Decision One: Content Map of Unit

Transcription

1 The goal of reading is to gain meaning from text. Comprehension- Fiction Part 1 How does knowing the elements of fiction help me comprehend stories and poetry? Posters, story map, graphic organizers, story elements icons, retelling checklists, rubrics, post-it notes Concept: Fiction Concept: Purpose Concept: Character Concept: Setting A A G, H, A, B, F G, H, A, B, F 1. What makes a story fiction? 2. How is realistic fiction different from fantasy? 3. How is fable the same/different from a fantasy story? 4. How do effective readers use compare and contrast 1. What was the author s purpose for writing this story? 2. Why do people read fictional texts? 3. What is my purpose for reading this text? 1. How do I identify a character s traits in the story? 2. What connections can I make to one of the characters in the story? 3. Why is it important to comprehend a character s point of view? (E/R) 1. What evidence can I cite to support where and when the story takes place? 2. How does the setting affect the story? (E/R) 3. How do I recognize when the setting changes? (E/R) 4. What connections can I make to the setting? to better comprehend fiction? (E/R) 4. Why is it important to comprehend how characters grow and change? (E/R) Realism, realistic fiction, fable Wonderings, moral, emotional connection Viewpoint, traits, perspective, change, supporting character, point of view Change, environment, evidence, cite, support

2 Other Information: Comprehension Fiction Part 1 Revised 11/27/07

3 The goal of reading is to gain meaning from text. Comprehension Fiction Part 2 How does knowing the elements of fiction help me comprehend stories and poetry? Posters, story map, graphic organizers, story elements icons, retelling checklists, rubrics, post-it notes Concept: Events/ Plot Concept: Character Concept: Concept: G, H, A, B, F G, H, A, B, F 1. How do I know which events are significant? 2. How can I use story elements to effectively retell a story? 3. What connections can I make to the events in the story? (E/R) 1. How do I recognize the story s problem and how it is resolved? 2. Why is it important to comprehend the author s message/lesson? (E/R) 3. What connection can I make to the problem? (E/R) Climax, turning point, plot Message, moral

4 Other Information: Comprehension Fiction Part 2 Revised 11/27/07

5 The goal of reading is to make meaning from text. Comprehension- Non-Fiction Part 1 How does knowing the elements of nonfiction help me comprehend texts? Graphic organizers, charts, magazines, internet, newspapers, encyclopedia, content texts, poems, posters Concept: Non-fiction Concept: Purpose Concept: Topic, Main Idea, Detail A A G, H, A, F Concept: Compare and Contrast G, H, A, F 1. How do I read nonfiction differently from!. Why do people read nonfiction? (E/R)!. What is the main idea? (E/R) 1. Why do effective thinkers compare and contrast? fiction? 2. What was the author s 2. How can I identify the main 2. How is a biography the purpose in writing the text? idea of a text? 2. How are these things 3. What does the main idea tell same and different (E/R) similar and different? me in this text? from realistic fiction? 3. What is my purpose for 4. How do supporting details 3. How are these texts reading this text?(e/r) help me comprehend what I similar and different? read? 4. How do effective readers use comparing and contrasting to better understand a text? Biography, chronological Inform, research Main idea, supporting details Compare, contrast, effective, similar

6 Other Information: Comprehension Non-fiction Part 1 Revised 11/27/07

7 The goal of reading is to make meaning from text. Comprehension Non-Fiction Part 2 How does knowing the elements of nonfiction help me comprehend texts? Graphic organizers, charts, magazines, internet, newspapers, encyclopedia, content texts, poems, posters Concept: Fact and Opinion Concept: Cause and Effect Concept: Non-Fiction Text Features B G, H, A, F G, H, A, F Concept: 1. How do we recognize he difference between fact and opinion? 2. How can I use fact and opinion to comprehend the author s viewpoint? (E/R) 1. If you know the cause, what is the effect? 2. If you know the cause, how do you find the effect? 3. If you know the effect, what is the cause? 4. If you know the effect, how do you find the cause? 1. What are the nonfiction text features? 2. Why does an author use text features? 3. How does an effective reader use text features to better comprehend a text? Fact, opinion, point of view Cause, effect, relationship, reason Index, glossary, diagram, graphic, font, bolded print, italics, text feature

8 Other Information: Comprehension Non-fiction Part 2 Revise 11/27/07

9 Reading strategies enable readers to comprehend text. Comprehension Strategies Part 1 What do I do before, during, and after reading to comprehend text? Posters, response journals, wide variety of texts, Q- Matrix, graphic organizers, highlighters Concept: Background Knowledge/ Making Connections G, H, A, A, F Concept: Question Concept: Predict Concept: Infer G, H, A, A, F G, H, A, A, F G, H, A, A, F 1. How do I use what I already know as a pre-reading strategy? (E/R) 2. What connections can I make to this text? 3. How do effective readers make connections to better comprehend a text? 1. How do I use questioning as a prereading strategy? (E/R) 2. What questions can I ask to get ready to read the text? 3. What questions can I ask to check my comprehension of the text? 4. How do effective readers use questioning to better comprehend text? 1. How do I use prediction as a pre-reading strategy? 2. How can I use given information to figure out what will happen next? 3. What evidence from the texts and/or background supports my prediction? 4. How do effective readers use predicting to better comprehend text? Background knowledge, pre-reading strategy, text-toself connection, text-to-text connection, text-to-word connection 1. What does the author mean but does not say? 2. What evidence can I cite to support my inference? 3. How do effective readers use inferencing to better comprehend text? preview evidence Infer, inference, cite, evidence

10 Other Information: Comprehension Strategies Part 1 Revised 11/27/07

11 Reading strategies enable readers to comprehend text. Comprehension Strategies Part 2 What do I do before, during, and after reading to comprehend text? Posters, response journals, wide variety of texts, Q- Matrix, graphic organizers, highlighters Concept: Visualize Concept: Summarize Concept: Evaluate Concept: Monitor/ Clarify G, H, A, A, F D, G, H, A, A, F G, H, A, A, F G, H, A, A, F 1. How can I use the author s words to create mental images? 2. How can I use the author s words to create emotions within me? 3. What mental/emotional images did I create as I read the text? 1. What are the most important parts of the text in sequential order? 2. If you had to tell another person about the text and you could only use a few sentences, what would you say? 1. How well did the author meet my purpose for reading this text? 2. How well did the main character solve the story s problem? 3. How would you solve the story s problem? 4. Why do readers evaluate 1. How do I track my thinking as I read? 2. How do I know when I comprehend what I read? (E?R) 3. How do I know when I do not comprehend what I read? (E/R) 4. What do I do when I do not comprehend? (E/R) 4. How do effective readers visualize to better comprehend a text? 3. How do effective readers summarize to better comprehend a text? what they read? (E/R) Mental images, sensory images, emotional, visualize summarize Opinion, judge, review Self-question, comprehend, monitor, clarify, distracting connection

12 Other Information: Comprehension Strategies Part 2 Revised 11/27/07

13 Effective readers use all three cueing systems to understand text. Cueing Systems (Phonics, Meaning, Structure) How do I read unfamiliar words to understand text? Posters, sound cards/sound board, word wall/bank Concept: Context Clues (Meaning) Concept: Structure Clues (Syntax) Concept: C C C C Concept: Self Monitoring/Checking 1. How do we use other 1. How does knowing how a How do we use letter and 1. How do I know when I ve words in the passage sentence should sound help me letter combinations to read read the wrong word? read unknown words? to read unknown unknown words? 2. What do I do when the words? 2. How do I use my background knowledge to read unknown words? strategy I am using does not work? 3. How do I use multiple strategies to read unknown words? Context clues, reread, passage Sentence structure, rhyme, pattern Vowel teams, magic e, bossy r, patterns Strategy, multiple

14 Other Information: Revise 11/27/07

15 A reader who is fluent reads with accuracy, expression, and an appropriate pace which leads to understanding. Fluency What strategies can I use to read fluently? Highlighter, posters, tape recorder, timer, phrased text, scripts, poetry, rubrics, Multidimensional Fluency Scale Concept: Pacing Concept: Expression Concept: Phrasing Concept: Self-Monitoring/Self- Correcting H H H H 1. When do I adjust my 1. What information do the 1. What punctuation did the 1. How do I know when I am pace of reading? (E/R) author and illustrator author use to help me read reading fluently? (E/R) provide to help me read with expression? (E/R) 2. How do I adjust my 2. How do I know when I am with expression? (E/R) 2. How do I read with good pace when I read? 2. How do I read with phrasing? (E/R) reading fluently? (E/R) (E/R) expression? (E/R) 3. How does reading with 3. What do I do when I am 3. Why would I adjust my 3. How can reading with good phrasing help me not reading fluently? (E/R) pace when I read? expression help listeners comprehend the text? comprehend? (E/R) (E/R) (E/R) Self-monitoring, rate Font, bolded print, italics, ellipse, voice inflection, signals Punctuation, phrase, comma, quotation marks, ellipse, dash Fluently, adjust, self-monitor, self-correct

16 Other Information: Revised 11/27/07

17 The goal of writing is to communicate our ideas and feelings in an organized and focused way. Quality of Writing Part 1 How are sentences and paragraphs used to make a quality writing piece? Writing rubric, 4-Square, posters, word bank/wall, thesaurus Concept: Focus Concept: Organization Concept: Content Concept: Style A C B E 1. Why do writers need to stay focused? 2. How do I write with a clear focus? 1. Why do I need to organize my writing? 2. How do I organize my writing? 3. How do I logically and smoothly progress from one idea to the next? 1. Why do I need to elaborate upon my main idea? 2. How do I elaborate upon my main idea? 3. What content can I add to my writing so the reader understands? concise Support, sequential order Elaborate, details, concise, content 1. What makes a piece of writing interesting? 2. How do writers select writing techniques to convey their message? 3. How do writers hook and hold their message? Techniques, style, purpose, voice, viewpoint, flow, rhythm, work choice, hook

18 Other Information: Quality of Writing Part 1 Revised 11/27/07

19 The goal of writing is to communicate our ideas and feelings in an organized and focused way. Quality of Writing Part 2 How are sentences and paragraphs used to make a quality writing piece? Writing rubric, 4-Square, posters, word bank/wall, thesaurus Concept: Figurative Language Concept: Concept: Concept: C 1. What is onomatopoeia? 2. What is metaphor? 3. How is figurative language used to make writing more interesting? (E/R) Onomatopoeia, metaphor

20 Other Information: Quality of Writing Part 2 Revised 11/27/07

21 Effective communication requires the ability to speak clearly and with purpose, as well as to gain knowledge and information from listening. (Listening is defined as processing information auditorily.) Speaking and Listening How does being able to use and comprehend many words help me communicate my thoughts and ideas? Posters, stories, games, pictures, rule charts Concept: Listening Concept: Speaking A, B, E C, D, E Concept: Concept: 1. What is the difference between hearing and listening? 2. What would it be like if everyone heard but did not listen? (E/R) 1. Why is it important to speak so that others understand me? 2. How do I speak so others understand me? 3. What are the qualities of an effective conversation? 4. How do you respectfully disagree with someone? Conversation, piggyback, question, agree, disagree, confirm, cite, support

22 Other Information: Revised 11/27/07

23 Words have meaning. They represent objects, ideas, situations, and feelings. They facilitate comprehension of texts. Word Recognition Skills Part 1 Why are words important? Dictionary, thesaurus, word wall, word cards, graphic organizers, games, picture cues, charts, electronic media Concept: High Frequency Concept: Multi-Meaning Concept: Synonyms Concept: Antonyms Words Words H F E, F E, F 1. Why is it important to know high frequency words? 1. How do we use context to identify the meaning of a 1. Why is it important to identify words with similar meanings? 1. How do antonyms help me to understand what words mean? 2. What strategies do I use to read high frequency words? 3. What strategies do I use to spell high frequency words? 4. word? 2. Why is it important to recognize that words have more than one meaning? 2. How do we use synonyms to be better readers and writers? 3. How do synonyms help me to understand what words mean? High frequency Multiple, context Similar, synonym antonym

24 Other Information: Word Recognition Skills Part 1 Revised 11/28/07

25 Words have meaning. They represent objects, ideas, situations, and feelings. They facilitate comprehension of texts. Word Recognition Skills Part 2 Why are words important? Dictionary, thesaurus, word wall, word cards, graphic organizers, games, picture cues, charts, electronic media Concept: Compound Words Concept: Concept: Concept: C 1. How do we use compound words to be better readers and writers? Other Information: Word Recognition Part 2 Revised 11/28/07

26 Understanding word parts allow students to read and comprehend texts. Word Study How can I use word parts to understand the whole word? Word wall, graphic organizers, picture clues, games, word cards, charts, electronic media Concept: Root Words Concept: Prefixes Concept: Concept: C, F C, F C, F 1. How do I identify the root of a word? 2. Why is the root of a word important? 1. How do prefixes change the meaning of the root of the word? 2. How do prefixes help readers understand the meanings of the words? 1. How do suffixes change the meaning of the root of the word? 2. How do suffixes help readers understand the meanings of the words? Root word Prefix, -pre, -dis Suffix, -er, -ness, -ment

27 Other Information: Revised 11/28/07

28 The structure of writing is dependent on its genre. Writing Genres Part 1 How do I communicate my ideas using the structures of different genres? Media center, 4-Square, search engines, reference books, graphic organizers, text examples of genre, United Streaming, Kidspiration, Everyday Mathematics, FOSS, Harcourt Social Studies Concept: Personal Narrative Concept: Descriptions within poems, stories, and other content areas C, A B, A, B, C Concept: Reports Concept: Directions A, B B, C 1. How do I choose a topic that is important in my life? (E/R) 2. How can I describe the people, places, and events in my life? (E/R)!. How can I use description in my writing in all subject areas? 2. How do I write so my audience can visualize my ideas? 1. Where do I find correct information on my topic? 2. How do I gather and organize information to write a report? 3. How can I write the information I learned in m own words? visualize Research, report Direction words 1. Why is it important to use direction words when writing directions? 2. What happens if my directions were not written in the same sequence? 3. How do I figure out the most effective sequence for the steps in my directions?

29 Other Information: Writing Genres Part 1 Revise 11/28/07

30 The structure of writing is dependent on its genre. Writing Genres Part 2 How do I communicate my ideas using the structures of different genres? Media center, 4-Square, search engines, reference books, graphic organizers, text examples of genre, United Streaming, Kidspiration, Everyday Mathematics, FOSS, Harcourt Social Studies Concept: Opinions Concept: Persuasive Writing Concept: Concept: C, A 1. How do I support my 1. How do I know my opinions? opinions are strong enough to use 2. Why do I need several persuasive writing? facts to support my 2. How do I use details in opinions? my persuasive writing to convince my audience? Opinion, support Persuasive, persuade, convince Direction words

31 Other Information: Writing Genres Part 2 Revise 11/28/07

32 The process of writing is just as important as the process. Writing Process Part 1 What process do writers use to express themselves effectively? Graphic organizers, rubrics, posters, word wall, dictionary, sound cards/board, editing checklist, 4-Square, revising checklist, Power Point, Kidspiration, Kid Pix, SmartBoard Concept: Prewriting Concept: Drafting Concept: Revising Concept: Editing A, B, C B, C D F 1. How do writers select a topic? 2. How do I organize my thoughts and ideas to fit my audience and purpose? 1. How do writers take their ideas and make a clear picture for their audience? 2. Why isn t spelling 1. How can I revise my writing to improve its order and detail? 2. How can I revise my writing to make it more interesting for 1. How do I enhance my writing by improving my use of conventions? 2. What is the difference between editing and revising? and punctuation the main focus of drafting? my audience? Research, audience, purpose, select Audience, rough draft, focus Clear, organize, revise, rubric, delete, word choice, audience, elaborate, concise Edit, conventions

33 Other Information: Writing Process Part 1 Revised 11/28/07

34 The process of writing is just as important as the process. Writing Process Part 2 What process do writers use to express themselves effectively? Graphic organizers, rubrics, posters, word wall, dictionary, sound cards/board, editing checklist, 4-Square, revising checklist, Power Point, Kidspiration, Kid Pix, SmartBoard Concept: Publishing Concept: C, G Concept: Concept: 1. What makes a piece of writing worthy of publishing? 2. How might my presentation vary depending on my purpose? 3. How might my presentation vary depending on my audience? 4. Why is it more important that my words convey more meaning than my illustrations? Final draft, legible, worthy

35 Other Information: Writing Process Part 2 Revised 11/28/07

36 In order top communicate through writing, effective writers use correct grammar and spelling. Writing Skills Part 1 What skills do writers apply to express themselves effectively? Word wall, dictionary, sound cards/board, spell check, personal dictionary, rubrics, study guide Concept: Sentence Structure Concept: Paragraph Concept: Capitalization/ Concept: Spelling strategies Development Punctuation F F F F, C 1. How do I write a clear and concise sentence? 2. How do I write a descriptive sentence? 1. How do I write a paragraph? 2. How do I write a topic sentence with supporting details? 3. How do I write a summary sentence? 1. Why do writers use capitalization and punctuation? 2. What would writing be like without capitalization and punctuation? 3. How do I correctly punctuate a sentence? 1. How do I spell words correctly? 2. Why is it important to spell a word correctly? 3. What do good spellers do when they do not know how to spell a word? Run-on sentence, subject, predicate Supporting details, summary, topic sentence Quotation marks, comma, proper noun, apostrophe, ellipses

37 Other Information: Writing Skills Part 1 Revised 11/28/07

38 In order top communicate through writing, effective writers use correct grammar and spelling. Writing Skills Part 2 What skills do writers apply to express themselves effectively? Word wall, dictionary, sound cards/board, spell check, personal dictionary, rubrics, study guide Concept: Parts of Speech Concept: Writing Prompts F Concept: Concept: 1. How do I use nouns to 1. How does a writer convey exactly what I effectively respond to a mean? prompt? (A0 2. How do I use strong verbs to make my writing more interesting? 3. How do I use adjectives to make my writing more precise? 4. Why would a writer want to replace some nouns with pronouns? Noun, proper noun, verb, adjective, precise, convey, pronoun Prompt, respond

39 Other Information: Writing Skills Part 2