Standard #: LAFS.3.RF.4.4 (Archived Standard)

In this Model Eliciting Activity, MEA, students will create a procedure for ranking pool construction companies based on the number of years in business, customer satisfaction, and available pool dimensions. In a “twist,” students will be given information about discounts available by each company. Students will evaluate their procedure for ranking and change it if necessary.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Animal Habitat MEA is where the students will help a pet store choose which habitat they should buy to house their snake and lizard families. The students will solve an open-ended problem and give details on the process that they used to solve the problem.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

In this activity, students will read text and self-evaluate their reading fluency using the provided evaluation checklist.

In this activity, students will practice reading fluently using teacher-selected technology.

In this activity, students will read fluency passages using teacher-selected reading software.

In this activity, students will read teacher-selected poems with a partner.

In this activity, students will read teacher-selected passages using expression appropriate to the content of the text.

In this activity, students will rehearse and read text using a reader's theater format.

In this activity, students will read text chorally in unison.

In this activity, students will practice reading fluently by echo reading text with a partner.

In this activity, students will time repeated readings and graph words correct per minute.

In this activity, students will gain speed and accuracy by rereading teacher-selected text with a partner.

In this activity, students will practice reading teacher-selected target words and then read connected text containing those words.

In this activity, students will divide text into meaningful chunks and then read it fluently.

In this activity, students will divide text into meaningful parts and then read it fluently.

In this activity, students will read text that has been divided into meaningful chunks, then reread it fluently without the slash marks.

In this activity, students will quickly read phrases containing high-frequency words in a timed activity.

In this activity, students will quickly read phrases containing high-frequency words in a timed activity.

In this activity, students will read and record passages. They will then self-evaluate their recorded reading, focusing on expression, rate, accuracy, and phrasing.

In this activity, students will practice reading target words and then read connected text containing these words with a partner.

In this activity, students will read poems with a partner.

In this activity, students will rehearse and read text using a reader's theater format.

In this activity, students will time repeated readings and graph words correct per minute.

In this activity, students will practice reading fluently by reading text with a partner.

In this activity, students will read teacher-selected text in unison.

In this activity, students will reread texts with a partner.

In this activity, students will read texts within teacher-selected computer-based programs.

In this activity, students will practice reading fluently by reading along with pre-recorded text.

In this activity, students will divide text into meaningful parts and then read it fluently.

In this activity, students will read text which has been divided into a chunked format, then reread it fluently in its original format.

In this activity, students will read text which has been divided into meaningful chunks, then reread it fluently without the slash marks.

In this activity, students will read text which has been divided into meaningful phrases by slash marks.

In this activity, students will read phrases that progressively result in sentences.

In this activity, students will interact with computer-based fluency passages (teacher-selected).

In this activity, students will read text in unison.

In this activity, students will time repeated readings of teacher-selected text and record words correct per minute.

In this activity, students will practice reading fluently by reading teacher-selected text with a partner.