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Readers’ Workshop Unit of Study Year-long Planner: Grade Five Month Unit of Study Key Focus Lessons September Launching Readers’ What is readers’ workshop? Workshop Procedures/routines of readers’ workshop Choosing “just right” books Keeping track of your reading and thinking October Forms of Fiction: Applying Reading is thinking Multiple Comprehension Using multiple strategies to comprehend text (review: Strategies monitoring for meaning, making connections, creating sensory images, retelling) Recognizing genres of fiction November Asking questions before, during, and after reading Asking questions to clarify meaning Thick vs. thin questions Making inferences to understand characters and theme Supporting inferences with evidence from text Identifying recurrent themes and universal truths in fiction Noticing how thinking evolves in fiction NOTE: In the upper elementary grades, comprehension strategy use is an integrated process. Most fifth grade units are designed to review and refine the use of multiple comprehension strategies. December Poetry: Applying Multiple Applying multiple comprehension strategies to poetry Comprehension Strategies Elements of poetry (types, conventions, etc) January Nonfiction: Applying Identifying author’s purpose(s) in nonfiction Multiple Comprehension Activating schema prior to reading nonfiction Strategies Using conventions of nonfiction to locate information and answer questions February Interesting vs. important information Determining important ideas (main ideas vs. supporting details) What is summarizing? Summarizing main ideas in own words Writing a succinct summary March MCAS As A Genre Using comprehension strategies to read challenging texts Test taking strategies Analyzing and answering multiple choice questions Constructing answers to open response questions April Synthesizing Determining importance and summarizing in fiction What is synthesizing? Noticing how thinking evolves in fiction Noticing how thinking evolves in nonfiction Writing a personal response to describe changes in thinking May OPTIONS: Teachers may A) Reading To Build Schema For Content choose one or more of the Why read multiple texts around a particular topic? following units. Layering texts to build fluency and comprehension Building schema for a topic June Applying schema and sharing expertise A) Reading To Build Schema For Content B) Genre Study Building schema for a genre B) Genre Study Recognizing elements of a genre Focus TBD by schools Possible Options: Myths, Biography, Memoir, Classics, Short Stories C) Author Study Focus TBD by schools C) Author Study Building schema for an author Recognizing characteristics of an author’s work Possible Options: Student Choice, Sharon Creech, Jerry Spinelli, Christopher Paul Curtis, Natalie Babbitt, Dan Gutman Launching Readers’ Workshop Unit Calendar: Grade Five Monday Tuesday Wednesday Thursday Friday What is Readers’ Respecting other Turn and Talk/ How do we talk about What kind of reader are Workshop? readers. Sharing favorite books books? you? What is a book bag/box Choosing an Choosing an Getting to know the Choosing Just Right and how to take care of independent reading independent reading class library books your books spot spot (continued) and leaving your spot Balancing your reading Intro to independent Previewing books to Book Pass Maintaining your diet reading record keeping: help with book selection interest in a book Book Logs and Books To Read Building your reading Abandoning books Swapping books Procedures for using Intro to Response stamina Post-its Journals Forms of Fiction Unit Calendar: Grade Five Monday Tuesday Wednesday Thursday Friday Reading is thinking What is schema and Readers make Making meaningful Readers create sensory everyone’s schema is connections to text connections images using 5 senses different and schema (review T-S, T-T, T-W) based on schema and should be activated prior text to reading How do meaningful Listening to your inner Readers notice when Using fix-up strategies Using fix-up strategies 2 connections and text voice while reading and meaning breaks down to repair comprehension (model) based sensory images what is monitoring for (Huh?) (reread carefully, word Images (replay movie in help “round out” your meaning level strategies, context head) understanding? clues, read through Connections (become a entire word, base more active participant word/affixes) in your reading) Holding your thinking What is fiction Building schema for and Readers retell events of Using retelling to on Post-Its as a way to (including the elements recognizing different short story in sequence monitor and sustain track, remember and of fiction: character, genres of fiction to share and discuss text comprehension through monitor comprehension setting, problem, with others longer text solution and plot events in sequential order) Recognizing that authors Readers notice and Analyze how author Plot structure: rising Rising action leads tell stories from various understand cause and crafts the events to bring action and climax readers to some perspectives: 1st person, effect relationships in about resolution of (guided practice) “burning questions” 3rd person with author as plot of fiction problem (rising action- based in the building observer and author as climax) suspense within the text all-knowing (model) Review: Readers ask Readers ask questions Readers ask questions to Readers ask questions to Readers ask questions questions before, during for different reasons clarify meaning and to understand characters about the author’s and after reading (start generating many make predictions about message and the big questions in model story ideas in the text text(s) and keep for future lessons modeling language of questions and sorting questions) Thick vs. thin questions Answering questions: The most interesting Readers combine their Readers support their Locate in text questions are schema and clues from inferences with evidence Answered vs. (answered) unanswered explicitly in the text to make an from the text unanswered questions Research or find an text, requiring inference in order to outside source interpretation ponder the unanswered (unanswered in text) questions and form their From your schema and own interpretations. interpretations (unanswered) Readers infer to Readers infer to Readers infer to Readers infer to Readers infer the understand unfamiliar, understand various understand character understand character author’s message or stylized, and technical literary devices (review traits and motivation change and development lesson and how it is language foreshadowing, related to character character flashback, development character imagining) Readers make inferences Infer about theme Readers recognize Readers consider how about themes (big ideas) (practice) similarities in themes fiction helps us (model) from various texts and understand the universal Begin collecting themes begin finding recurrent truths of life from numerous texts to themes and universal look for recurrent truths themes Poetry Unit Calendar: Grade Five Monday Tuesday Wednesday Thursday Friday Readers use poetic Readers recognize the Readers use the text elements (e.g., Readers create sensory Readers use sensory unique text features of features (e.g., stanza, alliteration, images using their five images to help them poetry and distinguish verse) of poetry to help onomatopoeia, rhyme, senses as they read understand and between poetry and them understand and talk rhythm, repetition) to poetry. remember to poetry and other genres. about the text. (e.g., “In the help them read, to make the poetry full first stanza…”) understand, and share of details. poetry. Readers record (write or Readers make inferences Readers understand that Readers understand that Readers recognize the draw) their sensory to help them understand some words and phrases figurative language feelings they experience images to help them poetry. in poetry have both a (e.g., simile, metaphor) when reading poetry. better understand and literal and non-literal is used in poetry to help remember poetry. meaning (e.g., take the reader make steps) connections and sensory images. Readers recognize that Readers infer themes (big feelings are usually ideas, lessons, morals) to clues to the themes of develop a deeper poetry. understanding of poetry. Nonfiction Unit Calendar: Grade Five Monday Tuesday Wednesday Thursday Friday Nonfiction vs. fiction Review conventions of A closer look at the Locating specific info to Paying close attention to and author’s purpose for nonfiction through index (changing your answer your questions signal words (e.g. writing nonfiction preview (“walk through search words as needed) using the conventions to surprisingly, to determine what kinds navigate text importantly, on the other of info may be present hand, however, likewise, in text consequently, finally, etc.) Text structure of Text structure of Activating and using Setting a purpose for Important vs. interesting nonfiction: nonfiction: schema before and while reading (model) Cause/effect Problem/solution reading nonfiction text Important vs. interesting Readers can sort out Main idea vs. supporting What is summarizing? Oral summary practice (guided practice with main idea(s) from details (guided practice graphic organizer) supporting details with graphic organizer) (model) Readers summarize to Readers stop Readers paraphrase in Readers distinguish Writing a brief summary monitor comprehension periodically to their own words while between summary and (model) summarize and integrate reading to summarize their own thinking new learning (ex. on post-its or in (Stop-Think-React) margins) Writing a brief summary Readers determine an Readers can glean Readers recognize an Readers consider (practice) author’s possible bias factual information author’s perspective “expert” quotes and when reading nf about a topic from a around a particular topic their reliability fictional source Intro to primary source Readers know that when Readers know that when material and its use in forming an opinion, forming an opinion, building knowledge judgment or argument judgment or argument based on reading, it is based on reading, it is important to consider important to consider more than one more than one perspective on that topic perspective on that topic (model) (guided practice) Synthesizing Unit Calendar: Grade Five Monday Tuesday Wednesday Thursday Friday Review: summary is Retelling vs. summary Determining importance Determining importance Determining importance telling what is important in fiction in fiction (model with in fiction (guided in fiction (independent in a way that makes short texts) practice with short texts) practice with short texts) sense without telling too much. (focus on fiction) Writing a short Writing a short What is synthesizing? Readers track how their Readers use all their summary (model) summary (practice) (model) ideas change and grow comprehension (evolve) over time strategies when (guided practice) synthesizing Readers talk with others Readers write about Synthesis moves beyond Readers find symbols in Writing about about how their ideas their synthesizing (using literal summary to more the text based on how symbolism (using evolve a graphic organizer) inferential thinking their ideas have evolved graphic organizer) Synthesis in nonfiction Synthesis provides a Readers consider what Readers add a personal Readers add a personal involves adding new way to clear up an author wants us to do response to their written response to their written knowledge to what you previously held and feel about the info summaries summaries (practice) already know misconceptions (as related to purpose (model) and bias) It is possible to compare and contrast various stages of thought and ideas within the synthesis process Reading to Build Schema Unit Calendar: Grade Five Monday Tuesday Wednesday Thursday Friday Readers read multiple Readers keep track of Readers can layer texts Continue (guided Continue (further texts about a particular new learning as they (from easiest to hardest) practice) practice) topic to build schema read (introduction to in order to build fluency about that topic note taking) and comprehension (model) Application of layered Continue Continue Continue Continue reading building schema for a particular topic (student choice?) (independent practice) Note to Teachers: This unit is designed to offer fifth grade students to use reading comprehension strategies to complete an independent research study project.
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