Reading Curriculum Map Third Grade Draft 5/4/2007
	Content (Strategies for Comprehension)	Resources	Skills	Assessment
	Fountas &Pinell : First twenty days of Reading Instruction Summarizing	The Big Fitz	GLE: 2.1.7 Summarize narrative and expository text. W GLE: 2.2.2 Text Features	DRA Oral Fluency Data Student writes a summary of a Rigby book at their level.
	Think Aloud (model) Ask Questions	Tell Me A Story Charlie Anderson	GLE: 2.1.6 Create mental images and ask questions. GLE: 2.2.3 Understand story elements	Students generate questions from reading text. Student uses graphic organizer to identify story elements.
	Visualizing/Mental Images Making/confirming predictions	The Great Chase	GLE: 2.1.5 Predict/infer  W GLE: 2.1.6 Mental Imagery GLE: 2.2.1 Sequence  W	Students will identify descriptive language that creates mental imagery.
	Determining Importance Connecting ideas from different Sources using text features.	How Does It Work?	GLE: 2.1.3 Theme, main ideas, and supporting details in expository text. W GLE: 2.4.5 Understand how to generalize from text. W GLE:2.2.4 Apply text organizational structures.
	Schema/Making Connections	Fossils	GLE: 2.3.1 Compare and contrast information W GLE 2.4.5 Generalize from text.
	Questioning Author’s View Point/purpose/style	Where’s My Camera?	GLE 2.4.2 Author’s purpose W
	Inference Cause and effect	Foiled Again	GLE: 2.3.1 Cause and effect  W
	Evaluate	What Am I?	GLR: 2.3.1 Compare and contrast information  W
	Synthesis	* Content and Skill instruction supported by Rigby Literacy Deep Correlation to the EALR/Grade Expectations February 2005