A. Goal 1: Strategic Comprehension i. Students will be able to identify the main idea in a story. (LACC.3.RL.1.

2 Determine the main idea of a text; recount the key details and explain how they support the main idea.) 1. Student 1: Inferring with Text Clues: Create a three-column chart including background knowledge, text clues, and inferences to determine what the main idea is, using inferences. Using explicit information to create implicit information. 2. Student 2: Inferring from the Cover and Illustrations as Well as the Text: Will analyze the cover and illustrations before reading the text to make predications about what the text is going to be about. Will review the cover and illustrations after reading the text before coming up with the main idea to not get caught up in the details of the story. 3. Student 3: Using Question Webs to Expand Thinking: Create a web with the question or main idea statement in the middle and any pertaining information surrounding the question. This will help the student expand his thinking when recalling the main idea and details in the story. B. Goal 2: Word Study i. Students will be able to enhance their reading or writing using vivid vocabulary. (LACC.3.L.2.3. Use knowledge of language and its

conventions when writing, speaking, reading, or listening. Choose words and phrases for effect.) 1. Student 1: Visualize in Reading, Showing Not Telling in Writing: Read a text and identify where the other uses imagery (poor or good). Replace the words or phrases with more vivid words to enhance the effect. 2. Student 2: Creating Mental Images That Go Beyond Visualizing: Pick a character from the text and rewrite the passage from his or her point of view. Make sure to include all the senses to comprehend the text. 3. Student 3: Visualizing with Wordless Picture Books: Read a wordless picture book and write a narrative about the book, utilizing the vivid pictures to guide your story. Pay attention to specific details. C. Goal 3: Independent Reading i. Students will be able to ask and answer questions to demonstrate understanding of a text during independent reading time. (LACC.3.RI.1.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.) 1. Student 1: Reading to Answer a Question or Specific Questions in Mind: Create and review questions before reading the text. Throughout the text, refer to the specific questions to see if the

information in the text has answered your questions. Indicate where the answers where found. 2. Student 2: Some Questions are Answers, Others are Not: Preview the questions before reading the text and write down questions you think of as you are reading. As the questions are answered in the text, place an A by the answer. 3. Student 3: Share Your Questions About Your Own Reading: Place question marks when you get confused while reading. Continue reading and if the text clarifies your question, remove the question mark. Reread or read a few sentences ahead to try to make sense of the text before going on. Share your questions that were not answered amongst the group. D. Goal 4: Guided Reading i. Students will be able to refer to parts of a story when discussing a text. (LACC.3.RL.2.5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.) 1. Student 1: Noticing When We Stray from the Inner Conversation: Keep track of when you lose focus with an anchor chart. Monitoring the inner voice to focus thinking and fix up comprehension to determine where specific thoughts and conclusions came about during reading.

2. Student 2: Read, Write, and Talk: Read the passage and record the inner conversation you are having while you read. Discuss it amongst your peers, referring back to the text using appropriate labels. 3. Student 3: Knowing When You Know and When You Dont Know: Place sticky notes that say Huh? on them anytime you come to a section that is confusing. When the question is clarified, move the sticky note to where the answer was found and draw a light bulb on the sticky note. Refer to where the answers to your questions were found. E. Goal 5: Reading Connections i. Students will be able to describe characters in a story and compare people/themselves to these characters. (LACC.3.RL.1.3. Describe characters in a story [e.g., their traits, motivations, or feelings] and explain how their actions contribute to the sequence of events.) 1. Student 1: Distracting Connections: Teacher models distracting connections to show that some connections can be distracting and hinder the meaning of the text (how the character is portrayed). Make sure the connections are relevant to the text and do not change the meaning. 2. Student 2: Beginning to Make Connections- It Reminds Me Of: Using sticky notes, record what sections of the text remind

you of to make connections between the characters in the text and people in the real world. 3. Student 3: Text-to-Text Connections: Finding Common Themes in Author Studies: Create a chart to record characters and their traits in the numerous books the student reads. As the chart is filled, compare components amongst different texts. F. Goal 6: Writing Connections i. Students will be able to write informative texts to discuss a specific topic. (LACC.3.W.1.2.A. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.) 1. Student 1: Making Students Aware of Primary Sources: Creates a more supportive informative text while allowing his to include valuable information in his writing. Must pay attention to where the information is coming from and if the necessary support is included. 2. Student 2: Teaching Book: To determine whats important when writing information, students will create a Teaching Book in which they discuss and illustrate a topic they are specialized in. Students determine what is the most important thing to know about that topic to stress that some information is more important to incorporate in written text.

3. Student 3: Finding Important Information Rather Than Just One Main Idea: Students write 3 important ideas they want to incorporate in their writing to steer away from the only one main idea mentality.