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Grade: 3 Goal: Students will be able to make inferences from text or pictures that help them to draw conclusions about a story,
define unknown words, or comprehend other textual information.
R.MT.03-05.01 self-monitor comprehension when reading or listening to texts by 3 - automatically applying strategies used by mature
readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning,
rereading or listening again if uncertain about meaning, inferring, and summarizing. R.WS.03.08 in context, determine the meaning of
words and phrases including synonyms, homonyms, multiple meaning words, content vocabulary, and literary terms using strategies
and resources including context clues, concept mapping, and the dictionary. R.WS.04-05.07- in context, determine the meaning of
words and phrases including 4 - similes, metaphors, content vocabulary, and literary terms using strategies and resources including
context clues, semantic feature analysis, and a thesaurus.
http://www.michigan.gov/documents/mde/3-5_ELA_357701_7.pdf
Week 3 Use words that rhyme Make predictions Use context clues to find Guided oral reading sessions
What you will to help increase the about major story synonyms --------------------
do number of words arches. model fluent reading and then ask the
(learning students are able to ----------------------- ----------------------- student to read the same passage
outcome): read. Student will share aloud with encouragement and
-------------------- ----------------------- predictions about Students will use context feedback
--- Students will write a what may happen clues to identify and match
How you will short poem next in a story based words that have a similar
assess or demonstrating their on what they have meaning
monitor vocabulary and read
progress rhyming ability
Intervention Phonemic Making Inferences Using Context Clues Reading Passage Preview
that supports Awareness
the skill in
week 3
Phonemic Awareness
This intervention addresses the Word Recognition, as a foundational skill. Understanding how groups of letters collectively make up
sounds is crucial to word recognition and reading. The sounds that make up word are often consistent in writing and the recognition
of those sound can help students read words they are not familiar with by associating them with similar words that they already know.
For example, if a student knows the word boy and they understand the sound the letter t makes, they should be able to substitute
t for b and read the word toy. Teachers can practice phonemic awareness with students by reading books with rhyme patterns,
singing songs and nursery rhymes, or writing poems. As an activity, students will be given a word and asked to write a word that
rhymes (and is spelled similarly) and draw a picture of what that word represents. These activities allow the teacher to actively
engage students while simultaneously gathering evidence of student progression.
Making Inferences
This intervention addresses Inferencing, as a foundational skill. Students should be able to understand, interpret, and analyze
auxiliary information provided in reading material (e.g. pictures, chapter titles etc.) to derive meaning and comprehension from
passages they read. Students should also understand that their prior knowledge (schema) is an important and very useful tool for
effective reading. Using schema while reading can increase the readers independence and comprehension. To assess student
progress, the teacher conducts an activity that show students pictures along with three inferences. The students will use clues from
the picture and their own knowledge to decide which two statements you can infer from the picture and statement you cant infer.
This intervention addresses Using Context Clues, as a foundational skill. Often times, an author will contextualize uncommon words
within a sentence or its preceding sentence by using common everyday words or words with similar meaning (synonyms) that a
student can use as clues. Students should understand the strategy of using context clues to gain insight into what unfamiliar words
This intervention addresses Fluency, as a foundational skill. This is a one-on-one intervention where the teacher will read a passage
from a book at the students instructional level, while the student follows along. Then the student is directed to read the same
passage aloud, while the teacher follows along. If the student reads a word incorrectly, or pauses longer than 3 seconds, the teacher
stops the student, points to and reads the error word correctly, then has the student read the sentence containing the error word
correctly. The student will do repeated readings of the passage until they have read the entire passage, error free. (Fiala, C. L., &
Sheridan, S. M., 2003)