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Essential Question
How can we take charge of our reading lives, showing independence and agency in tackling challenges, reading and talking with insight, and striving to outgrow ourselves as readers?
LAUNCHING ELA WORKSHOP
Unit Overview
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In seventh grade, engagement is everything. In this reading unit you’ll see that we suggest you weave in music videos as read aloud texts, moving back and forth from complex popular culture texts to print texts. You will be encouraging kids to get onto ‘courses of study,’ so that they choose sets of books, or books in order, that will help them outgrow themselves as readers. We also want them to begin quickly to read with others, so that they are sharing and swapping books, co-authoring understanding, comparing interpretations. In this unit, you’ll want to get kids into reading partnerships right away, and they can adjust these across the unit, so that by the end of the unit they are all in small clubs or partnerships. Across the unit, you’ll be teaching them both to take more charge of their reading life and to read more closely.
Seventh grade is such a tricky and fascinating year. The kids in sixth grade seem somewhat malleable, still like children, and they’re heading towards eighth grade, where they will be pure teenagers. In the middle, though, is seventh grade, where every five minutes the kids seem different. That they learn anything at all is sort of a miracle, and probably most of the time we have no idea what they’re really thinking or feeling. We think they aren’t talking to a partner because they haven’t read their book, but really they don’t want that kid to see the spot on their face, or they’re still mulling over something that happened at home last night. Seventh graders, then, need a lot of love and a lot of patience and a huge amount of humor from us. They also need us to have crystal clear goals and structures for them to become increasingly independent, so that they feel safe, but are challenged every day.
Anchor Text Suggestions: Wings, music video by Macklemore “The Pin”, by Chris Crutcher, in Athletic Shorts “The Other Pin”, by Chris Crutcher, in Athletic Shorts
Unit Learning Activity SummaryStudents will:
Keep an electronic or paper reading log to use as an artifact that lets them reflect on how reading is going for them
Develop personal reading goals and create a Reading Plan Annotate while reading to track their thinking Create a Reading Response notebook to demonstrate thinking Formative Assessment Quick Writes
Grade 6 Feature Article SPPS Writer’s Workshop, February 13, 2013
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Unit Overview Partner and Self Assessing of Just Right Books Daily Independent Reading in school and at home, 25-50 pages a day finishing a minimum of 2-3 novels Participate in Book Buzz Use a variety of Retells within their Reading Partnership
Stage I. Desired Results_________________________________________________________________________________________Standards
# Benchmark SPPS Learning Targets
Reading: Literature Standards7.4.1.1 Cite several pieces of textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from the text.
Readers get started right away thinking about a character and gathering details that seem important.
Readers often figure out who is in the story, and what you notice about the characters.
Readers figure out what kind of place this is, and how the character fits.
Readers notice what the character is struggling with, internally and externally.
As you get to know the character,
readers notice his or her traits and emotions.
Readers consider relationships, and what they notice about them.
Readers notice what changes, or how the problem is solved.
Readers put themselves in the story, as if they are the character living in the story. They envision the place of the story and try to read for clues
X
Grade 6 Feature Article SPPS Writer’s Workshop, February 13, 2013
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Unit Overviewthat tell what kind of place it is.
7.4.2.2 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.
I can grow theories about characters and read on to either confirm or revise those theories.
I can look back over the book and determine themes that show up, lessons the characters might have learned, and ask myself, “What does this theme or lesson mean for me and my life?”
7.4.3.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
7.4.10.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grade 6-7 band independently and proficiently.
Readers develop a growth mindset, which means they focus not on where they are, but on where they are going.
Readers set goals to stay in a reading zone, that is, they have in mind the number of pages they want to read each day, because rate and volume matter a lot - reading is just like anything else, like soccer, or piano - the more you do, the better you get.
Speak, Listen, View, Media Literacy7.9.1.1 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.
Readers use a variety of ways to retell with their partners.
Readers prepare prior to talking with partners by organizing their jottings and deciding what they have a lot to say about.
X
Enduring Understandings
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Unit Overview Readers who read with agency make sure they are reading and often have systems for keeping track of
how reading is going for them and what kinds of books help them to read more. Readers increase their ability to deal with complex texts is a high volume of reading books at the reader’s
level. Readers need protected time everyday for reading and protected time for talking to someone about what
he or she ahs been reading. Readers make their thinking visible Readers make notes about ideas and themes, about characters and the places to prepare for rich partner
talks and develop higher-level ideas. Readers write about their reading to develop thinking, to make sense of their books, and to deepen their
relationship with the stories they are reading. Readers follow up on series, authors and genres they adore.
Stage II. Assessment Evidence
Performance Tasks Pre-Assessment using TCWRP Leveled Reading Assessments
http://readingandwritingproject.com/resources/assessments/reading-assessmentsClick on Levels L-Z to download entire Zip File
Post Assessment
Other Evidence Student jottings and partner conversations Book Logs Reading Plan Engagement Inventory Anecdotal notes Reading Response Notebook Student self-assessments and reflection
Resources in Support of Assessment
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Unit OverviewReaders and writers, like anyone who is striving to do something well, often use and develop checklists to check their own work and improve it.7.4.2.2, 7.4.3.31 point 1 point 1 point
1 point
I stated a clear central idea or theory about the character- (including how the setting influences on the characters, and/or character motivations.)
I supported my idea with evidence from the text.
I quoted or paraphrased parts of the story.
I used evidence from across the whole text to support my thinking.
Checklist for Choosing a Just Right Book7.4.10.10
1point 1 point 1 point 1 point• I have a
purpose/interest for choosing this book: an author I love, a genre or theme I want to read more of, it satisfies and stretches me.
• I have skimmed a few pages and know most of the words.
• When I read a chunk aloud, it sounds like I am talking.
.
• I can tell my partner about the part I just read.
Reader’s Response Notebook
W7.7.9.9 W7.7.10.101 point 1 point 1 point 1 point 1 point
• Post-its/notebook jottings reflect the important parts of the book and what is happening in the story.
• Post-its/notebook jottings are beginning to reflect ideas about what is happening in the story.
• Student’s notebook reflects thinking about their independent reading two to three times during independent reading at school.
• Student’s notebook reflects thinking about their independent reading two to three times during independent reading at home.
• Student’s notebook entries have book title, dates and page/chapter where the thinking occurred.
Jotting About Characters- Notebooks7.4.1.1, 7.4.2.2, 7.4.3.3
1. _____ Character Trait-FOUR examples of text evidenceGrade 6 Feature Article SPPS Writer’s Workshop, February 13, 2013
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Unit Overview
2. _____ Find TWO lines of dialogue in the story that change the action or reveal something new about your character.
3. _____ Compare and contrast two characters using a Venn diagram. Give at least four traits per person. Must include TWO examples of text evidence to prove one trait for each character.
4. _____ Theory about theme and cite TWO examples of text evidence to prove your ideas.1-The reader cites very little or no text evidence.2-The reader cites some text evidence to support thinking.3-The reader cites text evidence that most strongly supports thinking.4-The reader cites text evidence that most strongly supports thinking including possible counter-claims.
Sample Lesson Sequence
Week 1
Mini Lesson-Readers are alert to details as they read.Pg. 4 Unit 1 RW
Interest Inventory
Mini Lesson – Choosing a Just Right Book
Am I interested?
Do I know most of the words on the page?
When I read a chunk does it sound like I’m talking?
Can I say something about what I read?
Book Browsing-
Pg. 3 in the Assessment Section
Mini Lesson-Making a Reading Plan, What I Want to Read AND My Someday List
Book Browsing- continued
Pg. 5-6 Unit 1 RW
S Mini Lesson-How long should it take to finish my book?
Setting Reading Goals- timed reading to get a feel for how to divide up a book.Pg. 5-6 Unit 1 RW
Reading Log Bookmark
Instructional Read Aloud –The Pin by Chris Crutcherpg. 8 Unit 1 RW
Paying attention right from the beginning!
Expectations for Reading Response Notebook Use T Chart to track character’s flaws and strengths.
Week
Routines, Structures, Setting up Partnerships
Mini Lesson-Letting Others See Inside Our Head and
Mini Lesson- Paying attention to Movement of Time
Peer/Self Assessment- Is my book a good fit?
Long Write-Look back over entries. Choose one
Grade 6 Feature Article SPPS Writer’s Workshop, February 13, 2013
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Unit Overview
2Building a Reading Life Continuum
Getting inside Our Character’s Shoes p. 5 Unit 2 WW
Free to respond- sketch, T chart, free form
or Changes in Scenespg. 9-10 Unit 1 RW
Self Assess Reading Log Notebook
Read AloudThe Other PinPg. 11 Unit 1 RW
to write long about. Pg 7 and bottom of 8 Unit 2 WW
Week 3
Partner Talk- Types of retells
Timeline strategy-Critical events in notebook
Mini Lesson-Boxes and Bullets to Organize Thinking andCollect Support Focusing on Character Motivations Pg. 10 Unit 1 RW
Stop and Jot- Bookmark for support
Book Buzz Time- Give One Get OnePg. 12 Unit 1 RW
Continue building in time for sharing of titles
Formative Assessment- Quick Write What type of character is…what evidence from the story makes you think that?
Week 4
Partner Share- What helps you grow as a reader?
Set a new goal for volume or responding.
Increase Independent Reading Time
Mini Lesson-Strategy Choices for Written Responses (going deeperUnit 2 WW)
Self -Assessment of Response Notebook- Setting new goal for something to improve on.
Share with partner and write on exit ticket.
Gallery Walk- Thinking and responses to peersUnit 2 WW pg. 9-10
Long Write/Flash Draft- Summative AssessmentPg. 12 Unit 1 RW
Before The Unit Begins This unit is built on three sources of research: One is that of the extensive work of Richard
Allington’s What Really Matters for Struggling Readers, which documents how important access to books kids find fascinating, and protected time to read, are to raising kids up as readers. The second line of research encompasses the work of Alfred Tatum’s Reading for their Lives, Jeffrey Wilhelms’ Reading Don’t Fix No Chevys and Katherine and Randy Bomer’s For a Better World. These authors suggest that teaching reading involves nothing less than teaching kids how to live their lives - so the texts they read need to be highly culturally relevant to them, so that they have real reasons to read. The third line of research is Carol Dweck’s Mindset and Paul’s Tough’s How Children Succeed, both of which
Grade 6 Feature Article SPPS Writer’s Workshop, February 13, 2013
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Unit Overview
detail the importance of teaching and coaching into a work ethic, valuing grit as the key to improving intelligence, ability and academic success.
Students will not grow as readers without reading at high volume within their zones of proximal development.
Students will self-assess using a checklist to find books that are a good fit (sometimes with support from the teacher)
One way to get a baseline for approximate reading levels would be to make available reading assessments for seventh grade - levels V, X, Z and have the students choose a text that feels right for them, read it and answer the questions in writing, and if that felt easy, do another one. If you have a lot of children who read below grade level, you might need to insert a R level text as well - and you don’t have to offer them the X and Z. The point is, you and your kids will have a rough baseline so you can double check your library - will there be enough for the kids to read? And you’ll be able to monitor progress over the year from this starting point. (Reading Assessments in Appendix)
Grade 6 Feature Article SPPS Writer’s Workshop, February 13, 2013
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Unit Overview
Appendix________________________________________________________________________________________
Resources
Reading Log BookmarkStrategies to Support Partnership Talk or Written ResponsesThink Across A BookEngagement RubricVolume/Stamina RubricJotting RubricJotting Across a Book
Grade 6 Feature Article SPPS Writer’s Workshop, February 13, 2013
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Unit Overview
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Unit Overview
Strategies to Support Partnership Talk or Written Responses:
Event Retell Character Retell Reverse Time Retell Theme Based Retell Perspective RetellThink about events so far
Which is the most significant to the story
Explain why
Talk about a character
Ask what the character really want
How do you know (from the book)
What are the challenges that keep him/her from getting what they want
What big thing is happening right now
Think back over the story and find the path that led to this event
Think about what has happened so far…look back
Ask yourself, “what is this really, really about”
What might the author want you to be thinking about
Think about the critical events in the story
Tell what has happened in the story from different perspectives of the characters
MONITORING/DETERMINING IMPORTANCE :I can put myself IN the book and notice who the characters are, where it is happening and what details are given.
INFERENCE: I can pay attention to characters in the book and begin to have ideas about the type of person they are.
I can notice the relationships between characters in the book.
PREDICTION/SYNTHESIS :
I can notice signs of conflict/problems/struggles and talk about what led up to them.
I can then predict how the conflict/problems/struggles might be resolved based on
Grade 6 Feature Article SPPS Writer’s Workshop, February 13, 2013
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Middle School Readers Think About How Books Tend To Go: “Thinking Across a Book”
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Unit Overviewwhat I have learned about the characters.
INTERPRETATION/SYNTHESIS :I can grow theories about characters and read on to either confirm or revise those theories.
I can look back over the book and determine themes that show up, lessons the characters might have learned, and ask myself, “What does this theme or lesson mean for me and my life?”
All of this work requires readers to be supporting their ideas by grounding their answers in the text (Text Based Evidence)
Grade 6 Feature Article SPPS Writer’s Workshop, February 13, 2013
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Unit Overview
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