Readers’ Workshop Unit of Study Year-long Planner



Readers’ Workshop Unit of Study Year-long Planner: Grade Five

|Month |Unit of Study |Key Focus Lessons |

|September |Launching Readers’ Workshop |What is readers’ workshop? |

| | |Procedures/routines of readers’ workshop |

| | |Choosing “just right” books |

| | |Keeping track of your reading and thinking |

|October |Forms of Fiction: Applying Multiple |Reading is thinking |

| |Comprehension Strategies |Using multiple strategies to comprehend text (review: monitoring for meaning, making |

| | |connections, creating sensory images, retelling) |

| | |Recognizing genres of fiction |

| | |Asking questions before, during, and after reading |

|November | |Asking questions to clarify meaning |

| | |Thick vs. thin questions |

| | |Making inferences to understand characters and theme |

| | |Supporting inferences with evidence from text |

| | |Identifying recurrent themes and universal truths in fiction |

| | |Noticing how thinking evolves in fiction |

| | | |

| | |NOTE: In the upper elementary grades, comprehension strategy use is an integrated |

| | |process. Most fifth grade units are designed to review and refine the use of multiple |

| | |comprehension strategies. |

|December |Poetry: Applying Multiple Comprehension|Applying multiple comprehension strategies to poetry |

| |Strategies |Elements of poetry (types, conventions, etc) |

|January |Nonfiction: Applying Multiple |Identifying author’s purpose(s) in nonfiction |

| |Comprehension Strategies |Activating schema prior to reading nonfiction |

| | |Using conventions of nonfiction to locate information and answer questions |

| | |Interesting vs. important information |

|February | |Determining important ideas (main ideas vs. supporting details) |

| | |What is summarizing? |

| | |Summarizing main ideas in own words |

| | |Writing a succinct summary |

|March |MCAS As A Genre |Using comprehension strategies to read challenging texts |

| | |Test taking strategies |

| | |Analyzing and answering multiple choice questions |

| | |Constructing answers to open response questions |

|April |Synthesizing |Determining importance and summarizing in fiction |

| | |What is synthesizing? |

| | |Noticing how thinking evolves in fiction |

| | |Noticing how thinking evolves in nonfiction |

| | |Writing a personal response to describe changes in thinking |

|May |OPTIONS: Teachers may choose one or |A) Reading To Build Schema For Content |

| |more of the following units. |Why read multiple texts around a particular topic? |

| | |Layering texts to build fluency and comprehension |

| | |Building schema for a topic |

|June |A) Reading To Build Schema For Content |Applying schema and sharing expertise |

| | | |

| |B) Genre Study |B) Genre Study |

| |Focus TBD by schools |Building schema for a genre |

| | |Recognizing elements of a genre |

| |C) Author Study |Possible Options: Myths, Biography, Memoir, Classics, Short Stories |

| |Focus TBD by schools | |

| | |C) Author Study |

| | |Building schema for an author |

| | |Recognizing characteristics of an author’s work |

| | |Possible Options: Student Choice, Sharon Creech, Jerry Spinelli, Christopher Paul |

| | |Curtis, Natalie Babbitt, Dan Gutman |

Launching Readers’ Workshop Unit Calendar: Grade Five

|Monday |Tuesday |Wednesday |Thursday |Friday |

|What is a book bag/box and how to take|Choosing an independent reading spot |Choosing an independent reading spot |Getting to know the class library |Choosing Just Right books |

|care of your books | |(continued) and leaving your spot | | |

|Balancing your reading diet |Intro to independent reading record |Previewing books to help with book |Book Pass |Maintaining your interest in a book |

| |keeping: Book Logs and Books To Read |selection | | |

|Building your reading stamina |Abandoning books |Swapping books |Procedures for using Post-its |Intro to Response Journals |

| | | | | |

Forms of Fiction Unit Calendar: Grade Five

|Monday |Tuesday |Wednesday |Thursday |Friday |

|Reading is thinking |What is schema and everyone’s schema |Readers make connections to text |Making meaningful connections |Readers create sensory images using 5 |

| |is different and schema should be |(review T-S, T-T, T-W) | |senses based on schema and text |

| |activated prior to reading | | | |

|How do meaningful connections and text|Listening to your inner voice while |Readers notice when meaning breaks |Using fix-up strategies to repair |Using fix-up strategies 2 (model) |

|based sensory images help “round out” |reading and what is monitoring for |down (Huh?) |comprehension |Images (replay movie in head) |

|your understanding? |meaning | |(reread carefully, word level |Connections (become a more active |

| | | |strategies, context clues, read |participant in your reading) |

| | | |through entire word, base | |

| | | |word/affixes) | |

|Holding your thinking on Post-Its as a|What is fiction (including the |Building schema for and recognizing |Readers retell events of short story |Using retelling to monitor and sustain|

|way to track, remember and monitor |elements of fiction: character, |different genres of fiction |in sequence to share and discuss text |comprehension through longer text |

|comprehension |setting, problem, solution and plot | |with others | |

| |events in sequential order) | | | |

|Recognizing that authors tell stories |Readers notice and understand cause |Analyze how author crafts the events |Plot structure: rising action and |Rising action leads readers to some |

|from various perspectives: 1st person,|and effect relationships in plot of |to bring about resolution of problem |climax (guided practice) |“burning questions” based in the |

|3rd person with author as observer and|fiction |(rising action-climax) | |building suspense within the text |

|author as all-knowing | |(model) | | |

|Review: Readers ask questions before, |Readers ask questions for different |Readers ask questions to clarify |Readers ask questions to understand |Readers ask questions about the |

|during and after reading |reasons |meaning and to make predictions about |characters |author’s message and the big ideas in |

| |(start generating many questions in |story | |the text |

| |model text(s) and keep for future | | | |

| |lessons modeling language of questions| | | |

| |and sorting questions) | | | |

|Thick vs. thin questions |Answering questions: |The most interesting questions are |Readers combine their schema and clues|Readers support their inferences with |

| |Locate in text (answered) |unanswered explicitly in text, |from the text to make an inference in |evidence from the text |

|Answered vs. unanswered questions |Research or find an outside source |requiring interpretation |order to ponder the unanswered | |

| |(unanswered in text) | |questions and form their own | |

| |From your schema and interpretations | |interpretations. | |

| |(unanswered) | | | |

|Readers infer to understand |Readers infer to understand various |Readers infer to understand character |Readers infer to understand character |Readers infer the author’s message or |

|unfamiliar, stylized, and technical |literary devices (review |traits and motivation |change and development |lesson and how it is related to |

|language |foreshadowing, character flashback, | | |character development |

| |character imagining) | | | |

|Readers make inferences about themes |Infer about theme (practice) |Readers recognize similarities in |Readers consider how fiction helps us | |

|(big ideas) (model) | |themes from various texts and begin |understand the universal truths of | |

|Begin collecting themes from numerous | |finding recurrent themes and universal|life | |

|texts to look for recurrent themes | |truths | | |

Poetry Unit Calendar: Grade Five

|Monday |Tuesday |Wednesday |Thursday |Friday |

| | |Readers use poetic elements (e.g., | | |

|Readers recognize the unique text |Readers use the text features (e.g., |alliteration, onomatopoeia, rhyme, |Readers create sensory images using |Readers use sensory images to help |

|features of poetry and distinguish |stanza, verse) of poetry to help them |rhythm, repetition) to help them read,|their five senses as they read poetry.|them understand and remember to poetry|

|between poetry and other genres. |understand and talk about the text. (e.g.,|understand, and share poetry. | |and to make the poetry full of |

| |“In the first stanza…”) | | |details. |

| | | | | |

|Readers record (write or draw) their |Readers make inferences to help them |Readers understand that some words and|Readers understand that figurative |Readers recognize the feelings they |

|sensory images to help them better |understand poetry. |phrases in poetry have both a literal |language (e.g., simile, metaphor) is |experience when reading poetry. |

|understand and remember poetry. | |and non-literal meaning (e.g., take |used in poetry to help the reader make| |

| | |steps) |connections and sensory images. | |

| | | | | |

|Readers recognize that feelings are |Readers infer themes (big ideas, lessons, | | | |

|usually clues to the themes of poetry.|morals) to develop a deeper understanding | | | |

| |of poetry. | | | |

Nonfiction Unit Calendar: Grade Five

|Monday |Tuesday |Wednesday |Thursday |Friday |

|Nonfiction vs. fiction |Review conventions of nonfiction |A closer look at the index (changing |Locating specific info to answer your |Paying close attention to signal words|

|and author’s purpose for writing |through preview (“walk through to |your search words as needed) |questions using the conventions to |(e.g. surprisingly, importantly, on |

|nonfiction |determine what kinds of info may be | |navigate text |the other hand, however, likewise, |

| |present in text | | |consequently, finally, etc.) |

|Text structure of nonfiction: |Text structure of nonfiction: |Activating and using schema before and|Setting a purpose for reading |Important vs. interesting |

|Cause/effect |Problem/solution |while reading nonfiction text | |(model) |

| | | | | |

|Important vs. interesting (guided |Readers can sort out main idea(s) from|Main idea vs. supporting details |What is summarizing? |Oral summary practice |

|practice with graphic organizer) |supporting details (model) |(guided practice with graphic | | |

| | |organizer) | | |

|Readers summarize to monitor |Readers stop periodically to summarize|Readers paraphrase in their own words |Readers distinguish between summary |Writing a brief summary (model) |

|comprehension |and integrate new learning |while reading to summarize (ex. on |and their own thinking | |

| |(Stop-Think-React) |post-its or in margins) | | |

|Writing a brief summary (practice) |Readers determine an author’s possible|Readers can glean factual information |Readers recognize an author’s |Readers consider “expert” quotes and |

| |bias when reading nf |about a topic from a fictional source |perspective around a particular topic |their reliability |

|Intro to primary source material and |Readers know that when forming an |Readers know that when forming an | | |

|its use in building knowledge |opinion, judgment or argument based on|opinion, judgment or argument based on| | |

| |reading, it is important to consider |reading, it is important to consider | | |

| |more than one perspective on that |more than one perspective on that | | |

| |topic |topic | | |

| |(model) |(guided practice) | | |

Synthesizing Unit Calendar: Grade Five

|Monday |Tuesday |Wednesday |Thursday |Friday |

|Review: summary is telling what is |Retelling vs. summary in fiction |Determining importance in fiction |Determining importance in fiction |Determining importance in fiction |

|important in a way that makes sense | |(model with short texts) |(guided practice with short texts) |(independent practice with short |

|without telling too much. (focus on | | | |texts) |

|fiction) | | | | |

|Writing a short summary (model) |Writing a short summary (practice) |What is synthesizing? (model) |Readers track how their ideas change |Readers use all their comprehension |

| | | |and grow (evolve) over time (guided |strategies when synthesizing |

| | | |practice) | |

|Readers talk with others about how |Readers write about their synthesizing|Synthesis moves beyond literal summary|Readers find symbols in the text based|Writing about symbolism (using graphic|

|their ideas evolve |(using a graphic organizer) |to more inferential thinking |on how their ideas have evolved |organizer) |

|Synthesis in nonfiction involves |Synthesis provides a way to clear up |Readers consider what an author wants |Readers add a personal response to |Readers add a personal response to |

|adding new knowledge to what you |previously held misconceptions |us to do and feel about the info (as |their written summaries |their written summaries (practice) |

|already know | |related to purpose and bias) |(model) | |

|It is possible to compare and contrast| | | | |

|various stages of thought and ideas | | | | |

|within the synthesis process | | | | |

Reading to Build Schema Unit Calendar: Grade Five

|Monday |Tuesday |Wednesday |Thursday |Friday |

|Readers read multiple texts about a |Readers keep track of new learning as |Readers can layer texts (from easiest |Continue (guided practice) |Continue (further practice) |

|particular topic to build schema about|they read (introduction to note |to hardest) in order to build fluency | | |

|that topic |taking) |and comprehension | | |

| | |(model) | | |

|Application of layered reading |Continue |Continue |Continue |Continue |

|building schema for a particular topic| | | | |

|(student choice?) | | | | |

| | | | | |

|(independent practice) | | | | |

|[pic] |[pic] | | | |

| | | | | |

| | | | | |

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Note to Teachers: This unit is designed to offer fifth grade students to use reading comprehension strategies to complete an independent research study project.

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