Grade 3 Narrative Leveled Reader Guide

Mrs. Post's Science Class

General Guidelines
• Choose a book that is somewhat challenging for the student to read on his or her own. A
quick assessment will help you identify a book which is suitable for a student. You can use a
book from Grade 2 for a Grade 3 student who is struggling with Grade 3 material.
• Depending on the learning competencies you would like for the student to achieve, select
activities from the guide below and/or from the Skill Builders in the book. If your focus is on
building fluency, give the student many opportunities to practice reading the text. Re-read
the same text and use it teach various strategies until the student can read the leveled
reader fluently. The student can then go on to read other texts at a more advanced level.
• Give the student ‘hands on” work to be completed after the lesson or for homework. You can
choose from the guide below and/or the Skill Builders in the book.

Reading
Component
MELCs Strategy
Focus
BEFORE READING
Comprehension: EN2BPK-IIIa-1 Walk through the book, looking at the pictures together. Ask
Activating EN2RC-IIId-e- questions to activate background knowledge and elicit
Background 2.4 predictions, e.g.:
Knowledge and ● “What do you see here?”
Making ● “What do you usually do in a Science class?”
Predictions ● “From the title, "Mrs. Post's Science class, what do you
think will happen in this story?”
Use a think aloud to model how to predict asking and
answering questions like the ones above.
DURING READING
Phonics / EN3PW-Ia-b-7 Depending on the student’s ability,
Decoding EN3PWR-IIIi- ● Read the story aloud to them as they follow along with
26.3 their eyes, or
EN3PWR-IIIa-b- ● Read the story aloud with them, in unison or taking turns,
5 or
EN3PWR-IIId-24 ● Have them read the story aloud to you.
EN3PWR-IIIf-26 ● Help them sound out words that they struggle with.
EN3PWR-IIIh-
26.2
Comprehension: EN3RC-I0-2.2 Explain that good readers ask themselves questions about
Questioning and EN3RC-If-j-2.8 the text as they read it. Use think aloud to model questioning
Clarifying EN3RC-IIa-b- and clarifying. Have the student ask and answer questions
2.19 about the story as they read, e.g.
EN3RC-IIc-e-2.2 ● “What are the characters doing?"
EN3RC-II0-2.2 ● "Why did Mrs. Post ask them to bring solids, liquids, and
EN3RC-III0-2.2 things with gas?”
● "What things did the students bring on the first Monday?"
● "What things did the students bring on Thursday?"
 ● "What things did the students bring the following
Monday?"
● "What things did the students bring next Thursday?"
● What are the characteristics of solid? Liquid? Gas?
● "“Did I understand what I read? What did I not
understand?”
Vocabulary EN1V-Ia-b-01 As you read, periodically check the student’s understanding
EN1V-IIIa-c- of key words, e.g.
13.1,13.2 ● “Have you heard of the word “vest” before? What does it
EN2PWR-IIId-f- mean?”
7.1 ● “What is the synonym for “gasp”?”
● “What is an antonym for “raw”?”
Explain the meaning (or synonym/antonym) if they don’t know
it themselves. Use the pictures or actions to help students
understand and remember word meanings.
AFTER READING
Comprehension: EN2LC-IIa-b-2.2 Model developing a story map to help students learn about
Identifying story elements. Use who, when, where, what, why and how to
narrative story support student identification of story elements, e.g.
elements ● “Who are the characters in the story?”
● “What is the setting of the story?”
● “What are the major events in the story?”
● “Why did the character in the story bring different sets of
items in their Science class?”
Comprehension: EN3OL-Ie-1.10 Depending on the student’s ability, do any of the following:
Retelling/ ● Draw a sequence graphic organizer with rectangles with
Summarizing words first, then, next and last.
● Point to each rectangle and have the student orally retell
the story, or
● Have the student draw story events in each box, or
● Have the student write words or sentences relevant to
the story in each box.
● Complete the table with the items they brought in their
Science class. Label the columns with solid, liquid, gas.
● Draw 3 solids and 3 liquids that the students brought.
Writing EN3WC-Ia-j-7 Depending on the student’s ability, have the student do any of
EN3WC-IIa-j-7 the following:
EN3WC-IIa-j-8 ● Write a short descriptive paragraph about Mrs. Post's
EN3WC-Ia-j-2.2 class.
EN3WC-IIa-j-2.2 ● What do you think will happen in their next class? Write
a short paragraph providing another ending for Mrs.
Post's Science class.
● What is an exciting activity you did in your Science
class? Write a diary describing this experience.

This material is made possible by the generous support of the American people through the U.S. Agency for International Development (USAID) and
developed under the ABC+: Advancing Basic Education in the Philippines project, a partnership of USAID and the Department of Education (DepEd),
implemented by RTI International in collaboration with The Asia Foundation, SIL LEAD, and Florida State University.
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