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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.
This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0). To view a copy of this license,
visit https://creativecommons.org /licenses/by-nc/4.0/. Under the Creative Commons Attribution- NonCommercial license, you are free to copy, distribute,
transmit, and adapt this work but not for commercial purposes

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