Works Cited€¦ · Web viewAcknowledge new information ... Students will be ... I can independently use a variety of methods to help me select a “just right” book that pushes

Unit 1 Table of Contents

Agency and Independence: Launching Reading Workshop with Experienced Readers

Section Page NumberUnit Essential Questions 4

Unit Goals and Learning Targets 4

Unit Language 5

Unit Assessments Checklist 6-7

Unit Assessment Rubric 8-13

Sample Unit Calendar 14

Appendix A: Minilesson Correlation Chart 15-17

Appendix B: Anchor Charts 18-19

Works Cited 20

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Grade 7Reading Unit 1

Dates of Unit:

Unit Title: Agency and Independence: Launching Readers WorkshopStage 1 Identify Desired ResultsStandards:(Alpha-numeric listing of standards incorporated in the unit)

Assessed Standards: 7.RL.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text. 7.RL.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. 7.RL.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and

connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

Supporting Standards: 7.L.6 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on

grade 7 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose. rebel).c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

7.L.4 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

7.SL.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

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clearly.a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.d. Acknowledge new information expressed by others and. when warranted, modify their own views.

7.RL.10 - By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Essential Questions: (These goals should be based on Standards.)

What does it mean to build a reading life?Motivation Agency Tracking Thinking Collaboration

How will being a lifelong reader benefit my life?

How do we empower ourselves to become strong independent readers?

How do we keep track of our thinking in order to comprehend what we read?

How does the way we interact with others regarding text influence what and how we read?

Goals: (These should be aligned to the Essential Questions)

Students will be able to set goals and demonstrate behaviors that will lead to a lifetime of reading.

Students will be able to choose appropriate resources and strategies to aid comprehension of independent reading and grade level text.

Students will be able to use various strategies to keep track of their thinking as they read.

Students will be able to effectively engage in various groupings to communicate their analysis of text, citing specific textual evidence.

Learning Targets (aligned to goals)

1. I can elaborate on the benefits of reading for my future and present happiness, power, and success.

5. I can choose and utilize appropriate strategies, tools, and/or resources to determine the meaning of unknown words and phrases within context.

10. I can use quick responses to text (margin notes, Post-its, etc.) to track my thinking as I read to aid my comprehension or prepare to talk/write about my reading

17. I can select and communicate interesting elements or excerpts of text to pique the interest of a peer.

7. I can select a “just right” book to ensure I make reading growth.

6. I can choose and utilize appropriate strategies, tools, and/or resources to aid overall comprehension when faced with challenging text.

11. I can use longer written responses (reflection, journal entry, etc.) to text to reflect on and analyze text.

18. I can reference a “shared or community text” in conversation to compare character, setting, conflict, and themes between texts.

4. I can read independently for a minimum of 30 minutes without stopping.

12. I can identify the theme (literature) or central idea (informational) to synthesize what the text is about.

19. I can read with expression to demonstrate deeper understanding of the text.

2. I can independently set personal goals for improving my reading.

13. I can pay attention to details in order to visualize scenes from the story.

20. I can reflect on artifacts with peers to analyze my reading progress, plan next steps, and set new goals.

3. I can demonstrate work ethic that will lead me to attain my reading goals.

14. I can pay attention to and use details as I read to make inferences about characters, setting, and conflict.

21. I can refer to my notes to support my analysis of text.

8. I can use artifacts (like reading logs) to track my reading interests, habits, and patterns.

15. I can infer, using setting clues, to imagine what has happened between scenes.

9. I can analyze my reading progress over time by investigating my artifacts.

16. I can make connections between different parts of a story or different books/stories in a series to understand changes in characters, setting, and conflict over time.

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Stage 2 Determine Assessment EvidenceAcademic Language (What language will students need to sound like experts?)

Academic Language Function(s):

Expressing and supporting opinions

Retelling and relating past events

Academic Language Stems:Easy for Beginners

I think … because… I believe that … because… I feel that … because…

First, the ___ (verb)… Next, the ___ (verb)… Then , the ___ (verb)… Finally, the ___ (verb)…

Medium for Intermediate In my opinion,… based on… Based on …, I believe… I inferred that… due to the fact that… I consider… because…

In the beginning,… (verb)…, but by the end… After that,… Later on,… After,… By the end of…, we see that __ has become…

Difficult for Advanced and Fluent According to…, therefore I opine that… Upon reflection, I am confident that… Due to…, one might suspect that…

Initially,…; however, by the end… Following the… , … changes in that… During the course of…, we see that… Throughout…, one can see… In conclusion, …

Non-academic Vocabulary: work ethic agency stamina empower independent pique habit

Academic Vocabulary: analyze cite/citation fact opinion strategy comprehension infer/inference visualize literacy impact context artifact synthesize elaborate investigate reflect/reflection element

setting character conflict theme details role pattern shared text community text goal meaning interest transition plot genre author text

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Unit of Study Assessment Checklist (Page 1/2)

1 2 3 4 5 6 7 8

Student Name I ca

n el

abor

ate

on th

e be

nefit

s of r

eadi

ng fo

r my

futu

re a

nd p

rese

nt

happ

ines

s, p

ower

, and

su

cces

s.

I can

inde

pend

ently

set

pers

onal

goa

ls fo

r im

prov

ing

my

read

ing.

I can

dem

onst

rate

wor

k et

hic

that

will

lead

me

to

attai

n m

y re

adin

g go

als.

I can

read

inde

pend

ently

for

a m

inim

um o

f 30

min

utes

w

ithou

t sto

ppin

g.

I can

cho

ose

and

utiliz

e ap

prop

riate

stra

tegi

es,

tool

s, a

nd/o

r res

ourc

es to

de

term

ine

the

mea

ning

of

unkn

own

wor

ds a

nd

phra

ses w

ithin

con

text

.

I can

cho

ose

and

utiliz

e ap

prop

riate

stra

tegi

es,

tool

s, a

nd/o

r res

ourc

es to

ai

d ov

eral

l com

preh

ensio

n w

hen

face

d w

ith c

halle

ngin

g te

xt.

I can

sele

ct a

“ju

st ri

ght”

bo

ok to

ens

ure

I mak

e re

adin

g gr

owth

.

I can

use

arti

fact

s (lik

e re

adin

g lo

gs) t

o tr

ack

my

read

ing

inte

rest

s, h

abits

, and

patt

erns

.

Notes

B = Beginning D = Developing P = Proficient M=Mastery

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Unit of Study Assessment Checklist (Page 2/2)

9 10 11 12 13 14 15 16 17 18 19 20 21

Student Name I can

ana

lyze

by

read

ing

prog

ress

ov

er ti

me

by in

vesti

gatin

g m

y ar

tifac

ts.

I can

use

qui

ck re

spon

ses t

o te

xt

(mar

gin

note

s, P

ost-

its, e

tc.)

to tr

ack

my

thin

king

as I

read

to a

id m

y co

mpr

ehen

sion

or p

repa

re to

talk

/ w

rite

abou

t my

read

ing.

I can

use

long

er w

ritten

resp

onse

s (r

eflec

tion,

jour

nal e

ntry

, etc

.) to

re

flect

on

and

anal

yze

text

.

I can

iden

tify

the

them

e (li

tera

ture

) or

cen

tral

idea

(inf

orm

ation

al) t

o sy

nthe

size

wha

t the

text

is a

bout

.

I can

pay

att

entio

n to

det

ails

in

orde

r to

visu

alize

scen

es fr

om th

e st

ory.

I can

pay

att

entio

n to

and

use

de

tails

as I

read

to m

ake

infe

renc

es

abou

t cha

ract

ers,

setti

ng, a

nd

confl

ict.

I can

infe

r, us

ing

setti

ng c

lues

, to

imag

ine

wha

t has

hap

pene

d be

twee

n sc

enes

.

I can

sele

ct a

nd c

omm

unic

ate

inte

resti

ng e

lem

ents

or e

xcer

pts o

f te

xt to

piq

ue th

e in

tere

st o

f a p

eer.

I can

refe

renc

e a

“sha

red

or

com

mun

ity te

xt”

in c

onve

rsati

on to

co

mpa

re c

hara

cter

, setti

ng, c

onfli

ct,

and

them

es b

etw

een

text

s.

I can

read

with

exp

ress

ion

to

conv

ey m

y in

terp

reta

tion

of th

e te

xt.

I c

an re

flect

on

artif

acts

to a

naly

ze

my

read

ing

prog

ress

, pla

n ne

xt

step

s, a

nd se

t new

goa

ls.

I can

refe

r to

my

note

s to

supp

ort

my

anal

ysis

of te

xt.

B = Beginning D = Developing P = Proficient M=Mastery

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Unit of Study Assessment Rubric 1/4

Unit # 1 – Agency and Independence: Launching Reading Workshop with Experienced ReadersLearning Target Mastery Proficient Developing Beginning

Motivation1. I can elaborate on the benefits of reading for my future and present happiness, power, and success.

I can elaborate on the benefits of reading for my future and present happiness, power, and success.

I can elaborate on the benefits of reading for my future and present success.

I can articulate how reading well affects my grades.

I read what I am asked to read.


I can independently set challenging personal goals for the purpose of improving my own reading.

I can independently set personal goals for improving my reading.

I can set personal goals for improving my reading with occasional teacher or peer input.

I can set personal goals with the assistance of a teacher or peer.


I am self directed and take advantage of classroom routines that support me in attaining my reading goals.

I am self directed in completing and following directions. I complete necessary assignments outside of class.

I can come to class prepared and follow (and sustain) directions.

I can work intermittently with the support of teacher reminders and direction.


I can read independently for a minimum of 30 minutes without stopping.



I can quietly sit with a book, reading occasionally for the duration of independent reading time.

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Agency5. I can choose and utilize appropriate strategies and/or resources to determine the meaning of unknown words and phrases within context.

I can independently choose and utilize a variety of appropriate strategies and/or resources to successfully determine the meaning of unknown words and phrases within context.

I can independently utilize a single strategy and/or resource to successfully determine the meaning of unknown words and phrases within context. (It may be the same strategy/resource, over and over.)

I can use a specific strategy or resource when it is suggested to me by my teacher to successfully determine the meaning of unknown words and phrases within context.

I can attempt to use a specific strategy or resource when it is suggested to me by my teacher to determine the meaning of unknown words and phrases within context.

6. I can choose and utilize appropriate strategies and/or resources to aid overall comprehension when given challenging text.

I can independently choose and utilize a variety of appropriate strategies and/or resources to successfully aid my comprehension when faced with a challenging text.

I can independently utilize a “go-to” strategy and/or resource to successfully aid my comprehension when faced with a challenging text. (It may be the same strategy/resource, over and over.)

I can use a specific strategy or resource when it is suggested to me by my teacher to successfully aid my comprehension of difficult text.

I can attempt to use a specific strategy or resource when it is suggested to me by my teacher to aid my comprehension of difficult text.


I can independently use a variety of methods to help me select a “just right” book that pushes me to try new things (genre, author, topic/theme) and grow as a reader.

I can independently use a variety of methods to help me select a “just right” book that fits my current reading interests (genre, author, topic/theme).

I can independently use one strategy/method to help me approximate a “just right” book.

I can select a “just right” book from a selection of books that my teacher set aside for me.

8. I can use artifacts (like reading logs) to tack my reading interests, habits, and patterns over time.

I can independently use an artifact (reading log or calendar) to consistently track details about my reading progress and adapt that artifact to reflect my current reading goals.

I can independently use an artifact (reading log or calendar) to consistently track details about reading progress.

I can use an artifact (reading log or calendar) to track details about my reading progress when prompted by the teacher.

I can use an artifact (reading log or calendar) to track details about my reading progress with teacher support to fill out the artifact.

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Agency9. I can identify the theme (literature) or central idea (informational) to synthesize what the text is about.

I can identify the key themes or main ideas and tell how synthesizing helps me understand more in any text I read. I can tell you why they are important and why the author might have emphasized them.

I can articulate several key themes or central ideas and I can explain how my thinking has changed from the beginning to the end of the passage.

I can describe the organization of the text (beginning, middle, end). I understand that text organization provides me with clues as to what is important. I begin to describe how my thinking has changed over the course of the text.

I can articulate some parts of literature or informational text that I think are important. I am unsure of what the author may be trying to tell me.


I can pay attention to details in order to visualize scenes from the story. My images include more than what is stated in the text. I have images that come from sights, sounds, smells etc. I can articulate a relationship between the text and what I am picturing.

I can pay attention to multiple details in order to visualize detailed scenes from the story. I can articulate a relationship between the text and what I am picturing.

I am able to pull details from the text to create mental pictures. My images are built on details from the text, and I can articulate a relationship between the text and what I am picturing.

I am able to pull some details from the text to create general mental pictures. I am unclear of the relationship between the text and what I am picturing.


I can pay attention to and use details to develop my own predictions, interpretations, and/or conclusions to better understand characters, setting and conflict. I can describe how I understand more about the book based upon these inferences.

I can pay attention to and use details to draw conclusion, interpret, and/ or predict to better understand characters, setting and conflict. I can explain how I came up with my conclusions.

I can use details to make inferences (predictions and conclusions). The inferences I draw are probably aligned to what the author would think about characters, setting and conflict.

I can use some details as I read to make guesses about characters, setting and conflict. I am not sure how they relate to the book or if the author wanted me to draw these conclusions.

12. I can infer, using setting clues, to imagine what has happened between the scenes.

I can infer, using setting clues, to imagine what has happened between the scenes and make predictions about what characters may feel and think based on those imagined scenes.

I can infer, using setting clues, to imagine what has happened between the scenes.

I can use a limited number of setting cues to imagine what has happened between scenes when posed with leading questions to provoke my imagination.

I can use setting cues that are pointed out to me by others to imagine what has happened between scenes when posed with leading questions to provoke my imagination.

13. I can make connections between

I can independently make connections between different

I can independently make connections between different

I can explain how my own experiences, beliefs, and

I can state what the text reminds me of.

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different parts of a story or different books/ stories in a series to understand changes in characters, setting, and conflict over time.

parts of a story or book series to understand changes in character, setting, and conflict over time. I am somewhat aware of how these connections help me to better understand the text.

parts of a story or book series to understand changes in character, setting, and conflict over time.

feelings relate to the characters and events or topics of this text.

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Collaboration14. I can use artifacts (like reading logs) to investigate my reading interests, habits, and patterns to analyze my reading progress over time.

I can independently investigate my reading using an artifact, as well as recognize and evaluate interests, patterns, and habits regarding my reading.

I can independently investigate my reading using an artifact, as well as recognizing interests, patterns, and habits regarding my reading.

I can use an artifact to answer questions about reading interests, patterns and habits.

I can use an artifact to answer questions about reading interests, patterns and habits with teacher support.

15. I can use quick responses to text (margin notes, Post-its, etc.) to track my thinking as I read, to aid my comprehension or prepare to talk/write about my reading.

I can independently use a variety of strategies for quick responses to text to track my thinking as I read, to aid my comprehension or prepare to talk/write about my reading.

I can independently use a limited number of strategies for quick responses to text to track my thinking as I read and to prepare to talk/write about my reading.

I can use teacher-designated strategies for quick responses to text to prepare to talk/write about my reading.

I can use teacher-designated strategies, with prompting and support, for quick responses to text to prepare to talk/write about my reading.

16. I can use longer written responses to my reading (reflection, journal entry, etc.) to reflect on and analyze the text.

I can independently use a variety of longer written responses to my reading to reflect on and analyze the text.

I can independently use a limited number of longer written responses to text to reflect on my reading.

I can use teacher-designated longer written responses to my reading to reflect on the text.

I can use teacher-designated strategies for longer written responses, with prompting and support, to demonstrate understanding of the text.


I can independently select and communicate interesting elements or excerpts of text that match the interests of a targeted group of peers.

I can independently select and communicate interesting elements or excerpts of text to pique the interest of a peer.

I can select and share interesting excerpts from a text or elements from a pre-generated list to pique the interest of a peer.

I can select and share interesting excerpts from a text or elements from a pre-generated list to pique the interest of a peer, with teacher support.


I can make specific and relevant connections between a “shared or community text” and another text, in conversation, comparing character, setting, conflict and themes, to explain how the connection enhances my

I can make specific and relevant connections between a “shared or community text” and another text, in conversation, comparing character, setting, conflict and themes.

I can make general connections between a “shared or community text” and another text in conversation, in response to teacher questions, comparing character, setting, and conflict.

I can make general connections between a “shared or community text” and another text in conversation, with teacher support.

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comprehension.19. I can read with expression to convey my interpretation of the text.

I can independently read a familiar text with expression to convey my interpretation of the text.

I can read a familiar text with expression to convey my interpretation of the text, after one practice.

I can read a familiar text with expression to convey my interpretation of the text, after several practices.

I can read a familiar text with expression, with teacher support and after extended rehearsal.

20. I can reflect on artifacts to analyze my reading progress, plan next steps, and set new goals.

In order to improve my reading ability, I can reflect on artifacts with peers to analyze my reading progress, plan next steps, and set new goals for myself in collaboration with peers.

I can independently reflect on artifacts to analyze my reading progress, plan next steps, and set new goals to improve my reading ability.

I can independently use guiding questions to reflect on artifacts and co-author (with my teacher) next steps and set new goals to improve my reading ability.

I can answer guiding questions about my reading artifacts to co-author (with my teacher) new goals to improve my reading ability.


I can independently refer to my notes to support my analysis of text.

I can refer to my notes to support my analysis of text.

I can use my notes to connect my thinking back to the text.

I can participate in a conversation, connecting my guided responses back to the text.

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Stage 3 Plan Learning Experiences and Instruction

SAMPLE UNIT CALENDAR

Monday Tuesday Wednesday Thursday Friday1. I can elaborate on the benefits of reading for my future and present happiness, power, and success.




5. I can choose and utilize appropriate strategies and/or resources to determine the meaning of unknown words and phrases within context.

6. I can choose and utilize appropriate strategies and/or resources to aid overall comprehension when given challenging text.


8. I can use artifacts (like reading logs) to tack my reading interests, habits, and patterns over time.

9. I can identify the theme (literature) or central idea (informational) to synthesize what the text is about.



12. I can infer, using setting clues, to imagine what has happened between the scenes.

13. I can make connections between different parts of a story or different books/ stories in a series to understand changes in characters, setting, and conflict over time.

14. I can use artifacts (like reading logs) to investigate my reading interests, habits, and patterns to analyze my reading progress over time.

15. I can use quick responses to text (margin notes, Post-its, etc.) to track my thinking as I read, to aid my comprehension or prepare to talk/write about my reading.

16. I can use longer written responses to my reading (reflection, journal entry, etc.) to reflect on and analyze the text.



19. I can read with expression to convey my interpretation of the text.

20. I can reflect on artifacts to analyze my reading progress, plan next steps, and set new goals.


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Appendix A: Supporting Minilesson Correlation Chart

1. I can elaborate on the benefits of reading for my future and present happiness, power, and success.

Gallagher, K. (2003). Reading Reasons: Motivational Mini-Lessons for Middle and High School. Portland: Stenhouse Publishers.




5. I can determine the meaning of words and phrases to analyze their use and overall impact within context.

Calkins, L. (2010). Units of Study for Teaching Reading. In M. Ehrenworth, H. Atif Khan, & J. Mooney, Constructing Curriculum: Alternate Units of Study. Portsmouth: Heinemann.

Reading with Agency (pg. 69-75) When Meaning Breaks Down, Readers Use Fix-Up Strategies

(pg. 47-52) We Read Chunks of Meaning, Not Single Words (pg. 53-55) Reading with Momentum-Riding over a Hard Word (pg. 56-60)

6. I can choose and utilize appropriate strategies and/or resources to aid comprehension when given challenging text.


Taking Charge of our Reading Lives and Becoming Active Learners (pg. 64-68)



Choosing a Just Right Book (pg. 7-11) Choosing Books Wisely (pg. 76-80)

8. I can use artifacts (like reading logs) to investigate my reading interests, habits, and patterns to analyze my reading progress over time.


Getting Better One Step at a Time-Logs and Goals (pg. 12-18) Using the Reading Log as an Artifact to Help Us Reflect On and

Improve Our Reading (pg. 81-86)9. I can use quick responses to text

(margin notes, Post-its, etc.) to track my thinking as I read to aid my comprehension or prepare to talk/write about my reading.


Making purposeful Choices About Our Methods for Retelling (pg. 87-91)

10. I can use longer written responses (reflection, journal entry, etc.) to text to reflect on and analyze text.

Calkins, L. (2019). Units of Study for Teaching Reading Grades 3-5. In H. Atif Khan, Construcing Curriculum: Alternate Units of Study CD ROM (pp. 128-150). Portsmouth: Heinemann.

Writing Short and Long Responses to Books (pg. 128-131)

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FOUND ON CD ROM ONLY.11. I can select and communicate

interesting elements or excerpts of text to pique the interest of a peer.


Talking About Books with Passion and Insight (pg. 132-135) FOUND ON CD ROM ONLY.



Talking about More than One Book at a Time – The Art of the Allusion (pg. 128-131) FOUND ON CD ROM ONLY.

13. I can read with expression to demonstrate deeper understanding of the text.


Reading Aloud with Power and Grace (pg. 140-145) FOUND ON CD ROM ONLY.

14. I can use artifacts (like reading logs) to investigate my reading interests, habits, and patterns, to continue developing as a reader.


Using Artifacts to Reflect on Our Reading and Making Plans to Outgrow Ourselves as Readers (pg. 146-150) FOUND ON CD ROM ONLY.

15. I can reflect on artifacts with peers to analyze my reading progress, plan next steps, and set new goals.






17. I can identify the theme or central idea to synthesize what the text is about.


Reading Between the Lines and Coauthoring the Text (pg. 92-99)



Imagining the Scenes in Our Stories (pg. 100-105)19. I can pay attention to and use

details as I read to make inferences about characters, setting, and conflict.


Imagining the Scenes in Our Stories (pg. 100-105)20. I can infer, using setting clues, to

imagine what has happened between scenes.


Imagining the Moments in Between the Scenes (pg. 106-110)

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21. I can make connections between different parts of a story or different books/stories in a series to understand changes in characters, setting, and conflict over time.


Understanding References and Connecting the Parts of Our Stories (pg. 111-119)

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Appendix B: Anchor Charts

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Works Cited

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Gallagher, K. (2003). Reading Reasons: Motivational Mini-Lessons for Middle and High School. Portland: Stenhouse Publishers.

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Documents

Works Cited€¦ · Web viewAcknowledge new information ... Students will be ... I can independently use a variety of methods to help me select a “just right” book that pushes