unit 4 tackling complex texts rapid city area schools ......unit 4 tackling complex texts rapid city...

Unit 4 Tackling Complex Texts 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 2012-2013

Building

a Reading Life

August-September

Navigating Nonfiction (Informational Standards)

January-February-March

Tackling

Complex Texts

April-May

Following Characters Into Meaning

(Narrative Standards)

October-November-

December A Pacing Guide to Support the Common Core

State Standards

“You will see yourself differently, and see others differently, because of what you read and how you talk about that reading.”

“How important it is to remind ourselves, then, that the goal is not for children to parrot back our grown-up interpretations of a text, but, instead,

the goal is truly to teach kids the process that they can use to grow their own big ideas.”

-Lucy Calkins

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Unit 4: Tackling Complex Texts

Conceptual Lens: Enhancing and Honing Reading Skills Through Work in Complex Texts

CCSS

Standards

Strategies and

Skills

Unit Power

Standards: CCR3 CCR4 CCR5 CCR6 CCR7 CCR8 CCR9

Year-Long Power

Standards: CCR10

RF4

Unit Focus:

Summarizing Synthesis

Determining Importance

Compare and

Contrast Analyzing Text

District Focus:

Critical Reading Differing

Perspectives Cross-cultural Text

Yearly Focus: Fluency

Growing TRL

*Some guiding questions and

student-centered language have changed from previous units to fit the work in complex text. *This unit offers the opportunity to use a variety of text types, including poetry, Reader’s Theater, folk tales, legends, mythology, fairy tales, historical

fiction, nonfiction, graphic novels, op-ed pieces, ebooks, digital/interactive texts, and historical documents to name some possibilities.

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 read a variety of texts types closely, synthesizing, comparing, and analyzing text along the way. 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 students to linger in texts, noticing specific details. Students will demonstrate their increasingly sophisticated way of analyzing a variety of texts with a critical eye for nuances of setting, character development, topic ,

and cross-cultural awareness. These developing skills that have been taught throughout the previous units are now given an opportunity to flourish in a variety of text types. Unit 4 provides classrooms with a great chance to explore historical fiction, poetry, interesting types of informational and digital sources and apply the comprehension strategies of effective readers. Readers “actively seek wide, deep, and thoughtful engagement with high-quality literary and informational texts” (Common Core Standards introduction). This unit encourages teachers and students to seek out new text types and topics and finish the year of reading workshop with strong attention to the extensive world that awaits the curious

reader. Unit Resources

A list of both approved district-wide and additional supportive resources can be found on pages 18 and 19 of this unit.

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Teaching for Strong Reading Process across the RCAS Curriculum Units

“The aim of an accomplished reader is to have strategic actions work together in an integrated way” (Clay, 2001; Lyons, 2003; Fountas and Pinnell, 2006; as in Johnson and Keier, 2010, p. 136). This statement reminds us that accuracy, vocabulary, comprehension, and fluency strategies should be taught, practiced, and assessed in a continuous way, encouraging students to apply these strategies to each new reading experience. There is nothing linear or sequential about how the reading process works for each individual reader and thinker. Strategies flow together to move the reader forward in decoding and gaining meaning from text. Specifically teaching strategies to groups of students provides the benefit of introducing common language and experience into the classroom learning community through mentor texts, think alouds, strategy lessons, and the crafting of anchor charts. These shared experiences introduce important vocabulary and build schema for present and future learning. Various balanced literacy authors suggest “turning up the volume” or “spotlighting” particular strategies. These times of focus should be accompanied by a continuous prompt to use all strategies flexibly to gain meaning from text and not as an end in themselves.

Use the Whole Balanced Literacy Framework to Teach Power Standards

The Common Core State Standards essentially designate 10 reading power standards and 10 writing power standards. These standards are designed to be repeated continuously across the 13 years of K-12 education. Students will apply their learning in a variety of text types at increasingly challenging levels. The RCAS units are paced to provide several opportunities each year to encounter the standards. At times, the standards and related district focuses should be taught explicitly in reading and writing workshops. The workshop framework provides strong opportunities for this explicit teaching through mini-lessons, foundation lessons, guided reading, independent work time and debriefs. Simultaneously, the standards should also be addressed in introductory and ongoing ways through interactive read-alouds, poetry experiences, conferring, and project-based learning. Example: In Unit 4, a teacher might choose to model CCR4, interpret words and phrases, through an engaging read-aloud text. At the same time, the class might also be doing an in-depth study of synthesis and summarizing during reading workshop time for several weeks, and other standards might be named during times of conferring, small group lessons, and poetry sessions. Look for ways to teach the unit standards in brief encounters as well as in in-depth lessons, integrated studies, and project-based learning.

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Unit 4: Tackling Complex Texts Grades K-5

Table of Contents

Unit 4 Overview………………………………………………………………………………………….3 Glossary…………………………………………………………………………………………………….6 Enduring Understandings/Guiding Questions/Student Centered Language……….7 Resource Lists……………………………………………………………………….………………….18 Lessons Resources, Grades K-2…………………………………………………………………..20 Lessons Resources, Grades 3-5…………………………………………………………………..30 Assessment Ideas………………………………………………………………………………………41

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Unit 4: Tackling Complex Texts Grades K-5

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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Unit 4: Tackling Complex Texts—Understandings & Questions

Enduring Understandings (Anchor Standards)

Guiding Questions Student Centered Language

Unit Power Standards

CCR3—Analyze how and why individuals, events, and ideas develop and interact over the course of a text. *This unit uses setting as a major facet of a text, and how it affects the way readers read and interpret the text.

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

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

Does the character change during the story? Give examples.

What is the setting of this story? Is it stated or do you have to infer?

How is the mood described in the story based on the setting? Does it change?

How do specific events in a text contribute to understanding of the whole text?

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… I wasn’t expecting… I can explain how the setting

influences a character’s thoughts, feelings and actions...

The problem of the story is...I know this because…

The problem has been resolved and I know this (give evidence to support this claim)…

What changes?

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CCR4—Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

How do readers infer the meaning of unknown words or phrases within a text?

How do readers identify words that help to shape the meaning or tone of a text?

Do some words matter more than others?

What words call readers’ attention? What do readers notice as they reread them?

Another word I could use might be…

Maybe it means...because… My guess is… Perhaps… From the text clues, I conclude… This word/phrase makes me

think… This word/phrase really stands out

because… This word/phrase describes...

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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.

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

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

How do smaller parts (a specific event, conversation, etc.) contribute to understanding the whole?

How do the chapters relate to one another?

Why might you have to go back to a different chapter and reread part of it?

How do the chapters help to understand: Characters? A problem/conflict? Events and passing of time? High point or climax of the story? A resolution or conclusion?

How do the chapters help to tell this story? For example—dramatic pause, change of scene, change of character perspective?

How would this story be different if it were written as a poem, a picture book, a play?

Could it be written a different way?

This (section, part, chapter, scene, stanza) helps me understand…

This (section, part, chapter, scene, stanza) makes me think…

I get this because I looked at how the author…

These parts together help me understand…

This (section, part, chapter, scene, stanza) was about…

This chapter explained… I understand this...because I went

back and reread… This story goes back and forth

between two different times...and I know that because...

I think this story could be written another way because…

I think this story could not be written another way because...

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

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

What is the author’s 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 the author’s purpose vary from text to text?

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

How does the point of view change depending on first person or third person narration?

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… This book is written in first (or

third) person and I know this because…

The point of view changes from narrators because…

I used to think…, but now I think...

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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 can illustrations help readers understand the story?

What do the illustrations and details tell readers about the story?

How do the illustrations help readers to better understand the characters? The setting? The plot?

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 reading text?

Does the author create any word pictures that help my understanding?

This picture(s) helps me understand…

The pictures help me to understand the character because…

The pictures help me understand the setting because…

The pictures help me understand the story because...

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.)…


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CCR8—Delineate and evaluate the argument and specific claims in a text including the validity of the reasoning as well as the relevance and sufficiency of the evidence. *This standard refers to informational text only, so it will depend on what type of complex text is being used.

How do authors use reasons and evidence to support their points (ideas)?

How do readers identify the specific reasons for an author’s idea or point?

I think the author wants us to believe...because here it says…

She thinks...because she writes… These are the reasons the author

believes… This book is about...because here

it says… I think the author wrote this

because… Here are some reasons that

support the author’s points. Here is some evidence that

supports the author’s points.

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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 the topic?

How does comparing a topic from fiction to nonfiction deepen our understanding of that topic?

The authors of these books agree/disagree about…

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

I’m making a T-W connection... 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 T-W = text to world

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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)

How do readers manage their reading time, stay engaged with texts, and focus their thinking on what’s important?

How do readers stay engaged with 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?

I try to read every day at... When I get distracted I… When I am reading I try to… I know this part is important and

so I… 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.

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Enduring Understandings Guiding Questions Student Centered Language

Year-Long Power Standards

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.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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

readers reread text?

When I read I sound like… Didn’t 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. Sometimes it sounds funny, so I

read it again. Sometimes the words don’t look

right, so I read it again.

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District Focus

Critical Reading—Critical readers notice what a text says, does, and means. They bring to the text prior knowledge for evaluating the truth of the text. Critical readers recognize the purpose of the text, understand the tone and persuasive elements, and recognize the bias within texts.

How does a reader’s prior knowledge help him think about a text?

How do readers decide what an author is trying to say?

What are some purposes for which authors write books?

How is this text connected to my life history?

What might the author be telling me through the choices made by the character?

Who have we become as readers? How will you keep growing as a

reader?

I already know about this...because...

I read a book (saw a movie, talked to my mom) about this before and I think...

I reread this and now I think… I think this author is trying to

say… I’m changing my mind… I’m starting to think… I’m realizing… So if that’s true, then… If that’s true, then how come… Could it be that… Can we try that idea on for a bit?

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District Focus

Differing Perspectives—Readers merge their knowledge of non-fiction with what they know about narrative text. In historical fiction, readers need to understand how the character’s timeline (personal narrative) intertwines with the historical events (non-fiction). From Lucy Calkins 3-5: Lens of Power– Readers investigate the concept of power in their stories, being alert to whose perspective is honored, and who may be invisible, marginalized or stereotyped.

In what ways does the reader organize information to keep track of parallel timelines?

What can readers learn from the different ways characters react to big events?

Why do different characters respond to an event differently?

Who has the power? What form does power take? How does power change? How do people resist? What might happen if they don’t?

I’m changing my mind… I’m starting to think… I’m realizing… So, if that’s true, then how

come…? Could it be that…? Maybe… is more powerful than… I used to think that it was… who

had the power, but now I think… There might be other kinds of

power…

Cross-Cultural Text—Literature that represents any distinct cultural group through accurate portrayal and rich detail. This literature encompasses the multitude of cultural groups in the US and the rest of the world. This would be a time to address other genres such as fables, folktales, legends, and myths.

How does the character in the story compare and contrast to my life?

How does the setting of the story compare and contrast to my surroundings?

How do the events in the story compare and contrast to the events in my life?

I know how the character feels because…

I can empathize with the character because...

I don’t know why the character...because…

This is the same as… This is different because… I have (haven’t) experienced…

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Unit 4: Tackling Complex Texts—General Resource List

Adopted District-wide Resources

Calkins, L. & Tolan, K. (2010). Tackling complex texts: Synthesizing perspectives. Vol. 1. Portsmouth, NH: Heinemann.

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

Calkins, L. (2010). Tackling complex texts: Interpretation and critical reading. Vol. 2. Portsmouth, NH: Heinemann.

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

Calkins, L. & McEvoy, M. (2006). Literary essays: Writing about reading. Portsmouth, NH: Heinemann.

Harvey, S. & Goudvis, A. (2010) Small group lessons for the comprehension toolkit, grades K-2. Portsmouth, NH: Heinemann.

Calkins, L. (2010). Resources for teaching reading, DVD. Portsmouth, NH: Heinemann.

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

Calkins, L. (2010). Constructing curriculum: Alternate units of study. Portsmouth, NH: Heinemann.

Leveled Library, including student texts and teacher professional resources

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

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Unit 4: Tackling Complex Texts—General Resource List

Supplemental Resources that Support the Balanced Literacy Initiative

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

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

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

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

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.

Parsons, S. (2010). First grade readers: Units of study to help children see themselves as meaning makers. Portsmouth, NH: Heinemann.

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

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Unit 4: Tackling Complex Texts—Lesson Resources K-2

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

Reading With Meaning Chapter 11 Synthesizing Information P. 160 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 extend their synthesis of the literal meaning of a text to the inferential level

The CAFÉ Book P. 167 Ready Reference Form: Recognize Literacy Elements

First Grade Readers Chapter 3 p.53-69 Bringing Books to Life P. 58 Imagine 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

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Unit Focus—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 K-2 Lesson 6 Making connections: Use personal experience to construct meaning

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

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

Catching Readers Before They Fall P. 162-171 Opportunities for Inferring Abound

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Unit Focus—Interpreting Words & Phrases That Set the Tone, Vocabulary & Word Choice (CCR4)

Reading with Meaning P. 107 Readers determine meanings of unknown words by using their schema, paying attention to textual and picture clues, rereading, and engaging in conversations with others

Growing Readers P. 173 Predicting at the word level

The Primary Comprehension Toolkit Grades K-2 *use the principles of these lessons on fiction text if needed or as are appropriate

Lesson 8 View and read to learn and wonder: Use images and words to gain meaning Lesson 12 Infer meaning: Merge background knowledge with clues from the text

First Grade Readers Chapter 5 Reading to Learn P. 106 You may be able to understand a new word by reading before and after that word

The CAFÉ Book P. 187 Ready Reference Form: Use Word Parts to Determine the Meaning of Words (Word Origins) P. 188 Ready Reference Form: Use Prior Knowledge and Context to Predict and Confirm Meaning (Context Clues)

Catching Readers Before They Fall P. 165-166 Books in Which Students Have to Infer Meaning of Words

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Unit Focus—How Text Structure Supports Meaning (CCR5)

Growing Readers P. 226-237 Favorite Authors Study Favorite Characters Study Other Studies (variety of complex texts)

Teaching for Comprehending and Fluency P. 355 Language for Instruction and Mini-lessons: Elements of Fiction P. 356-357 Language for Instruction and Mini-lessons: Elements of Biography P. 357-359 Explicit Language to Communicate Mini-lesson Principle P. 366 Mini-lesson topics re: text organization and structure P. 255-258 Sample text sets for interactive read-aloud

First Grade Readers Chapter 5 Bringing Books to Life *Elements of this chapter could be used in the primary grades to better understand how the parts of a story/poem relate to the whole

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

Growing Readers Chapter 7 Readers Pursue Their Interests in Books and Other Texts

The CAFÉ Book P. 166 Ready Reference Form: Determine and Analyze Author’s Purpose and Support With Text

First Grade Readers P. 129 Readers read dialogue with expression that matches the character’s feelings P. 130 Readers read dialogue to match what they know about the character’s personality

Teaching for Comprehending and Fluency P. 291 Characteristics to Know re: Author’s point of view P. 357 Narrator and Perspective: Mini-lesson Principles P. 366 Point of View: Mini-lesson Principles P. 517 Focus on the meaning of the text, and reflect the meaning with your voice

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Unit Focus—Sift & Sort Information, Determine Credibility (CCR7)

Catching Readers Before They Fall P. 167 Books in Which Students Need to Read the Pictures as Well as the Words

Strategies that Work, 2nd Edition Chapter 9 p.130 Visualizing and Inferring: Making What’s Implicit Explicit Chapter 10 p.155 Determining Importance in Text


Lesson 14 Make sense of new information: Infer from features, pictures and words Lesson 15 Infer and visualize with narrative nonfiction

First Grade Readers Chapter 3 p.64 Talking to a picture in a nonfiction text can help us understand what we are reading Chapter 5 p.103 It’s important to study the pictures carefully

Picture books, big books, Reader’s Theater, Tumblebooks, digital/interactive text, book/movie translations, ebooks

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Unit Focus—Evaluate the truthfulness of the facts (CCR8)

The CAFÉ Book P. 166 Ready Reference Form: Determine and Analyze Author’s Purpose and Support With Text

Teaching for Comprehending and Fluency P. 143-151 Supporting Thinking Across a Variety of Genres

Unit Focus—Compare & Contrast (CCR9)

Reading with Meaning Chapter 11 p.157 Synthesizing Information P. 160 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 literacy 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 Character Study

First Grade Readers Chapter 3 p.53-69 Bringing Books to Life Chapter 4 p.70-92 Reading With a Wide-Awake Mind

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The 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

Teaching for Comprehending and Fluency P. 355-366 Sample Language for Embedded Instruction and Mini-lessons

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 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

readworks.org Mentor Texts: Chicken Sunday My Great Aunt Arizona Butterflies and Moths Days With Frog and Toad Stellaluna First Day Jitters First Grade Here I Come Long Ago and Today Miss Nelson is Missing Toot and Puddle

Mentor Text Suggestions K—Mrs. Wishy Washy series 1—Fairy Tales: 3 Little Pigs, 3 Bears, 3 Billy Goats Gruff 2—Twas the Night Before Christmas versions, Cinderella series

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District Focus—Critical Reading

Teaching for Comprehending and Fluency P. 290-292 Learning to think critically about fiction and nonfiction texts P. 367 Mini–lessons on Critical Thinking P. 368 Mini-lessons on Genre: Historical Fiction



Lesson 16 p.2 Figure out what’s important Lesson 17 p.16 Paraphrasing Information Lesson 18 p.32 Organize your thinking as you read Lesson 19 p.2 Summarize Information Lesson 20 p.18 Read to get the Big Idea Lesson 21 p.32 Explore and Investigate Lesson 22 p.48 Share and Learning

District Focus—Differing Perspectives

Reading with Meaning P. 116-117 Readers create interpretations to enrich and deepen their experience with a text

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District Focus—Cross Cultural Text

Reading With Meaning Chapter 7 p.96 Book Clubs for Primary Kids

Catching Readers Before They Fall P. 241 Mentor Text List

Mentor Texts Baseball Saved Us by Ken Mochizuki The Wall by Eve Bunting The Lotus Seed by Sherry Garland A Day’s Work by Eve Bunting Cheyenne Again by Eve Bunting The Other Side by Jacqueline Woodson One Green Apple by Eve Bunting

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Unit 4: Tackling Complex Texts—Lesson Resources 3-5

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

Units of Study for the Reading Workshop, Book 4, TACKLING COMPLEX TEXTS, Volume 1

Session 1 Constructing the Sense of Another Time Session 3 Synthesizing Story Elements Session 4 Holding on When Time Jumps Back and Forth Session 5 Unfolding Characters While Unfolding History


Session 19 Making a Mark on History

Reading With Meaning Chapter 11 Synthesizing Information P. 160 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 extend their synthesis of the literal meaning of a text to the inferential level

The CAFÉ Book P. 167 Ready Reference Form: Recognize Literacy Elements

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Unit Focus –Interpreting Words & Phrases That Set the Tone, Vocabulary & Word Choice (CCR4)


Session 9 p.26-38 Making Significance Session 10 p.65 Teacher Share: Seeing Big Ideas in Small Details

The Comprehension Toolkit Grades 3-6 *use the principles of these lessons on fiction text if needed or as are appropriate

Lesson 10 Infer Meaning of Unfamiliar Words Lesson 12 Tackle the Meaning of Language: Infer Beyond the Literal Meaning

Small Group Lessons for the Comprehension Toolkit Grades 3-6

Lesson 10a p.98 Use Context to Infer Word Meanings Lesson 10b p.103 Use New Vocabulary

Strategies that Work, 2nd edition P. 139 Inferring the Meaning of Unfamiliar Words P. 141 Inferring with Text Clues

Catching Readers Before They Fall P. 165-166 Books in Which Students Have to Infer Meaning of Words

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Unit Focus—How Text Structure Supports Meaning (CCR5)


Session 7 p.120-128 Scrutinizing, Not Skipping, Descriptions

Units of Study for the Reading Workshop, Constructing Curriculum: Alternate Units of Study (in LC kit)

P. 242-255 A Study of Fairytales and Myths Can Teach Archetypes and Allegory

Guiding Readers and Writers P. 399-409 Nonfiction text (features and structures by genre)

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

Teaching for Comprehending and Fluency P. 185-186 Patterns or underlying structures in factual texts P. 357-359 Explicit language to communicate mini-lesson principle P. 366 Mini-lesson topics re: text organization and structure P. 255-258 Sample text sets for interactive read-aloud

The CAFÉ Book P. 119 Small group lesson: Use clues from text features P. 186 Ready Reference Form: Use Pictures, Illustrations, and Diagrams

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


Session 13 p.100 Strengthening Our Empathy for the Quiet Characters Session 15 p.138 Seeing Power in Its Many Forms

Units of Study for the Writing Workshop, Book 5, LITERARY ESSAYS: Writing About Reading

Session 5 p.67 Developing Provocative Ideas


Lesson 20 Distinguish your thinking from the author’s: Contrast what you think with the author’s purpose


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

Strategies that Work (2000) P. 137 Reading opposing perspectives to form an opinion P. 139 Reasoning through a piece of historical fiction to determine the essence

Strategies that Work, 2nd 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 Mini-lessons for point of view P. 291 Characteristics to know re: author’s point of view

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

Catching Readers Before They Fall P. 164 Example of Character’s Point of View

The CAFÉ Book P. 166 Ready Reference Form: Determine and Analyze Author’s Purpose and Support with Text

Unit Focus—Sift & Sort Information, Determine Credibility (CCR7)

Teaching for Comprehending and Fluency Chapter 28 Writing About Reading in a Variety of Genres P. 489-494 Lists various types of presentation of text

Units of Study for the Reading Workshop, DVD (in kit), TACKLING COMPLEX TEXTS And Units of Study for the Reading Workshop, Constructing Curriculum: Alternate Units of Study (in LC kit)

These resources found in the LC reading kit have alternative lessons and resources to supplement teaching of this standard

Picture books, big books, Reader’s Theater, Tumblebooks, digital/interactive text, book/movie translations, ebooks

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Unit Focus—Evaluate the truthfulness of the facts (CCR8)

The CAFÉ Book P. 166 Ready Reference Form: Determine and Analyze Author’s Purpose and Support with Text

Teaching for Comprehending and Fluency P. 143-151 Supporting Thinking Across a Variety of Genres

Strategies that Work, 2nd Edition P. 164 Making students aware of primary sources P. 82 Read, write and talk


Lesson 11a Gather text evidence Lesson 11b Draw and support conclusions

Units of Study for the Writing Workshop, Book 5, LITERARY ESSAYS: Writing About Reading

Session 5 Developing Provocative Ideas Session 8 Framing Essays Session 9 Using Stories as Evidence Session 10 Using Summaries as Evidence Session 11 Using Lists as Evidence

Units of Study for the Reading Workshop, DVD (in kit), TACKLING COMPLEX TEXTS

Lists of nonfiction articles

readworks.org Grade level passages

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Lesson 16 Sparking Nonfiction Against Fiction to Ignite Ideas Lesson 17 Finding Themes Through Different Texts


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 Lesson 25 Reread and Rethink Lesson 26 Read, Write and Reflect

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 Lesson 26a Learn to Write a Summary Lesson 26b Write Your Own Summary Lesson 26c Learn to Write a Summary Response Lesson 26d Write Your Own Summary Response

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Unit Focus—Compare & Contrast (CCR9) continued

Strategies That Work, 2nd 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

Strategies That Work (2000) 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

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Unit Power Standard—Compare & Contrast (CCR9) continued

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

The 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—Critical Reading


Session 3 p.120 Scrutinizing, Not Skipping Descriptions


Session 8 p.2 Authoring our Own Responses to Text Session 14 p.120 Imagining What’s Possible and Reaching For It


Lesson 19 p.36 Determine what to Remember Lesson 20 p.44 Distinguish your Thinking from the Author’s Lesson 22 p.2 Read, Think, and React Lesson 23 p.14 Think Beyond the Text Lesson 24 p.24 Read to Get the Gist Lesson 25 p.36 Reread and Rethink Lesson 26 p.48 Read, Write and Reflect


Teaching for Comprehending and Fluency P. 367 Mini-lessons on Critical Thinking P. 368 Mini-lessons on Genre: Historical Fiction

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District Focus—Differing Perspectives


Session 6 Thinking as Someone Else


Session 8 Authoring Our Own Responses to Texts Session 11 Forging Trails of Thought as We Read Session 14 Imagining What’s Possible and Reaching For It

Reading with Meaning P. 116-117 Readers create interpretations to enrich and deepen their experience with a text

District Focus—Cross-Cultural Text

Catching Readers Before They Fall P. 241 Mentor Text List

Mentor Texts Baseball Saved Us by Ken Mochizuki The Wall by Eve Bunting The Lotus Seed by Sherry Garland A Day’s Work by Eve Bunting Cheyenne Again by Eve Bunting The Other Side by Jacqueline Woodson One Green Apple by Eve Bunting Jim Thorpe’s Bright Path by Joseph Bruchac Crazy Horse’s Vision by Joseph Bruchac Dandelion by Eve Bunting The True Story of Ruby Bridges by Robert Coles My Name is Yoon by Helen Recorvits Dear Juno by Soyung Pak Sit in: How Four Friends Stood Up … by A. & B. Pinkney

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Character _______________________ I think this character is ____________________ because _______________________________________________ ______________________________________________________________________________________________ I think this character thinks/believes ________________________________________________________________ because _______________________________________________________________________________________ Character _______________________ I think this character is ___________________ because ________________________________________________ ______________________________________________________________________________________________ I think this character thinks/believes ________________________________________________________________ because _______________________________________________________________________________________ Compare these two characters. These two characters are the same because _________________________________________________________ These two characters are different because __________________________________________________________

Character Traits and Differing Perspectives Compare and Contrast

Unit 4 Gr. 3-5

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Comprehension Reflections to Trigger Thinking Student Sheet

Unit 4 Gr. 3-5

Determine Importance Identify important words and ideas from text.

Which words and ideas do you think are the most important from this text? Do some words matter more than others? Explain. How do words shape the meaning and tone of the text?

Connect/Compare and Contrast Make connections to personal experiences, prior knowledge, or other texts. Think about how they are the same or different. Does this text remind you of anything? Can you think of another text/poem/article like this one? How does comparing texts deepen your understanding?

Question Ask questions to clarify or extend thinking. What questions did you find yourself asking while you were reading? What did you wonder as you read? What are you wondering now that you have finished reading this selection?

Infer Read “between the lines” to figure out what the author is implying, but hasn’t actually said. What did you have to figure out by yourself? Why do you think the characters acted that way? How might you describe that kind of behavior? Why do you think the author wrote it this way?

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Evidence of close and critical reading is provided by students as they use the comprehension strategies. Therefore, a separate rubric for this district focus is not provided. When assessing close and critical reading, look at the student’s comprehension across the unit and within different types of texts. An example of a close and critical reading online rubric can be found at: http://www.missionliteracy.com/page78/assets/Close%20and%20Critical%20Reading%20bookmarks%20June%202010.pdf

In addition, the following page contains elements of critical reading that may guide teaching, conferring and assessment of close and critical reading.

District Focus Assessment Critical Reading Rapid City Area Schools

Unit 4

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Close and Critical Reading and CCSS These four steps or modes of analysis are reflected in four types of reading and discussion: What a text says – restatement (CCR1) What a text does – description (CCR3, 4, 5) What a text means – interpretation (CCR2, 6, 8) So what does it mean to me? – application (CCR7, 9) All Four Questions - (CCR10) Question #1 – What does the text say? How would you summarize or write a shortened version of the text containing only the main points? CCR1 What is the gist? CCR1 What are the ideas in order of importance or presentation? CCR1 What ideas might the author be suggesting rather than directly stating? What can you infer from the hints or suggestions? CCR1 Question #2 – How does the text say it? What genre does the selection represent? CCR5 How does the piece open—exposition, lead, etc.?CCR5 Whose voice did the author choose as narrator? CCR3 From what point of view was this written? CCR3 What are the sources of information and fact? Is there more than one source of information? CCR3 What role does dialogue play in the text? CCR3 How is the information organized (e.g., time, topic, cause/effect, compare/contrast, persuasion) CCR5 Question #3 – What does the text mean? How does the author use point of view, style, mood, tone, text features, imagery, figures of speech (e.g., simile, metaphor, alliteration, irony, repetition, onomatopoeia, personification, etc.) and the lead to achieve his/her purpose (authors intent)? CCR6 Why does the author choose the method of presentation?CCR8 What are the concepts that make the reasoning possible, what assumptions underlie the concepts, and what implications follow from the use of the concepts? CCR8 What does the author want the reader to believe? CCR8 What is the quality of information collected, and are the sources sufficient, relevant, credible, and current? CCR8 Who or what is not represented? Why? CCR8 Question #4 – What does the text mean to me? Application – So What? Text(s)-to-Text: CCR9 Text(s)-to-World: CCR7 What does this remind me of in another book I’ve read? What does this remind me of in the real world? How is this text similar to other things I’ve read? How is this text similar to things that happen in the real world? How is this different from other books I’ve read? How is this different from things that happen in the real world? Have I read about something like this before? How did that part relate to the world around me?

Source: http://www.gomiem.org

District Focus Assessment Critical Reading Information Rapid City Area Schools

Unit 4

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Other online sites to check: http://readingandwritingproject.com/ http://www.isbe.net/common_core/pdf/ela-teach-strat-read-lit-k-5.pdf Readworks.org

Unit 4 Tackling Complex Texts Rapid City Area Schools

unit 4 tackling complex texts rapid city area schools ......unit 4 tackling complex texts rapid city...

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