Literacy

READER'S WORKSHOP

What is it?
The short answer: it is a teaching model which allows students to enjoy and improve on their reading

The long answer: It is made up of a number of different things, all aiming at trying to improve students' reading through reading. Students are in charge of choosing their books and then practicing reading them for an extended period of time during class. Along with this extended period of reading time, students also participate in:

  • mini lessons raging from how to choose a book to all kinds of comprehension strategies
  • talking about their reading with peers; recommending and promoting books
  • teacher conferences: quick chats and check ins with the teacher about the book they are reading
  • small group lessons: a chance for the teacher to check in and work on certain skills

Literacy

FIRST TRIMESTER

Launching Unit

Students will:

  • Develop an understanding of themselves as readers
  • Learn to self-select appropriate books
  • Set goals for themselves as readers
  • Learn how to participate in collaborative conversations about texts
  • Learn how to ask and answer questions to clarify understanding of a topic
  • Learn how to apply self-monitoring skills
  • Learn to ask and answer questions to demonstrate understanding of the key details in a text

Fiction Unit

Students will:

  • Recognize different types and structures of fiction (fantasy, traditional tales, and realistic)
  • Identify common story elements and key details in fiction texts (characters, setting, plot, etc.)
  • Understand the chronological structure (beginning, middle, and end)
  • Understand how to read dramatic play differently from a narrative
  • Compare and contrast two or more versions of the same story
  • Make predictions
  • Infer character traits and feelings
  • Identify the author's tone 

SECOND TRIMESTER

Non-Fiction Unit (Informational)

Students will:

  • Read a variety of types of reference and literary nonfiction
  • Use knowledge of genre, text structure, and text features to support understanding
  • Use comprehension strategies before, during, and after reading to monitor and deepen comprehension
  • Use strategy skills to figure out unfamiliar vocabulary 
  • Use textual evidence to support thinking about nonfiction reading in conversation and writing
  • Summarize information to determine important ideas

THIRD TRIMESTER

Literacy Content Unit

Forces of the Earth and how they shape the Earth

Students will:

  • Read a variety of types of content area texts, including nonfiction, fiction, poetry books, and articles
  • Use knowledge of genre, text structure, and text features to support understanding
  • Use a variety of strategies to define and apply challenging academic and content specific vocabulary
  • Learn strategies for making connections among science terms to deepen understanding of key science concepts
  • Use textual evidence to support thinking about reading in conversation and writing
  • Determine important details in texts to summarize key ideas
  • Obtain, evaluate, and communicate information
  • Analyze and interpret data

KEYS TO COMPREHENSION


 

An important part of reading instruction is teaching comprehension. The following is a list of what readers must be able to do in order to comprehend text.

Thoughtful readers…

Monitor & Correct -They pay attention when the text stops making sense. They go back and clean up the confusion.

Visualize -They create mental images supported by the five senses.

Make Connections -They retrieve and activate prior knowledge in order to connect to their own life, other texts, and the world.

Predict & Question -They generate predictions and questions before, during, and after reading.

Analyze -They examine the parts of the text in order to understand the whole.

Critique -They think about the information and evaluate the characters’ actions or facts presented.

Determine Importance -They sift out relevant and useful information.

Summarize -They take time after reading to think about what happened or what was learned.

Infer -They draw conclusions and make predictions, and form interpretations.

Synthesize -They continually change their thinking in response to a text.