RI-Range+of+Reading+and+Level+of+Text+Complexity

RI.3.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. || ===‍‍‍‍‍‍Anchor Standard: === 3.10 Read and comprehend complex literary and informational texts independently and proficiently. || 3.IN.1.1 Use visual and literacy cues to locate relevant information in a given text (e.g., bold print, italics, bullets, etc). 3.IN.1 Apply strategies that are appropriate when reading for enjoyment and for information. 3.IN.1.2 Compare the characteristics of genres to develop diverse reading habits. || ===‍‍‍‍‍‍Revised Bloom's Level of thinking === __Analyzing/Evaluating__: Can students analyze and evaluate informational texts on the high end of third grade text complexity? || ===‍‍‍‍‍‍Learning Target/Task Analysis ===
 * ===Common Core Standard ===
 * ===‍‍‍‍‍‍Information Technology Standard ===

‍‍‍‍‍‍I can...

 * I can comprehend grade level informational text proficiently by the end of the year.

<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Essential Vocabulary

 * ===<span style="font-family: Tahoma,Geneva,sans-serif;">comprehend ===

<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Sample Assessments

 * <span style="font-family: Tahoma,Geneva,sans-serif;">Formative Assessment
 * <span style="font-family: Tahoma,Geneva,sans-serif;">TRC--Reading 3D
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Teacher Onservation
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Rubrics

<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Differentiation
<span style="font-family: Tahoma,Geneva,sans-serif;">Intervention/Enrichment
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Use diagnostic assessments to determine student readiness.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Determine student interest.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Identify student learning styles and environmental preferences.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Differentiation strategies applied to reading can be designed to help students learn a range of skills including, phonics, comprehension, fluency, word prediction, and story prediction.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Use activities to build fluency:
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Fluency Activities
 * <span style="font-family: Tahoma,Geneva,sans-serif;">[|Use echo reading]
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Implement book buddies: For More Information
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Use reader's theater to build student interest
 * <span style="font-family: Tahoma,Geneva,sans-serif;">[|AR]
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Project Based Learning
 * <span style="font-family: Tahoma,Geneva,sans-serif;">[|increased text complexity]

<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Instructional Resources

 * ===<span style="font-family: Tahoma,Geneva,sans-serif;">Student Novels and Informational Text (on grade level or above) ===
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Informational Text (on grade level or above)
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Journals (on grade level or above)
 * ===<span style="font-family: Tahoma,Geneva,sans-serif;">[|Text Features] ===

===<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Notes and Additional Information ===