Phonics helps students to quickly sound out a word. After enough practice, reading sounds becomes automatic. By 3rd grade, children are expected to read grade level text about 90% accurately, meaning if students are stumbling over sounding out words then they will be unable to remember the meaning of the story.

The Children’s Reading Foundation encourages school districts and communities to adopt a 90 percent reading goal. This goal means 90 percent of third graders will read on or above grade level by the end of the school year. By adopting this goal, illiteracy can be eliminated.

This is not an easy goal, but it can be done. Achieving this goal requires a long-term committed effort, and a systematic realignment of school assessments, curriculum, instruction time, reporting, and a shift of available resources.

School districts nationwide have adopted this goal, and achieved it! This is how The Children’s Reading Foundation came to be, formed by a group of community stakeholders with the Kennewick School District (Washington) to ensure 90 percent of the district's third graders read proficiently.

1. By ltoday on May 26, 2017 in Reading Comprehension, Reading Lessons, Third Grade, Third Grade Reading Lessons Reading Comprehension – Level 3 – Volume 1 – Compare and Contrast – Tutorial This is a free Reading Comprehension tutorial.
2. 3rd grade teachers, are you looking for something to transform your ELA block? Rooted in Reading is a set of lesson plans and activities that focus around a read-aloud story each week. The teacher reads the book throughout the week and models how to think deeply, ask questions, monitor comprehen.

When Kennewick School District set this goal in 1996, only 55 percent of its third graders were reading proficiently. It took 10 years to reach this goal, but they did it. There is not one thing that allows a school district to achieve the 90 percent reading goal; it takes several:

• The school board and superintendent to set a clear, measurable goal.
• A solid, accurate system for measuring reading ability.
• A willingness to be absolutely truthful with themselves and their community about how many students are entering fourth grade below proficient. A willingness to talk frankly about the public’s reading expectations and the actual reading performance by third grade.
• A specific plan identifying the strategies and recognizing resources and priorities will need to be aligned accordingly.
• Flexibility in approaches and curriculums.
• Involve parents and the community in creating a social norm to read with a child for 20 minutes every day.

Whatever reading goal your school district sets, building a constituency for change and improvement in public schools is a complex, often challenging process, though a vital one to the success of the school system, its students, and the community. The imperative for educators – school boards, superintendents, principals, and teachers – is to develop ways of engaging, not only parents and community members but also business leaders, political leaders, and media representatives. It requires a commitment to inclusiveness, consensus, and meaningful change geared toward raising student achievement.

The details and specifics of how the Kennewick School District achieved its 90 percent goal can be found in the book, 'The 90% Reading Goal.' This book can be purchased from the Products & Resources page.

Third Grade Reading Crct Practice

The Children’s Reading Foundation encourages school districts and communities to adopt a 90 percent reading goal. This goal means 90 percent of third graders will read on or above grade level by the end of the school year. By adopting this goal, illiteracy can be eliminated.

This is not an easy goal, but it can be done. Achieving this goal requires a long-term committed effort, and a systematic realignment of school assessments, curriculum, instruction time, reporting, and a shift of available resources.

Third Grade Reading Street

School districts nationwide have adopted this goal, and achieved it! This is how The Children’s Reading Foundation came to be, formed by a group of community stakeholders with the Kennewick School District (Washington) to ensure 90 percent of the district's third graders read proficiently.

When Kennewick School District set this goal in 1996, only 55 percent of its third graders were reading proficiently. It took 10 years to reach this goal, but they did it. There is not one thing that allows a school district to achieve the 90 percent reading goal; it takes several:

• The school board and superintendent to set a clear, measurable goal.
• A solid, accurate system for measuring reading ability.
• A willingness to be absolutely truthful with themselves and their community about how many students are entering fourth grade below proficient. A willingness to talk frankly about the public’s reading expectations and the actual reading performance by third grade.
• A specific plan identifying the strategies and recognizing resources and priorities will need to be aligned accordingly.
• Flexibility in approaches and curriculums.
• Involve parents and the community in creating a social norm to read with a child for 20 minutes every day.

Whatever reading goal your school district sets, building a constituency for change and improvement in public schools is a complex, often challenging process, though a vital one to the success of the school system, its students, and the community. The imperative for educators – school boards, superintendents, principals, and teachers – is to develop ways of engaging, not only parents and community members but also business leaders, political leaders, and media representatives. It requires a commitment to inclusiveness, consensus, and meaningful change geared toward raising student achievement.

Third Grade Reading Streetsblog Reading

The details and specifics of how the Kennewick School District achieved its 90 percent goal can be found in the book, 'The 90% Reading Goal.' This book can be purchased from the Products & Resources page.