Unit Overview - Tewksbury Township Schools



|Unit Overview |

|Content Area: Language Arts- Reading |

|Unit Title: Reading ~ Foundational Reading Skills Unit: 1 |

|Target Course/Grade Level: Fifth Grade |

|Unit Summary: Foundational Reading Skills is the first reading unit of the fifth grade year. The unit reviews and introduces skills and |

|strategies that enhance reading comprehension which form a foundation for later reading analysis. The unit also serves to help students to |

|learn how to think as readers and to develop skills that will enhance reading enjoyment. The unit begins by reviewing how to select books at a |

|“just right level” and by teaching students how to select books across a variety of genres. Other skills and strategies taught include |

|determining the meaning of unknown words; asking questions during reading; making predictions, connections, and inferences; and responding to |

|text with written reading responses utilizing textual evidence. |

|Primary interdisciplinary connections: Writing, Vocabulary |

|21st century themes and skills: Communication and Collaboration, Life and Career Skills: -flexibility and adaptability, initiative and |

|self-direction, social skills, productivity and accountability, leadership and responsibility |

|Anchor Standards: |

|Anchor Standards for Reading: |

|Key Ideas and Details |

|R.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when |

|writing or speaking to support conclusions drawn from the text. |

|Craft and Structure |

|R.4. 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. |

|Range of Reading and Level of Text Complexity |

|R.10. Read and comprehend complex literary and informational texts independently and proficiently. |

|Anchor Standards for Writing: |

|Production and Distribution of Writing |

|W.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |

|Research to Build and Present Knowledge |

|W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. |

|Anchor Standards for Language: |

|Vocabulary Acquisition and Use |

|L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word |

|parts, and consulting general and specialized reference materials, as appropriate. |

|Learning Targets/Activities |

|Domain: Reading, Writing, Language |

|Cluster: Key Ideas and Details, Craft and Structure, Range of Reading and Level of Text Complexity, Production and Distribution of Writing, |

|Research to Build and Present Knowledge, Vocabulary Acquisition and Use |

|Standard # | Standards |

|RL.5.1 |Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |

|RL.5.4 |Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and|

| |similes. |

|RL.5.10 |By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the |

| |grades 4–5 text complexity band independently and proficiently. |

|W.5.4 |Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and |

| |audience. |

|W.5.9 |Draw evidence from literary or informational texts to support analysis, reflection, and research. |

|L.5.4.A,C |Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, |

| |choosing flexibly from a range of strategies. |

| |A. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. |

| |C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the |

| |pronunciation and determine or clarify the precise meaning of key words and phrases. |

|Unit Essential Questions |Unit Enduring Understandings |

|What strategies do effective readers utilize to construct meaning from|Effective readers construct meaning from text using a variety of |

|texts? |comprehension skills and strategies (ie: vocabulary skills, rereading, |

|How do strong readers independently monitor their understanding of |questioning, etc.) |

|texts? |Strong readers employ many reading comprehension strategies (ie: making |

|How do successful readers improve their reading level and interest? |connections, asking questions, making predictions, inferencing, and |

|How do readers support their thinking about texts? |synthesizing) to independently monitor their understanding of text. |

| |Readers improve their skills by selecting a variety of ‘just right’ |

| |books across many genres. |

| |Students clarify and support their thinking about reading by quoting |

| |accurately from the texts. |

|Unit Learning Targets |

|Students will ... |

|Select ‘just right’ independent reading books of interest across multiple genres. (RL.5.10) |

|Review and apply previously learned reading comprehension strategies to monitor their understanding of text. Skills and strategies will |

|include: making predictions, visualizing, questioning, inferencing, and making connections. (RL.5.10) |

|Determine meaning of unfamiliar words by means of a variety of strategies including rereading, context clues, etc. (RL.5.4, L.5.4a) |

|Determine meaning of unfamiliar words through use of reference materials, both print and digital (RL.5.4, L.5.4c) |

|Organize and write open ended reading responses about text. (W.5.4, W.5.9) |

|Quote accurately from the text to support ideas and conclusions drawn in written responses to reading (RL.5.1, W.5.9) |

|Make and support inferences by quoting accurately from the text (RL.5.1, W.5.9) |

|Learning Activities |

|Whole class read alouds of picture books and/or novels with targeted |Library introductory session to select books at “just right level” |

|mini-lessons on reading strategies and skills. |across various genres for book talk project. |

|Small group picture book reading |Independent reading of selected short stories and novel excerpts from |

|Partner reading/ pair-share |Out of This World anthology. |

|Jigsaw activity |Read Time for Kids magazines and complete accompanying activities and |

|Dictionary practice activities |handouts. |

| |Reading responses |

|Evidence of Learning |

|Formative Assessments |

|Teacher observation |“Book mark” to record various skills/strategies |

|Student participation |Time for Kids quizzes and activity pages |

|Application of reading skills and strategies during group, partner, |Reading Responses |

|and independent reading of picture books and novels. |Exit tickets |

|Graphic organizers |Novel quizzes |

|Summative Assessments |

|Book talk project |

|RESOURCES/TECHNOLOGY |

|Teacher Instructional Resources: |

|Dictionaries |

|Out of This World reading anthology |

|Time for Kids magazines |

|Picture Books for Context Clues: |

|Jabberwocky, Graeme Base (original poem by Lewis Carol) |

|Picture Books for Visualizing: |

|Night in the Country, Cynthia Rylant |

|The Midnight Ride of Paul Revere, Henry Wadsworth Longfellow |

|Tar Beach, Faith Ringgold |

|Picture Books for Making Predictions: |

|Sylvester and the Magic Pebble, William Steig |

|For the Love of Autumn, Patricia Polacco |

|Picture books for Making Connections Strategy: |

|My Rotten Headed Older Brother, Patricia Polacco |

|Thank You Mr. Falker, Patricia Polacco |

|The Relatives Came, Cynthia Rylant |

|Bedhead, Margie Palatini |

|Picture books for Asking Questions: |

|Fly Away Home, Eve Bunting |

|The Wall, Eve Bunting |

|Miss Alaineus: A Vocabulary Disaster, Debra Frasier |

|The Day of Ahmad’s Secret, Florence Heide and Judith Heide Gilliland |

|The Stranger, Chris Van Allsburg |

|Picture books for Drawing Inferences: |

|Teammates, Peter Golenbock |

|Tuesday, David Weisner |

|Just a Dream, Chris Van Allsburg |

|Babushkah’s Doll, Patricia Polacco |

|Fireflies, Julie Brinkloe |

|Picture books for Synthesizing: |

|Zathura, Chris Van Allsburg |

|Fables, Arnold Lobel |

|The Sweetest Fig, Chris Van Allsburg |

|Class Novel: Crash, Jerry Spinelli |

|Literature Group resources: There’s a Boy in the Girls Bathroom by Louis Sachar, |

|Rules by Cynthia Lord, Loser by Jerry Spinelli |

|In the Middle: New Understandings About Writing, Reading, and Learning, Nancie Atwell |

|Guiding Readers and Writers (Grades 3-6): Teaching Comprehension, Genre, and Content Literacy, Irene Fountas and Gay Su Pinnell |

|Student “bookmark” |

|Reading Skills Graphic Organizers |

|Reading Response Organizer |

|5th Grade Reading Response Rubric (1-4) |

|Novel quizzes |

|Integration of Technology: |

|Smartboard, Elmo, internet |

|Technology Resources: |

|ReadingA- |

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|Opportunities for Differentiation: |

|Leveled picture books for group work and independent reading |

|Differentiation of graphic organizer |

|Question/discussion techniques |

|Metacognitive strategies |

|Teacher Notes: |

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