Reading+Comprehension+for+3rd+Grade



My name is Jarely Perez. I am currently studying in the University of Puerto Rico at Aguadilla to be a Secondary English teacher. I am doing both Elementary and Secondary, but I discovered that my passion was more into kids than adolescents. I normally do my classes on highschool level, so that's why i wanted to challenge myself by picking third grade. In my page I will be talking and teaching Reading Comprehension. My module will contain exercises and helpfull examples. First will be the pre test and explain it (exploration), second, third and fourth, doing exercises that would help them understand the story I made for them (conceptualization) and the at last, they will apply what they learned in an exercise (application). My main goal is to teach students of third grade to understand the stories. Another goal will be to motivate them to read and love it by making it fun and easy. I picked reading comprehension because it is a fundamental base for them to continue with other subjects and also you can do a lot of exercises with it.

Objectives: After reading the story and discussing the pre test, students will: • Explain in their own words the vocabulary word found in “bold” through the story. • Write one short sentence with each word. • Identify characters and setting with 95% of adequacy. • Choose the best choice that answers the 5-W questions. • Organize sentences in sequence of events correctly. • Write which part of the story they liked best and why, relating to experiences. • Write in four or five sentences a story that answers the 5-W questions.

Programs Used:

• Power Point • Photo Story • Microsoft Word • Facebook • Hot Potatoes Standards Used: • LoTi Level 2 - Exploration At a Level 2 (Exploration) the instructional focus emphasizes content understanding and supports mastery learning and direct instruction. Teacher questioning and/or student learning focuses on lower levels of student cognitive processing (e.g., knowledge, comprehension) using the available digital assets.

Digital tools and resources are used by students for extension activities, enrichment exercises, or information gathering assignments that generally reinforce lower cognitive skill development relating to the content under investigation. There is a pervasive use of student multimedia products, allowing students to present their content understanding in a digital format that may or may not reach beyond the classroom.

• Level 3 - Infusion At a Level 3 (Infusion), the instructional focus emphasizes student higher order thinking (i.e., application, analysis, synthesis, evaluation) and engaged learning. Though specific learning activities may or may not be perceived as authentic by the student, instructional emphasis is, nonetheless, placed on higher levels of cognitive processing and in-depth treatment of the content using a variety of thinking skill strategies (e.g., problem-solving, decision-making, reflective thinking, experimentation, scientific inquiry). Teacher-centered strategies including the concept attainment, inductive thinking, and scientific inquiry models of teaching are the norm and guide the types of products generated by students using the available digital assets.

Digital tools and resources are used by students to carry out teacher-directed tasks that emphasize higher levels of student cognitive processing relating to the content under investigation.

• R.3.3 Uses context clues and resources to build vocabulary, verify meaning, determine the meaning of unfamiliar words, and to transfer meaning into a variety of narrative and informational texts.

• L/S.3.1 Listens carefully during a read aloud from a variety of narrative texts to comprehend and identify the main character and setting.

• L/S.3.3 Shares answers the 5-W Questions (who, what, when, where, and why)…

• R.3.5 Uses story organization of beginning, middle, and end within narrative text to state and organize events; makes predictions and connections.

• L/S.3.4 Uses and applies appropriate language structure with formal and informal expressions to identify and describe familiar concepts in relation to personal experiences, preferences and environment. First, you will take a Pre Test in Hot Potatoes. After reading "A Special Christmas Gift" choose the correct answer for each 5W question (who, what, why. where, when). If your selection is wrong an x will appear next to it, if it's right a happy face will appear.



After seeing the results of the Pre Test, you will practice with this example. A little example of Reading Comprehension II. Example: Mary Had Some Bubble Gum Anonymous

Mary had some bubble gum, she chewed it long and slow, and everywhere that Mary went her gum was sure to go. She chewed the gum in school one day, which was against the rule, the teacher took her pack away and chewed it after school.

“Mary Had Some Bubble Gum” from A Bad Case of the Giggles selected by Bruce Lansky and illustrated by Stephen Carpenter. Illustration © Stephen Carpenter. Illustration used by permission of Stephen Carpenter.

1. Which best describes where Mary chewed her bubble gum? A home B everywhere C playground D bedroom

2. Why did the teacher take Mary’s bubble gum? A Chewing gum was against school rules. B Mary could have choked on the gum. C The teacher wanted the gum. D Blowing bubbles got Mary in trouble.

3. What lesson did Mary most likely learn from her punishment? A Teachers like to break rules. B It is best to stay after school. C It is best to follow rules. D Principals like to chew gum.

4. What did the teacher do with the gum after school? A She threw the gum away. B She chewed the gum. C She put the gum into her book bag. D She gave the gum back to Mary.

Selection Title QID CorAns Thinking Skill ObjNum

Mary Had Some Bubble Gum 1 B Knowledge 2.02 Mary Had Some Bubble Gum 2 A Knowledge 2.02 Mary Had Some Bubble Gum 3 C Analyzing 2.04 Mary Had Some Bubble Gum 4 B Applying 2.06

My story: White Christmas in PhotoStory

Read the story written by me, "White Christmas." Be sure of reading and understanding the vocabulary words of the story. I picked the words that could be difficult for you but you can look up for other words in the dictionary.



Reading Comprehension of the Story/ Vocabulary Words (Activities) Write your own definition for each vocabulary word, so I could know if you really understood them. Write a short sentence with after the definition you made with using the word. example: share: to have something that is yours and want to show it, lend it or give a part of it. 1. I want to __share__ my food with that poor boy.



Power Point Game Click Yes if the character was seen or mentioned in the story or No if not. Each time tou select the wrong answer it would take you to Correct or to Incorrect. These slide have in the bottom some happy faces with the numbers of the questions you want to see, Click it and you will get automatically there.



Choose the best Answer in Hot Potatoes (5W questions)

After reading "White Christmas" choose the correct answer for each 5W question (who, what, why. where, when). If your selection is wrong an x will appear next to it, if it's right a happy face will appear.



Match the correct Sequence in Hot Potatoes (Sequence of Events) Draw the item on the right side to the left side in correct order of events, according to the story " White Christmas." I gave you the first event, try to the others correctly.



Facebook Activities Select and explain a scene that you like from the story on my page in Facebook. Then Draw from "Paint" or by scanning or photographing a drawing that you made and later posting it in my page too. You have to make a Facebook account if you don't have one, but only with your parents supervision. My proflle is private which means that only my third grade class can see the posts in my wall after you send me a friend application. Enter to the site the fallowing document has and follow instructions one by one. This is my way of knowing if you related to the story and how (Evaluation process)



Post Test (Application) Write a four or five sentence story of any topic, that answers the 5W questions (who, what, why. when and where). Heres some information that could help you:"who" refers to a character."what" to the situation that happened or problem,"why" the reason why the situation or problem happened,"when" the time it happenep (season. hour, week, month year or state of the day) example. rainy, sunny, windy or windy day/ mprning,afternoon, night)"where" the place it happened or where the story takes place.