• Big Ideas

    1. Readers use strategies to develop and deepen their understanding of texts.

    2. Readers establish a purpose for reading assigned and self-selected texts.

    3. Readers use strategies to acquire and use new vocabulary expressively.


    Essential Questions

    1. How do I learn the meaning of unknown words or words with more than one meaning?

    2. How can I monitor my own understanding and comprehension while reading?

    3. Why do readers read?


    Unit 01 Overview:

    This unit addresses the foundational skills of reading, writing, listening, speaking, and thinking as habits and routines are put into place to establish the importance of literacy inside and outside the classroom. In Reading, students will self-select a text based on interest, purpose, and readability. Students reflect on how their choices, behaviors, and preferences impact their growth as readers. By establishing a classroom culture that celebrates independent reading over sustained periods of time, students learn to set goals and work towards increased stamina. As they monitor their comprehension, students practice asking questions and making personal connections. They discuss ideas in text and reflect to make meaning. Students learn the expectations for responding to reading through written responses and for using text evidence to support the ideas in their responses. In Word Study, students use their knowledge of syllable division to decode and spell multisyllabic words with closed syllables, open syllables, VCe syllables and vowel teams. Additionally, students identify and read high-frequency words. They also use resources and context clues to determine the meaning of unknown words. In Oral Language/Collaboration, students follow instructions, work together, and learn to discuss important topics. Students practice listening actively and speaking clearly and effectively. 

    Plot -

    Using a Plot Diagram/Story Mountain strategy for summarizing

    ● Students create the Plot Diagram/ Story Mountain graphic organizer in their journal. Discuss vocabulary: - Introduction/Background - Setting - Characters - Rising Action - Climax - Falling Action - Resolution ● Provide students a leveled reader or a print out of a story and then they read with a partner

    ● Students will create a Plot Diagram/Story Mountain in their journal and record the events that took place in the story.

    Summary - 

    Using the B-M-E strategy for summarizing ● Students create the B-M-E graphic organizer in their journal. ● Students create a B-M-E chart showing the events that took place in the beginning, middle, and end of the story. Using the Somebody, Wanted, But, So, Then strategy for summarizing (SWBST) ● Students create the SWBST graphic organizer in their journal. ● Using the same leveled reader as the previous strategy or students can read a new book. ● Students create a SWBST chart in their journal and write the events that took place in the story. ● Students will re-write the events using the SWBST chart that will create a summary.



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