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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