Revise/modificar Excerpts/extractos Anchor Texts: The Tiger Rising-Kate DiCamillo Because of Winn Dixie- Kate DiCamillo Thank You Mr. Faulker/Gracias Sr. Faulker- Patricia Polacco La colcha de los recuerdos- Patricia Polacco Shiloh- Phyllis Reynolds Naylor Bridge to Teribithia- Katherine Paterson Other Resources: Assessment: FORMATIVE SUMMATIVE (Including CCSS performance task.) Assessment checklist Reading journals Anecdotal/conference notes
read expecting to be surprised and revise their predictions based on new information 4.RML.2-3 Readers empathize and can anticipate what a character will do next. (p. 37, 46) 4.RML.2-4 Readers not only predict what may happen next they also anticipate how it will happen. (p. 37, 46) 4.RML.2-5 Readers connect with characters, when visualizing, predicting and thinking about a character, all at the same time. 4.RML.2-6 act out of character. (p.38-39,47) Partners grow their ideas by listening to each other’s thinking. (p. 38) 4.RML.2-9 Readers understand their characters more deeply when they pay attention to what the character keeps closest to them. (p. 38, 47) MWTP- Readers examine the ways other characters interact with their character. (p 38, 47) 4.RML.2-10 Readers sharpen ideas about characters by using precise language to describe them and their actions. They support these ideas with excerpts from text. (chart) (p. 39-40, 47) MWTP Partners use their changed who they are and how they think about the world. (p. 44, 48) 4.RML.2-15 Readers reflect themselves as readers and create goals to extend themselves as readers. 4.RML.2-16
WORKSHOP CALENDAR FOR: 4th Grade Reading Unit 2 Date: Oct 1-29 Unit of Study: Unit 2 Following characters into Meaning MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 1 Readers walk in their character’s shoes. (p.31, 35,46) MWTP-readers notice when they step out of their characters shoes, and get back in them. (p. 46) 4.RML.2-1 2 Readers make connections with their characters to deepen their understanding of the text. (p. 46) MWTP-Remembering to use all strategies we’ve learned so far. 4.RML.2-2 3 Readers create mental movies while they read and revise them when information changes. (p.35 36, 46) MWTP- stories tend to have a predictable road map. Readers read expecting to be surprised and revise their predictions based on new information 4.RML.2-3 4 Mini lesson choice day 5 Readers empathize and can anticipate what a character will do next. (p. 37, 46) 4.RML.2-4 8 Readers not only predict what may happen next they also anticipate how it will happen. (p. 37, 46) 4.RML.2-5 9 Readers connect with characters, when visualizing, predicting and thinking about a character, all at the same time. 4.RML.2-6 10 No school 11 No school 12 No school
15 Readers pull back from reading to think about their story. (p. 47) MWTP- readers act like their characters to understand them more deeply. (p.36) 4.RML.2-7 16 Readers pause after a character has done something and say, “let me use what just happened as a window to help me understand this person.” (p.47, 38) MWTP- readers use writing to pretend we are the characters. (p.36) 4.RML.2-8 17 Mini lesson choice day 18 Readers understand characters are complicated. Sometimes they act out of character. (p.38-39,47) MWTP-Partners grow their ideas by listening to each other’s thinking. (p. 38) 4.RML.2-9 19 Readers understand their characters more deeply when they pay attention to what the character keeps closest to them. (p. 38, 47) MWTP- Readers examine the ways other characters interact with their character. (p 38, 47) 4.RML.2-10 22 Readers sharpen ideas about characters by using precise language to describe them and their actions. They support these ideas with excerpts from text. (chart) (p. 39-40, 47) MWTP-Partners use their reading journals to “talk long” about their characters. (p.40) 4.RML.2-11 23 Readers begin with simple ideas about a character to grow a theory about them. (p.41-43, 48) MWTP-Readers develop theories about characters knowing they may change. (p. 41-43, 48) 4.RML.2-12 24 Readers pay attention to characters’ motivations and struggles to understand them more deeply. (p. 43, 48) 4.RML.2-13 25 Readers notice recurring themes to understand the critical essence of the character and the story. (p. 43, 48) 4.RML.2-14 26 Readers take a piece of the book with them that has shaped or changed who they are and how they think about the world. (p. 44, 48) 4.RML.2-15
Unit of Study Assessment Checklist Unit 2: Following Characters into Meaning Name 4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text 4.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening 4.SL.1 Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion 4.SL.1 Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. Notes = Beginning √= Developing X= Secure
Teaching point: Readers will predict what will happen next and anticipate how it will happen by drawing on all they know about the character. Catchy Phrase: Good readers can anticipate what a character will do next and how they’ll do it. Text: Previously partially read book Chart(?): Standard: 4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Mini Lesson: (7-10 minutes total) Connection: Friday we learned how to anticipate what a character will do next. We used all we knew about a character to create our predictions. Today we’re going to continue predicting what we think may happen next and also anticipate how it will happen. When good readers do this they have a deeper understanding of that character. Because, good readers can anticipate what a character will do next and how they’ll do it. Teach: (Demonstration, Shared Example/Explanation, Inquiry, or Guided Practice) Boys and girls, people in real life and in books don’t just do one thing, then another, then another in an automated way. There are reasons behind their motivations and actions, and usually these are linked to who they are as people. Watch me as I anticipate what Trish (character in a book) will do next and how she will do it. First I ‘m going to think about what I know about Trish (Character). She’s a great artist. She is in 5th grade and she can’t read. She thinks she’s dumb. She is bullied. How can this help me anticipate what she will do next and how she will do it? Let me think, will she ever learn to read? Will she use her art work to prove she is special? Will someone help her learn to read? Will she ever stop being bullied? I’m going to use these questions to help me anticipate what will happen next and how it will happen.