rapid city area schools elementary literacy · 2020. 1. 25. · unit 2 following characters into...

Unit 2 Following Characters into Meaning Rapid City Area Schools

Elementary Literacy

Our Mission: Every child who enters our district will receive the best possible opportunities and resources to become proficiently literate. Our Vision: To provide a guaranteed, viable, and relevant literacy curriculum to all students throughout the elementary schools of Rapid City. To continually observe student literacy learning and adjust instruction to meet the needs of diverse learners.

This unit is a “living document”. Throughout the 2012-2013 school year, we will implement the unit as it is written. A district share site will be established to provide both a forum for discussion as well as a bank of teacher-developed resources and assessments to support the units. Feedback opportunities will be made available during the year and adjustments will be made following the first year.

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Following Characters into Meaning

(Narrative Standards)

October-November-December

Units of Study for the Reading Workshop

Rapid City Area Schools, 2011

Building

a Reading Life

August-September

Navigating Nonfiction

(Informational Standards)

January-February-March

Going Deeper

with Complex Texts

April-May

Following Characters Into Meaning

(Narrative Standards)

October-November-December

A Pacing Guide to Support the Common Core

“The development of children’s imagination directly aids the development of their compassion.”

-Lucy Calkins, Following Characters into Meaning, Vol. 2, p.71.

DRAFT 9/5/12

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Unit II: Following Characters into Meaning

Conceptual Lens: Supporting “Lost-in-the-Book” Reading, Developing Changing Theories about Characters

CCSS

Standards

Strategies and

Skills

Writing Connections

Word Study Connections

Unit Power

Standards: CCR1

CCR3 CCR5

CCR6

CCR7 CCR9

Year-Long Power

Standards:

CCR10 RF4

Unit Focus: Visualizing Monitoring (Metacognition) Making Connections to Characters Inferring

Synthesizing Predicting District Focus: Personal Response Using Text Evidence Empathizing with Characters Compare and Contrast Point of View

Unit Overview

Each reading workshop unit provides connections to both the RCAS district goals (DISTRICT FOCUS) and goals tightly aligned to the Common Core State Standards (UNIT POWER STANDARDS). In addition, some Common Core State Standards run through the entire year of teaching (YEAR-LONG POWER STANDARDS).

The unit focus and connections to the Common Core State Standards (CCSS) include work to help students begin to get lost in their reading through the characters in a story. Students will learn to notice the characters’ feelings and actions, develop theories about the characters, and use text evidence to change or strengthen those theories. The standards listed are found on page 10 of the CCSS document—College and Career Readiness Anchor Standards. Teachers will want to read their grade-level standards for specific nuances pertaining to their grade. For our district, this unit of study provides opportunities for readers

to explore various ways to respond to reading, using text evidence to support their thinking. In addition, students will compare and contrast texts and consider the point of view used by an author or character in the story. Although this unit of study emphasizes nonfiction text, teachers will note that students will always be reading a variety of types of texts all year long—both fiction and nonfiction. Lucy Calkins tells us in her Units of Study for Reading, “It is essential that stories ignite a vital sort of imagination, one that allows readers to live inside the world of the story, to identify with the characters, seeing and sensing situations from inside the characters’ minds.”

Unit Resources A list of both district-wide and additional supportive resources can be found at the end of this unit.

(College & Career Readiness

Yearly Focus:

Fluency Growing TRL

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Unit 2: Following Characters into Meaning

Table of Contents

Unit 2 Overview………………………………………………………………………………………... 3 Glossary……………………………………………………………………………………………………. 5 Enduring Understandings/Guiding Questions/Student Centered Language………. 6 Resource Lists……………………………………………………………………….…………………. 12 Lesson Resources Grades K-2……………………………………...…………………………….. 14 Lesson Resources Grades 3-5………………………………………...………………………….. 30 Assessments…………………………………………………………………………………………….. 45

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Glossary

Reading Workshop A reading workshop is a framework for creating a community of readers. Sam Bennett in That Workshop Book says, “Workshop is a predictable structure, routine ritual, and system that allows the unpredictable work of deep reading, brilliant writing, mind-changing conversations,

inspirational epiphanies, and connections of new to the known—that is, learning—to happen,” An implementation rubric for setting up a K-5 reading workshop is available on the district

literacy website at www.rcas.org/Administration/Elementary Literacy.

CCSS Common Core State Standards. There are ten grade-level reading standards divided into

narrative and information text, and 10 writing standards for each grade K-5.

CCR College and Career Readiness standard; often referred to as anchor standards. These

standards contain the big ideas that all students in K-12 must master to be adequately prepared for college and careers. The reading anchor standards are found on page 10 of your

Common Core document.

Year-Long Power Standards These standards, taken directly from the Common Core document, have been determined to

be umbrella standards that guide our work throughout the entire year.

Unit Power Standards Each unit is guided by these power standards taken directly from the Common Core document.

These standards have endurance, leverage, and readiness for the next level of learning.

Unit Focus Each unit is guided by these big ideas that originate from the power standards.

District Focus Each unit is supported by specific focus areas established by the Rapid City Area Schools and

are guided by research, best practice, and continued study.

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Enduring Understandings (Standards)

Guiding Questions Student Centered Language

Unit Power Standards

CCR1—Read closely to determine what the text says explicitly, and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

What are the ways readers use text evidence to infer and draw conclusions?

How do readers infer, utilizing evidence from the text?

How do readers cite text evidence to support their thinking and inferences?

What are the ways readers leave tracks to hold their thinking?

This information makes me think… I’m thinking that…because it

says… From the text clues, I can

conclude… The evidence suggests… I infer… Maybe it means… I know...so I think it means… My guess is...because...

CCR3—Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

In what ways do readers identify, track, and analyze connections between two characters, events and/or ideas (what happened and why)?

In what ways do authors develop and connect relationships between events, characters, and ideas as a text progresses?

I knew that would happen because…

It makes sense that… because… I think… because… This person is kind of… so I

think… The author talks about it here,

and here, and here...

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CCR5—Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole.

What are some text features authors use to organize texts?

How do texts differ in their organization, and why might that be?

What text structures does an author use to support readers in fiction texts? nonfiction texts?

How do texts differ in their structure, and why might that be?

This (feature) helps me understand…

This (feature) makes me think… The structure of this

fiction/nonfiction text is… because… I get this because I looked at how

the author...

CCR6—Assess how point of view or purpose shapes the content and style of a text.

What is the author’s point of view/purpose for writing a text, and how does the reader know?

Why did the author write the text this way (expository or narrative)?

What does the author want the reader to believe?

How does the author’s stance impact his/her writing?

When considering one topic or idea, how does an author’s purpose or point of view vary from text to text?

The author wants me to feel… because…

The author wants me to (do what?)…

This author is a (scientist, parent, female) so she wants me to believe…

This author disagrees because he… This is narrative because… Writing this book like a story helps

the author tell us… This author thinks… But this author

thinks...

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CCR7—Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

How does information within text features or digital media help readers understand the content?

How does information gained from a variety of sources and features work together to help readers understand the content?

What are some ways readers learn things visually, other than by just reading text?

I trust this source because… Look how this book has… That movie showed… The graph (diagram, picture, chart,

etc.) helped me think about… The author used a graph (diagram,

picture, chart, etc.) to make it easier to understand (see, compare, etc.)…

CCR9—Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches authors take.

In what ways are texts about the same topic similar and different?

How do readers compare/contrast important ideas about a topic from multiple authors?

What are some ways readers use information from two or more texts to learn about a topic?

In what ways do readers integrate information from two or more resources to speak or write about a topic?

The authors of these books agree/disagree about…

I’m making T-T connections between these books.

When I read...I was thinking… But I changed my mind when I read…

But this book says… I read a book about…that said… For our project we learned...from

these books… T-T= text to text

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Year-Long Power Standards

CCR10—Read and comprehend complex literary and informational texts independently and proficiently. (see grade-level standards for specifics) This standard addresses complex

text processing in the mind of the reader. Students integrate meaning, structure and visual information in both fiction and nonfiction text.

How do readers stay engaged with fictional/informational text, focusing their attention on what’s most important?

What problem-solving strategies, comprehension strategies, and fluency skills do grade-level readers consistently use when they are reading?

As a reader, am I moving forward through the text reading levels into more complex text as the year progresses?

When I have problems with the words, I…

When I have problems reading, I…

That didn’t sound right. That didn’t look right. That didn’t make sense. I don’t get that… I used to read this kind of books,

but now I read this kind of books.

RF4—Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose

and understanding. Read on-level text orally with

accuracy, appropriate rate, and expression on successive reading.

What do good readers sound like? When and for what reasons do

readers reread text?

When I read I sound like… Did that sound smooth? Did that sound like talking? That sounded interesting! Did you hear my voice? I reread when… Sometimes I don’t understand so I

read it again.

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District Focus

Personal Response— Readers respond personally to text when they are intellectually engaged in the reading. This means that the reader is orchestrating the use of the comprehension strategies in an integrated way during the reading. Readers empathize with the characters or connect personally to the information read, and can talk, read, and write about those connections.

How do readers connect to the text being read?

How do readers use the text to understand more about a big idea?

How do readers use comprehension strategies to deepen their understanding of a text?

This reminds me of… I am surprised… I learned… It makes me feel… It makes me think of… I was thinking… I can just see… I’m wondering if… It made me...when...

Using Text Evidence— Readers can cite evidence within the text for their feelings, thoughts, inferences, and ideas.

In what ways can readers show that the text supports their thinking?

How do readers cite text evidence to support their feelings, thoughts, inferences, and ideas?

This information makes me think… From these text clues, I conclude… This evidence suggests… I think this means… This feature helps me understand… This part might be important to

remember… Look here… It says here...

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District Focus

Empathizing with Characters— Readers notice what a character does and how the character does things to understand the character better. As readers read through a story they gather information about a character and how that character reacts and feels. Readers learn to predict what a character might do based on these feelings and reactions. “We read, and one word takes the hand of the next, drawing us toward another place, another time.” (Lucy Calkins)

How do authors help us “walk in a character’s shoes”?

How does envisioning (visualizing) help readers understand a character and the things they do within a story?

How do readers use information about characters to predict events and /or characters’ actions or reactions to those events?

How do characters change within a story as the story progresses?

How do different characters compare and contrast?

I think (s)he feels… This part makes me think (the

character) will… Look what she did. She was

(emotion) because… I think (the character) decided to…

because...

Making Connections— Students make connections to their own lives to further their understanding of events, characters, problems, and ideas in fiction (Harvey & Goudvis, Strategies that Work, 2nd edition, p. 105).

How do readers connect their prior knowledge or schema with a story to better understand the story?

How do I know if a connection helps me understand the story?

This reminds me of… I have a connection… This make me think of… When that happened to me (my)… That’s like our other book… I did that, but it’s not important to

helping me understand the story. (I have a cat) but it’s not really

anything about this story.

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Unit 2: Following Characters Into Meaning—General Resource List

District-wide Resources

Calkins, L. & Tolan, K. (2010). Following characters into meaning: Envisionment, prediction, and inference. Vol. 1 Portsmouth, NH: Heinemann.

Harvey, S. & Goudvis. A. (2008). The primary comprehension toolkit: Language and lessons for active literacy. Portsmouth, NH: Heinemann

Calkins, L. & Tolan, K. (2010). Following characters into meaning: Building theories, gathering evidence. Vol. 2 Portsmouth, NH: Heinemann.

Harvey, S. & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. Portland, ME: Stenhouse.

Calkins, L. (2010). A guide to the reading workshop, grades 3-5. Portsmouth, NH: Heinemann

Fountas, I. C. & Pinnell, G. S. (2001). Guiding readers and writers, Grades 3-6: Teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann.

Harvey, S. & Goudvis, A. (2005). The comprehension toolkit, grades 3-6. Portsmouth, NH: Heinemann.

Boushey, G. & Moser, J. (2006). The daily 5: Fostering literacy independence in the elementary grades. Portland, ME: Stenhouse.

Harvey, S. & Goudvis, A. (2010) Small group lessons for the comprehension toolkit, grades 3-6. Portsmouth, NH: Heinemann.

Boushey, G. & Moser, J. (2009). The CAFÉ book: Engaging all students in daily literacy assessment and instruction

RCAS Literacy Staff (2009). Reading Workshop Implementation Guide, K-5.

Miller, Debbie (2002). Reading with meaning: Teaching comprehension in the primary grades. Portland, ME: Stenhouse.

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Unit 2: Following Characters Into Meaning—General Resource List

Additional Supportive Resources

McGregor, T. (2007). Comprehension connections: Bridges to strategic reading. Portsmouth, NH: Heinemann.

Harvey, S. & Goudvis, A. (2008). Strategies that work: Teaching comprehension for understanding and engagement, 2nd ed., Portland, ME: Stenhouse.

Collins, Kathy (2004). Growing Readers: Units of study in the primary classroom. Portland, ME: Stenhouse.

Fountas, I. C. & Pinnell, G. S. (2006). Teaching for comprehending and fluency. Portsmouth, NH: Heinemann.

Johnson, P. & Keier, K. (2010). Catching readers before they fall: Supporting readers who struggle, K-4. Portland, ME: Stenhouse.

Buckner, A. (2009). Notebook connections: Strategies for the readers notebook. Portland, ME: Stenhouse.

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Unit 2: Following Characters Into Meaning—Lesson Resources K-2

Unit Power Standard –Infer & Cite Evidence for Your Thinking (CRR1) K-2 Emphasis—Ask Questions to Understand Key Details

Reading With Meaning Chapter 8 Inferring: P. 109 Readers make predictions about text and confirm or contradict their predictions as they read on. P. 111 Readers use their prior knowledge and textual clues to draw conclusions and form unique interpretations of text. P. 114 Readers know to infer when the answers to their questions are not implicitly stated in the text. P. 115 Readers create interpretations to enrich and deepen their experience with a text. Chapter 9 Asking Questions: P. 125 Readers purposefully and spontaneously ask questions before, during, and after reading. P. 127 Readers determine whether the answers to their questions can be found in the text or whether they will need to infer the answer from the text, their background knowledge, and/or an outside source. P. 130 Readers understand that many of the most intriguing questions are not answered explicitly in the text, but are left to the reader’s interpretation. P. 131 Readers understand that hearing others’ questions inspires new ones of their own; likewise, listening to others’ answers can also inspire new thinking. P. 134 Readers understand that the process of questioning is used in other areas of their lives both personal and academic.

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Unit Power Standard –Infer & Cite Evidence for Your Thinking (CRR1) continued

Growing Readers P. 160 Readers use text evidence to clarify, confirm, or revise the retelling. P. 195 We encourage students to use text evidence to support their ideas.

Primary Comprehension Toolkit Grades K-2 Lesson 8 View and read to learn and wonder: Use images and words to gain understanding Lesson 9 Wonder about new information: Ask questions when you read, listen, and view Lesson 10 Use questions as tools for learning: Understand why some questions are answered and some are not Lesson 11 Read with a question in mind: Find answers to expand thinking

Small Group Lessons for the Primary Comprehension Toolkit Grades K-2

Lesson 8a p.71 Wonder about new learning Lesson 8b p.76 Use new learning to revise thinking Lesson 9 p.81 Ask questions as you read Lesson 10a p.86 Record questions and answers Lesson 10b p.90 Use strategies to find answers Lesson 10c p.96 Find answers beyond the text Lesson 11a p.101 Use a table of contents to find answers Lesson 11b p.106 Use headings to find answers

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Teaching for Comprehending and Fluency Chapter 3 Reading is Thinking P. 42-43 Thinking beyond the text P. 55-56 Inferring P. 353-366 Designing mini-lessons to support thinking about texts in a reading workshop P. 400-402 Thinking within and beyond the text Graphic organizers—General: Supporting thinking (evidence from the text) Recording thinking with supporting evidence

The CAFÉ Book P. 160 Ready Reference Form: Ask questions throughout the reading process P. 99-100 Infer and support with evidence: The Inferring Game P. 162 Ready Reference Chart: Infer and support with evidence

First Grade Readers

Chapter 3 p.53-69 Bringing books to life (a study of characters) P. 61 Knowing characters better helps us understand stories better. Try answering questions as you read, from the point of view of the character. Chapter 4 p.70-92 Reading with a wide-awake mind P. 84 Readers notice when they have questions P. 107 Readers ask questions as they read nonfiction P. 108 When we study something in depth, we have to allow new learning to inspire new questions.

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Comprehension Connections

Chapter 5 Questioning—Fuel for thought P. 63 Concrete: Questioning rocks! P. 66 Sensory Exercises: Questioning P. 69 Wonder-full songs P. 69 Vermeer: Questions beneath the surface (art) P. 70 The wordless books of David Wiesner P. 71 Quotes about questioning to get kids talking P. 72 Time for Text: Questioning (list of mentor texts)

Unit Power Standard—Interrelationships of Individuals, Events, and Ideas Across a Text (CCR3) K-2 Emphasis—Characters, Setting, and Events

Growing Readers Chapter 6 p.151-196 Readers think and talk about books to grow ideas P. 168 Readers react and talk back to the text. P. 170 Readers question things that happen or things that characters do. P. 172 Readers envision the characters, settings, and actions in the story.

The Primary Comprehension Toolkit Grades K-2 Lesson 6 Making connections: Use personal experience to construct meaning

Small-Groups Lessons for the Primary Comprehension Toolkit Grades K-2

Lesson 6a p.47 Make text-to-self connections Lesson 6b p.52 Make text-to-text connections

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Unit Power Standard—Interrelationships of Individuals, Events and Ideas Across a Text (CCR3) continued

First Grade Readers Chapter 3 p.53-69 Bringing Books to Life P. 58 Imaging yourself in the setting P. 59 After reading the words in the text, go back and imagine a character’s thoughts P. 60 After reading the text, go back and imagine the characters talking to one another P. 61 Knowing characters better helps us understand the stories better Chapter 4 p.70-92 Reading with a wide-awake mind P. 80 Readers pay attention to what’s happening in their books P. 85 Readers give life to the characters they read about to better understand them

Unit Power Standard—How Text Structure Supports Meaning (CCR5) K-2 Emphasis—Fiction vs. Nonfiction, Story Structure

Reading With Meaning Chapter 10 p.144-147 Modeling the difference between fiction and nonfiction

Growing Readers Chapter 6 p.151-196 Readers think and talk about books to grow ideas P. 234-236 A plan for poetry study

The Primary Comprehension Toolkit Grades K-2 Lesson 2 Notice and think about nonfiction features: Construct a feature/purpose chart Lesson 3 Explore nonfiction features: Create nonfiction feather books

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Unit Power Standard—How Text Structure Supports Meaning (CCR5) continued

Small Group Lessons for the Primary Toolkit Grades K-2 Lesson 2a p.9 Preview features in a text Lesson 2b p.14 Integrate information from features Lesson 3 p.18 Explore visual and text features

Teaching for Comprehending and Fluency Chapter 14 p.193-211 Understanding the demands of fiction and poetry P. 355-358 Elements of fiction, sample mini-lesson principles P. 364-372 Mini-lesson topics to support thinking

CAFÉ Book P. 119 Small group lesson: Use clues from text features P. 186 Ready Reference Form: Use pictures, illustrations, and diagrams

Unit Power Standard—Point of View, Author’s Purpose (CCR6) K-2 Emphasis—Who is telling the story? Character point of view

Growing Readers P. 161 Point of view retellings

The Primary Comprehension Toolkit Grades K-2 Lesson 14 Make sense of new information: infer from features, pictures and words Lesson 17 Paraphrase information: Merge your thinking to make meaning Lesson 18 Organize your thinking as you read: Take notes to record information Lesson 19 Summarize information: Put it in your own words and keep it interesting

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Unit Power Standard—Point of View, Author’s Purpose (CCR6) continued

Small Group Lessons for The Primary Comprehension Toolkit Grades K-2

Lesson 14 p.130 Infer and visualize with nonfiction Lesson 17 p.154 Paraphrase and respond to information Lesson 18a p.159 Sort information, questions, and reactions Lesson 18b p.164 Think across categories of information Lesson 19a p.173 Summarize during reading Lesson 19b p.178 Summarize after reading

The CAFÉ Book P. 166 Ready Reference Form: Determine and analyze author’s purpose and support with text

First Grade Readers Chapter 2 p.53-69 Bringing books to life P. 61 Knowing characters better helps us understand stories better. Try answering questions as you read from the point of view of a character. P. 63 What are you thinking? How are you feeling? P. 63 What makes you think that? What makes you feel that way? P. 63 Why are you doing that? Why did you do/say that? P. 64 What do you want?

Teaching for Comprehending and Fluency P. 366 List of mini-lessons for point of view P. 290-291 Characteristics to know: author’s point of view

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Unit Power Standard—Sift & Sort Information, Determine Credibility (CCR7) K-2 Emphasis—Relationship of Illustrations & Words to Characters, Setting and Plot

Growing Readers Chapter 6 p.151-196 Readers think and talk about books to grow ideas P. 119-122 Various mini-lesson topics: getting ready to read, books introductions, using the illustrations and text structure to prepare to read: “getting your mind ready to read”

The Primary Comprehension Toolkit Grades K-2 Lesson 14 Make sense of new information: Infer from features, pictures and words Lesson 19 Summarize information: Put it in your own words and keep it interesting Lesson 20 Read to get the big ideas: Synthesize the text


Lesson 14 p.130 Infer and visualize with nonfiction Lesson 19a p.173 Summarize during reading Lesson 19b p.178 Summarize after reading

Teaching for Comprehending and Fluency P. 355-366 Sample language for embedded instruction and mini-lessons: Readers notice how the writer uses language/illustrations to create a mood; sample mini-lessons

First Grade Readers Chapter 3 p.53-69 Bringing books to life P. 59 After reading the words in a text, go back and imagine a character’s thoughts. P. 60 After reading the text, go back and imagine the characters talking to one another. P. 64 “Talking to a picture” in a nonfiction book can help us understand what we are reading.

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Unit Power Standard—Sift & Sort Information, Determine Credibility (CCR7) continued

First Grade Readers (cont.) Chapter 4 p.70-92 Reading with a wide-awake mind P. 83 The pictures in our books might tell us something more or different than what is in the words. P. 83 We can almost see the story happening when we imagine the pictures moving.

Unit Power Standard—Compare & Contrast, Summarize & Synthesize (CCR9) K-2 Emphasis—Compare and Contrast Adventures of Characters

Reading with Meaning Chapter 11 p.157 Synthesizing Information P. 60 Readers monitor overall meaning, important concepts, and themes as they read, understanding that their thinking evolves in the process. P. 163 Readers retell what they have read as a way of synthesizing. P. 164 Readers capitalize on opportunities to share, recommend, and criticize books they have read. P. 164 Readers extend their synthesis of the literal meaning of a text to the inferential level.

Growing Readers Chapter 6 p.151-196 Readers think and talk about books to grow ideas P. 233 Plan for favorite characters study P. 109 Part of studying a topic is to compare or contrast one book to another

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Unit Power Standard—Compare & Contrast, Summarize & Synthesize (CCR9) continued

First Grade Readers Chapter 3 p.53-69 Bringing books to life Chapter 4 p.70-92 Reading with a wide-awake mind

CAFÉ Book P. 169 Ready Reference Form: Compare and contrast within and between text P. 78 Conference: Summarize text (advanced reader) P. 101 Lesson: Summarize text; Include sequence of main events P. 164 Ready Reference Form: Summarize text; Include sequence of main events

Comprehension Connections Chapter 8 p.103 Synthesizing: Keep the change P. 104 Concrete Experience: Nesting dolls P. 105 Sensory Exercises: Spiraling out of control P. 107 Sensory Exercises: Go on a synthesizing spree P. 108 Sensory Exercises: Sing a song of synthesis P. 110 Sensory Exercises: I. M. Pei: Structures of synthesis P. 110 Wordless books: Go graphic

Teaching for Comprehending and Fluency P. 355-366 Sample language for embedded instruction and mini-lessons

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District Focus—Personal Response

Reading with Meaning Entire text

Growing Readers Chapter 6 Readers think and talk about books to grow ideas P. 176—178

The Primary Comprehension Toolkit Grades K-2 Lesson 6 Making connections: Use personal experience to construct meaning Lesson 7 Merge thinking with new learning: Stop, think, and react to information


Lesson 6a p.47 Make text-to-self connections Lesson 6b p.52 Make text-to-text connections Lesson 7a p.57 Identify new information Lesson 7b p.62 Integrate new information P. 67 Activate and connect reading conference

Teaching for Comprehending and Fluency Chapter 5 p.52-61 Helping students develop systems of strategic actions for expanding thinking

CAFÉ Book Ready Reference Forms: P. 158 Use prior knowledge to connect with text P. 159 Make a picture or mental image P. 160 Ask questions throughout the reading process P. 161 Predict what will happen; Use text to confirm Ready Reference Forms: P. 162 Infer and support with evidence P. 165 Use main idea and supporting details to determine importance P. 99 Infer and support with evidence

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District Focus—Personal Response continued

First Grade Readers Chapter 3 p.53-69 Bringing books to life Chapter 4 p.70-92 Reading with a wide-awake mind

Comprehension Connections Entire text

District Focus—Using Text Evidence

Reading with Meaning Entire Text

Growing Readers P. 160 Readers use text evidence to clarify, confirm, or revise the retelling

Primary Comprehension Toolkit Grades K-2 Lesson 8 View and read to learn and wonder Lesson 9 Wonder about new information Lesson 10 Use questions as tools for learning Lesson 11 Read with a question in mind Lesson 12 Infer meaning: Merge background knowledge with clues from the text Lesson 14 Make sense of new information: Infer from features, pictures, and words Lesson 15 Infer and visualize with narrative nonfiction: Tie thinking to the text


Lesson 8a p.71 Wonder about new learning Lesson 8b p.76 Use new learning to revise thinking Lesson 9 p.81 Ask questions as you read Lesson 10a p.86 Record questions and answers

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District Focus—Using Text Evidence continued


Lesson 10b p.90 Use strategies to find answers Lesson 10c p.96 Find answers beyond the text Lesson 12a p.115 Infer with background knowledge and text clues Lesson 14 p.130 Infer and visualize with nonfiction Lesson 15 Infer with narrative nonfiction

Teaching for Comprehending and Fluency P. 275-276 Evidence-based text talk P. 277 Developing the ability to talk about texts P. 400-402 Guided reading lessons using fiction

CAFÉ Book P. 99-100 Infer and support with evidence; The Inferring Game P. 162 Ready Reference Chart: Infer and support with evidence

First Grade Readers P. 63 What makes you think that? What makes you feel that way? P. 86 Because is an important word to use when we share our thinking P. 87 Thinking about the most important part can help us understand the book

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District Focus—Empathizing with Characters

Growing Readers P. 168 Readers react and talk back to the text P. 170 Readers notice when they have a feeling P. 178 Readers make connections to understand the characters and the stories better

Teaching for Comprehending and Fluency P. 362 Mini-lesson: Understanding characters P. 364-367 Mini-lesson ideas for comprehension, literary analysis, and critical thinking P. 400-402 Planning for guided reading lessons using fiction P. 355-372 Mini-lessons in action

First Grade Readers Chapter 3 p.53-69 Bringing books to life Especially p.61-63 Getting into the character’s mind

District Focus—Making Connections

Reading with Meaning Chapter 5 p.53-72 Schema P. 58 Text-to-Self connections P. 59 Making meaningful connections P. 60 Thinking through the text together: An anchor chart in the making P. 61 Releasing responsibility: Small group work P. 63 Text-to-text connections P. 64 Schema throughout the year (text-to-world connections)

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District Focus—Making Connections continued

Growing Readers P. 148-150 Staying with a book P. 176-178 Making connections: “Hey, that reminds me of something” P. 88-90 Staying focused on reading (p. 90—strong readers are reminded of things when they read) P. 174 How connections affect our predictions about a book

The Primary Comprehension Toolkit Grades K-2 Lesson 6 Making connections: Use personal experience to construct meaning Lesson 7 Merge thinking with new learning: Stop, think, and react to information


Lesson 6a p.47 Make text-to-self connections Lesson 6b p.52 Make text-to-text connections Lesson 7a p.57 Identify new information Lesson 7b p.62 Integrate new information

Teaching for Comprehending and Fluency P. 54-55 Making connections P. 224 Selecting an interactive read aloud P. 400-402 Planning for guided reading lessons using fiction

CAFÉ Book P. 158 Ready Reference Form: Use prior knowledge to connect with text P. 188 Ready Reference Form: Use prior knowledge and context to predict and confirm meaning

First Grade Readers P. 81 Readers notice when a book reminds them of something P. 82 Our connections need to help us understand the books better

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Comprehension Connections P. 36 Concentric circles of connection: “Rachel Delovoryas” P. 40 Normal Rockwell: Enduring connections P. 43 The wordless books of Mercer Mayer

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Unit 2: Following Characters Into Meaning—Lesson Resources 3-5

Unit Power Standard–Infer & Cite Evidence for Your Thinking (CRR1)

Units of Study for the Reading Workshop, Book 2, Volume 1, FOLLOWING CHARACTERS INTO MEANING

Session 3 Stirring our empathy through personal response Session 5 Spinning all we know into predictions Session 7 Mining details about characters Session 9 Developing nuanced theories about characters Session 10 Expecting complications in characters Session 11 Attending to objects that reveal characters Session 13 Reaching for exactly true words Session 15 Seeing texts through the prism of theories Session 16 Bringing a narrative frame to theories about characters Session 17 Authoring ideas about texts Session 19 Intensifying interpretations by finding motifs

Comprehension Toolkit Grades 3-6 Lesson 7 Question the text: Learn to ask questions as you read Lesson 8 Read to discover answers: Ask questions to gain information Lesson 9 Ask questions to expand thinking: Wonder about the text to understand big ideas Lesson 11 Infer with text clues: Draw conclusions from text evidence Lesson 14 Read with a question in mind: Infer to answer your questions Lesson 15 Wrap your mind around the big ideas: Use text evidence to infer themes Extend & Investigate: Lesson 4 Monitoring and asking questions when there is not enough information

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Unit Power Standard–Infer & Cite Evidence for Your Thinking (CRR1) continued

Small Group Lessons for the Comprehension Toolkit Grades 3-6

Lesson 7a p.58 Note questions and answers while reading Lesson 7b p.64 Identify unanswered questions Lesson 8a p.68 Read with your questions in mind Lesson 8b p.73 Skim and scan to search for answers Lesson 8c p.78 Combine knowledge and text information Lesson 9a p.83 Ask questions to understand big ideas Lesson 9b Use questions to increase learning Lesson 11a p.107 Gather text evidence Lesson 11b p.112 Draw and support conclusions Lesson 14 p.127 Infer answers to authentic questions Lesson 15a p.132 Infer themes from text evidence Lesson 15b p.137 Support themes with text evidence

Strategies that Work Chapter 7 p.81-94 Questioning: The strategy that propels readers forward P. 82 Share your questions about your own reading P. 83 Some questions are answered, others are not P. 85 Knowing when you know and knowing when you don’t know P. 86 Gaining information through questioning P. 89 Thick and thin questions P. 90 Questioning that leads to inferential thinking P. 92 Using question webs to expand thinking P. 106 Inferring from the cover and illustrations as well as text P. 109 Recognizing plot and inferring themes P. 111 Visualizing and inferring to understand textbooks P. 114 Inferring and questioning to understand historical concepts P. 137-139 Reading opposing perspectives to form an opinion

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Strategies that Work, Second Edition Chapter 8 p.110-121 Questioning: The strategy that propels readers forward P. 110 Share your questions about your own reading P. 111 The more we learn, the more we wonder P. 112 Some questions are answered, others are not P. 113 Gaining information through questioning P. 115 Thick and thin questions P. 116 Read to answer a question P. 117 Reading with a question in mind P. 119 Questioning that leads to inferential thinking P. 120 Responding to “Beyond-the-line” questions in literature P. 121 Using question webs to expand thinking P. 122 Researchable questions P. 123 Lingering questions P. 139 Inferring the meaning of unfamiliar words P. 140 Inferring from the cover and illustrations as well as the text P. 141 Inferring with text clues P. 142 Recognizing plot and inferring themes P. 144 Visualizing and inferring to understand information P. 146 Inferring and questioning to understand historical concepts P. 169-171 Reading opposing perspectives to form an opinion

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Comprehension Connections

Chapter 5 Questioning—Fuel for thought P. 63 Concrete: Questioning rocks! P. 66 Sensory Exercises: Questioning P. 69 Wonder-full songs P. 69 Vermeer: Questions beneath the surface (art) P. 70 The wordless books of David Wiesner P. 71 Quotes about questioning to get kids talking P. 72 Time for Text: Questioning (list of mentor texts)

Unit Power Standard—Interrelationships of Individuals, Events, and Ideas Across a Text (CCR3)


Session 1 Making movies in our minds as we read Session 3 Stirring our empathy through personal response Session 4 Letting the text revise our image of the characters Session 5 Spinning all we know into predictions Session 6 Detailing predictions to bring out personalities Session 7 Mining details about characters


Session 8 Talking to grow theories about characters Session 9 Developing nuanced theories about characters Session 10 Expecting complications in characters Session 11 Attending to objects that reveal characters Session 12 Seeing characters through the eyes of others Session 13 Reaching for exactly true words Session 15 Seeing texts through the prism of theories Session 16 Bringing a narrative frame to theories about characters Session 17 Authoring ideas about texts Session 18 Tracing ideas through texts Session 19 Intensifying interpretations by finding motifs

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Unit Power Standard—How Text Structure Supports Meaning (CCR5)


Session 5 Spinning all we know into predictions


Session 15 Seeing texts through the prism of theories Session 16 Bringing a narrative frame to theories about characters

The Comprehension Toolkit Grades 3-6 Lesson 4 Follow the text signposts: Use nonfiction features to guide learning Lesson 13 Crack open features: Infer the meaning of subheads and titles Extend & Investigate: Lesson 10 Drawing conclusions from graphic features

Small-Group Lessons for the Comprehension Toolkit Grades 3-6

Lesson 4a p.27 Explore visual and text features Lesson 4b p.32 Identify purposes of visual and text features Lesson 13 p.122 Infer the meaning of subheads

Strategies that Work P. 76-77 Building background knowledge for literary elements

Strategies that Work, 2nd Edition P. 64 Text structure P. 101-102 Building background knowledge for literary elements

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Unit Power Standard—How Text Structure Supports Meaning (CCR5) continued

Teaching for Comprehending and Fluency P. 57-59 Definition, analysis, genre P. 357-359 & 366 Mini-lessons P. 255 & 258 Text sets for interactive read-aloud

CAFÉ Book P. 119 Small group lesson: Use clues from text features P. 186 Ready Reference Form: Use pictures, illustrations, and diagrams.

Unit Power Standard—Point of View, Author’s Purpose (CCR6)


Session 3 Stirring our empathy through personal response Session 5 Spinning all we know into predictions


Session 8 Talking to grow theories about characters Session 12 Seeing characters through the eyes of others Session 14 Synthesizing insights into ideas about books

The Comprehension Toolkit Grades 3-6 Lesson 20 Distinguish your thinking from the author’s: Contrast what you think with the author’s purpose

Small-Group Lessons for the Comprehension Toolkit Grades 3-6

Lesson 20a p.171 Recognize the author’s perspective Lesson 20b p.176 Summarize the author’s perspective

Strategies that Work P. 137 Reading opposing perspective to form an opinion P. 139 Reasoning through a piece of historical fiction to determine the essence

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Unit Power Standard—Point of View, Author’s Purpose (CCR6) continued

Strategies that Work, Second Edition P. 167 Important to whom? P. 169 Reading opposing perspectives to form an opinion P. 173 Reasoning through a piece of historical fiction to determine importance

Teaching for Comprehending and Fluency P. 366 List of mini-lessons for point of view P. 289-291 Characteristics to know: author’s point of view

CAFÉ Book P. 166 Ready Reference Form: Determine and analyze author’s purpose and support with text

Guiding Readers and Writers Grades 3-6 P. 397 Definition

Unit Power Standard—Compare & Contrast, Summarize & Synthesize (CCR9)

The Comprehension Toolkit Grades 3-6 Lesson 22 Read, think and react: Paraphrase and respond to information Lesson 23 Think beyond the text: Move from facts to ideas Lesson 24 Read to get the gist: Synthesize your thinking as you go

Small Group Lessons for The Comprehension Toolkit Grades 3-6

Lesson 22 Take notes, paraphrase, and respond Lesson 23 Extend and expand your thinking Lesson 24a Pull out the big ideas Lesson 24b Pare down and synthesize ideas

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Strategies That Work P. 145 Making synthesizing concrete P. 146 Retelling to synthesize information P. 147 Synthesizing while reading expository text P. 149 Making comparisons in science and synthesizing the similarities P. 149 Showing evolving thinking by summarizing the content and adding personal response P. 151 Reading for the gist P. 153 Writing as synthesis: Personalities from the past P. 156 Moving from short text to chapter books P. 159 Synthesizing to access content P. 163 Reading like a writer P. 165 Trying to understand: Seeking answers to questions that have none

Strategies That Work, Second Edition P. 181 Retelling to synthesize information P. 182 Paraphrasing to summarize expository text P. 183 Synthesizing: How reading changes thinking P. 185 Comparing and contrasting in science and social studies P. 185 Summarizing the content and adding personal response P. 187 Reading for the gist P. 188 Writing a short summary P. 190 Writing as synthesis: Personalities from the past P. 192 Synthesizing to access content P. 195 Reading like a writer P. 197 Trying to understand: Seeking answers to questions that have none

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Teaching for Comprehending and Fluency P. 22 Signal words P. 185-186 Signal words, description P. 48-49 Summarizing P. 56-57 Synthesizing P. 42-43 Summarizing and synthesizing as strategic actions

CAFÉ Book P. 169 Ready Reference Form: Compare and contrast within and between text P. 78 Conference: Summarize text (advanced reader) P. 101 Lesson: Summarize text; Include sequence of main events P. 164 Ready Reference Form: Summarize text; Include sequence of main events

Guiding Readers and Writers Grades 3-6 P. 402-403 Comparison/Contrast (chart on 402) P. 447-449 Comparison Grids P. 450 Comparison/Contrast Charts Appendix 39 & 40

Comprehension Connections Chapter 8 p.103 Synthesizing: Keep the change P. 104 Concrete Experience: Nesting dolls P. 105 Sensory Exercises: Spiraling out of control P. 107 Sensory Exercises: Go on a synthesizing spree P. 108 Sensory Exercises: Sing a song of synthesis P. 110 Sensory Exercises: I. M. Pei: Structures of synthesis P. 110 Wordless books: Go graphic

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District Focus—Personal Response

Units of Study for the Reading Workshop, Book 2, Volumes 1 & 2, FOLLOWING CHARACTERS INTO MEANING

All lessons

The Comprehension Toolkit Grades 3-6 All lessons, especially: Book 2 Activate & Connect Book 3 Ask Questions Book 4 Infer Meaning Book 6 Summarize & Synthesize


Same as above

Strategies that Work Entire text, especially: P. 149-151 Summarizing, synthesizing and responding

Strategies that Work, 2nd Edition Entire text, especially: P. 188 Sample of written response to reading

Teaching for Comprehending and Fluency Chapter 5 p.52-61 Helping students develop systems of strategic actions for expanding thinking

CAFÉ Book Ready Reference Forms: P. 158 Use prior knowledge to connect with text P. 159 Make a picture or mental image P. 160 Ask questions throughout the reading process P. 161 Predict what will happen; Use text to confirm

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District Focus—Personal Response continued

CAFÉ Book (continued) Ready Reference Forms: P. 162 Infer and support with evidence P. 165 Use main idea and supporting details to determine importance P. 99 Infer and support with evidence

Guiding Readers and Writers Grades 3-6 Chapter 17 p.277 Responding to Literature

Comprehension Connections Entire text

District Focus—Using Text Evidence


Entire text, especially: Session 4 Letting the text revise our image of the characters Session 17 Authoring ideas about texts Session 18 Tracing ideas through a text

The Comprehension Toolkit Grades 3-6 Lesson 7 Question the text: learn to ask questions as you read Lesson 8 Read to discover answers: Ask questions to gain information Lesson 9 Ask questions to expand thinking: Wonder about the text to understand the big ideas Lesson 4 Read with a question in mind: Infer to answer your questions Lesson 11 Infer with text clues: Draw conclusions from text evidence Lesson 15 Wrap your mind around the big ideas: Use text evidence to infer themes Extend and Investigate: Lesson 4 Monitoring and answering questions when there is not enough information

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District Focus—Using Text Evidence continued

Small Group Lessons for The Comprehension Toolkit Grades 3-6

Lesson 9a p.83 Ask questions to understand big ideas Lesson 9b p.89 Use questions to increase learning Lesson 11a p.107 Gather text evidence Lesson 11b p.112 Draw and support conclusions Lesson 14a p.127 Infer answers to authentic questions Lesson 15a p.132 Infer themes from text evidence Lesson 15b p.137 Support themes with text evidence Lesson 22 p.190 Take notes, paraphrase, and respond Lesson 24a p.201 Pull out the big ideas Lesson 25b p.214 Tie your opinions to text evidence

Strategies that Work Entire text; using text evidence is embedded in comprehension strategy instruction

Strategies that Work, 2nd edition Entire text; using text evidence is embedded in comprehension strategy instruction

Teaching for Comprehending and Fluency P. 275-276 Evidence-based text talk P. 277 Developing the ability to talk about texts P. 400-402 Guided reading lessons using fiction

CAFÉ Book P. 99-100 Infer and support with evidence; The Inferring Game P. 162 Ready Reference Chart: Infer and support with evidence

Guiding Readers and Writers Grades 3-6 P. 281 Teach students to support response with evidence

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District Focus—Empathy with Characters


Entire text, especially: Lesson 3 Stirring our empathy through personal response Lesson 5 Spinning all we know into predictions Lesson 7 Mining details about characters

The Comprehension Toolkit Grades 3-6 Extend and Investigate P. 126+ Book lists

Strategies that Work Entire text, especially: P. 70-71 Text to self connections: Relating the characters to ourselves

Strategies that Work, 2nd Edition Entire text, especially: P. 94-95 Text to self connections: Relating the characters to ourselves

Teaching for Comprehending and Fluency P. 362 Mini-lesson: Understanding characters P. 364-367 Mini-lesson ideas for comprehension, literary analysis, and critical thinking P. 400-402 Planning for guided reading lessons using fiction P. 355-372 Mini-lessons in action

Guiding Readers and Writers Grades 3-6 P. 395 Characters defined P. 442-443 Character charts, graphic organizers

District Focus—Making Connections


Session 3 Stirring our empathy through personal response Session 7 Mining details about characters Session 11 Attending to objects that reveal characters

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The Comprehension Toolkit Grades 3-6 Lessons 6 Connect the new to the known Extend and Investigate: p.92-97 Response options for Activate & Connect


Lesson 6a p.43 Activate background knowledge Lesson 6b p.49 Clear up misconceptions

Strategies that Work Chapter 6 p.67-80 Making Connections P. 68 Beginning to make connections: It reminds me of… P. 70 Making connections between Snippets and real life P. 70 Text-to-self connections: Relating the characters to ourselves P. 72 Text-to-text connections: Finding common themes in author studies P. 73 Building background knowledge to teach specific content P. 75 Building background knowledge based on personal and text-to-world connections

Strategies that Work, 2nd Edition Chapter 6 p.93-100 Activating and connecting to background knowledge: A bridge from the new to the known P. 93 Beginning to make connections: It reminds me of… P. 94 Making connections between small poems and our lives P. 94 Text-to-self connections: Relating the characters to ourselves P. 95 Distracting connections P. 96 Text-to-text connections: Finding common themes in author studies

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Strategies that Work, 2nd Edition P. 97 Noticing and thinking about new learning P. 100 Building background knowledge based on personal and text-to-world connections

Teaching for Comprehending and Fluency P. 54-55 Making connections P. 224 Selecting texts for interactive read aloud P. 400-402 Planning for guided reading lessons using fiction

Guiding Readers and Writers Grades 3-6 P. 316-319 Making connections P. 358-360 Connecting

CAFÉ Book P. 158 Ready Reference Form: Use prior knowledge to connect with text P. 188 Ready Reference Form: Use prior knowledge and context to predict and confirm meaning

Comprehension Connections P. 36 Concentric circles of connection: “Rachel Delovoryas” P. 40 Normal Rockwell: Enduring connections P. 43 The wordless books of Mercer Mayer

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Unit 2: Following Characters Into Meaning—Assessment

No specific end-of-unit assessments have been developed for this unit. During the 2012-13 school year, teacher PLC teams will choose target standards and collaboratively develop common formative assessments. These assessments should include for each student a portfolio of work that serves as a body of evidence toward proficiency for the standard. Listed below are some examples from district resources that might assist teams as they choose and pilot assessments for Unit 2: Following Characters Into Meaning. A central share site will be available for teams to post and share assessment ideas.

Website: Teachers College Reading and Writing Project: Performance

Assessments http://readingandwritingproject.com/resources/assessments/perform

ance-assessments.html

This site provides many types of assessments. Look closely at the

performance assessments that assess multiple comprehension strategies through a combination of reading and writing.

Abby Takes Her Shot—example Performance assessment The following pages are an example of the envisioning and

predicting assessment that can be found on the Teachers College Reading and Writing Project website. Rubrics are available online.

Units of Study for the Reading Workshop, Following Characters into Meaning

The assessment section for this unit is found on pages 16-27. It

includes some of the work piloted at the Teachers College Reading and Writing Project whose online site is the first entry on this table.

Primary Comprehension Toolkit and Comprehension Toolkit The practice work that students do in these units of study can easily

be used for assessment if the work is done on an individual basis. The same ideas used in these units can be tweaked for fiction text.

Mosaic of Thought, 2nd Edition Appendix B: Thinking Rubric

Strategies That Work, 1st and 2nd Edition Ideas for assessment and sample student work can be found at the

end of each chapter. Appendix D includes samples of assessment interviews with students.

Reading with Meaning Ideas for assessment and sample student work can be found at the

end of each chapter.

rapid city area schools elementary literacy · 2020. 1. 25. · unit 2 following characters into...

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