· Web viewAgency and Independence: Launching Reading Workshop with Experienced Readers
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Unit 1 Table of Contents
Agency and Independence: Launching Reading Workshop with Experienced Readers
Section Page NumberStandards 2-3
Unit Essential Questions 4
Unit Goals and Learning Targets 4
Unit Language 5
Unit Assessments Checklist 6-7
Unit Assessment Rubric 8-12
Sample Unit Calendar 13
Appendix A: Mini-Lesson Correlation Chart 14-16
Appendix B: Anchor Charts 17-18
Appendix C: Works Cited 19
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Grade 7Reading Unit 1
Dates of Unit:
Unit Title: Agency and Independence: Launching Readers WorkshopStage 1 Identify Desired ResultsStandards:(Alpha-numeric listing of standards incorporated in the unit)
Assessed Standards: 7.RL.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text. 7.RL.2 - Determine a theme or central idea of a text and analyze its development over the course of the text;
provide an objective summary of the text. 7.RL.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
Supporting Standards: 7.L.6 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7
reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose. rebel).c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
7.L.4 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
7.SL.1 - Engage effectively in a range of collaborative discussions (one-on-one. in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared having read or researched material under study; explicitly draw on that
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preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.d. Acknowledge new information expressed by others and. when warranted, modify their own views.
7.RL.10 - By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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Essential Questions: (These goals should be based on Standards.)
What does it mean to build a reading life?Motivation Agency Tracking Thinking Collaboration
How will being a lifelong reader benefit my life?
How do we empower ourselves to become strong independent readers?
How do we keep track of our thinking in order to comprehend what we read?
How does the way we interact with others regarding text influence what and how we read?
Goals:(These should be aligned to the Essential Questions)
Students will be able to set goals and demonstrate behaviors that will lead to a lifetime of reading.
Students will be able to choose appropriate resources and strategies to aid comprehension of independent reading and grade level text.
Students will be able to use various strategies to keep track of their thinking as they read.
Students will be able to effectively engage in various groupings to communicate their analysis of text, citing specific textual evidence.
Learning Targets(aligned to goals)
1. I can elaborate on the benefits of reading for my future and present happiness, power, and success.
5. I can choose and utilize appropriate strategies, tools, and/or resources to determine the meaning of unknown words and phrases within context.
10. I can use quick responses to text (margin notes, Post-its, etc.) to track my thinking as I read to aid my comprehension or prepare to talk/write about my reading
17. I can select and communicate interesting elements or excerpts of text to pique the interest of a peer.
7. I can select a “just right” book to ensure I make reading growth.
6. I can choose and utilize appropriate strategies, tools, and/or resources to aid overall comprehension when faced with challenging text.
11. I can use longer written responses (reflection, journal entry, etc.) to text to reflect on and analyze text.
18. I can reference a “shared or community text” in conversation to compare character, setting, conflict, and themes between texts.
4. I can read independently for a minimum of 30 minutes without stopping.
12. I can identify the theme (literature) or central idea (informational) to synthesize what the text is about.
19. I can read with expression to demonstrate deeper understanding of the text.
2. I can independently set personal goals for improving my reading.
13. I can pay attention to details in order to visualize scenes from the story.
20. I can reflect on artifacts with peers to analyze my reading progress, plan next steps, and set new goals.
3. I can demonstrate work ethic that will lead me to attain my reading goals.
14. I can pay attention to and use details as I read to make inferences about characters, setting, and conflict.
21. I can refer to my notes to support my analysis of text.
8. I can use artifacts (like reading logs) to track my reading interests, habits, and patterns.
15. I can infer, using setting clues, to imagine what has happened between scenes.
9. I can analyze my reading progress over time by investigating my artifacts.
16. I can make connections between different parts of a story or different books/stories in a series to understand changes in characters, setting, and conflict over time.
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Stage 2 Determine Assessment EvidenceAcademic Language (What language will students need to sound like experts?)
Academic Language Function(s):
Expressing and supporting opinions
Retelling and relating past events
Academic Language Stems:Easy for Beginners
I think … because… I believe that … because… I feel that … because…
First, the ___ (verb)… Next, the ___ (verb)… Then , the ___ (verb)… Finally, the ___ (verb)…
Medium for Intermediate In my opinion,… based on… Based on …, I believe… I inferred that… due to the fact that… I consider… because…
In the beginning,… (verb)…, but by the end… After that,… Later on,… After,… By the end of…, we see that __ has become…
Difficult for Advanced and Fluent According to…, therefore I opine that… Upon reflection, I am confident that… Due to…, one might suspect that…
Initially,…; however, by the end… Following the… , … changes in that… During the course of…, we see that… Throughout…, one can see… In conclusion, …
Non-academic Vocabulary: work ethic agency stamina empower independent pique habit
Academic Vocabulary: analyze cite/citation fact opinion strategy comprehension infer/inference visualize literacy impact context artifact synthesize elaborate investigate reflect/reflection element
setting character conflict theme details role pattern shared text community text goal meaning interest transition plot genre author text
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Unit of Study Assessment Checklist (Page 1/2)
1 2 3 4 5 6 7 8
Student Name I ca
n el
abor
ate
on th
e be
nefit
s of r
eadi
ng fo
r my
futu
re a
nd p
rese
nt
happ
ines
s, p
ower
, and
su
cces
s.
I can
inde
pend
ently
set
pers
onal
goa
ls fo
r im
prov
ing
my
read
ing.
I can
dem
onst
rate
wor
k et
hic
that
will
lead
me
to
attai
n m
y re
adin
g go
als.
I can
read
inde
pend
ently
for
a m
inim
um o
f 30
min
utes
w
ithou
t sto
ppin
g.
I can
cho
ose
and
utiliz
e ap
prop
riate
stra
tegi
es,
tool
s, a
nd/o
r res
ourc
es to
de
term
ine
the
mea
ning
of
unkn
own
wor
ds a
nd
phra
ses w
ithin
con
text
.
I can
cho
ose
and
utiliz
e ap
prop
riate
stra
tegi
es,
tool
s, a
nd/o
r res
ourc
es to
ai
d ov
eral
l com
preh
ensio
n w
hen
face
d w
ith c
halle
ngin
g te
xt.
I can
sele
ct a
“ju
st ri
ght”
bo
ok to
ens
ure
I mak
e re
adin
g gr
owth
.
I can
use
arti
fact
s (lik
e re
adin
g lo
gs) t
o tr
ack
my
read
ing
inte
rest
s, h
abits
, and
patt
erns
.
Notes
B = Beginning D = Developing P = Proficient M=Mastery
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Unit of Study Assessment Checklist (Page 2/2)
9 10 11 12 13 14 15 16 17 18 19 20 21
Student Name I can
ana
lyze
by
read
ing
prog
ress
ov
er ti
me
by in
vesti
gatin
g m
y ar
tifac
ts.
I can
use
qui
ck re
spon
ses t
o te
xt
(mar
gin
note
s, P
ost-
its, e
tc.)
to tr
ack
my
thin
king
as I
read
to a
id m
y co
mpr
ehen
sion
or p
repa
re to
talk
/ w
rite
abou
t my
read
ing.
I can
use
long
er w
ritten
resp
onse
s (r
eflec
tion,
jour
nal e
ntry
, etc
.) to
re
flect
on
and
anal
yze
text
.
I can
iden
tify
the
them
e (li
tera
ture
) or
cen
tral
idea
(inf
orm
ation
al) t
o sy
nthe
size
wha
t the
text
is a
bout
.
I can
pay
att
entio
n to
det
ails
in
orde
r to
visu
alize
scen
es fr
om th
e st
ory.
I can
pay
att
entio
n to
and
use
de
tails
as I
read
to m
ake
infe
renc
es
abou
t cha
ract
ers,
setti
ng, a
nd
confl
ict.
I can
infe
r, us
ing
setti
ng c
lues
, to
imag
ine
wha
t has
hap
pene
d be
twee
n sc
enes
.
I can
mak
e co
nnec
tions
bet
wee
n di
ffere
nt p
arts
of a
stor
y or
diff
eren
t bo
oks/
stor
ies i
n a
serie
s to
unde
rsta
nd
chan
ges i
n ch
arac
ters
, setti
ng, a
nd
confl
ict o
ver ti
me.
I can
sele
ct a
nd c
omm
unic
ate
inte
resti
ng e
lem
ents
or e
xcer
pts o
fte
xt to
piq
ue th
e in
tere
st o
f a p
eer.
I can
refe
renc
e a
“sha
red
or
com
mun
ity te
xt”
in c
onve
rsati
on to
co
mpa
re c
hara
cter
, setti
ng, c
onfli
ct,
and
them
es b
etw
een
text
s.
I can
read
with
exp
ress
ion
to
conv
ey m
y in
terp
reta
tion
of th
e te
xt.
I can
refle
ct o
n ar
tifac
ts to
ana
lyze
m
y re
adin
g pr
ogre
ss, p
lan
next
st
eps,
and
set n
ew g
oals.
I can
refe
r to
my
note
s to
supp
ort
my
anal
ysis
of te
xt.
B = Beginning D = Developing P = Proficient M=Mastery
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Unit of Study Assessment Rubric 1/5
Unit # 1 – Agency and Independence: Launching Reading Workshop with Experienced ReadersLearning Target Mastery Proficient Developing Beginning
Motivation1. I can elaborate on the benefits of reading for my future and present happiness, power, and success.
I can elaborate on the benefits of reading for my future and present happiness, power, and success.
I can elaborate on the benefits of reading for my future and present success.
I can articulate how reading well affects my grades.
I read what I am asked to read.
2. I can independently set personal goals for improving my reading.
I can independently set challenging personal goals for the purpose of improving my own reading.
I can independently set personal goals for improving my reading.
I can set personal goals for improving my reading with occasional teacher or peer input.
I can set personal goals with the assistance of a teacher or peer.
3. I can demonstrate work ethic that will lead me to attain my reading goals.
I am self-directed and take advantage of classroom routines that support me in attaining my reading goals.
I am self-directed in completing and following directions. I complete necessary assignments outside of class.
I can come to class prepared and follow (and sustain) directions.
I can work intermittently with the support of teacher reminders and direction.
4. I can read independently for a minimum of 30 minutes without stopping.
I can read independently for a minimum of 30 minutes without stopping.
I can read independently for a minimum of 20 minutes without stopping.
I can read independently for a minimum of 10 minutes without stopping.
I can quietly sit with a book, reading occasionally for the duration of independent reading time.
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Unit of Study Assessment Rubric 2/5
Unit # 1 – Agency and Independence: Launching Reading Workshop with Experienced ReadersLearning Target Mastery Proficient Developing Beginning
Agency5. I can choose and utilize appropriate strategies and/or resources to determine the meaning of unknown words and phrases within context.
I can independently choose and utilize a variety of appropriate strategies and/or resources to successfully determine the meaning of unknown words and phrases within context.
I can independently utilize a single strategy and/or resource to successfully determine the meaning of unknown words and phrases within context. (It may be the same strategy/resource, over and over.)
I can use a specific strategy or resource when it is suggested to me by my teacher to successfully determine the meaning of unknown words and phrases within context.
I can attempt to use a specific strategy or resource when it is suggested to me by my teacher to determine the meaning of unknown words and phrases within context.
6. I can choose and utilize appropriate strategies and/or resources to aid overall comprehension when given challenging text.
I can independently choose and utilize a variety of appropriate strategies and/or resources to successfully aid my comprehension when faced with a challenging text.
I can independently utilize a “go-to” strategy and/or resource to successfully aid my comprehension when faced with a challenging text. (It may be the same strategy/resource, over and over.)
I can use a specific strategy or resource when it is suggested to me by my teacher to successfully aid my comprehension of difficult text.
I can attempt to use a specific strategy or resource when it is suggested to me by my teacher to aid my comprehension of difficult text.
7. I can select a “just right” book to ensure I make reading growth.
I can independently use a variety of methods to help me select a “just right” book that pushes me to try new things (genre, author, topic/theme) and grow as a reader.
I can independently use a variety of methods to help me select a “just right” book that fits my current reading interests (genre, author, topic/theme).
I can independently use one strategy/method to help me approximate a “just right” book.
I can select a “just right” book from a selection of books that my teacher set aside for me.
8. I can use artifacts (like reading logs) to tack my reading interests, habits, and patterns over time.
I can independently use an artifact (reading log or calendar) to consistently track details about my reading progress and adapt that artifact to reflect my current reading goals.
I can independently use an artifact (reading log or calendar) to consistently track details about reading progress.
I can use an artifact (reading log or calendar) to track details about my reading progress when prompted by the teacher.
I can use an artifact (reading log or calendar) to track details about my reading progress with teacher support to fill out the artifact.
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Unit of Study Assessment Rubric 3/5
Unit # 1 – Agency and Independence: Launching Reading Workshop with Experienced ReadersLearning Target Mastery Proficient Developing Beginning
Agency9. I can identify the theme (literature) or central idea (informational) to synthesize what the text is about.
I can identify the key themes or main ideas and tell how synthesizing helps me understand more in any text I read. I can tell you why they are important and why the author might have emphasized them.
I can articulate several key themes or central ideas and I can explain how my thinking has changed from the beginning to the end of the passage.
I can describe the organization of the text (beginning, middle, end). I understand that text organization provides me with clues as to what is important. I begin to describe how my thinking has changed over the course of the text.
I can articulate some parts of literature or informational text that I think are important. I am unsure of what the author may be trying to tell me.
10. I can pay attention to details in order to visualize scenes from the story.
I can pay attention to details in order to visualize scenes from the story. My images include more than what is stated in the text. I have images that come from sights, sounds, smells etc. I can articulate a relationship between the text and what I am picturing.
I can pay attention to multiple details in order to visualize detailed scenes from the story. I can articulate a relationship between the text and what I am picturing.
I am able to pull details from the text to create mental pictures. My images are built on details from the text, and I can articulate a relationship between the text and what I am picturing.
I am able to pull some details from the text to create general mental pictures. I am unclear of the relationship between the text and what I am picturing.
11. I can pay attention to and use details as I read to make inferences about characters, setting, and conflict.
I can pay attention to and use details to develop my own predictions, interpretations, and/or conclusions to better understand characters, setting and conflict. I can describe how I understand more about the book based upon these inferences.
I can pay attention to and use details to draw conclusion, interpret, and/ or predict to better understand characters, setting and conflict. I can explain how I came up with my conclusions.
I can use details to make inferences (predictions and conclusions). The inferences I draw are probably aligned to what the author would think about characters, setting and conflict.
I can use some details as I read to make guesses about characters, setting and conflict. I am not sure how they relate to the book or if the author wanted me to draw these conclusions.
12. I can infer, using setting clues, to imagine what has happened between the scenes.
I can infer, using setting clues, to imagine what has happened between the scenes and make predictions about what characters may feel and think based on those imagined scenes.
I can infer, using setting clues, to imagine what has happened between the scenes.
I can use a limited number of setting cues to imagine what has happened between scenes when posed with leading questions to provoke my imagination.
I can use setting cues that are pointed out to me by others to imagine what has happened between scenes when posed with leading questions to provoke my imagination.
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Unit of Study Assessment Rubric 4/5
Unit # 1 – Agency and Independence: Launching Reading Workshop with Experienced ReadersLearning Target Mastery Proficient Developing Beginning
Collaboration13. I can make connections between different parts of a story or different books/ stories in a series to understand changes in characters, setting, and conflict over time.
I can independently make connections between different parts of a story or book series to understand changes in character, setting, and conflict over time. I am somewhat aware of how these connections help me to better understand the text.
I can independently make connections between different parts of a story or book series to understand changes in character, setting, and conflict over time.
I can explain how my own experiences, beliefs, and feelings relate to the characters and events or topics of this text.
I can state what the text reminds me of.
14. I can use artifacts (like reading logs) to investigate my reading interests, habits, and patterns to analyze my reading progress over time.
I can independently investigate my reading using an artifact, as well as recognize and evaluate interests, patterns, and habits regarding my reading.
I can independently investigate my reading using an artifact, as well as recognizing interests, patterns, and habits regarding my reading.
I can use an artifact to answer questions about reading interests, patterns and habits.
I can use an artifact to answer questions about reading interests, patterns and habits with teacher support.
15. I can use quick responses to text (margin notes, Post-its, etc.) to track my thinking as I read, to aid my comprehension or prepare to talk/write about my reading.
I can independently use a variety of strategies for quick responses to text to track my thinking as I read, to aid my comprehension or prepare to talk/write about my reading.
I can independently use a limited number of strategies for quick responses to text to track my thinking as I read and to prepare to talk/write about my reading.
I can use teacher-designated strategies for quick responses to text to prepare to talk/write about my reading.
I can use teacher-designated strategies, with prompting and support, for quick responses to text to prepare to talk/write about my reading.
16. I can use longer written responses to my reading (reflection, journal entry, etc.) to reflect on and analyze the text.
I can independently use a variety of longer written responses to my reading to reflect on and analyze the text.
I can independently use a limited number of longer written responses to text to reflect on my reading.
I can use teacher-designated longer written responses to my reading to reflect on the text.
I can use teacher-designated strategies for longer written responses, with prompting and support, to demonstrate understanding of the text.
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Unit of Study Assessment Rubric 5/5
Unit # 1 – Agency and Independence: Launching Reading Workshop with Experienced ReadersLearning Target Mastery Proficient Developing Beginning
Collaboration17. I can select and communicate interesting elements or excerpts of text to pique the interest of a peer.
I can independently select and communicate interesting elements or excerpts of text that match the interests of a targeted group of peers.
I can independently select and communicate interesting elements or excerpts of text to pique the interest of a peer.
I can select and share interesting excerpts from a text or elements from a pre-generated list to pique the interest of a peer.
I can select and share interesting excerpts from a text or elements from a pre-generated list to pique the interest of a peer, with teacher support.
18. I can reference a “shared or community text” in conversation to compare character, setting, conflict, and themes between texts.
I can make specific and relevant connections between a “shared or community text” and another text, in conversation, comparing character, setting, conflict and themes, to explain how the connection enhances my comprehension.
I can make specific and relevant connections between a “shared or community text” and another text, in conversation, comparing character, setting, conflict and themes.
I can make general connections between a “shared or community text” and another text in conversation, in response to teacher questions, comparing character, setting, and conflict.
I can make general connections between a “shared or community text” and another text in conversation, with teacher support.
19. I can read with expression to convey my interpretation of the text.
I can independently read a familiar text with expression to convey my interpretation of the text.
I can read a familiar text with expression to convey my interpretation of the text, after one practice.
I can read a familiar text with expression to convey my interpretation of the text, after several practices.
I can read a familiar text with expression, with teacher support and after extended rehearsal.
20. I can reflect on artifacts to analyze my reading progress, plan next steps, and set new goals.
In order to improve my reading ability, I can reflect on artifacts with peers to analyze my reading progress, plan next steps, and set new goals for myself in collaboration with peers.
I can independently reflect on artifacts to analyze my reading progress, plan next steps, and set new goals to improve my reading ability.
I can independently use guiding questions to reflect on artifacts and co-author (with my teacher) next steps and set new goals to improve my reading ability.
I can answer guiding questions about my reading artifacts to co-author (with my teacher) new goals to improve my reading ability.
21. I can refer to my notes to support my analysis of text.
I can independently refer to my notes to support my analysis of text.
I can refer to my notes to support my analysis of text.
I can use my notes to connect my thinking back to the text.
I can participate in a conversation, connecting my guided responses back to the text.
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SAMPLE UNIT CALENDAR (Suggestion of sequence, not timing, of instruction)
Monday Tuesday Wednesday Thursday Friday1. I can elaborate on the benefits of reading for my future and present happiness, power, and success.
2. I can independently set personal goals for improving my reading.
3. I can demonstrate work ethic that will lead me to attain my reading goals.
4. I can read independently for a minimum of 30 minutes without stopping.
5. I can choose and utilize appropriate strategies and/or resources to determine the meaning of unknown words and phrases within context.
6. I can choose and utilize appropriate strategies and/or resources to aid overall comprehension when given challenging text.
7. I can select a “just right” book to ensure I make reading growth.
8. I can use artifacts (like reading logs) to tack my reading interests, habits, and patterns over time.
9. I can identify the theme (literature) or central idea (informational) to synthesize what the text is about.
10. I can pay attention to details in order to visualize scenes from the story.
11. I can pay attention to and use details as I read to make inferences about characters, setting, and conflict.
12. I can infer, using setting clues, to imagine what has happened between the scenes.
13. I can make connections between different parts of a story or different books/ stories in a series to understand changes in characters, setting, and conflict over time.
14. I can use artifacts (like reading logs) to investigate my reading interests, habits, and patterns to analyze my reading progress over time.
15. I can use quick responses to text (margin notes, Post-its, etc.) to track my thinking as I read, to aid my comprehension or prepare to talk/write about my reading.
16. I can use longer written responses to my reading (reflection, journal entry, etc.) to reflect on and analyze the text.
17. I can select and communicate interesting elements or excerpts of text to pique the interest of a peer.
18. I can reference a “shared or community text” in conversation to compare character, setting, conflict, and themes between texts.
19. I can read with expression to convey my interpretation of the text.
20. I can reflect on artifacts to analyze my reading progress, plan next steps, and set new goals.
21. I can refer to my notes to support my analysis of text.
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Appendix A: Supporting Minilesson Correlation Chart
1. I can elaborate on the benefits of reading for my future and present happiness, power, and success.
Gallagher, K. (2003). Reading Reasons: Motivational Mini-Lessons for Middle and High School. Portland: Stenhouse Publishers.
2. I can independently set personal goals for improving my reading.
3. I can demonstrate work ethic that will lead me to attain my reading goals.
4. I can read independently for a minimum of 30 minutes without stopping.
5. I can determine the meaning of words and phrases to analyze their use and overall impact within context.
Calkins, L. (2010). Units of Study for Teaching Reading. In M. Ehrenworth, H. Atif Khan, & J. Mooney, Constructing Curriculum: Alternate Units of Study. Portsmouth: Heinemann.
Reading with Agency (pg. 69-75) When Meaning Breaks Down, Readers Use Fix-Up Strategies (pg.
47-52) We Read Chunks of Meaning, Not Single Words (pg. 53-55) Reading with Momentum-Riding over a Hard Word (pg. 56-60)
6. I can choose and utilize appropriate strategies and/or resources to aid comprehension when given challenging text.
Calkins, L. (2010). Units of Study for Teaching Reading. In M. Ehrenworth, H. Atif Khan, & J. Mooney, Constructing Curriculum: Alternate Units of Study. Portsmouth: Heinemann.
Taking Charge of our Reading Lives and Becoming Active Learners (pg. 64-68)
7. I can select a “just right” book to ensure I make reading growth.
Calkins, L. (2010). Units of Study for Teaching Reading. In M. Ehrenworth, H. Atif Khan, & J. Mooney, Constructing Curriculum: Alternate Units of Study. Portsmouth: Heinemann.
Choosing a Just Right Book (pg. 7-11) Choosing Books Wisely (pg. 76-80)
8. I can use artifacts (like reading logs) to investigate my reading interests, habits, and patterns to analyze my reading progress over time.
Calkins, L. (2010). Units of Study for Teaching Reading. In M. Ehrenworth, H. Atif Khan, & J. Mooney, Constructing Curriculum: Alternate Units of Study. Portsmouth: Heinemann.
Getting Better One Step at a Time-Logs and Goals (pg. 12-18) Using the Reading Log as an Artifact to Help Us Reflect On and
Improve Our Reading (pg. 81-86)9. I can use quick responses to text
(margin notes, Post-its, etc.) to track my thinking as I read to aid my comprehension or prepare to talk/write about my reading.
Calkins, L. (2010). Units of Study for Teaching Reading. In M. Ehrenworth, H. Atif Khan, & J. Mooney, Constructing Curriculum: Alternate Units of Study. Portsmouth: Heinemann.
Making purposeful Choices About Our Methods for Retelling (pg. 87-91)
10. I can use longer written responses (reflection, journal entry, etc.) to text to reflect on and analyze text.
Calkins, L. (2019). Units of Study for Teaching Reading Grades 3-5. In H. Atif Khan, Construcing Curriculum: Alternate Units of Study CD ROM (pp. 128-150). Portsmouth: Heinemann.
Writing Short and Long Responses to Books (pg. 128-131) FOUND
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ON CD ROM ONLY.11. I can select and communicate
interesting elements or excerpts of text to pique the interest of a peer.
Calkins, L. (2019). Units of Study for Teaching Reading Grades 3-5. In H. Atif Khan, Construcing Curriculum: Alternate Units of Study CD ROM (pp. 128-150). Portsmouth: Heinemann.
Talking About Books with Passion and Insight (pg. 132-135) FOUND ON CD ROM ONLY.
12. I can reference a “shared or community text” in conversation to compare character, setting, conflict, and themes between texts.
Calkins, L. (2019). Units of Study for Teaching Reading Grades 3-5. In H. Atif Khan, Construcing Curriculum: Alternate Units of Study CD ROM (pp. 128-150). Portsmouth: Heinemann.
Talking about More than One Book at a Time – The Art of the Allusion (pg. 128-131) FOUND ON CD ROM ONLY.
13. I can read with expression to demonstrate deeper understanding of the text.
Calkins, L. (2019). Units of Study for Teaching Reading Grades 3-5. In H. Atif Khan, Construcing Curriculum: Alternate Units of Study CD ROM (pp. 128-150). Portsmouth: Heinemann.
Reading Aloud with Power and Grace (pg. 140-145) FOUND ON CD ROM ONLY.
14. I can use artifacts (like reading logs) to investigate my reading interests, habits, and patterns, to continue developing as a reader.
Calkins, L. (2019). Units of Study for Teaching Reading Grades 3-5. In H. Atif Khan, Construcing Curriculum: Alternate Units of Study CD ROM (pp. 128-150). Portsmouth: Heinemann.
Using Artifacts to Reflect on Our Reading and Making Plans to Outgrow Ourselves as Readers (pg. 146-150) FOUND ON CD ROM ONLY.
15. I can reflect on artifacts with peers to analyze my reading progress, plan next steps, and set new goals.
Calkins, L. (2019). Units of Study for Teaching Reading Grades 3-5. In H. Atif Khan, Construcing Curriculum: Alternate Units of Study CD ROM (pp. 128-150). Portsmouth: Heinemann.
Using Artifacts to Reflect on Our Reading and Making Plans to Outgrow Ourselves as Readers (pg. 146-150) FOUND ON CD ROM ONLY.
16. I can refer to my notes to support my analysis of text.
Calkins, L. (2019). Units of Study for Teaching Reading Grades 3-5. In H. Atif Khan, Construcing Curriculum: Alternate Units of Study CD ROM (pp. 128-150). Portsmouth: Heinemann.
Using Artifacts to Reflect on Our Reading and Making Plans to Outgrow Ourselves as Readers (pg. 146-150) FOUND ON CD ROM ONLY.
17. I can identify the theme or central idea to synthesize what the text is about.
Calkins, L. (2010). Units of Study for Teaching Reading. In M. Ehrenworth, H. Atif Khan, & J. Mooney, Constructing Curriculum: Alternate Units of Study. Portsmouth: Heinemann.
Reading Between the Lines and Coauthoring the Text (pg. 92-99)18. I can pay attention to details in
order to visualize scenes from the story.
Calkins, L. (2010). Units of Study for Teaching Reading. In M. Ehrenworth, H. Atif Khan, & J. Mooney, Constructing Curriculum: Alternate Units of Study. Portsmouth: Heinemann.
Imagining the Scenes in Our Stories (pg. 100-105)19. I can pay attention to and use
details as I read to make inferences about characters, setting, and conflict.
Calkins, L. (2010). Units of Study for Teaching Reading. In M. Ehrenworth, H. Atif Khan, & J. Mooney, Constructing Curriculum: Alternate Units of Study. Portsmouth: Heinemann.
Imagining the Scenes in Our Stories (pg. 100-105)20. I can infer, using setting clues, to
imagine what has happened between scenes.
Calkins, L. (2010). Units of Study for Teaching Reading. In M. Ehrenworth, H. Atif Khan, & J. Mooney, Constructing Curriculum: Alternate Units of Study. Portsmouth: Heinemann.
Imagining the Moments in Between the Scenes (pg. 106-110)
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21. I can make connections between different parts of a story or different books/stories in a series to understand changes in characters, setting, and conflict over time.
Calkins, L. (2010). Units of Study for Teaching Reading. In M. Ehrenworth, H. Atif Khan, & J. Mooney, Constructing Curriculum: Alternate Units of Study. Portsmouth: Heinemann.
Understanding References and Connecting the Parts of Our Stories (pg. 111-119)
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Appendix B: Anchor Charts
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Appendix C: Works Cited
Calkins, L. (2010). Units of Study for Teaching Reading. In M. Ehrenworth, H. Atif Khan, & J. Mooney, Constructing Curriculum: Alternate Units of Study. Portsmouth: Heinemann.
Calkins, L. (2019). Units of Study for Teaching Reading Grades 3-5. In H. Atif Khan, Construcing Curriculum: Alternate Units of Study CD ROM (pp. 128-150). Portsmouth: Heinemann.
Gallagher, K. (2003). Reading Reasons: Motivational Mini-Lessons for Middle and High School. Portland: Stenhouse Publishers.
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