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The Third grade classes will use the C.I.A. model in our reading program. The acronym C.I.A. stands for collect, interpret, and apply. Each word describes a critical stage of thinking and is designed to help readers overcome the feeling of being overwhelmed that they have as they begin reading longer texts. It is also meant to increase students’ understanding of complex texts, by helping them see patterns in the texts that will point them to authors’ messages or themes.
The Third grade classes will use the C.I.A. model in our reading program. The acronym C.I.A. stands for collect, interpret, and apply. Each word describes a critical stage of thinking and is designed to help readers overcome the feeling of being overwhelmed that they have as they begin reading longer texts. It is also meant to increase students’ understanding of complex texts, by helping them see patterns in the texts that will point them to authors’ messages or themes.
We will incorporate the following reading elements as well:
We will incorporate the following reading elements as well:
TIME For Kids Magazine: TIME For Kids is a weekly classroom news magazine that motivates kids to read! Issues cover a wide range of real-world topics kids love to learn about - and it's the best nonfiction text you'll find!
TIME For Kids Magazine: TIME For Kids is a weekly classroom news magazine that motivates kids to read! Issues cover a wide range of real-world topics kids love to learn about - and it's the best nonfiction text you'll find!
Literature Groups: Parent-led weekly book groups ensure that our students are reading quality literature and facilitate discussion and understanding of literature.
Literature Groups: Parent-led weekly book groups ensure that our students are reading quality literature and facilitate discussion and understanding of literature.
Junior Great Books: Discussion of high-quality literature that promotes reading comprehension and critical thinking skills.
Junior Great Books: Discussion of high-quality literature that promotes reading comprehension and critical thinking skills.
Guided Reading: Flexible groupings based on student skill abilities and needs where the teacher helps students learn to use reading strategies, such as context clues, letter and sound knowledge, and syntax or word structure, as they read a text or book that is unfamiliar to them. The goal of guided reading is for students to use these strategies independently on their way to becoming fluent, skilled readers.
Guided Reading: Flexible groupings based on student skill abilities and needs where the teacher helps students learn to use reading strategies, such as context clues, letter and sound knowledge, and syntax or word structure, as they read a text or book that is unfamiliar to them. The goal of guided reading is for students to use these strategies independently on their way to becoming fluent, skilled readers.
Silent Reading: An opportunity for students to self select a book and read during the class. Teachers will conference individually with students.
Silent Reading: An opportunity for students to self select a book and read during the class. Teachers will conference individually with students.
Read Aloud: An opportunity to highlight great writing and model reading strategies. Read aloud builds community, exposes children to books, authors, or genres they might not discover on their own, provides an opportunity to introduce students to genres they often avoid, and reinforces that reading is enjoyable.
Read Aloud: An opportunity to highlight great writing and model reading strategies. Read aloud builds community, exposes children to books, authors, or genres they might not discover on their own, provides an opportunity to introduce students to genres they often avoid, and reinforces that reading is enjoyable.
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