INDIVIDUAL EDUCATIONAL PROGRAMMING GUIDE

The Compactor
Prepared by Joseph S. Renzulli
Linda M. Smith

NAME

AGE 8- 9

TEACHER(S) Zornes

SCHOOL Ruckersville Elementary

GRADE 3

PARENT(S)

Individual Conference Dates And Persons

Participating in Planning of IEP

CURRICULUM AREAS TO BE CONSIDERED

FOR COMPACTING Provide a brief description of
basic material to be covered during this marking period
and the assessment information or evidence that suggests
the need for compacting.

PROCEDURES FOR COMPACTING BASIC

MATERIAL Describe activities that will be used to
guarantee proficiency in basic curricular areas.

ACCELERATION AND/OR ENRICHMENT

ACTIVITIES Describe activities that will be used to
provide advanced level learning experiences in
each area of the regular curriculum.

Grade 3 Reading

Students will participate in all quizzes and assessments

during language arts class including exit tickets,
formative, and summative assessments.

All students show a love of reading in addition to

creating, art, creative writing, and music.

3.5 The student will read and demonstrate comprehension

of fictional text and poetry.
a) Set a purpose for reading.
b) Make connections between previous experiences and
reading selections.
c) Make, confirm, or revise predictions.
d) Compare and contrast settings, characters, and events.
e) Identify the authors purpose.
f) Ask and answer questions about what is read.
g) Draw conclusions about text.
h) Identify the problem and solution.
i) Identify the main idea.
j) Identify supporting details.
k) Use reading strategies to monitor comprehension
throughout the reading process.
l) Differentiate between fiction and nonfiction.
m) Read with fluency and accuracy.
Third grade students will be working on various
comprehension skills and strategies. Students will apply
these strategies in order to read and comprehend various
types of fictional text and poetry and students will
demonstrate new understandings through writing,
discussions, and graphic organizers. Students will also be
able to talk and write about similarities and differences
between various types of nonfiction text and discuss story
elements and character development.

Students will check in and confer with the teacher

regarding their progress and participate in small group
discussions based on the novels they are reading.

Students will begin by learning and establishing

expectations for book groups through the use of
scripted literature circle packets. Next, students will
use prompts printed to discussion cards to facilitate
discussion of novels they have read individual and
have come together as a group to discuss. Finally,
students will participate in a less scripted. More
organic discussion of the novel they have read
after learning the expectations and key talking
points of a book discussion group.

Students will also participate in an individual

research project or a Reading Fair. Students will
be given the choice of working alone or with a
partner. Students will read a fictional novel, use
templates to develop a plan for their presentation,
and present their novel to their peers by creating
their choice of product. This presentation will
require students to analyze characters and literary
elements within the novel, as well as using various
comprehension strategies to talk and write about
what they have read.

The students listed above scored Advanced in the areas of

comprehension of fictional text and poetry on the MAP
(Measures of Academic Progress) Exam administered in
rd
August as a pre-assessment for 3 grade skills and content.
This indicates that these 5 students have mastered the
content and skills required for comprehension of fictional
rd
text at the 3 grade level.

Given the knowledge and skill level of these five students, I

propose that these students should participate in literature
circles, book discussion groups, and independent literature
projects rather than guided reading groups. These students
will periodically check-in and conference with the teacher,
however, they will not participate in guided reading.

Check here if additional information is recorded

on the reverse side

Students will work on these projects in class

(classroom computers, school library, school
bookroom, classroom resources, art supplies, and
books) and at home.