Readers Workshop Unit of Study Year-long Planner - DOC - DOC by tyndale

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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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