This document outlines the key components of Stage Three reading, including mastery of reading strategies, expanding vocabulary, spelling by meaning, and differentiated writing. It discusses accomplishments students should achieve at this stage as well as ways students with reading disabilities may fail. The document also lists informal and formal assessments used to identify reading deficits and recommends research-based interventions.

1. Stage Three: Reading
for Information
Jeremy, Amber, and Abbey

2. Mastery of Reading Strategies
Reading for Meaning/Comprehension
Expanding Vocabulary
Spelling by Meaning
Differentiated Writing
Accomplishments of
Reading to Learn

3. Mastery of School Language/ Reading
Strategies
- Summarize main idea from text.
- Participates in group discussions, book club, literature circles.
- Draws conclusions, makes inferences, justifies and explains thinking.
- Shares ideas, offers advice, opinions and information.
- Differentiates language depending on assigned task.

4. Reading for Meaning
- Reading accurately (115-125 wpmc)
- Comprehension Strategies
- Finds main idea and supporting details

5. Expanding Vocabulary
Interacting with Words
- Questions, Reasons, Examples
- Creating Examples
- Things students like to do, Places
they are familiar with.
Walk through Words by
Meaning
1. Record unknown word and sentence.
2. Look at word parts and related words.
3. Deduce meaning
4. Verify Meaning
Vocabulary Self- Awareness Chart
2= I can give an example and definition.
1= I can give an example.
0= I have no idea what this means.

6. ● Understands that syntax not sound determines spelling (homophones).
● Understands that meaning rather than sound can determine spelling.
● Masters common prefixes, suffixes, and roots.
Spelling By Meaning

7. Differentiated Writing
- Uses correct punctuation and grammar
- Has sentence structure and uses a variety of sentences, simple, compound
and complex, and includes dialogue
- Knows the audience and using a unique voice or tone in their writing

8. Ways that students with reading disabilities
fail to reach accomplishments at this stage:
- Student does not read fluently
- Student does not comprehend what they read
- Student is still decoding words
- Student spells using sounds, not patterns or by
meaning
- Student does not write fluently
- Student does not write with great detail
- Student does not use correct grammar or
punctuation

9. Assessments Used to Identify Deficits
INFORMAL
- Oral Reading Fluency
- Comprehension of Text
- Spelling assessments
- Writing Samples
- QRI-6
FORMAL
- Woodcock Johnson
- State Assessments
(MCA’s)
- MAP/aFast

10. Researched Based Interventions
- Slash and Dash
- Repeated Readings (ROAR)
- Reciprocal Teaching
- Direct Instruction