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This program focuses on improving reading comprehension skills in 3rd grade students through targeted strategies and activities. The program includes guided practice, independent practice, and assessments to ensure student progress.

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  1. Data chat Brooke Wilson, Alissa Danielson, Trimiesha Young, Devon Walther

  2. 3rd Grade Reading 2013-2014 STAAR Test

  3. Demographics Student Ethnicity: 90% of students are Caucasian 05% of students are Hispanic 05% of students are African American

  4. Student Performance

  5. Reporting Categories RCat 1: Understanding Across Genres (6 questions) RCat 2: Understanding Analysis of Literary Text (18 questions) RCat 3: Understanding Analysis of Informational Text (16 questions)

  6. Strengths and Challenges Strengths: RCat 1: Understanding Across Genres Challenges: RCat 2: Understanding Analysis of Literary Text RCat 3: Understanding Analysis of Informational Text

  7. Passing Student Student Name: Sarah Ethnicity: African American Scale Score: 1597 Raw Score: 36 Percent Correct: 90% Passed Level II Passed Level III Strength RCat 1: Understanding Across Genres 100% Challenged RCat 3: Understanding Analysis of Information Text 81%

  8. Challenged Student Student Name: Cole Ethnicity: Hispanic Scale Score: 1257 Raw Score: 15 Percentage Correct: 38% Did not Pass Level II Did not Pass Level III Strength RCat 2: Understanding Analysis of Literary Text 50% Challenged RCat 1: Understanding Across Genres 0%

  9. Questions Missed the LEAST 1 Missed 95% Answered Correct

  10. Questions Missed the LEAST 1 Missed 95% Answered Correct

  11. Questions Missed the LEAST 1 Missed 95% Answered Correct

  12. Questions missed the MOST 14 Missed 65% Answered Incorrect

  13. Questions missed the MOST 13 Missed 59% Answered Incorrect

  14. Strategies for helping students understand… How to summarize a story • Guided Practice: As a whole group the teacher will read a book to the students and highlight the main ideas. Teacher will have students break into small groups and dice will be passed out among the groups. Students will play a game rolling the dice. • Each face of the die represents a question students in the group will answer: 1) What is the story mainly about? 2) Who are the main characters? 3) Where does the story take place.? 4)When does the story take place? 5) What happened at the beginning, middle, and end of the story? 6)What questions do you have about the story? • Students will take turns rolling the dice and answering the questions. Group members can help their group members if one is struggling to answer a question they rolled on. • The teacher will also be walking to assist groups need extra support in this area of knowledge. • Independent Practice: Students create a chart labeled SWBS (Somebody, Want, But, So). • In the S category students are required to list in detail who the main character(s) are in the story. • In the W(want) category students explain what the character wanted in the story. • In the B (but) category students describe what the problem was in the story. • In the last S (so) category students explain how the problem in the story was solved.

  15. Assessments for Summarizing a Story Formative Assessment: Teachers can use graphic organizers to assess students’ knowledge. By using a graphic organizer the teacher will be able to thoroughly examine students thinking and learning. The information presented in a graphic organizer is arranged within a certain framework so that a student’s understanding of concepts can be assessed at a glance. Graphic organizers also reveal students’ prior knowledge and promote active participation of students to facilitate comprehension. Summative Assessment: Students will create a poster with an illustration summarizing a story. This activity will demonstrate individual knowledge and understanding of the concept. It is necessary for the teacher to provide students with a rubric. By doing so students with a clear understanding of what is expected of them for the activity.

  16. Questions missed the MOST 11 Missed 50% Answered Incorrect

  17. Strategies for helping students understand… What a narrative poem is • Whole class instruction: The teacher explains that “Casey at the Bat” is a narrative poem. Revisits the fact that Narrative poems are poems that tell stories. Just like a story, narrative poems have a beginning, a middle, and an end. The teacher then shares the poem on the following slide. • After the teacher shares the poem, students will work with their group to identify the beginning, middle and end. Students will also identify the literary elements such as: plot and narrator. • Guided Practice: • Break the class into groups. • Read two or three of the touchstone texts aloud as students follow along. • Give the students prompts to help them infer the characteristics of the poem such as: Who is speaking in each of the poems? What seems to be the purpose of each poem? What characteristics do these poems have in common with each other? With “The Rover”? • Have each group present their findings. Create a list of common features on the board. • Independent Practice Assignment: Have students find their own example of narrative poetry to share with the class. Remember: a narrative poem has to tell a story. Refer to the list characteristics we made in the class and make sure your example meets most of these basic characteristics.

  18. Narrative Poem This morning I woke up and had an itchy, scratchy throat, I burnt my tongue on hot cocoa, then tripped down half the stairs, forgot my lunch, forgot my books, forgot to brush my hair. At recess Billy said to me, “Ha-ha, you’re such a nerd!” I was so upset that during class I didn’t hear a word, and when the teacher called on me I had nothing to say. When class was done, Miss Johnson came to me and asked, “Bad day?” I nodded, so she smiled and said, “I thought that you seemed blue— those rotten, icky Monday mornings get me sometimes, too. I’ll tell you what I do to turn a nasty day around: First, I jump a dozen times just one foot on the ground. I scrunch my nose and purse my lips and shut my eyes so tight, I flap my arms like chicken wings and roar with all my might.” And sure enough, the silly jig was like a magic cure. I did it all the way back home and I can say for sure, those rotten, icky Monday mornings may be quite a pain, but laughing makes it easier to pick yourself up again.

  19. Assessments for Narrative Poems Formative Assessment: After reading a piece of narrative poetry the teacher will use Thumbs Up/Thumbs Down to assess students. The teacher will prompt students a question regarding the author’s purpose. Students must then answer if the statement is true or false using thumbs up for true and thumbs down for false. Summative Assessment: After learning what elements and steps authors take in order to create personal narratives, students will write a personal narrative poem that defines who they are, includes a topic like friendship or family and explains an event in their life that was happy, sad or challenging. Students will support their writing with details and using at least one literary element.

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