Reading QC! Vocabulary/Phonics/Grammar/Comprehension/Fluency Practice – Grade 3 consists of thirty passages at three different grade levels (for a total of ninety passages) and tasks that help students practice vocabulary, phonics, grammar, comprehension, and fluency skills for students in grade 3. The practice tasks for all three grade level passages use third grade reading objectives. The tasks provide a quick check (QC!) of how well students have learned the various reading skills.
The reading passages also appear in these products: Reading QC! Basic: Vocabulary/Phonics/Grammar/Comprehension/Fluency Practice – Grade 3, Oral Reading Fluency: Oral Reading Fluency: Practice and Progress Monitoring – Grade 2, Oral Reading Fluency: Practice and Progress Monitoring – Grade 3, Oral Reading Fluency: Practice and Progress Monitoring – Grade 4, and Oral Reading Fluency: Practice and Progress Monitoring – Grade 5. Be careful not to duplicate your purchases.
The Reading QC! Vocabulary/Phonics/Grammar/Comprehension/Fluency Practice – Grade 3 consists of thirty passages at three different grade levels (for a total of ninety passages) and tasks that help students practice vocabulary, phonics, grammar, comprehension, and fluency skills for students in grade 3. The practice tasks for all three grade level passages use third grade reading objectives. Reading QC! Basic only has the grade 3 passages and practice exercises.
Reading QC! Vocabulary/Phonics/Grammar/Comprehension/Fluency Practice – Grade 3 includes three grade levels of passages (Grade 2, Grade 3, and Grade 4) to help teachers differentiate instruction. The grade two passages are at or near the middle of grade two in reading difficulty. The grade three passages are at or near the middle of grade three. The grade four passages are at or near the middle of grade four. The practice tasks for all three grade level passages use third grade reading objectives.
The grade 2 passages are labeled as “A”. The grade 3 passages are labeled as “B”. The grade 4 passages are labeled as “C”. Each of the sets of grade level passages is different from the other two sets. For example, the passage titled “Time to Get Up?” is passage 1A. It is the first passage and it is at the second grade level. The passage titled “Plumbers” is passage 3C. It is the third passage and it is at the fourth grade level.
Students use one passage per Student Task Sheet. There are thirty student task sheets. Each Student Task Sheet is designed to be used over the course of a week with one task per day. Task 1 is for Monday, Task 2 is for Tuesday, Task 3 is for Wednesday, Task 4 is for Thursday, and Task 5 is for Friday. The reading skills of each task is as follows: Task 1 (Day 1) = Vocabulary, Task 2 (Day 2) = Phonics, Task 3 (Day 3) = Grammar, Task 4 (Day 4) = Comprehension, and Task 5 (Day 5) = Fluency. The teacher assigns each student one of the three reading levels at the start of each week. Students are given a reading passage, a Student Task Sheet, a Student Answer Sheet, and, as needed during the week, additional graphic organizers to complete the practice activities. Students will also have a Student Task Tracking Chart to help them keep track of the tasks they have completed for each passage.
There is a “Bonus” section. If a student finishes one of the tasks early and others are still working, the teacher may want the student to complete the Bonus task. Bonus tasks focus on additional comprehension skills not covered in the Comprehension section of skills.
Students Answer Sheet and Graphic Organizers
Some of the skills practice tasks are completed on the reading passage sheets themselves. Others, as directed by the student tasks sheets, are completed on a separate Student Answer Sheet or separate graphic organizers.
Additional graphic organizers are included. These may be used by students to do additional comprehension work on passages as assigned by the teacher. The additional graphic organizers are found in the Appendix.
Student Task Tracking Chart
Students can keep track of the tasks on their own tracking chart. As each task is completed, students color in the square for that task on their Student Task Tracking Chart. Once this is done, the student can go back to the Student Task Sheet and put a check in the box under the appropriate task in the column titled “Task Chart". This allows the teacher and the students to quickly see which tasks have been completed or not. The charts are included in the Appendix.
Teacher Directions/Materials Needed Sheets
There is a sheet for each set of passages that explains to teachers what materials are needed for the practice tasks, any specific directions for the tasks for the passages, and the reading skills practiced for each task.
An Answer Key is included after each Teacher Directions/Materials Needed Sheet. It includes many of the possible answers for the student tasks for Tasks 1-5 and the Bonus Task. Some tasks can have many different answers. The Answer Key does not include all possible answers.
Student Work Options
This product can be used by students in a variety of ways. The teacher decides how to best utilize this product. Several possibilities include using the passages and tasks as a morning quick check when students first arrive for the school day. The product can be used as part of a reading center. It may also be used as homework and sent home as a homework assignment.
Oral Reading Fluency Rubric
An Oral Reading Fluency Rubric is provided to help students keep track of how well they are reading passages out loud with fluency. The fluency components assessed are accuracy, rate, phrasing, and expression. You may want to model the use of the rubric so students have an idea of what each score sounds like for each of the fluency rubric components.
You may choose to keep track of how your students are doing with the grade 3 reading skills covered in this product. Included is a Reading Skills Progress Monitoring Chart for the Whole Class, a Reading Skills Progress Monitoring Chart for Individual Students, and a chart after each reading passage to record oral reading accuracy, a self-correction ratio, correct words read per minute, and a score from the Oral Reading Fluency Rubric.
Monitoring your entire class, a group of students, or an individual student can help provide data that you can use to see if students are learning. The data can help show if a whole class, a group of students, or individual students may need additional help in the classroom or be referred for intervention outside of the classroom.
Grade 2 - Reading Skills Practiced
1. Use the meanings of prefixes and suffixes to figure out what words mean
2. Use the context to figure out what words mean
3. Recognize synonyms, antonyms, homographs, and homophones
4. Put a group of words in alphabetical order
5. Find words in a dictionary or glossary
1. Recognize and decode words that drop the final “e” when adding endings such as –ed, -ing, etc.
2. Recognize and decode words that double the final consonant when adding an ending such as –ed, -ing
3. Recognize and decode words that change a final “y” to “i” when adding –ed, -ing, -es, -er, etc.
4. Recognize and decode words using sounds for vowel digraphs and diphthongs (e.g., /ie/, /oi/, etc.)
5. Recognize and decode words with closed syllables (e.g., af ter, com bat, etc.)
6. Recognize and decode words with open syllables (e.g., ba sic, pa per, etc.)
7. Recognize and decode words with final stable syllable (e.g., puz zle, etc.)
8. Recognize and decode words with r-controlled vowels (e.g., car, corner, etc.)
9. Identify and read contractions (e.g., isn’t, can’t, etc.)
1. Recognize and use verbs – past, present, future (e.g., run, sleep, etc.)
2. Recognize and use nouns – common and proper (e.g., boy, Tom, etc.)
3. Recognize and use adjectives (e.g., fast, tall, etc.)
4. Recognize and use adverbs (e.g., slowly, quickly, etc.)
5. Recognize and use prepositions and prepositional phrases (e.g., on, by, etc.)
6. Recognize and use pronouns (e.g., he, she, etc.)
7. Recognize and use transition words (e.g., then, next, after, etc.)
8. Recognize and use complete subject and complete predicate in a sentence
9. Recognize and use simple and compound sentences
1. Find facts and details in passages
2. Describe the feeling, actions, and changes of characters in a story
3. Describe the problem, solution, and setting of a story
4. Identify the topic of a passage
5. Sequence and summarize the order of events in a passage
6. Identify the main idea of a passage or paragraph with supporting details
7. Identify cause and effect relationships among ideas in a passage
1. Read passages out loud with accuracy, appropriate rate, expression, and phrasing