Grade level: 3rd Grade

Strategy Group 1
Day 1- Comprehension Group
Strategy Group
Focus for Strategy Instruction: Comprehension when reading
Materials
o Guided reading book (one for each student)
Text Features: A book that is slightly higher than the lowest reading level. This
text should have sentences with both main ideas and details within them.
o Anchor Chart
Procedure
o Using a few sentences from the book, I will model different strategies to use to
understand main ideas and details that are present in the text. I will stop after every
sentence and ask the class the main idea and details of each sentence. After this
modeling, I will have the students read a sentence of the text in their heads and then will
discuss the main idea and details of the sentence. We will then write the main ideas and
details on the anchor chart in the appropriate categories. We will then discuss how each
detail supports the main idea at hand.
Rationale
o Students should monitor their own reading using comprehension strategies. Being
able to understand a text relates to how they understand the text as a whole as well as
smaller parts of a text that are not as important therefore we will work on a main idea
and details strategy that allows them to comprehend what they have read within the text.
o 3.RN.2.2 Determine the main idea of a text; recount the key details and explain how
they support the main idea.
Day 2- Fluency Group
Strategy Groups
Focus for Strategy Instruction: Fluency when reading a passage
Materials
o Guided reading book (one for each student)
Text Features: A book with many rhyming words that will help students develop their
phonological awareness, at or slightly higher than the students reading level.
Procedure
o Using the story that the students were given, allow the students to read the book aloud
in a choral reading way. Clap the beat that the book follows in order for students to
see when and how they should be reading the story. Discuss as a class what they noticed

that was different about the story when they read it altogether while clapping. Have a
discussion of what they should be doing when reading as well as what reading should
sound like in their heads.
Rationale
o This activity allows students to monitor their texts in reading them orally. It allows
them to see how texts should be read so that they understand what is happening within
the text. This relates directly to the standard.
o 3.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately,
with expression that connotes comprehension at the independent level.
Day 3 - Phonics Group
Strategy Groups
Focus for Strategy Instruction: Phonics- decoding more difficult words.
Materials
o Guided reading book (one for each student)
Text Features: harder words that the students will not know that are a part of
word families in order for them to use decoding strategies to find these words
o Anchor Chart with more confusing words
Procedure
o Using the text at hand, have the students read the text in their heads. Model for them
what to do when coming to a word that they do not know or understand. I will use a
visual cueing system in order to decode words. Do this by focusing on ending sounds and
allowing the students to understand other words in the same family that end with the
same letters and make the same ending sounds. Practice this with the students while
reading the text out loud and stopping when coming to words that the students do not
know or understand.
Rationale
o At this age, the students should be somewhat aware of the different cueing systems
that are used in order to decode a text. However it is important for students who are still
struggling with this to gain more practice and understanding of decoding words in
sentences.
o 3.RF.4.5 Know and use more difficult word families when reading unfamiliar words
(e.g., -ight).
Day 4- Comprehension Group Part 2
Strategy Group
Focus for Strategy Instruction: Comprehension when reading
Materials
o Guided reading book (one for each student)
Text Features: A book that is slightly higher than the lowest reading level. This
text should have sentences with both main ideas and details within them.

o Anchor Chart
Procedure
o Using a short text from the book, I will model different strategies to use to understand
main ideas and details that are present in a larger text (such as a paragraph). I will stop
after every paragraph and ask the class the main idea and details of each paragraph.
After this modeling, I will have the students read a paragraph of the text in their heads
and then we will discuss the main idea and details of the paragraph. We will then write
the main ideas and details on the anchor chart in the appropriate categories. We will
then discuss how each detail supports the main idea at hand.
Rationale
o Students should monitor their own reading using comprehension strategies. Being
able to understand a text relates to how they understand the text as a whole as well as
smaller parts of a text that are not as important therefore we will work on a main idea
and the details strategy that allows them to comprehend what they have read within the
text.
o 3.RN.2.2 Determine the main idea of a text; recount the key details and explain how
they support the main idea.
Day 5- Fluency Group Part 2
Strategy Groups
Focus for Strategy Instruction: Fluency when reading a passage
Materials
o Guided reading book (one for each student)
Text Features: A book with dialogue at or slightly higher than the students
reading level.
Procedure
o A teacher reads a paragraph of text with dialogue, modeling how it should be read
fluently. Include different emotions and expressions that the person speaking in the
dialogue would convey. Allow the students to practice this by assigning students different
roles of characters in the text and allow them to read the dialogue of these characters.
Rationale
o This activity allows students to practice fluency by reading a text in which they are
able to put themselves in the shoes of a character. This will allow them to focus on the
second half of the standard in connoting comprehension at their level.
o 3.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately,
with expression that connotes comprehension at the independent level.