A. Use a wide range of strategies, including using context clues and prediction outcomes, to comprehend third grade literary/recreational materials in a variety of genres (AL COS) (SAT 10)

1. Set purpose for reading (SAT 10)
2. Select and apply appropriate reading strategy in a given situation (SAT 10)   a. problem solving to gain meaning b. implied meaning c. paraphrase/summarize d. preview and predict (AL COS) e. make generalizations f. retell g. self-question h. use sentence structure (AL COS) i. draw conclusions and provide supporting evidence for conclusions (AL COS) j. locate/skim for information k. fact and opinion l. visualize
3. Distinguish fiction from nonfiction (AL COS)
4. Comprehend explicitly stated relationships in a variety of reading selections (SAT 10) a. cause and effect b. main idea and supporting details (AL COS) c. sequence (AL COS) d. compare/contrast

Goldilocks and the Three Bears
The students will use the story The Three Bears to practice problem solving.

Character Cluster
This site offers a lesson for identifying, analyzing, and discussing story elements.

Rikki-Tikki-Tavi: Mixing Fact and Fiction
This site offers a lesson with multiple objectives, including: author's purpose, story elements, and differentiating between fact and personification. This is part one of a two part lesson. The second lesson, Rikki-Tikki-Tavi: Mixing Words and Pictures, includes the above objectives and art objectives.

Cloudy With a Chance of ...What?
Students will enjoy reading about a town where no one ever goes hungry because the sky provides all the food. Objectives covered in this lesson include: discriminate between fact, fiction, and opinion, compare and contrast within and between text (facts, characters, author's purpose), and select and use relevant information for discussion, further reading, writing, or a follow-up task.

Comparing/Contrasting Characters: A Taste for Blackberries
This lesson is designed to use with Chapter 1 of the novel A Taste of Blackberries. Students will use a Venn Diagram to compare and contrast the two main characters and then relate the material to their own lives.
 

Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding)

E/B: Identify title pages, chapter headings, and illustrations with gestures (i.e. pointing) or simple spoken words or phrases.
E/B: Identify characters and setting nonverbally (i.e.gestures, pictures, charts, graphic organizers) or with simple spoken words or phrases.
E/B: Follow one-step written instructions with some assistance and one-to-two-step oral instructions.

E/B: Create a pictorial main idea diagram as you verbalize the parts. Draw the diagram both ways, with the details "adding up" to the main idea and vice versa. Have students point to the main idea in both diagrams; D, E: Have small groups review a topic they've learned in class (i.e. Community workers). Model creating a main idea diagram for one of the workers. Then have students make a main idea diagram about another worker. Invite groups to share their diagrams with the class.
E/B: Identify title pages, chapter headings, and illustrations with gestures (i.e. pointing) or simple spoken words, phrases or sentences; D: Use features of text, including table of contents, chapter headings, and index, to locate most information in text; E: Use features of text, including table of contents, chapter headings, glossary, and index, to locate information in text.
E/B: Identify the main events and some details in an informational text and express with simple spoken or written sentences; D: Identify the main events and some details in an informational text and express with simple spoken and written sentences; E: Identify the main idea and most of its supporting details in an informational text.
E/B: Use prior knowledge of given topic to enhance understanding of reading material that is illustratively supported and express with simple spoken or written sentences; D: Use prior knowledge of given topic to enhance understanding of reading material and express with simple spoken and written sentences.
E/B: Identify setting and main characters from simple, illustratively supported literature and express with simple spoken or written sentences; D: Identify setting, main characters, main events, and conflicts and express with simple spoken and written sentences; E: Understand significant information in text that includes setting, characters, main events, and conflicts.
E/B: Follow one-to-two-step oral or written instructions; D: Follow two-to-three-step written instructions; E: Follow most multi-step oral and written instructions with minimal assistance.
E: Make and confirm predictions about content presented in a text.

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