9. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the Grades 2-3 text complexity band independently and proficiently Essential Questions: Unpacking: Third grade students are capable of reading and understanding a variety of literature at the higher end of grades 2 and 3 instructional reading level independently. Reading standards place equal emphasis on the sophistication of what students read and the skill with “The which they read. Standard 10 defines a grade‐by‐grade of increasing text complexity that rises from beginning “staircase” reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.” Use questions and prompts such as: Essential Vocabulary: drama, poetry, myth, instructional reading level Both can” and will” statements help students know what is expected and understand where they are going. “I “I Learning Targets: Can” (skills) Criteria For Success: Will” (activity) “I “I I can read texts that gradually increase in I will demonstrate my comprehension through summarizing a difficulty over time. text. CCR Anchor Standards for Reading for Literature
9. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the Grades 2-3 text complexity band independently and proficiently Essential Questions: Unpacking: Third grade students are capable of reading and understanding a variety of literature at the higher end of grades 2 and 3 instructional reading level independently. “The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade‐by‐grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.” Use questions and prompts such as: Essential Vocabulary: drama, poetry, myth, instructional reading level Both “I can” and “I will” statements help students know what is expected and understand where they are going. Learning Targets: “I Can” (skills) Criteria For Success: “I Will” (activity) I can read texts that gradually increase in difficulty over time. I will demonstrate my comprehension through summarizing a text. CCR Anchor Standards for Reading for Literature
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