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Coaching Mentoring and Managing - A Coach Guidebook
Coaching Mentoring and Managing - A Coach Guidebook
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5301 Oceanus Drive • Huntington Beach, CA 92649-1030 • 714.489.2080 • FAX 714.230.7070 • www.shelleducation.com
Table of Contents
Introduction and Research . . . . . . . . . . . . . . . . . . . . . . . . 3
How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Standards Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Daily Practice Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .231
References Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238
Contents of the Digital Resource CD . . . . . . . . . . . . . .239
Understanding Assessment
In addition to providing opportunities for frequent practice, teachers must be able to
assess students’ comprehension and word-study skills. This is important so that teachers
can adequately address students’ misconceptions, build on their current understanding,
and challenge them appropriately. Assessment is a long-term process that often involves
careful analysis of student responses from a lesson discussion, a project, a practice sheet,
or a test. When analyzing the data, it is important for teachers to reflect on how their
teaching practices may have influenced students’ responses and to identify those areas where
additional instruction may be required. In short, the data gathered from assessments should
be used to inform instruction: slow down, speed up, or reteach. This type of assessment is
called formative assessment.
Every third-grade practice page provides questions that are tied to a reading or writing
standard. Students are given the opportunity for regular practice in reading comprehension
and word study, allowing them to build confidence through these quick standards-based
activities.
Reading Foundational Skills Standard: Know and apply grade-level phonics and word
3 analysis skills in decoding words.
Reading Anchor Standard 4: Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and analyze how
4–5 specific word choices shape meaning or tone or
Reading Anchor Standard 6: Assess how point of view or purpose shapes the content
and style of a text.
Day 4
Reading Anchor Standard 10: Read and comprehend complex literary and
informational texts independently and proficiently or
1–2
Reading Anchor Standard 6: Assess how point of view or purpose shapes the content
and style of a text.
Reading Anchor Standard 1: Read closely to determine what the text says explicitly
3 and to make logical inferences from it.
Reading Anchor Standard 2: Determine central ideas or themes of a text and analyze
4–6 their development; summarize the key supporting details and ideas.
Day 5
Writing Anchor Standard 4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
WEEK 1
DAY
2 Name: ____________________________
___ Date:__________________
question s.
Read the text and then answer the
Directions
SCORE
Name: _________
______ ____________
____ text?
A Direction
_ Date:_________
_________ 3
4. Yns.
wer the questio N A Saving SCO
Money
aside nss Read the text
and then ans
and then ans RE
B wer the questio
Read the text perfect ns.
Directions B A Special Birthday
day Gift
C close
5.
the first
N
Y time he C
had Sisters
Happy 1. Y N
SCORE
t his unc le. It was knew
HeD Riding My Bike D buy Brady keepss
a plane to visi fly by himself. all of his spo
Sean was going on old enough to flight all three sports sp rts gear in
order in his roo
a plane alone.
Sean was ady met the s that
tha he pla plays. These
ever been on it. He had alre cks for the sho
rt He has practic include basketb m. He has jerseys for
if he needed of a simile e clothes for thes 1. Y N
to ask for help games and sna himself, and heWhat is2.one Y N
ting for 5. What is an example equipment. He th e sports, all, soccer, and
which people ked a bag with by 2. setting has too. Brady is baseball.
mom had pac on the plane___ / 5 in this text? has a baseba ball
b s, watw er bottles, also in
atte nda nts. His
with satisfaction
as he sat this text? ll glo
glove and a bat and shin guards for charge of the
n smi led Total bat. These spo soc cer. He
flight. Sea
go! A 3.
a playgrou ndN
A set it aside rts require a lot
of items!
also 2. Y N
was ready to
Y
Fill in the appropriate circle for each problem to indicate correct (Y) or incorrect (N)
responses. You might wish to indicate only incorrect responses to focus on those skills.
(For example, if students consistently miss items 2 and 4, they may need additional help
with those concepts as outlined in the table on page 4.) Use the answer key at the back of
the book to score the problems, or you may call out answers to have students self-score or
peer-score their work.
© Shell Education #50924—180 Days of Reading for Third Grade 5
How to Use This Book (cont.)
WEEK 2 WEEK 2
DAY DAY
WEEK 2
DAYS Name: _______________________________ Date: ________________
4 5
Date: ______________
__ Name: ______________
4–5 Name: _______ ______________
_______ ___
Directions Read “Cover That Sneeze!”
e!” and then answer the questions.
______________
___ Date: ______________
__
Directions Reread “Cover That
SCORE SCORE Sneeze!” Then,
respond on the lines read the prompt
below. and
Cover That Sneeze! 1. Which purpose for reading is 4. Which organizational pattern 1. Y N
___ / 4
Think about a time
most appropriate for this text? matches this text? when you were sick
is healthy. How were and a time when
hchooo! That sneeze those two experie you were
Ahh…ahhhh…aaahhh the air. A to learn about important events A It gives the history of a problem.
nces different for
the germs fly through you ever you?
uncovered, and so have 2. Y N
_______________
to think about, but B to compare two things B Two problems are compared.
It is pretty gross body? They _______________
the germs in your _______________
wondered about ms that live inside
us. An C to be informed C It tells about a problem and a _______________ ______
are very small organis Germs are alive,
and few solutions. 3. _______________
organism is a living thing. ble to D to be persuaded
Y N
_______________
to get sick. It is impossi D _______________ ______
they can cause us are so tiny that It gives a situation that some
_______________
of our bodies. They inside our _______________
keep germs out they are coming
people think is a problem and
we do not even know we know that germs have 2. Which opinion would be most others don’t. 4. Y N _______________ ______
way popular with this author? _______________
bodies. The only we begin to feel
symptoms. _______________
made us sick is whenor a sore throat. We might _______________ ______
get a fever
A Germs do not spread 5. What is the most important _______________
We might 5. Y N _______________
or a headache. very easily. point about germs? ______
have a runny nose _______________
spread through the
air. They B Not wearing a coat in the cold A Doorknobs are always dirty.
_______________
_______________
Germs are usually cough, or a breath. They will make you sick. _______________ ______
,a 6.
come out in a sneeze saliva, sweat, or blood.
by C B Hand washing must last for
Y N
_______________
_______________
Hand washing is an important
can also be spread g something. five minutes. ______
come from touchin way to stay healthy. _______________
Sometimes, they can touch his or
her nose
C _______________
For example, a person D Germs are easily spread, _______________
touch a doorkno b. If someone else Eating healthfully does not
but there are ways to protect _______________ ______
and then or she can _______________
b right away, he keep germs away.
ourselves from them.
___ / 6
_______________
touches that doorkno ______
Total _______________
pick up those germs. nt way to do this D Germs are only spread _______________
The most importa 3. _______________
yourself from germs? germ’s enemies. They wash the Which prior experience would through sneezing.
How can you protect are a the best help a reader understand _______________ ______
Soap and water hands throughout _______________
is to wash your hands. it is so important to wash your twenty this text? _______________
is why washed for about
germs away. This Hands should be 6. Which detail does not support _______________ ______
splash will not work. A _______________
day. But a quick putting on a bandage the text’s theme? _______________
seconds. and ______
getting enough rest B asking a doctor about the A _______________
keeps germs away. This means ng. These are Germs are usually spread _______________
exercisi
Staying healthy also means eating good foods and source of an illness
through the air. _______________
______
It also _______________
not being too tired. ! C taking cough medicine _______________
germ-fighting secrets
B You might have a runny nose. _______________
D taking a bath C Germs can be spread by touch. _______________ ______
_______________
_______________
D Soap and water are a _______________ ______
germ’s enemies. _______________
_______________
_______________ ______
_______________
© Shell Education #50924—180 Days of Reading for Third Grade 25 26 _______________
© Shell Education #50924—180 Days
of Reading for Third
Grade
______
Grade
of Reading for Third
24 #50924—180 Days © Shell Education
A longer text is used for Days 4 and 5. Students answer more in-depth comprehension
questions on Day 4 and complete a written response to the text on Day 5. This longer text
can also be used for fluency practice (see page 7).
Writing Rubric
Score students’ written response using the rubric below. Display the rubric for students to
reference as they write (writingrubric.doc; writingrubric.pdf ).
Points Criteria
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t 6TFTEFTDSJQUJWFMBOHVBHFUIBUEFWFMPQTPSDMBSJGJFTJEFBT
3
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BOEBVEJFODF
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coherent writing
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t &OHBHFTUIFSFBEFSJOTPNFXBZ
t 6TFTBTUZMFTPNFXIBUBQQSPQSJBUFUPUBTL
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t 6TFTMJUUMFEFTDSJQUJWFMBOHVBHFUPEFWFMPQPSDMBSJGZJEFBT
1
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0 Offers no writing or does not respond to the assignment presented
At the time, Claire had been very sad to think about having braces for two
years. She thought of all the food she would not be able to eat. She thought
of how she would have a new and different smile. She was not happy about
this change. She did not want to have something that made her stand out in
the crowd.
Claire was also worried that braces would hurt. Her dentist said they would
feel just fine. They might take a bit to get used to, but they would not hurt. That
had made Claire feel better, but she was still nervous.
SCORE
2. The author would most likely 5. What message does this text
agree that share about making a change?
6. Y N
A braces make you popular. A Parents can’t make you
B not worry.
braces are temporary and are
worth wearing. B Everyone should reward
C themselves with ice cream. ___ / 6
orthodontists are better
than dentists. C Going to the dentist for Total
D something new is scary.
braces are not worth wearing.
D It may take time to get used to
something new, but it will end
3. Which statement shows up being okay.
a personal connection to
the text?
A 6. Which title indicates a
My dad tells jokes, too. similar text?
B I got braces and it took me a A My New Eyeglasses
while to get used to them, too.
C I don’t like ice cream.
B Going to School
D My haircut appointment is
C A Bad Sleepover
tomorrow. D A Fun Time
© Shell Education #50924—180 Days of Reading for Third Grade 139
WEEK 36
DAY
SCORE
Orville and Wilbur Wright were the inventors. The Wright brothers studied flight
for many years. They began their work with kites. They learned a lot about
how kites fly. They flew an airplane for the first time in 1903. 2. Y N
C airports
D a person who studies
writingrubric.pdf
6 Writing Rubric
writingrubric.doc
pageitem1.pdf
10 Practice Page Item Analysis Days 1–3 pageitem1.doc
pageitem1.xls
pageitem2.pdf
11 Practice Page Item Analysis Days 4–5 pageitem2.doc
pageitem2.xls
studentitem1.pdf
12 Student Item Analysis Days 1–3 studentitem1.doc
studentitem1.xls
studentitem2.pdf
13 Student Item Analysis Days 4–5 studentitem2.doc
studentitem2.xls
Practice Pages
The six practice pages for each week are contained in each PDF. In order to print specific
days, open the desired PDF and select the pages to print.