Students will read various types of fictional gain meaning before, during, and after reading by: texts (e.g., asking and answering questions about what is read to clarify meaning; children’s adventure stories, folktales, legends, fables, fantasy, realistic asking and answering questions to predict what will happen next; fiction, and myth), and poetry. understanding that sometimes two or more pieces of information need to be put together to answer a question; After reading, students should be able to understanding that some questions are answered directly in the text; demonstrate new understandings through understanding that the answers to some questions must be inferred from writing, discussion, and graphic the experiences and knowledge; and reader’s background representations. understanding the basic lessons or morals of fairy tales, myths, Fluent readers read with automaticity, and they folktales, legends, and fables from diverse cultures. reread and self-correct as needed. apply knowledge of characterization by To determine a reading student’s functional describing a or feelings); character’s attributes (traits, motivations level for a specific text consider these word using evidence from the text to support generalizations about the accuracy rates from Virginia’s Phonological character; Awareness Literacy Screening (PALS): comparing and contrasting characters within a selection or independent level 98-100% accuracy, or – between/among two or more selections; and about two of every 100 words misread; explaining how the actions of characters contribute to the sequence of student reads independently with little or events. no instructional support, and comprehension is strong. make generalizations about a character based on that response to character’s
Students will read various types of fictional texts (e.g., children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth), and poetry. After reading, students should be able to demonstrate new understandings through writing, discussion, and graphic representations. Fluent readers read with automaticity, and they reread and self-correct as needed. To determine a student’s functional reading level for a specific text consider these word accuracy rates from Virginia’s Phonological Awareness Literacy Screening (PALS): independent level – 98-100% accuracy, or about two of every 100 words misread; student reads independently with little or no instructional support, and comprehension is strong. gain meaning before, during, and after reading by: asking and answering questions about what is read to clarify meaning; asking and answering questions to predict what will happen next; understanding that sometimes two or more pieces of information need to be put together to answer a question; understanding that some questions are answered directly in the text; understanding that the answers to some questions must be inferred from the reader’s background experiences and knowledge; and understanding the basic lessons or morals of fairy tales, myths, folktales, legends, and fables from diverse cultures. apply knowledge of characterization by describing a character’s attributes (traits, motivations or feelings); using evidence from the text to support generalizations about the character; comparing and contrasting characters within a selection or between/among two or more selections; and explaining how the actions of characters contribute to the sequence of events. make generalizations about a character based on that character’s response to
PWCS%20Final%20Curriculum%20Framework%20Grade%203%20Rev.%203-2014.docx