much the same as in writing workshop. Share time Share time in reading workshop is generally formed around “buzz groups,” as Steven Layne calls them, or book clubs. In buzz groups, students will be reading different books, but will be talking or “buzzing” about a particular strategy, literary analysis, or part of their books. In book clubs there are similar conversations, but students discuss a shared text. Book clubs are also known as literature circles. Another partnership that might exist in reading workshop are reading partners. Sometimes paired students are reading the same book. Assessment Assessment is a continuous process during reading workshop. A teacher can find evidence of growth for formative and summative assessments in observations made during minilessons, conference notes, small group work, buzz groups, and book clubs. Conference notes are a vital resource in determining how a student has developed as a reader and give insight into a student’s critical reading process. Vocabulary Instruction Vocabulary Instruction is incorporated into the reading workshop. See the LCPS Vocabulary Framework for an in depth discussion of vocabulary instruction including lesson plans and activities. Please refer to the appendix of this guide for a list of Latin and Greek prefixes and suffixes that might be helpful shaping instruction. Instruction in Research Skills Instruction in research skills is integrated into reading and writing workshop. During the month that we are focusing on research-based writing in writing workshop, students are reading non-fiction texts to support their research endeavors. Many of our reading workshop minilessons will focus on research skills, nonfiction text structures along with skills such as note-taking, paraphrasing, and summarizing. In writing workshop, students will be looking at published researched works to find the characteristics of the type of writing they will be engaged in. For instance, if students are researching to write feature magazine articles, they will study feature magazine articles in writing workshop. If they are researching to write public service announcements, they are analyzing a variety of public service announcements. If they are researching to write an editorial, they are reading and analyzing editorials. Our instructional framework for teaching research skills focuses on a six-step process (SSP).
6th Grade Research Skills 1. Define Task (6.7b, 6.9) What do I need to learn? The student: develops questioning techniques to clarify requirements of task selects from a range of topics identifies and interprets key words in task draws on prior knowledge o brainstorm and organize ideas develops a question t be researched develops a time management strategy prepares a learning log to use throughout the process 2. Find Sources (6.9a,c) Where should I look? The student: understands organization of school/library resources predicts likely sources of information identifies appropriate print and electronic resources by skimming, scanning uses simple and combined terms to search catalogue, Internet, CD ROM searches Web to represent a range of views Practices Internet safety guidelines when accessing sources collects information from multiple sources including online, print, and media C/T 6-8.5, 6, 7, 8 3. Evaluate Sources (6.6f, i, 6.9b) Does this information answer my questions? Is this valid information? The student: evaluates the quality and accuracy of information determines the type of resource most appropriate for the topic evaluates Web sites and other sources by using approved evaluation form differentiates between fact and opinion
LCPS 2013-14 Grade 6 Grade 7 Grade 8 Quarter 1 Launching Reading Workshop Investigating Characters Nonfiction Reading* Agency and Independence: Launching Reading Workshop Investigating Characters Part Two: Navigating Narrative & Hybrid Nonfiction Texts Agency and Independence: Launching Reading Workshop Investigating Characters Part Two: Navigating Narrative & Hybrid Nonfiction Texts Making Our Reading Visible and Developing Sustainable Adult Reading Habits: Launching Reading Workshop Developing Analytical Reading Practices: Interpretation Part Two: Navigating Narrative & Hybrid Nonfiction Texts * Part Two: Navigating Narrative & Hybrid Nonfiction Texts are mini-lessons that coincide with the Creative Writing Core Unit for each grade level Quarter 2 Nonfiction Research Clubs Developing Analytical Lenses for Informational Reading Developing Analytical Lenses for Informational Reading Developing Analytical Lenses for Informational Reading Quarter 3 Social Issues Book Clubs Social Issues Book Clubs Social Issues Book Clubs Social Issues Book Clubs Quarter 4 Developing Analytical Reading Practices Developing Analytical Reading Practices: Interpretation Developing Analytical Reading Practices: Interpretation Reading for High School: Applying Strategies to Challenging Texts
LCPS 2013-14 Grade 6 Grade 7 Grade 8 Quarter 1 Creative Writing Slice of Life: A focused story on a small moment that takes place in no longer than the span of an hour or two that may contain small flashbacks or flashforwards. Memoir: Significant Moments A series of small moments connected by a theme. Narrative Essay: Take a Journey with Me A personal essay about an issue supported with personal anecdotes, e.g. An essay about seeing a homeless person and the student’s slice of life and reflection coupled with a thesis about the faces of homelessness. Researched facts can also be included to help support the thesis. Quarter 2 Research Read All About It Focus on research skills outlined for grade 6 in the LCPS Middle School English Instructional Framework Inquiring Minds Want to Know Focus on research skills outlined for grade 7 in the LCPS Middle School Instructional English Framework Taking Sides-Part 1 Focus on research skills outlined for grade 8 in the LCPS Middle School Instructional English Framework Quarter 3 Argumentative Persuade Me Persuasive piece with a claim supported with evidence Possible Product: Ad Doing Our Public Service Persuasive piece with a claim supported with researched evidence Possible Product: PSA Taking Sides-Part 2 Persuasive piece with a claim and counterargument supported by researched evidence Possible Product: Quarter 4 Analysis Interpretation Literary Analysis: Focus on Character Development with support from one text Thematic Observations Literary Analysis: Focus on Theme with support from one or more texts Interpretation Across Texts Literary Analysis: Focus on providing analysis bridging a text set including a fiction and nonfiction title
Quarter Topic/Focus Related SOL Notes 1st Reading Launching Reading Workshop: Agency and Independence Investigating Characters Nonfiction Reading-Part Two: Navigating Narrative & Hybrid Nonfiction Texts 6.4 d 6.5 a,b,c,d,f,g,l Writing Launching Writing Workshop Slice of Life 6.7 a-j 6.8 a-h Communication: Speaking, Listening, Media Literacy Communication 6.1 a,b,c,d 6.2 a,b,c,d,e 2nd Reading Launching Book Clubs Nonfiction Research Clubs: Developing Analytical Lenses for Informational Reading 6.4 c,e,f 6.5 e,h,i,k Writing Research Skills: Read All About It 6.7 a-j 6.8 a-h 6.9 a-d Communication: Speaking, Listening, Media Literacy Communication 6.1 a,b,c,d 6.2 a,b,c,d,e
What is it? Modeling I do/Notice It Guided Practice We do/Practice It Independent Practice You do/Try it Teacher thinks aloud while modeling the writing processes and craft involved in being a writer. Students demonstrate their grasp of writing strategies and/or skills as they practice together. Teacher moves around the room to determine the level of mastery and provide individual remediation as needed. Students apply writing strategies and/or skills learned in the focus lesson to independent writing. What does it look like? Teacher: Explains Introduces Models Thinks Aloud Reflects Builds schema Student: Takes notes in writer’s notebook, or practice page Listens Responds to questions or contributes additional information to teacher models Teacher: Checks for understanding. Adjust your teaching if understanding is not clear or student progress is not adequate. Differentiates for students who are either struggling or ready to enhance the application. Reflects and Extends by talking about various ways to apply the strategy. Student: Practices the application of the strategy with pairs or small groups providing minimal support. Shares examples of how the strategy helped them in their writing. Teacher: Confers with students. Gives students feedback on their progress, answers individual questions, and collects data helpful for developing next steps in the lesson. Creates flexible or invitational groups that work independently under more structured support. Student: Practices by working independently or in pairs to apply the strategy and/or skill. Gradual Release of Responsibility
September Monday Tuesday Wednesday Thursday Friday 3 First Day/ Students 4 5 6 9 10 11 12 13 16 17 18 19 20 23 24 25 26 27 October/Nov Monday Tuesday Wednesday Thursday Friday 30 1 2 3 4 7 8 9 10 11 14 Holiday 15 16 17 18 21 22 23 24 25 28 29 30 31 1 End of Grading Period 4 Teacher Workday 5 Teacher Workday
Core Unit Related SOL Reading Launching Reading Workshop: Agency and Independence 6.4 d 6.5 a,b,c,d,f,g,l Big Ideas Essential Questions Students will review routines for the reading workshop. They will review how to choose just right books and books that will challenge them. They will develop independence in text selection and expand their reading genres. They expand their methods for capturing their thinking about their reading. Teachers will be launching the Reader’s Workshop in this unit. Why is reading relevant to my life? How do I find reading material that is “just right” for me? How can I get into the “reading zone”? How do I capture my thinking while reading? How do record and study my reading habits to set goals for reading? Achievement Criteria How to Assess Achievement The student will be able to: set reading goals choose books that are “just right” for them and books that may be new genres increase their reading stamina capture their thinking about a text or character Summarize with supporting details from the text work with a partner to share and develop ideas Conferring and anecdotal notes Reading logs Reading goal sheets Reading rubric on thinking skill such as prediction, summarization Listening in to partner talk Performance Assessment Differentiation Resources Students are reading at their own independent reading level Students are placed in groups that best support their learning Students who need additional may benefit by working in triad groups instead of as partners Launching Basics in curriculum guide Curricular Plan for Reading Workshop: Grade 6 Unit 1: Agency and Independence: Launching Reading Workshop with Experienced Readers
Core Unit Related SOL Reading Nonfiction Reading-Part Two: Navigating Narrative & Hybrid Nonfiction Texts 6.4 d 6.5 a,b,c,d,f,g,l Big Ideas Essential Questions Students will understand that narrative nonfiction texts convey facts, ideas, and experiences in story form. Why do authors use stories to convey facts and ideas? How do you determine which details are important? Achievement Criteria How to Assess Achievement The student will be able to: describe how an author purposely manipulates vocabulary, sentence formation to send a certain message to the reader identify and define the elements of plot structure including setting, plot, conflict, and theme Conferring and anecdotal notes Reading notebook entries on student’s observations on narrative nonfiction text structure Reading notebook entries in which students track idea(s) the author is conveying Performance rubric assessing learning targets Differentiation Resources Students are reading at their own independent reading level Students are placed in groups that best support their learning Students who need additional may benefit by working in triad groups instead of as partners Curricular Plan for Reading Workshop: Grade 6 Unit 3: Nonfiction Reading: Navigating Expository, Narrative, and Hybrid Nonfiction
Everyone answers the following question: What did you think of the book? Choose someone to go first. That person asks one of his or her questions—the most interesting, not necessarily the first! Everyone in the group takes turns responding to the question. If the asker has something to say, he or she should go last. When everyone has had a chance to respond, then the next person in the group asks a question. Repeat the same procedure. Be sure that everyone in the group has had a chance to ask a question before the first person goes again. It is ok to keep talking about the same question for a long time. Your goal is not to get through the questions—your goal is to have a discussion about the book. Book Club Observation Sheet (Version 1) Group Strengths Challenges Group Strengths
February 27 28 29 30 31 3 4 5 6 7 10 11 12 13 14 17 Holiday 18 19 20 21 21 24 25 26 27 March MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 End of Grading Period
Core Unit/Focus Related SOL Notes Reading Social Issues Book Club 6.4 a,b 6.6 a-k Writing Argumentative: Persuade Me 6.7 a-j 6.8 a-h Communication: Speaking, Listening, Media Literacy Communication Media Literacy 6.1 a,b,c,d 6.2 a,b,c,d,e 6.3 a,b,c
Core Unit/Focus Related SOL Notes Reading Developing Analytical Reading Practices: Interpretation 6.5 c,f,g,j Writing Analysis: Interpretation 6.7 a-j 6.8 a-h Communication: Speaking, Listening, Media Literacy Communication 6.1 a,b,c,d 6.2 a,b,c,d,e
SOL Learning Target Notes 6.5c I can describe how an author purposely manipulates vocabulary, sentence formation to send a certain message to the reader. This will allow me to identify and recognize imagery, as well as understand how an author’s word choice enriches text. 6.5f I can use information in the text to draw conclusions and make inferences. This will allow me to recognize that background knowledge in connection with text clues can lead to deeper understanding of a text. 6.5g I can make a connection between a character’s development and the central conflict of the story. This allows me to identify changes in characters as a result of conflicts. I can explain how plot development supports the central conflict of the story. This allows me to demonstrate an understanding of how a plot is often episodic and moves toward a resolution. 6.5j I can identify and analyze and author’s use of figurative language (simile, metaphor, hyperbole). This allows me to recognize and understand figurative language in others’ writing and incorporate it into my own writing.
6.2 The student will present, listen critically, and express opinions in oral presentations. Distinguish between fact and opinion. Compare and contrast viewpoints. Present a convincing argument. Paraphrase and summarize what is heard. e) e) Use language and vocabulary appropriate to audience, topic, and purpose. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES The intent of this standard is that students will refine and apply critical listening skills while participating in oral presentations as both the speaker and members of the audience. Students will present convincing arguments and compare and contrast viewpoints. Students will paraphrase and summarize what they have heard, using grammatically correct language and appropriate vocabulary. All students should recognize that facts can be verified and that opinions cannot. recognize that each member brings to the group a unique viewpoint reflective of his or her background. paraphrase by putting into their own words what has been said by others. paraphrase and summarize by restating the main points more succinctly than the original presentation. organize a presentation. To be successful with this standard, students are expected to take notes to record facts/opinions or differing viewpoints. organize convincing arguments to include: facts; statistics; examples; and logical reasoning. paraphrase or summarize what others have said. plan and deliver an oral presentation, using the following steps: determine topic and purpose; identify the intended audience; gather information; organize the information; use multimedia to clarify presentation information; choose vocabulary appropriate to topic, purpose, and audience; phrase with grammatically correct language; and practice delivery. use strategies for summarizing, such as the following: delete trivial and redundant information; substitute a general term for a list; and find or create a main idea statement.
Students will use a variety of reading strategies such as text annotation, QAR Relationship), thinking aloud, etc. of narrative structure. understand that fiction includes a variety of genres, including short story, novel, and drama. understand that narrative nonfiction includes biography, autobiography, and personal essay. understand that poetry can be rhymed, unrhymed, and/or patterned. differentiate between narrative and poetic forms. understand that imagery and figurative language enrich texts. recognize an author’s craft as the purposeful choice of vocabulary, sentence formation, voice, and tone. recognize an author’s theme(s). recognize that prior or background knowledge assists in making connections to the text. describe how a fictional plot is often episodic, and how characters develop as the plot moves toward a resolution. notice an author’s craft, including use of : language patterns; sentence variety; vocabulary; imagery; and figurative language. recognize an author’s use of: simile – figures of speech that use the words like or as to make comparisons; hyperbole – intentionally exaggerated figures of speech; and metaphor – a figure of speech that makes a comparison equating two or more unlike things without using “like” or “as.” recognize poetic forms, including: haiku – a 17-syllable, delicate, unrhymed Japanese verse, usually about nature; limerick – a 5-line, rhymed, rhythmic verse, usually humorous; ballad – a songlike narrative poem, usually featuring rhyme, rhythm, and refrain; and free verse – poetry with neither regular meter nor rhyme scheme. recognize poetic elements in prose and poetry, including: rhyme – recurring identical or similar final word sounds within or at the ends of lines of verse, e.g., farm/harm; rhythm – the recurring pattern of strong and weak syllabic stresses; repetition – repeated use of sounds, words, or ideas for effect and emphasis; alliteration – repetition of initial sounds, e.g., picked a peck of pickled peppers; and onomatopoeia – the use of a word whose sound suggests its meaning, e.g., buzz. recognize an author’s tone including serious, humorous, objective, and personal. use strategies for summarizing, such as graphic organizers. use graphic organizers to record plot elements that illustrate cause and effect relationships and plot development.