources where appropriate.

• In Unit 1, Week 4, Lesson 10, students publish their writing. Students can publish using print or digital means. 

• In Unit 2, Week 6, Lesson 5, students prepare to present their poems. Teacher guidance states for the final presentation of their poem, students can choose a format for publishing, either print or digital.

• In Unit 3, Week 3, Lesson 2, students research animal rescue groups. As part of their research, students search websites to find information. Part of the lesson involves learning how to determine if a website is trustworthy. 

• Inquiry Space is a digitally focused, student-centered, multi-step guided research project. It is self-paced and organized as a game. Students navigate through the process of completing an informative performance task that results in a research paper and presentation. Projects include “Investigate Floods,” “Take a Stand: Overfishing,” and “Write About Frogs.” The program guides students to analyze the task, create a research plan, evaluate sources provided within the program, take notes, write an outline and draft, revise and edit, then publish and present.

The materials reviewed for Grade 3 meet the criteria for Indicator 1j. 

Instructional materials provide numerous opportunities for students to engage in a variety of writing types across the year. Each unit contains a writing focus where students engage in daily writing culminating in process writing assignments. Students examine and analyze model writings to learn how individual aspects of each genre are integrated into meaningful writing. Individual lessons provide practice tasks to build writing skills using text-connected prompts. Process writing prompts are connected to an anchor text and/or additional texts associated with the unit’s Essential Question. Text sources are available for argumentative and expository writing prompts.

Materials provide multiple opportunities across the school year for students to learn, practice, and apply different genres/modes/types of writing that reflect the distribution required by the standards. Examples include, but are not limited to, the following:

• Percentage or number of opportunities for opinion writing: 

  • Five out of twelve (42%) writing opportunities are opinion in nature.

• Percentage or number of opportunities for informative/explanatory writing: 

  • Four out of twelve (33%) writing opportunities are informative/explanatory in nature.

• Percentage or number of opportunities for narrative writing: 

  • Three out of twelve (25%) of writing opportunities are narrative in nature.

• Explicit instruction in opinion writing:

  • In Unit 3, Weeks 1–4, students write an opinion essay on whether people or robots should explore space. Lessons include explicit instruction as students work in their Reading/Writing Companion to analyze the writing rubric and student model, including analyzing the prompt by determining audience and setting a purpose for writing. The teacher models how to read texts on the topic and look for evidence noting transitional phrases and supporting details. A graphic organizer is provided to help students organize their claims and reasons, as well as relevant evidence from each source. The teacher then guides students to draft their essays and participate in peer conferences. Each of these steps is outlined in the Reading/Writing companion. Students use the Argumentative Writing Rubric to evaluate their essays. 

• Explicit instruction in informative/explanatory writing:

  • In Unit 6, Weeks 1–4, students write an Expository Essay to explain the importance of different experts in space. In week 1, the teacher guides students to analyze the writing rubric, learn about using academic language, and begin to analyze the student model. In Week 2, students continue to analyze the student model as the teacher guides them to look at how the student model uses the sources to find information to support the central idea. In Week 3, the teacher takes students through the Analyze the Prompt Routine in the teacher edition. Students analyze and gather notes from the sources through work in the Reading/Writing Companion. In Week 3, Lesson 5, students complete a graphic organizer to plan and organize ideas. In Week 4, students draft their essays, then revise them, followed by peer conferencing. A peer conferencing checklist is provided. Students use the Expository Writing Rubric to evaluate their essays.

• Explicit instruction in narrative writing: 

  • In Unit 1, Weeks 1–4, students write a Personal Narrative about a time they tried their hardest to do something. In Week 1, Lesson 4, the teacher guides students as they analyze the expert model. In Lesson 5, the teacher models how to answer questions to help students choose a topic. In Week 2, Lessons 7 and 8, students follow the guidance in their Reading/Writing Companion to plan their sequence of events. In Lessons 9 and 10, students follow prompts and teacher instruction to begin their draft. In Week 3, Lesson 5, students revise their drafts by focusing on sentence fluency provided by the teacher and expert model. In Week 4, Lessons 6 through 10, students conduct peer conferencing using checklists in their Reading/Writing Companion, edit and proofread, publish, and present their narratives. Students evaluate their work with a presenting checklist.

Different genres/modes/types of writing are distributed throughout the school year. 

• Students have opportunities to engage in opinion writing. Examples include, but are not limited to, the following: 

  • Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. Examples include, but are not limited to, the following:

    • In Unit 1, Week 5, Lesson 4, students begin an opinion writing piece on national parks after reading “Preserve and Protect” and “Protecting Our Parks” from TIME for Kids. Students work with a partner to brainstorm a list of national parks and landmarks. Students consider how visiting these parks could help them learn about the country. Students select a park to write about and convince readers that it is an important place to visit. Sentence starters are provided to help students introduce their topic, such as “ I will write about” and “The reason I am writing about this topic is.” 

    • In Unit 3, Week 4, Lesson 7, students begin an opinion essay on whether people or robots should explore space by writing their introduction. Students write an introduction that states their opinion about the topic in an interesting way. 

    • In Unit 5, Week 3, Lesson 5, students organize their information for an opinion essay on whether or not students should be required to do community service. Students use information from a graphic organizer, such as identifying the main ideas and specific details to support their ideas.

  • Provide reasons that support the opinion. Examples include, but are not limited to, the following:

    • In Unit 1, Week 5, Lesson 5, students create a draft of their opinion writing supporting their selection of a national park or landmark that would be a good place to learn about the country. Students create a graphic organizer to collect evidence to support their claims. 

    • In Unit 3, Week 3, Lesson 5, students organize evidence to support their claim of whether or not people should explore space using a graphic organizer in their Reading/Writing Companion. Students collect information that is directly related to the topic from three sources. 

    • In Unit 5, Week 1, Lesson 4, students analyze a model essay to answer the question, “How does the writer clearly state his opinion?” Students develop their opinions with reasons that are supported by details from multiple sources and elaborate to make their essays stronger. In Week 2, Lesson 7, students draft their essays focusing on writing a strong introduction with a clearly stated central idea, including relevant evidence to support the central idea. 

  • Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. Examples include, but are not limited to, the following:

    • In Unit 3, Week 4, Lesson 7, students draft an opinion essay. One of the Quick Tip suggestions is to “include transition words to connect your ideas in a clear way. Use words and phrases such as however, next, as a result, and finally.”

    • In Unit 5, ELL Small Group Guide, students work with a partner and collaborate “to describe transitional strategies and how they make writing stronger.”

  • Provide a concluding statement or section. Examples include, but are not limited to, the following:

    • In Unit 2, Reading/Writing Companion, students revise their drafts to include a strong conclusion. The guidance states, “It’s time to revise your writing. Read your draft and look for places where you might add dialogue and descriptive details and make your conclusion stronger. Circle two sentences in your draft that you can change. Revise and write them here.”

    • In Unit 3, Week 4, Lesson 7, students analyze a conclusion from a sample essay. Students discuss with a partner how the conclusion summarizes the opinion and supporting claims. Students draft a conclusion for their essay in their writer’s notebook. Students are reminded in the Quick Tip to use facts, details, and definitions related to their topic. 

• Students have opportunities to engage in informative/explanatory writing. Examples include, but are not limited to, the following:

  • Introduce a topic and group related information together; include illustrations when useful to aid comprehension. Examples include, but are not limited to, the following:

    • In Unit 2, Week 1, Lesson 5, students use the Reading/Writing Companion to “Choose from your ideas to write a realistic fiction story about a character who speaks to a government leader.” Students select a topic by mapping information, responding to the writing prompt, determining their purpose and audience, and using a chart to sequence events.

    • In Unit 4, Week 1, Lesson 3, students analyze the expository writing rubric focusing on the second bullet, which says, “states the central idea in a clear way.” In Week 4, Lessons 2, 3, and 4, students gather details from three sources to answer the prompt. In Lesson 5, students organize their notes using a graphic organizer to support their central idea. 

    • In Unit 6, Week 5, Lesson 5, students complete a graphic organizer to group information for their essay by central ideas. Students identify each main point and supporting details that support their ideas. 

  • Develop the topic with facts, definitions, and details. Examples include, but are not limited to, the following:

    • In Unit 4, Week 4,  Lesson 7, students draft their essays using information from their graphic organizer to support their central idea. 

    • In Unit 4, Week 5, Lesson 3, students analyze a model essay and identify where the author used specific evidence to support their points. 

    • In Unit 6, Week 1, Lesson 5, students analyze a model essay and identify where the author used relevant evidence to support the central idea. Students look for examples of elaboration used by the author to make the writing more interesting and to prove her claim. 

  • Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. Examples include, but are not limited to, the following:

    • In Unit 4, Week 4, students write an expository essay. Student materials include the Quick Tip to use linking words. The tip states that linking words “connect your ideas in a clear way. Use words and phrases such as also, for example, but, and finally.”

  • Provide a concluding statement or section. Examples include, but are not limited to, the following:

    • In Unit 4, Reading/Writing Companion, students notice how the writer restates the central idea and rewrite the conclusion paragraph in their own words, restating the central idea in a different way.

    • In Unit 6, Week 6, Lesson 3, students draft their expository essays. As part of their writing, students are reminded to include a strong conclusion that will repeat their central idea in a way different from  the introduction. 

• Students have opportunities to engage in narrative writing. Examples include, but are not limited to, the following:

  • Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. Examples include, but are not limited to, the following:

    • In Unit 1, Week 2, Lesson 6, students choose a memory of a time when they worked hard to achieve something to write a  personal narrative. Students describe the memory in their writer’s notebook. 

  • Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. Examples include, but are not limited to, the following:

    • In Unit 1, Week 2, Lesson 9, students write a draft of their personal memory narrative. After discussing how authors use descriptive details, students write a draft using “precise words, descriptive language, and imagery to help readers picture the events.”

  • Use temporal words and phrases to signal event order. Examples include, but are not limited to, the following:

    • In Unit 1, Week 2, Lesson 7, students work on a narrative they started about a personal memory. Teachers remind students that stories have a beginning, a middle, and an end to help readers understand what happens and why writers use signal words. Students find examples in “Room to Grow” (author not cited) by circling signal words on a given page. Students then practice sharing the memory they will write about with their partner in sequence and complete a Sequence of Events in their writer’s notebook using signal words. 

    • In Unit 2, Week 3, Lesson 5, students revise their drafts, focusing on conclusions. Students are encouraged to check that the events of their story are in sequential order and character development is represented.  

  • Provide a sense of closure. Examples include, but are not limited to, the following:

    • In Unit 2, Week 4, Lesson 6, students are directed to use the Reading/Writing Companion to provide strong conclusions to their narrative essays. After reading the excerpt from “The Dream Catcher” (author not cited), partners discuss the author’s conclusion, write responses, and share them with the class. Next, students revise their drafts, focusing on conclusions.

  • Where appropriate, writing opportunities are connected to texts and/or text sets (either as prompts, models, anchors, or supports).

    • In Unit 1, Week 1, Lesson 5, students use Gary the Dreamer by Gary Soto to brainstorm a list of Gary’s memories. Students use this as a model to think of a time when they tried to do something. Sentence starters are provided to aid in their discussion and selecting one of their memories to write about. Students write a story to describe the memory. 

    • In Unit 3, Week 3, Lesson 1, students read “Space is the Place” (author not cited). Over the next seven lessons, students engage in opinion writing on whether or not robots or people should explore space.

The materials reviewed for Grade 3 meet the criteria for Indicator 1k. 

Instructional materials include frequent opportunities for students to write regularly using evidence across the year. Students respond to both on-demand and process writing tasks involving text evidence. Writing prompts connected to anchor texts require students to gather evidence over the course of study using graphic organizers, anchor charts, and notes for support. The Reading/Writing Companion offers weekly opportunities for students to respond in writing to questions about what they are reading using text evidence. In the Shared Reading section, students write answers to questions after noting evidence from the text. Varied writing formats include summaries, analysis of text, co-creation of class anchor charts, and claim-based writings. Each type requires students to refer back to texts and use information gathered from their reading.

Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Examples include, but are not limited to, the following:

• In Unit 1, Week 3, Lesson 1, students read “The Dream Catcher” (author not cited) and review and discuss the story’s content. The teacher guides students in summarizing the story in their reader’s notebooks, including key details of the story using specific evidence to summarize the main events. 

• In Unit 2, Week 3, Lesson 3, students read, The Castle on Hester Street by Linda Heller and, with a partner, answer the question, “How does the author show how Julie’s grandmother and grandfather are different?” The teacher guides students to reread the last paragraph to find clues that help them recognize character differences. The teacher then directs students collect and write text evidence in a graphic organizer. Teachers can provide sentence starters for support, which are available in the margin. 

• In Unit 3, Week 1, Lesson 2, students read and analyze “Earth and Its Neighbors” (author not cited). The teacher guides students to respond to the prompt in writing using text evidence, “Why do scientists want to find new and better ways to explore Earth and its neighbors?” Students determine the central idea and supporting details in the text. 

• In Unit 4, Week 3, Lesson 3, students read Amazing Wildlife of the Mojave by Laurence Pringle. The teacher guides students to integrate information by using an anchor chart to respond to the question, “How do animals adapt to challenges in their habitats?” 

• In Unit 6, Week 1, Lesson 2, students read “Rocketing into Space” (author not cited). Students respond in writing to the prompt, “Why was having goals important to James Lovell’s success?” The teacher prompted students to use text evidence in their responses, and sentence starters are provided in the margin for support.

Writing opportunities are focused around students’ recall of information to develop opinions from reading closely and working with evidence from texts and sources.

• In Unit 2, Week 1, Lesson 2, students read and analyze the author’s claim in “Every Vote Counts!” (author not cited). Students respond by writing to the prompt, “Why should everyone exercise their right to vote?” Teachers guide students to use their notes and evidence from the text. Sentence starters are provided for support as students cite reasons supporting their opinion.

• In Unit 3, Week 2, Lesson 10, Show Your Knowledge, students write an Astronaut’s Journal by responding to the question, “Why do you think it’s important for humans to explore space and learn about the solar system?” Students are prompted to refer to their Build Knowledge notes in their Reader’s Notebook and use text evidence to support their ideas. The teacher states, “Describe what you might see and experience in space. Include some ideas about why learning about space is important. Use some of the new vocabulary words you learned in your writing.”

• In Unit 4, Week 1, Lesson 2, students read “The Impossible Pet Show” (author not cited). Students use their notes and evidence from the text when writing responses to the question, “Why do you think Daniel develops, or changes, from the beginning of the story to the end?” In Week 4, Lesson 10, students focus on the texts they have read and write a response to the question, “What do the texts inspire you to do?” Students write about ways they are inspired to help animals. 

• In Unit 6, Week 2, Lesson 6, students read “Looking Up to Ellen Ochoa” by Liane B. Onish and respond by writing to the on-demand prompt, “Why do you think Ellen Ochoa was successful in reaching her goals?” Students use text evidence to support their opinion. Sentence starters, such as “Some things Ellen Ochoa did to reach her goals were,” are provided to guide students to use text evidence.

The materials reviewed for Grade 3 meet the expectations of Indicator 1l.

Materials include explicit instruction of all grade-level grammar and usage standards through the use of anchor texts as well as example sentences and paragraphs. Students practice correcting and creating sentences using newly acquired grammar skills. Students have opportunities over the course of the year to apply newly learned skills both in and out of context using the Practice Book, Language Transfer Handbook, and Online Activities.

Materials include explicit instruction of all grammar and usage standards for the grade level.

• Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

  • In Unit 2, Week 1, Day 1, the teacher explains that a noun is a person, place, or thing. The teacher explains that a common noun names any person, place, or thing and uses teacher, schoolhouse, and chalk as examples. The teacher also explains that a proper noun names a special person, place, or thing and begins with a capital letter. The teacher shares examples of proper nouns. Students complete Practice Book page 61 or the online activity.

  • In Unit 3, Week 1, Day 1, the teacher explains that a complete sentence has a subject and a predicate and provides examples of both. The teacher explains that a verb is a word that tells what the subject does or is and provides examples. Students complete Practice Book page 121 or the online activity. 

  • In Unit 5, Week 1, Day 1, the teacher introduces pronouns. The teacher defines singular pronouns, personal pronouns, and indefinite pronouns, providing examples of each. Students complete Practice Book page 214 or the online activity.

  • In Unit 6, Week 1, Day 1, the teacher introduces adjectives and defines them by providing examples. Students complete Practice Book page 301 or the online activity.

  • In Unit 6, Week 3, Day 1, the teacher introduces adverbs that tell how. The teacher explains that an adverb describes an action verb. The teacher provides examples. Students complete Practice Book page 325 or the online activity.

• Form and use regular and irregular plural nouns.

  • In Unit 2, Week 1, Day 1, the teacher writes the following sentences on the board and underlines the nouns: “They reread stories about candidates. Families discuss their ideas and make decisions.” The teacher points to the -s at the end of the plural words and tells students that it means “more than one.” The teacher shares that some nouns have a spelling change when you add -s or -es. For example, words that end in a consonant plus -y, like story, need to have they changed to an i and then add -es. Students name the other plural noun that ends with -ies, then copy and label the nouns as singular or plural in their notebooks. Pairs of students work together to write sentences about the text, including plural nouns. The teacher has students add plural nouns from the sentences to their notebooks. 

  • In Unit 2, Week 3, Day 1, the teacher shares that some nouns have special plural forms. They do not add -s or -es to form a plural. The teacher gives the following examples: “Men, women, and children are the irregular plural noun forms of man, woman, and child. Mice is the irregular plural of the noun mouse.” The teacher shares that collective nouns name groups of people, places, or things and gives examples: band, family, crowd, swarm, herd. Students use Practice Book page 85 or the online activity and the Language Transfers Handbook page 16 for follow-up and practice of the skill and concept.

• Use abstract nouns (e.g., childhood).

  • In Unit 2, Week 1, Day 2, the teacher reviews nouns and then shares that a concrete noun names a person, place, or thing that can be seen or identified with any of the five senses and gives the following examples: star, flower, music, sign, horn, wind, salt. The teacher explains that an abstract noun names something that cannot be seen with the five senses and that abstract nouns usually name ideas. The teacher gives the following examples: peace, honor, courage, friendship, and honesty. The students use Practice Book page 62 for follow-up and practice of the skills/concept.

• Form and use regular and irregular verbs.

  • In Unit 3, Week 2, Day 6, the teacher shares that a verb’s tense tells when the action takes place. Present tense verbs tell what happens now. The teacher gives the following examples: “The cat drinks from the bowl. A breeze blows softly.” The teacher explains that you add -s to most present-tense verbs with singular subjects, and you add nothing to present-tense verbs with plural subjects, and a verb must agree in number with its subject. The teacher provides examples, including “She cheers for the home team. They cheer for the home team.” The teacher guides students to conjugate a regular verb in the present tense using examples: “Singular: I look, you look, she looks, Plural: we look, you look, they look.” The students use Practice Book page 133 or the online activity for follow-up and practice activities of the skill/concept.

  • In Unit 4, Week 5, Day 1, the teacher introduces irregular verbs. The teacher tells students that “not all verbs add -ed to form the past tense” and uses saw and went as an example. The teacher tells students, “irregular verbs have a special spelling for the past tense” and provides examples: come/came, do/did, say/said, go/went, eat/ate, and sing/sang. Students complete Practice Book page 229 and the Grammar: Irregular Verbs online activity selecting the correct past tense forms of irregular verbs to complete sentences.

• Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

  • In Unit 3, Week 3, Day 1, the teacher explains that a past-tense verb tells about an action that has happened. The teacher tells students, “Add -ed to form the past tense of most verbs: touch + -ed = touched and jump + -ed = jumped. Drop the e and add -ed to regular verbs that end in e: whistle – e = whistl + ed = whistled; exercise – e = exercise + ed = exercised.” The teacher gives the following examples: “I whistled.; They exercised.” The students use Practice Book page 145 and the online activity to form and use simple verb tenses. 

  • In Unit 3, Week 4, Day 6, the teacher explains that verbs can show actions that happen in the present or the past. They can also show action in the future. The teacher provides the following examples: “They see the shore. They saw the shore. They will see the shore.” The teacher explains that a future-tense verb describes an action that is going to happen and provides the following examples: “Hank will speak to her. Suzanne will win the award.” The teacher uses the special verb will to write about the future. The students use Practice Book page 157 and the online activity for follow-up to practice the skill/concept.

• Ensure subject-verb and pronoun-antecedent agreement.

  • In Unit 3, Week 2, Day 6, the teacher introduces present tense verbs by first defining what verb tenses mean. The teacher tells students that they should add -s to most present tense verbs with singular subjects and add nothing to present tense verbs with plural subjects. A verb must agree in number with the subject. The teacher models different sentences, guiding students to conjugate a regular verb in the present tenses. Students complete Practice Book page 133 or the online activity. 

  • In Unit 5, Week 1, Day 2, the teacher reviews pronouns and explains how pronouns differ from nouns. The teacher tells students a plural pronoun must match the word/words it replaces and provides examples. The teacher tells students, “the pronoun must agree with the word or words it represents, or its antecedent, in both number and gender.” Students complete Practice Book page 242. 

• Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

  • In Unit 6, Week 2, Day 6, the teacher introduces adjectives that compare. The teacher reviews what an adjective is and uses comparative adjectives to compare two nouns. The teacher tells students that superlatives compare more than two nouns. The teacher provides examples of both. Students complete Practice Book page 313 or the online activity for follow-up and practice on the skill /concept.

  • In Unit 6, Week 2, Day 8, the teacher explains that some adjectives that compare do not add -er or -est. The teacher shares the following examples: “The comparative form of good is better, and the superlative form is best. The comparative form of bad is worse, and the superlative form is worst. Many is an adjective that refers to more than one thing. The adjective more compares two things. Most compares more than two.” The students use Practice Book page 315 or the online activity for follow-up and practice on the skill /concept.

  • In Unit 6, Week 4, Day 6, the teacher introduces adverbs that compare. The teacher tells students that “adverbs can be used to compare two or more actions. To compare using most one-syllable adverbs, add -er or -est. More and most are used with adverbs with two more syllables. When using more or most, do not change adverbs endings to make comparisons.” Students complete Practice Book page 337 or the online activity for follow-up and practice on the skill /concept.

• Use coordinating and subordinating conjunctions.

  • In Unit 2, Week 4, Day 6, the teacher introduces combining sentences. The teacher models combining sentences by joining two nouns in the subject. The teacher tells students they can use coordinating conjunction and to join the nouns and form a compound subject. The teacher tells students to leave out words that repeat and make subjects and verbs agree. Students complete Practice Book page 97 or the online activity for follow-up and practice on the skill /concept.

  • In Unit 4, Week 4, Day 6, the teacher explains that a simple sentence has one main, or independent, clause and can stand alone. The teacher shares the following example: “We hiked to the top of the hill.” The teacher shares that a compound sentence has two or more independent clauses and then shares the following example: “Grandpa drove us home, and we ate dinner together.” The teacher explains that complex sentences include an independent clause and one or more subordinate, or dependent, clauses. A dependent clause cannot stand alone and often begins with words such as after, before, or when. Students use Practice Book page 217 or the online activity for follow-up and practice on the skill/concept.

• Produce simple, compound, and complex sentences.

  • In Unit 1, Week 5, Day 1, the teacher explains that a simple sentence expresses a complete thought. Simple sentences must include a subject and a predicate. The teacher explains that you combine simple sentences to add variety to writing by using a comma and the coordinating conjunctions and, or, or but. The teacher shares examples: “I like to play softball, and my sister likes to play soccer. We can play outside before dinner, or we can color.” The students use Practice Book page 49 or the online activity to practice the skill/concept.

  • In Unit 4, Week 4, Day 7, the teacher asks students to write a simple, compound, and complex sentence. The teacher explains dependent clauses cannot stand alone as a sentence and are introduced by subordinating conjunctions. The teacher explains that some subordinating conjunctions are after, because, if, unless, while, until, when, and before then shares examples, including “Our friends searched the back of the house while we searched the front. If you are late, you will miss the parade.” Then students use Practice Book page 218 to follow up and practice the skill/concept.

• Capitalize appropriate words in titles.

  • In Unit 2, Week 1, Day 3, the teacher explains that proper nouns such as names, holidays, days of the week, brands, company names, product names, titles of books, historical periods, events, official titles of people, initials, geographic names, and places begin with a capital letter. Capitalize the important words in proper nouns. Short words, such as of and and, are usually not capitalized. Holidays (Independence Day), titles of books (Charlie and the Chocolate Factory), special events (Olympics), geographic names (Pacific Ocean) are. Students use the Practice Book page 63 or the online activity as follow-up to practice the skill/concept.

  • In Unit 3, Week 4, Day 8, the teacher tells students that the important words in a book or magazine title are always capitalized. The teacher provides examples and shares that the words the, and, in, and a are not capitalized in a title unless they are the first word. The teacher models underlining all the words in a book or magazine. Students complete Practice Book page 159. 

• Use commas in addresses.

  • In Unit 3, Week 5, Day 3, the teacher introduces punctuation in formal letters, dates, addresses, and locations. The teacher models placing a comma between the day and year, street address and city/town and state; place a colon between the greeting of a formal letter, and a comma after the closing of a letter.

• Use commas and quotation marks in dialogue.

  • In Unit 4, Week 3, Day 3, the teacher explains that quotation marks “are used to show that someone is speaking. They come at the beginning and end of the speaker’s exact words.” The teacher shares that a quotation begins with a capital letter, and commas and periods appear inside quotation marks. The teacher also shares that if a sentence continues after a quotation, use a comma to close. Students complete Practice Book page 207 or the online activity.

• Form and use possessive.

  • In Unit 2, Week 3, Day 2, the teacher explains that a noun can be used to show possession: a child’s toy. A singular possessive noun is formed by adding an apostrophe and an -s. The teacher shares the following examples: a pig’s tail, a man’s hat, a book’s page. The teacher tells students a plural possessive noun is formed by adding only an apostrophe if the plural noun ends in -s. The teacher shares the following example: the dogs’ bowls. The teacher tells the students a plural noun does not end in -s, the possessive is formed by adding an apostrophe and an -s. 

  • In Unit 5, Week 4, Day 7, the teacher and students discuss the difference between possessive, reflexive, and relative pronouns. Students identify the correct possessive pronoun to use in given sentences and choose the correct reflexive pronouns in other given sentences. Finally, students write about something they created and explain why they are proud of it. When finished, students proofread their work, ensuring they used possessive and reflexive pronouns correctly on Practice Book page 278. 

• Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

  • In Unit 2, Week 3, Day 1, the teacher reviews high-frequency words. The teacher uses High-Frequency Word Cards 61-80, displaying one word at a time, and follows this routine: display the word, read the word, and spell the word. Students state the word and spell the word. The teacher models using the word in a sentence. Students say the word and spell the word independently. 

  • In Unit 6, Week 5, Day 1, the teacher displays the spelling words, reading them aloud and drawing out the suffixes -ful, -less, and -ly while reviewing their meanings. The teacher points out the spelling pattern in wisely, drawing a line between syllables and noting the last syllable is a suffix. The teacher sorts spelling words by suffixes, with the headings -ful, -less, and -ly. The teacher sorts a few words by identifying the suffix by pointing out that sometimes spelling changes occur when adding suffixes. 

• Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

  • In Unit 1, Week 1, Day 1, the teacher displays the spelling words, reading them aloud and drawing out the short a and i vowel sound in each word. The teacher points out the spelling patterns in camp and grin, drawing students’ attention to the words with short a and i vowel sounds, letting students know they usually have the CVC pattern but may also have CCVC or CVCC patterns. The teacher demonstrates sorting the words by pattern. 

  • In Unit 3, Week 1, Day 1, the teacher displays the spelling words and models for students how to spell the word nurse. The teacher segments the word sound by sound and then attaches a spelling to each sound. The teacher points out the r-controlled vowel spelling ur. The teacher demonstrates sorting the spelling words by pattern under key words herds, nurse, and third and models sorting a few words. The teacher points out that the r in r-controlled vowels affects the way the vowels sound in many ways. The teacher uses the Dictation Sentences from Day 5 to give the pretest and says the underlined word, reads the sentence and repeats the word. Students write the words. Students use Practice Book page 126 for a pretest.

• Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

  • In Unit 2, Week 2, Day 7, the teacher models how to use a print and online dictionary to look up the meaning, syllabication, and pronunciation of the word candidate. The teacher reminds students that the words in a dictionary are in alphabetical order and models how to use the guide words at the top of each page to find the right page. Students practice using a dictionary to look up the meaning, pronunciation, and syllabication of the word election. Students complete Practice Book page 83. 

  • In Unit 3, Week 2, Day 7, the teacher reminds students to use a print or digital dictionary to look up words they do not know. They can use the dictionary entry to learn the meaning, syllable breaks, and pronunciation of the unfamiliar word. Students use a dictionary to find the meaning, syllable breaks, and pronunciation of the words asteroids and kilometers. Students complete Practice Book page 143. 

• Choose words and phrases for effect.

  • In Unit 2, Week 5, Day 1, the teacher reviews the features of poetry, identifying examples with students. The teacher reviews line, stanza, rhyme, alliteration, and other types of figurative language, such as metaphor, personification, and onomatopoeia. The teacher models how to use rhythm and rhyme when writing a poem.

  • In Unit 2, Week 5, Day 6, the teacher discusses how writers organize poems into lines and stanzas and explains to students that poems also use rhyming words and alliteration to create rhythmic patterns that make a poem fun to read. Students explain rhyming words, rhythm, and alliteration and give examples. Students reread the lines from “Empanada Day” on page 178 of the Reading/Writing Companion and identify the rhyming words, rhythm, and alliteration in the poem. The teacher tells students that they might use lines from the poem as a model for writing lines of their own poem about an invention or something they figured out.

• Recognize and observe differences between the conventions of spoken and written standard English.

  • In Unit 2, Week 2, Day 9, the students begin drafting a realistic fiction story. The teacher discusses how writers use dialogue to show the ways different characters communicate with each other, explaining that dialogue is the actual words that characters in a story speak. The teacher says, “Dialogue can show characters’ responses to situations, their feelings and emotions, or their thoughts about characters or events in a story.” The teacher points out that dialogue sounds the way people speak and discusses with students the differences between spoken and written English. 

• Materials include authentic opportunities for students to demonstrate application of skills in context, including applying grammar and convention skills to writing.

  • In Unit 2, Week 2, Day 10, students draft a realistic fiction story and apply their learning of using quotation marks for dialogue. The teacher reminds the students “that all lines of dialogue should be in quotation marks. They should identify who is speaking and begin each new speaker’s dialogue on a new line.”

  • In Unit 3, Week 5, Day 1, students are introduced to combining sentences with verbs, joining two sentences with the same subject by combining the predicates, and combining the predicates using the word and. Students combine pairs of given sentences, using the word and to join the verbs and rewrite the sentences. Then students write two simple sentences describing something they do for fun on the weekend, using two different verbs. Students combine the two sentences into one sentence on Practice Book page 169.

The materials reviewed for Grade 3 meet the criteria for Indicator 1m. 

Instructional materials include a cohesive year-long plan and guidance for teachers to facilitate student interaction with key vocabulary in texts and build knowledge. The Teacher Manual outlines various vocabulary-teaching routines for teachers to use with students and multiple opportunities for students to engage with vocabulary words numerous times within a given text set. 

Materials provide teacher guidance outlining a cohesive year-long vocabulary development component. Examples include, but are not limited to, the following:

• Vocabulary is introduced in each genre study. Word lists are found in Teacher Resources and correspond to each text set. Lists include target vocabulary words, additional Tier 2/Tier 3 words, and differentiated spelling words. Vocabulary lessons focus on high-frequency words and include direct instruction on low-frequency words. Students have multiple exposures to new words. Several vocabulary instructional strategies are found in the Instructional Routines Handbook. Opportunities to learn and practice new vocabulary include vocabulary mini-lessons, vocabulary cards, building vocabulary routines when reading, learning high-utility academic vocabulary words, spiraling words across genre studies, ELL-specific vocabulary, and a study of high-frequency words.

• Four Vocabulary Routines are outlined in the Instructional Routines Handbook, including the Define/Example/Ask routine, which introduces new vocabulary in three steps; the Vocabulary Routine, which builds on the Define/Example/Ask routine; the Build Your Word List routine, in which students add new vocabulary words to their vocabulary or writing notebook; and Word Squares, which has students work with words by defining the word, adding synonyms, drawing something to symbolize the word, and adding in non-examples. 

Vocabulary is repeated in contexts (before texts, in texts) and across multiple texts.

• In Unit 1, Text Set 1, the target academic vocabulary words are admires, classmate, community, contribute, practicing, pronounce, scared, and tumbled. These words appear in context in both the Shared Read, “Room to Grow” (author not cited), and anchor Text, Gary the Dreamer, by Gary Soto. Contribute also appears in the paired selection “Sharing Cultures” (author not cited). In Week 1, Lesson 1, the teacher introduces the new vocabulary using the Vocabulary Routine. Teacher scripting is provided with sentences and cognates as needed. Practice using target vocabulary is provided. The teacher asks, “Tell about a person that your family admires” and “Which classmate have you known the longest?” In the Reading/Writing Companion, vocabulary terms are presented with sentences. Students talk with a partner about each word and answer questions in writing using the question, “What do you admire about a friend?” In Lesson 2, the teacher helps students generate different forms of target words by adding, changing, or removing inflectional endings using a four-column T-chart on the board. In Lesson 3, students orally complete sentence starters with target vocabulary words. In Lesson 4, students write sentences in their Reader’s notebook that provide information about the words and their meanings. In Lesson 5, students create Word Squares for each vocabulary word. In Week 2, Lesson 6, the Vocabulary Routine for contribute and community is used. In Lesson 7, students focus on synonyms and use a thesaurus to find synonyms of common words. In Lesson 8, the focus is compound words. In Lesson 9, students study shades of meaning by generating words related to admires. In Lesson 10, students explore the morphology of words like classmate, doorknob, and bookshelf.

• In Unit 6, Text Set 1, Lesson 1, students are introduced to academic vocabulary using the Visual Vocabulary Cards. The words are introduced through grade-level sentences with context, and the cognate is provided. Students experience the words throughout the text set in the anchor text, shared reads, and small group readings. Students are encouraged to use the words in their discussions and written responses. Students practice the vocabulary in the Connect to Words section of the plan where they answer, “How do you communicate with friends?” and “Name one goal you have.” Students are also introduced to the idea of Greek and Latin roots as a means of determining what unfamiliar words mean. In Lesson 2, students generate different forms of the academic word such as considered, considering, consideration, and consider. Students study Greek and Latin roots by breaking apart words and using the roots to help determine the meaning and practice determining the meaning of unknown words using the Greek or Latin root. In Lesson 3, students engage in a spiral review of previously studied words by completing sentences orally using words from the text set and previous vocabulary words. In Lesson 4, students write sentences that provide information about the words and meanings using their Reader’s notebook. In Lesson 5, students create word squares for each vocabulary word by writing their own definition, illustration, and non-example. In Lesson 6, students engage in a Building Vocabulary activity to define achieve and evaluate. After discussion, students look up and define related words. Partners ask and answer questions using the words. In Lesson 7, students study multiple-meaning words and practice using context from sentences to determine the meaning. In Lesson 8, students work with determining unfamiliar words by focusing on Greek and Latin roots. They define words from the lesson’s differentiated reading passage using this approach. In Lesson 9, students discuss shades of meaning through a discussion of the word serious. They determine how different synonyms and antonyms show shades of meaning. In Lesson 10, the teacher progress monitors students on their understanding of Greek and Latin roots to determine the meaning of unfamiliar words. 

Attention is paid to vocabulary essential to understanding the text and to high-value academic words (e.g., words that might appear in other contexts/content areas). 

• The Instructional Routines Handbook states, “The words that have the most impact on students’ reading achievement are academic Tier 2 words. These words appear in a lot of texts and are the ones students are least likely to know.” Tier 2 words are defined as “those words found in many sources and have wide applicability. A lack of knowledge of these words can severely hinder comprehension of text. A significant amount of instructional time should focus on these words.” Five principles of academic vocabulary study are outlined to guide instruction and expand students’ thinking about word meanings: vocabulary is linked to concept development, is learned in context, is not about teaching just words, instruction is deep and generative, and involves the study of morphology, the structure of words.

The materials reviewed for Grade 3 meet the expectations of Indicator 1n.

Materials include explicit instruction of phonics, word recognition, and word analysis through phonics lessons, structural analysis lessons, vocabulary lessons, and spelling lessons consistently over the course of the year. Teachers provide modeling of key skills and concepts with student opportunities to apply word recognition skills through word sort activities, word and sentence reading with partners, and text reading opportunities. Assessment opportunities are provided over the course of the year to inform instructional adjustments of phonics, word recognition, and word analysis to help students make progress toward mastery. Assessments are utilized and recommended for progress monitoring and determining student strengths and needs to guide instruction for differentiated reading and spelling opportunities. 

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

• Identify and know the meaning of the most common prefixes and derivational suffixes.

  • In Unit 2, Week 1, Day 1, the teacher reminds students that “a prefix is a type of affix and is a word part added to the beginning of a word that changes the meaning of the word.” The teacher points out that the prefix -un means “not.” The teacher uses the word unhappy to model how to determine the meaning of the prefix and the word. The teacher begins a prefix anchor chart.

  • In Unit 5, Week 5, Day 2, the teacher explains a prefix is a word part added to the beginning of a word, and a suffix is a word part added to the end of a word. The teacher tells students prefixes and suffixes change the meaning of the root word. The teacher shares that the prefix un- means “not.” The prefix re- means “again.”The suffix -able means “capable of or able to.” The suffix -ful means “full of.” The suffix -ly means “in a certain way.” The teacher explains that some words have more than one affix. The teacher tells students the word unhappily has the prefix un- and the suffix -ly. The word unhappily means “in a way that is not happy.” The teacher writes and says the words rewrite, unzip, uncomfortable, and carefully and models finding the affix(es) in each word and using the affixes to determine the meanings of the words. The students then practice and write the words unacceptable, unimportant, and colorfully. Students say the words, identify the affixes, and use the affixes to determine the meanings of the words.

• Decode words with common Latin suffixes.

  • In Unit 6, Week 2, Day 8, the teacher asks students to notice how the Latin suffixes change the meaning of the base word, the words part of speech, and can also change the word’s spelling. The teacher reviews that the suffix -able means “able to,” the suffix -ous means “full of,” and the suffix -y means “having the quality of.” The teacher writes the words lovable, furious, and shiny on the board and guides students in saying the words while modeling how to use the suffixes to determine the meanings. Students work together to read and determine the meaning of the words: adorable, reusable, various, marvelous, dusty, lucky. 

  • In Unit 6, Week 4, Day 8, the teacher asks students to notice how the Latin suffixes -able and -ment change the part of speech and sometimes change the spelling of the base word. The teacher explains that the suffix -able means “able to” and the suffix -ment means “an act of doing something” or “state of being.” The teacher writes the words agreeable and movement, underlining the suffixes in each word. The teacher models using the definition of each suffix to figure out the meaning of the words. Students practice determining the meaning of bendable, enjoyable, payment, and enjoyment.

• Decode multisyllable words.

  • In Unit 2, Week 4, Day 8, the teacher explains that every syllable in a word has one vowel and that when a syllable ends in a consonant, it is called a closed syllable. The teacher models reading closed-syllable words such as hidden, basket, and magnet. The teacher writes and says the words: canyon, contest, dentist, and summer. The teacher models drawing a line between the syllables and identifying the closed syllable in each word. The teacher writes the following words on the board: rabbit, submit, letter, forget, and napkin. The teacher guides students to divide each word into syllables, identify the closed syllables, and pronounce each word. 

  • In Unit 5, Week 1, Day 1, the teacher displays the spelling words and reads them aloud, drawing out the two words in each compound word. The teacher points out the spelling pattern in the word daytime and draws a line between the syllables: day/time. The teacher says each syllable and points out that compound words are made up of separate smaller words. The teacher demonstrates sorting the spelling words by pattern under key words daytime, somebody, stagecoach. The teacher sorts a few words by the smaller words and notes the two smaller words in each compound word. The teacher uses the Dictation Sentences from Lesson 5 to give the pretest and says the underlined word, reads the sentence and repeats the word. Students write the words. Students use Practice Book page 246 for a pretest.

• Read grade-appropriate irregularly spelled words.

  • In Unit 2, Week 3, Day 2, the teacher models how to decode words with silent letters. The teacher writes the words knee, gnat, and wrong on the board and explains that some words have letters that are written but not pronounced, called silent letters. The teacher guides students to decode the following words: knot, gnaw, wrist, rhino, and scene. Students work together to read knit, gnome, write, rhythm, and science by identifying the silent letter and where it appears in the words. 

  • In Unit 4, Week 4, Day 6, the teacher displays the spelling words and reads them aloud. The teacher models for students how to spell the word rowed and segments the word sound by sound, and then attaches a spelling to each sound. The teacher then models the same for rode. The teacher reminds students that homophones are words that sound the same but have different meanings. Sometimes they can be spelled the same. Students read the words aloud with a partner. Partners do an open sort and record it in their writer’s notebook.

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 Grade 3 Scope and Sequence indicates the following sequence of instruction throughout the course of the school year:

  • Unit 1: inflectional endings, plurals -s and -es, compound words

  • Unit 2: Inflectional endings, singular/plural possessives, closed syllables, open syllables

  • Unit 3: Contractions, Prefixes: un-, re-, pre-; Prefixes pre-, dis-, mis-; Final -e Syllables; Prefixes: un-, non-, dis-

  • Unit 4: Base Words in Related Words, Vowel Team Syllables, Homophones, R-Controlled Vowel Syllables, Greek and Latin Roots, Words with -er and -est

  • Unit 5: Consonant + le Syllables, Suffixes -ful, -less, -able; Base Words in Related Words, Inflectional Endings y to i; Suffixes -ful, -ness, -less, Open Syllables, Prefixes, and Suffixes

  • Unit 6: Greek and Latin Roots, Consonant + le Syllables, Latin Suffixes, Base Words in Related Words, Vowel Team Syllables, R-Controlled Vowel Syllables, Suffixes: -ful, -less, ly.

Multiple assessment opportunities are provided over the course of the year to inform instructional adjustments of phonics, word recognition, and word analysis to help students make progress toward mastery. For example:

• In Grades 2-3 Foundational Skills Assessment, Phonics, and Structural Analysis, the assessment addresses the following skills: Letters, Sounds, VC and CVC, Consonant Digraphs, CVCC and CCVC, Silent e, R-Controlled Vowels, Advanced Consonants (-tch, -dge, -x, qu, soft c & g, kn, gn, wr, -lk), Vowel Teams, Multi-Syllable (2- syllable, 3-syllable, 4-syllable), Prefixes and Suffixes (dis-, non-in-, pre-, re-, un-, con-, mis-, -tion, -ous, -ness, -able, -ful, -ary, -ment), Plurals (no spelling Changes, With spelling changes), Inflectional Verb Endings, Possessives and Contractions, Comparative Endings (-er, -est). 

• In the Teacher Introduction, Purpose of Benchmark Assessments, it states, “Student performance in these assessments can act as a signal of student readiness for demands of high-stakes testing as well as a snapshot of student progress toward end-of-year goals.” The data gained from these assessments can be used to determine grouping and reteaching. In the Overview of Benchmark Assessments, the three Benchmark Tests are described as: Test 1 focuses on key skills that are a part of Unit 1-3, and Test 2 focuses on key skills in Units 1-6. In the Teacher Introduction section of the Progress Monitoring Assessment document, the Focus section states, “These items measure students’...demonstrate their understanding of unknown and multiple-meaning words.” Included in the Teacher Introduction, the Focus section has opportunities to monitor vocabulary acquisition and use as well as command of the conventions of the English language. 

• The Phonics and Structural Analysis Survey (PSAS) provides informal diagnostic information that can be used to help (a) PLAN a student’s instructional program in basic word reading skills and (b) MONITOR THE PROGRESS or IMPROVEMENT in phonics and structural analysis skill development. There are ten tasks in each version of the Phonics Survey, and there are ten versions of the survey allowing for periodic administration to students throughout the school year.

The materials reviewed for Grade 3 meet the expectations of Indicator 1o.

Multiple and varied opportunities are provided over the course of the year in core materials for students to learn, practice, and apply phonics, word analysis, and word recognition skills in connected texts and tasks. Students often engage in reading, writing, and word-sorting activities to identify, spell, and apply taught skills. Materials include tasks and questions that provide opportunities for students to access different foundational skills within the anchor text and supporting texts. 

Multiple and varied opportunities are provided over the course of the year in core materials for students to learn, practice, and apply phonics, word analysis, and word recognition skills in connected tasks. For example:

• In Unit 1, Week 1, Day 1, students learn that some words are formed by joining two or more smaller words and explain that these new words are called compound words. For example, the word haircut is formed using the two smaller words hair and cut. The teacher tells students that knowing the meaning of the two smaller words often helps them understand the meaning of the compound word. Students locate other compound words, such as sunlight on page 16 and cookout on page 17 in the Shared Read “Room to Grow” (author not cited). Students find the two smaller words in each compound word and discuss how knowing the smaller words helps them pronounce the compound word and predict its meaning. Students start a Compound Words anchor chart and continue to add compound words to the chart as they read the poem. 

• In Unit 5, Week 1, Day 1, students review what prefixes and suffixes are and how they change the meaning of words. The teacher models determining the meaning of a word with a prefix and suffix when reading page 15 of “Delores Huerta: Growing Up Strong” (author not cited). Students continue reading the text, stopping to determine the meaning of unfairness and disagreeable. 

Materials include tasks and questions that provide opportunities for students to access different foundational skills within the anchor text and supporting texts. For example:

• In Unit 2, Week 2, Day 8, students review that a prefix is a word part added to the beginning of words to change meanings. The teacher displays the passage “Express Yourself” and models figuring out the meaning of the word unusual. Students use the prefixes and base words to figure out the meaning of other unfamiliar words in the passage. Students complete Practice Book page 84, which includes sentences with words that have prefixes. 

• In Unit 6, Week 1, Day 1, the teacher explains that knowing the meanings of common Greek and Latin roots can help students figure out the meanings of unfamiliar words. The teacher points out the Greek roots astro, meaning “star,” and naut, meaning “ship” or “sailor.” The word astronaut means “a star sailor.” Related words are asteroid, meaning “resembling a star,” and nautical, meaning “relating to sailors or ships.” Students add to the Greek and Latin Roots anchor chart as they read the anchor text Rocketing Into Space (author not cited).

The materials reviewed for Grade 3 meet the expectations of Indicator 1p.

Materials include multiple opportunities over the course of the year for students to demonstrate sufficient accuracy and fluency in oral and silent reading. Materials support reading of prose and poetry with attention to rate, accuracy, and expression. The teacher provides lessons on how to self-correct and reread by modeling key ideas regarding various types of text and explains how rereading supports student word recognition, fluency, and understanding. The materials include multiple fluency assessments to support data collection and instructional decision-making to progress monitor students’ fluency development throughout the school year. Assessment materials provide teachers and students with information about students’ current fluency skills and provide teachers with instructional adjustments to help students make progress toward mastery of fluency. 

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.

• Read grade-level text with purpose and understanding.

  • In Unit 2, Week 4, Day 8, the teacher explains that readers pay attention to their reading rate and should slow down when something in the text is confusing. The teacher models reading page 155 in the Reading/Writing Companion, sometimes slowing down to clarify the text. The teacher points out how you slow your rate to ensure you understand the text. Students create audio recordings of the passage to demonstrate fluent reading. 

  • In Unit 3, Week 2, Day 6, students choose an expository text for independent reading. The teacher reminds students to examine text features and think about how they contribute to the meaning, identify how the author uses text structure to organize their ideas, and identify the central idea and relevant details of the topic. Before reading, students preview the text, noting any headings, photos, charts, sidebars, and other text features. As students read, they summarize relevant details and facts to check their understanding.  

Materials support reading of 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.

• Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

  • In Unit 2, Week 3, Day 2, the teacher explains that reading accurately means pronouncing words correctly and not skipping or changing words, and phrasing refers to pausing at appropriate places. The teacher tells students that commas and periods tell the reader to pause. The teacher models by reading “A Dream of Gold Mountain” (author not cited) in the Reading/Writing Companion with proper phrasing. Students read one sentence at a time with accuracy and phrasing. Students practice reading with accuracy and an appropriate rate using the online Differentiated Genre Passage, “A Dream of Gold Mountain.” 

  • In Unit 5, Week 1, Day 2, the teacher explains that reading with intonation involves changing the tone of your voice, and stressing important words helps with the meaning of words. The teacher tells students that reading a word slowly can show it is important, and reading a word loudly can show excitement. The teacher models reading paragraphs 2 and 3 on page 15 of “Delores Huerta: Growing Up Strong” (author not cited). Students create audio recordings of a section of the passage to demonstrate fluent reading. Students practice reading with appropriate rate using the online Differentiated Genre Passage “Hiram Reveals - The First African American Senator” (author not cited).

Materials support 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).

• Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 

  • In Unit 4, Week 3, Day 2, the teacher explains that when students read expository text, they may come across unfamiliar ideas and facts and reminds students that they can reread difficult sections of text to increase their understanding. The teacher and students review the Quick Tip box and discuss the strategies to monitor comprehension that help students adjust their reading when understanding breaks down, pointing out that after rereading, students can ask and answer questions about what they have reread to help them remember key facts and ideas. Then students work in pairs to find details about the differences between wolves and foxes and reread a section “Day-to-Day” on page 159. 

  • In Unit 6, Week 1, Day 2, the teacher reminds students that when they read a biography, they may come across unfamiliar concepts and detailed explanations, and students should monitor their comprehension and make adjustments. The teacher tells students they need to determine where difficult sections of text are and then reread to increase their understanding. The teacher explains that good readers reread something they do not understand when encountering unclear or difficult text and need to evaluate details to improve their understanding of new facts and central ideas in a biography. The teacher directs students to reread “Big Challenges” and “A Job Well Done” (authors not cited) on pages 128 and 129. Students discuss other sections of “Rocketing into Space” (author not cited) that partners might want to reread.

Assessment materials 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.

• Materials include the Oral Reading Fluency Application (ORFA) to administer oral reading fluency assessments in person or asynchronously. This application provides student scores for words per minute and accuracy. The teacher assigns the passage to students digitally with the option to record. 

• Materials include a fluency assessment component, including reading passages to assess students’ ability to read accurately, fluently, and with understanding. Passages can be administered three times a year as benchmark tests to determine if students are on track or every unit to monitor progress. 30 fiction and nonfiction passages are included to assess fluency, using at least two selections every two to three weeks for most students. For Grades 2-6, the first selection is below the Lexile grade level band or at the low end; the next two are within the Lexile grade level band, and the final two are at the high end of the Lexile band. Students should be assigned passages within the grade level band initially as a benchmark of oral reading fluency ability.  

• The Informal Reading Inventory (IRI), found in the Placement and Diagnostic Assessment booklet, is used by the teacher to assess reading fluency and accuracy to get a reading level and diagnostic reading data. It can be an individually-administered diagnostic tool that assesses a student’s reading comprehension and accuracy. The IRI measures three reading levels: independent, instructional, and frustration. For each silent reading passage, the total number of comprehension points is used to determine a reading level. Before a student reads a passage, a teacher is to administer the graded word lists to determine the appropriate grade level.