Unit 1 Building a Reading Life Rapid City Area Schools Elementary Literacy · 2012-11-02 · Rapid City Area Schools Elementary Literacy Our Mission: Every child who enters our district

Rapid City Area Schools 2012-2013

Unit 1 Building a Reading Life Rapid City Area Schools

Elementary Literacy

Our Mission: Every child who enters our district will receive the best possible opportunities and resources to become proficiently literate. Our Vision: To provide a guaranteed, viable, and relevant literacy curriculum to all students throughout the elementary schools of Rapid City. To continually observe student literacy learning and adjust instruction to meet the needs of diverse learners.

This unit is a “living document”. Throughout the 2012-2013 school year, we will implement the unit as it is written. A district share site will be established to provide both a forum for discussion as well as a bank of teacher-developed resources and assessments to support the units. Feedback opportunities will be made available during the year and adjustments will be made following the first year.

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Units of Study for the Reading Workshop

Following Characters into Meaning

(Narrative Standards)

October-November-December

Building a Reading Life

August-September

Navigating Nonfiction

(Informational Standards)

January-February-March

Going Deeper

with Complex Texts

April-May

Following Characters Into Meaning

(Narrative Standards)

October-November-December

Teaching reading, then, begins with helping children to want the life of a reader and to envision that life for

themselves.” -Lucy Calkins, The Art of Teaching Reading, p. 9

A Pacing Guide to Support the Common Core State Standards

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Unit 1: Building Reading Life

Conceptual Lenses:

Establish Good Reading Habits

The Reading Community

CCSS

Standards

Strategies and

Skills

Writing Connections

Word Study Connections

Unit Power

Standard: CCR2

Year-Long Power

Standards: CCR10

RF4

Unit Focus:

Determining Importance

Details (Key & Supporting)

Retell/Recount

Summarize

District Focus: Routines &

Habits Choosing Just

Right Books

Engagement Voracious

Reading (Quality,

Quantity,

Stamina)

Yearly Focus: Fluency

Growing TRL

Look for connections throughout the unit.

2012-2013

district work will develop

writing connections.

Look for connections throughout the unit.

2012-2013

district work will develop word study

connections.

Unit Overview

Each reading workshop unit provides connections to both the RCAS district goals (DISTRICT FOCUS) and goals tightly aligned to the Common Core State Standards (UNIT FOCUS). In addition, some Common Core State Standards run through the entire year of teaching (POWER STANDARDS). The unit focus and connections to the Common Core State Standards (CCSS) include work to help students begin to take on determining main idea and important details, retelling, and summarizing what they have read. The anchor standards are found on page 10 of the CCSS document—College and Career Readiness Anchor Standards. Teachers will want to read their grade-level standards for specific nuances pertaining to their grade. For our district, this unit of study provides opportunity to establish and practice routines and rituals for the Reading Workshop. Students will develop stamina for reading, thinking, talking, and writing about what they read. In addition, students and teachers will think together about their reading habits. During the unit, teachers are encouraged to learn about their students as readers, to encourage avid readers, and to begin to ask students to take responsibility for their reading lives. Lucy Calkins tells us in her Units of Study for Reading, “At the start of the year, the goal is to help each child build a reading life for himself, herself, and get started doing the work that

readers do.”

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Unit 1: Building a Reading Life, Grades K-5

Table of Contents

Unit 1 Overview………………………………………………………………………………………... 2 Glossary……………………………………………………………………………………………………. 4 Enduring Understandings/Guiding Questions/Student Centered Language………. 5 Resource Lists……………………………………………………………………….…………………. 9 Lessons Resources, Grades K-2………………………………………………………………….. 11 Lessons Resources, Grades 3-5………………………………………………………………….. 18 Assessments…………………………………………………………………………………………….. 25

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Unit 1: Building a Reading Life, Grades K-5

Glossary

Reading Workshop A reading workshop is a framework for creating a community of readers. Sam Bennett in That Workshop Book says, “Workshop is a predictable structure, routine ritual, and system that allows the unpredictable work of deep reading, brilliant writing, mind-changing conversations, inspirational epiphanies, and connections of new to the known—that is, learning—to happen,” An implementation rubric for setting up a K-5 reading workshop is available on the district literacy website at www.rcas.org/Administration/Elementary Literacy.

CCSS Common Core State Standards. There are ten grade-level reading standards divided into narrative and information text, and 10 writing standards for each grade, K-5.

CCR College and Career Readiness standard; often referred to as anchor standards. These standards contain the big ideas that all students in K-12 must master to be adequately prepared for college and careers. The reading anchor standards are found on page 10 of your Common Core document.

Power Standard These standards, taken directly from the Common Core document, have been determined to be umbrella standards that guide our work throughout the entire year.

Unit Focus Each unit is guided by these focus standards, taken directly from the Common Core document.

District Focus Each unit is supported by specific focus areas established by the Rapid City Area Schools, and guided by research, best practice, and continued study.

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Unit 1: Building a Reading Life—Understandings & Questions

Enduring Understandings (Standards)

Guiding Questions Student Centered Language

Unit Focus

CCR2—Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (see grade-level standards for specifics)

How do authors portray a theme in a story, drama, or poem?

How do authors use characters to help the reader understand the theme of a story, drama, or poem?

How do authors use the text to support the main idea of a text?

How do readers summarize the text concisely and accurately?

The big idea is...because... I think the author is trying to

say… When this character….it made me

think the book is about… This part makes me think… I think what’s important is… After I read this part, I think the

main idea is... To sum up...

District Focus

Routines and habits—students learn best when they have predictable structures in which to work.

What routines and habits are necessary for maximum learning in our reading community?

What good reading habits support developing readers?

I read best when… When I’m reading well, I’m… I like to read when… The best spot for me to read is…

because...

Choosing just-right books—readers learn to recognize books that are on their own personal level so they can spend a lot of time reading smoothly, with accuracy and comprehension.

What makes a book a just-right book?

How do readers identify just-right books?

Language from the I PICK chart in The Daily 5, p. 30

This books works for me because…

I can read this book because...

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District Focus (continued)

Engagement—Readers are in charge of their reading lives, and must learn to self-monitor and adjust when reading is not working. Readers take part in the reading community by talking with and listening to others.

How do readers manage their reading lives?

In what ways do readers engage with texts as they read?

What does it mean to listen well?

Here is my reading log… This is what I’m doing when I

read... I know I’m really noticing what I

read when… I can really pay attention to my

reading when... You said…

Voracious Reading (Quality, Quantity, Stamina) - Readers are continually striving to read faster, stronger, and longer.

How do readers build their stamina and monitor their reading?

How do readers keep track of what they are reading and use that data to read stronger?

I used to read this… and now I read this...

Here is my reading log… This is my goal… and this is where

I am now… and this is what I’m working on to get there…

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Power Standards (continued)

CCR10—Read and comprehend complex literary and informational texts independently and proficiently. (see grade-level standards for specifics)

What problem-solving strategies, comprehension strategies, and fluency skills do grade-level readers consistently use when they are reading?

As a reader, am I moving forward through the text reading levels into more complex text as the year progresses?

When I have problems with the words, I…

When I have problems reading, I…

That didn’t sound right. That didn’t look right. That didn’t make sense. I don’t get that… I used to read this kind of books,

but now I read this kind of books.

RF4—Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose

and understanding. Read on-level text orally with

accuracy, appropriate rate, and expression on successive reading.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

What do good readers sound like? When and for what reasons do

readers reread text?

When I read I sound like… Didn’t that sound smooth? Did that sound like talking? That sounded interesting! Did you hear my voice? I reread when… Sometimes I don’t understand so I

read it again. Sometimes it sounds funny, so I

read it again. Sometimes the words don’t look

right, so I read it again.

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Unit 1: Building a Reading Life—General Resource List

Adopted District-wide Resources

Calkins, L. & Tolan, K. (2010). Building a reading life: Stamina, fluency, engagement. Portsmouth, NH: Heinemann.

RCAS Literacy Staff (2009). Reading Workshop Implementation Guide, K-5.

Calkins, L. (2010). A guide to the reading workshop, grades 3-5. Portsmouth, NH: Heinemann

Harvey, S. & Goudvis. A. (2008). The primary comprehension toolkit: Language and lessons for active literacy. Portsmouth, NH: Heinemann

Harvey, S. & Goudvis, A. (2005). The comprehension toolkit, grades 3-6. Portsmouth, NH: Heinemann.

Leveled Library, including student texts and teacher professional resources

Harvey, S. & Goudvis, A. (2010) Small group lessons for the comprehension toolkit, grades 3-6. Portsmouth, NH: Heinemann.

Additional Resources that Support the Balanced Literacy Initiative

Fountas, I. C. & Pinnell, G. S. (2001). Guiding readers and writers, Grades 3-6: Teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann.

Miller, Debbie (2002). Reading with meaning: Teaching comprehension in the primary grades. Portland, ME: Stenhouse.

Boushey, G. & Moser, J. (2006). The daily 5: Fostering literacy independence in the elementary grades. Portland, ME: Stenhouse.

Boushey, G. & Moser, J. (2009). The CAFÉ book: Engaging all students in daily literacy assessment and instruction

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Unit 1: Building a Reading Life—General Resource List

Additional Resources that Support the Balanced Literacy Initiative

McGregor, T. (2007). Comprehension connections: Bridges to strategic reading. Portsmouth, NH: Heinemann.

Harvey, S. & Goudvis, A. (2008). Strategies that work: Teaching Comprehension for Understanding and Engagement, 2nd ed., Portland, ME: Stenhouse.

Collins, Kathy (2004). Growing Readers: Units of study in the primary classroom. Portland, ME: Stenhouse.

Fountas, I. C. & Pinnell, G. S. (2006). Teaching for comprehending and fluency. Portsmouth, NH: Heinemann.

Johnson, P. & Keier, K. (2010). Catching readers before they fall: Supporting readers who struggle, K-4. Portland, ME: Stenhouse.

Buckner, A. (2009). Notebook connections: Strategies for the readers notebook. Portland, ME: Stenhouse.

Harvey, S. & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. Portland, ME: Stenhouse.

Parsons, S. (2010). First Grade Readers: Units of Study to Help Children See Themselves as Meaning Makers. Portsmouth, NH: Heinemann.

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Unit Focus –Determining Importance, Main Idea and Details

Reading With Meaning Chapter 10, p. 141-156, Determining Importance in Non-fiction, includes lessons, key concepts, and a list of non-fiction texts to use in mini-lessons

Primary Comprehension Toolkit, Grades K-2 Lesson 16, Figure Out What’s Important: Separate important information from interesting details Lesson 17, Paraphrase Information: Merge your thinking to make meaning Lesson 18, Organize Your Thinking as You Read: Take notes to record information

Small Group Lessons for the Primary Comprehension Toolkit, Grades K-2

Lesson 16a: Identify Important Ideas Lesson 16b: Delete Ideas That Aren’t Important Lesson 17: Paraphrase and Respond to Information Lesson 18a: Sort Information, Questions, and Reactions Lesson 18b: Think Across Categories of Information

Teaching for Comprehending and Fluency Graphic organizers—General: Supporting thinking (evidence from the text), Recording thinking with supporting evidence, Main ideas and details, Relationship of ideas and details

The CAFÉ Book P. 165—Ready reference form: Use main idea and supporting details to determine importance.

First Grade Readers P. 87, Thinking about the most important part can help us understand the book

Unit 1: Building a Reading Life—Lesson Resources, K-2

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Comprehension Connections P. 75-87, Book list and lessons, including P. 78, Concrete Experience: Purses P. 80, Sensory Exercises: Just Add Water, Listening for Importance, Cassatt: Make and Impression P. 84, Wordless Book: A Circle of Friends P. 85, Quotes

Unit Focus—Retell/Recount

Reading With Meaning P. 163, Readers retell what they have read as a way of synthesizing P. 164, Readers capitalize on opportunities to share, recommend, and criticize books they have read

Growing Readers P. 157-162, Retelling

The CAFÉ Book P. 157, Ready reference form

Unit Focus—Summarize

The Primary Comprehension Toolkit, Grades K-2 Lesson 19, Summarize Information: Put it in your own words and keep it interesting Lesson 20, Read to Get the Big Ideas: Synthesize the text Lesson 21, Explore and Investigate: Read, write, and draw in a researcher’s workshop Lesson 22, Share your learning: Create projects to demonstrate understanding

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Unit Focus—Summarize (continued)

The Daily 5 P. 78, Summarize text (advanced reader) P. 101, Summarize text, including sequence of main events

The CAFÉ Book P. 164, Ready reference form—summarize text

Catching Readers Before They Fall P. 175, Summing It Up

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Unit 1: Building a Reading Life—Lesson Resources, K-2 District Focus—Routines

Reading With Meaning Chapter 2, p. 15-24, In September (Community, Building Relationships, Establishing Mutual Trust) Chapter 3, p. 25-38, Readers’ Workshop: Read Reading from the Start (Book Selection, Reading Aloud, Mini-Lessons, Reading and Conferring, Sharing) Chapter 4, p, 39-52, Settling In (Book Selection, Evaluation, What About Phonics & Word Identification?)

Growing Readers Chapter 2, p. 14-42, Experiences in Literacy Throughout the Day Chapter 4, p. 64-113, Readers Build Good Habits

Guided Reading: Good First Teaching for All Students Chapter 5, p. 53-71, Managing the Classroom

The Daily 5 This text develops a management system for the workshop

The CAFÉ Book P. 130-142, Launching CAFÉ charts

First Grade Readers Chapter 1, Becoming a Community of Readers P. 14, What do we need in place to do our best reading work? P. 16-22, Readers Have Routines P. 27, Supporting the Unit (read aloud, shared reading, partnerships)

District Focus—Just Right Books

Reading With Meaning P. 40-47, Book Selection: Theirs

Growing Readers P. 134-136, Mini-lessons for book selection

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The CAFÉ Book P. 97, Good fit books P. 179, Ready reference form

The Daily 5 P. 29-33, I PICK Just Right Books

First Grade Readers Chapter 1, Becoming a Community of Readers P. 18, Readers choose books they think they can spend some time with

Unit Focus—Engagement

Growing Readers P. 59+. Strong Readers Read Every Day, Strong Readers Talk and Think About Books with Other People P. 64+. Readers Build Good Habits A. Reading Identities, p. 66 B. Stay focused on Reading, p. 88 C. Readers Think and Talk About Books with Others, p. 90

Strategies That Work, 2nd Ed. P. 78-84 Metacognition and Self-Monitoring

The Primary Comprehension Toolkit Lesson 1, Think about the Text

Small Group Lessons for The Primary Comprehension Toolkit

Lesson 1, Leave Tracks of Your Thinking

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Daily 5 P. 41, Correct/Incorrect Model P. 59-78, Read to Someone and Listen to Reading

First Grade Readers Chapter 1 Becoming a Community of Readers P. 16, It’s good to know what makes reading go well for us P. 18, Readers find out as much as they can about their books before they start reading P. 20, One way to stay productive during reading workshop is to reread your book, trying to make it sound nice and smooth

District Focus—Voracious Reading (Quantity, Quality, Stamina)

Growing Readers P. 77, What are my goals for reading this year?

The CAFÉ Book P. 178, 184, Ready reference form for voracious reading

The Daily 5 P. 36-38, Short Intervals of Repeated Practice P. 45-58, Read to Self

First Grade Readers Chapter 1, Becoming a Community of Readers P. 16, It’s good to know what makes reading go well for us P. 18, Readers get stronger by spending time with the same books P. 24 & Appendix A, I am the kind of reader who...

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Yearly Focus—Fluency

Growing Readers P. 130-133, Reading With Fluency A. Readers think about the meaning of the sentence or story B. Readers chunk text to make it sound smooth C. Readers use punctuation as a clue to how text sounds D. Readers use clues in the text E. Readers use a storyteller’s voice while reading

The CAFÉ Book P. 178-184, Ready Reference Forms for fluency P. 82-83, Reread Text mini-lesson

First Grade Readers P. 20, One way to stay productive during reading workshop is to reread your book, trying to make it sound nice and smooth P. 117-135, Chapter 6—Sounding Like Readers

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Unit 1: Building a Reading Life—Lesson Resources, Grades 3-5

Unit Focus –Determining Importance, Main Idea and Details

Units of Study for the Reading Workshop, Book 1, BUILDING A READING LIFE

Session 13, p. 194-207, Retelling stories by starting at the beginning Session 14, p. 208-223, Retelling stories by starting with now and backing up

Comprehension Toolkit, Grades 3-6 Lessons 15, Wrap your mind around the big ideas: Use text evidence to infer themes Lessons 18, Target key information: Code the text to hold thinking Lesson 19, Determine what to remember: Separate interesting details from important ideas Lesson 21, Construct main ideas from supporting details: Create a topic/detail/response chart Lesson 24, Read to get the gist: Synthesize your thinking as you go

Small Group Lessons for the Comprehension Toolkit, Grades 3-6

Lesson 15a, Infer themes from text evidence Lesson 15b, Support themes with text evidence Lesson 18a, Code a text to hold your thinking Lesson 18b, Paraphrase to record information Lesson 19, Sort important information and interesting details Lesson 21, Use a topic/detail/response chart

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Strategies That Work P. 142—Recognizing plot and inferring themes P. 166—Finding important information rather than just one main idea P. 167—Important to whom? P. 167—Sifting the topic from the details P. 171—Using Facts/Questions/Response (FQR) think sheets to understand information P. 173—Reasoning through a piece of historical fiction to determine importance

Teaching for Comprehending and Fluency Graphic organizers—General: Supporting thinking (evidence from the text), Recording thinking with supporting evidence, Main ideas and details, Relationship of ideas and details

The CAFÉ Book P. 165—Ready reference form: Use main idea and supporting details to determine importance.

Unit Focus—Retell/Recount

Units of Study for the Reading Workshop, Book 1 BUILDING A READING LIFE

Session 12, p. 182-193, Thinking over stories with partners Session 13, p. 194-207, Retelling stories by starting at the beginning Session 14, p. 208-223, Retelling stories by starting now and backing up

Strategies That Work P. 181, Retelling to summarize information P. 182 Paraphrasing to summarize expository text

The CAFÉ Book P. 157, Ready reference form

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Unit Focus—Summarize


Session 14, p. 208-223, Retelling stories by starting with now and backing up

The Comprehension Toolkit, Grades 3-6 Lesson 22, Paraphrase & respond to information Lesson 24, Read to get the gist

Strategies That Work P. 182, Paraphrasing to summarize expository text P. 185, Summarizing the content and adding personal response P. 188 Write a short summary P. 187, Reading for the gist

The Daily 5 P. 78, Summarize text (advanced reader) P. 101, Summarize text, including sequence of main events

The CAFÉ Book P. 164, Ready reference form—summarize text

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District Focus—Routines


Session 2, p. 24-39, Making honest, important reading resolutions Session 11, p. 166-181, Reading in the company of partners Session 12, p. 182-193, Thinking over stories with partners Session 15, p. 224-243, Learning to listen intensely Session 16, p. 244-252, Celebration

Guiding Readers and Writers Chapter 9, p. 142-162, The first 20 days P. 152-153, Day 11, Writing responses to your reading

The Daily 5 This text develops a management system for the workshop

The CAFÉ Book P. 130-142, Launching CAFÉ charts

District Focus—Just Right Books


Session 3, p. 40-53, Finding tons of just-right books Session 4, p. 54-67, Reading faster, stronger, longer Session 9, p. 126-139, Choosing texts that matter

The CAFÉ Book P. 97, Good fit books P. 179, Ready reference form

The Daily 5 P. 29-33, I PICK Just Right Books

Guiding Readers and Writers, Grade 3-6 P. 143-145, First 20 days chart P. 146, Day 1, Selecting books and enjoying silent reading P. 146, Day 2, How readers choose books P. 146, Day 3, Making good book choices

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District Focus—Just Right Books (continued)

Guiding Readers and Writers, Grade 3-6 P. 148, Day 6, Abandoning books P. 156-157, Day 16, Creating a list of your reading interests P. 157-158, Day 17, How to write book recommendations

District Focus—Engagement


Session 1, p. 2-17, Learning from best and worst reading times Session 4, p. 54-67, Reading faster, stronger, longer Session 5, p. 68-81, Awakening ourselves to the text Session 6, p. 84-101, Community, Holding tight to meaning Session 15, p. 224-243, Learning to listen intensely

Strategies That Work, 2nd Ed. P. 78-84 Metacognition and Self-Monitoring

Guiding Readers and Writers, Grade 3-6 P. 143-145, First 20 days chart P. 148, Day 5, How to buzz with each other P. 148, Day 6, Abandoning books

Daily 5 P. 41, Correct/Incorrect Model P. 59-78, Read to Someone and Listen to Reading

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District Focus—Voracious Reading (Quantity, Quality, Stamina)


Session 2, p. 24-39 (Volume), Making honest, important reading resolutions Session 3, p. 40-53, (Stamina), Finding tons of just-right books Session 4, p. 54-67, (Volume), Reading faster, stronger, longer Session 6, p. 84-101, (Community), Holding tight to meaning Session 7, p. 102-111 (Habits), Welcoming books Session 8, p. 112-125 (Community), Introducing ourselves to books Session 9, p. 126-139 (Setting expectations), Reading in the company of partners

Guiding Readers and Writers, Grade 3-6 P. 143-145, First 20 days chart P. 150-151, Day 9, Keeping a record of your reading

The CAFÉ Book P. 178, 184, Ready reference form for voracious reading

The Daily 5 P. 36-38, Short Intervals of Repeated Practice P. 45-58, Read to Self

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Yearly Focus—Fluency


Session 5, p. 68-81 (Self-monitor and self-correct), Awakening ourselves to the text Session 6, p. 84-101 (Reread), Holding tight to meaning

Guiding Readers and Writers, Grades 3-6 P. 143-145, First 20 days chart P. 160-161, Day 20, Using punctuation to help you understand

The CAFÉ Book P. 178-184, Ready Reference Forms for fluency P. 82-83, Reread Text mini-lesson

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“You will want to collect data that holds you accountable to the goals that you believe are important.”

Lucy Calkins, Building a Reading Life, p. 154

On page one of this unit you will read about the goals toward which you will guide and support your students’ learning. Each unit

focus is grounded in one of the Common Core State Standards. Likewise, each district focus centers on research-based reading

strategies all proficient readers use with independence, flexibility, and consistency.

More information about assessment can be found in your copy of Building a Reading Life on pages 18-23 and 154-163.

What follows are end-of-unit assessments to be used at the end of Unit 1: Building a Reading Life. They include:

A one-page checklist to assess all the District Focuses in one document

A retelling rubric to asses CCR2 – Retelling/Main Idea & Key Details

A rubric to assess CCR2 – Summarizing/Main Idea & Key Detail

Every student in every classroom should have access to these assessments. As a grade-level team, work together to:

Determine a time window in which you will give the assessments (i.e. 2-3 specific days).

Review the process for giving the assessments.

Set a date when all assessments will be completed and brought to the grade-level meeting for scoring and analysis.

Review the assessments and determine which students will need continuing support, and the specific areas of need.

In addition, it is expected that you already have in place many ways to assess your students on a day-to-day basis, embedded in your

teaching. In your PLC groups common formative assessments may be developed that will guide your teaching and interventions as

you teach Unit 1. Included in this assessment packet are a few tools that could serve this purpose if you choose to use them. They

include:

Criteria for Engagement

Reading Goals form for students use

Reading Log assessment tool

Determining a Theme and Supporting Details form

Main Idea and Text Details form

Main Idea self-assessment form

Running Record form

Overview of Assessment Guidelines & Tools Rapid City Area Schools

Unit 1: Building a

Reading Life

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Questions to Consider for Assessing District Targets for Unit 1: Building a Reading Life, Grades K-2

Use information from conferring notes and book logs.

Adapted from Calkins, Lucy (2010). Units of Study for Teaching Reading: A Curriculum for the Reading Workshop, Grades 3-5, Portsmouth:NH:

Heinemann.

District Target Assessment, K-2 Reader’s Name: _______________________ Rapid City Area Schools Date: _____________________

Unit 1: Building a

Reading Life

District Focus: Next Steps/Comments:

Routines & Habits: Can the child tell when and where he/she likes to read? Yes No

Routines & Habits: Can the child navigate through and stay engaged in the compo-

nents of the reading workshop?

Yes No

Choosing Just Right Books: Can the child explain how he/she knows that a book is a

just-right book?

Yes No

Choosing Just Right Books: Does the child tend to choose books that are…

Below instructional level (too easy)

At independent level (just right)

Above independent level (too hard)

Engagement: If required, does the child keep track of the books he/she has read? Yes No

Engagement: Is there evidence that the child reads at home? Yes No

Engagement: Can the child tell you when he/she doesn’t understand the reading? Yes No

Engagement: Does the child listen attentively to others when talking about books? Yes No

Voracious Reading: Does the child help create and use personal reading goals? Yes No

Voracious Reading: Has the child’s volume of reading increased? By how much? Yes No

Fluency (RF4): Does the child read with phrasing, expression, and a smooth pace? Yes No

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Questions to Consider for Assessing District Targets for Unit 1: Building a Reading Life, Grades 3-5

Use information from conferring notes and book logs.

Adapted from Calkins, Lucy (2010). Units of Study for Teaching Reading: A Curriculum for the Reading Workshop, Grades 3-5, Portsmouth:NH:

Heinemann.

District Target Assessment, 3-5 Reader’s Name:______________________ Rapid City Area Schools Date: _____________________

Unit 1: Building a

Reading Life

District Focus: Next Steps/Comments:

Routines & Habits: Can the student identify the conditions under which he/she can

read with the most engagement?

Yes No

Routines & Habits: Can the student navigate through and stay engaged in the compo-

nents of the reading workshop?

Yes No

Choosing Just Right Books: Can the student explain how he/she knows that a book is

a just-right book?

Yes No

Choosing Just Right Books: Does the student tend to choose books that are…

Below instructional level (too easy)

At independent level (just right)

Above independent level (too hard)

Engagement: Does the child consistently log his/her reading? Yes No

Engagement: Is there evidence that the student reads at home? Yes No

Engagement: Can the student tell you how he/she self-monitors comprehension while

reading?

Yes No

Engagement: Does the student listen attentively to others when talking about books? Yes No

Voracious Reading: Does the student create and use personal reading goals? Yes No

Voracious Reading: Does the student always/usually finish books? Yes No

Voracious Reading: Has the student’s volume of reading increased? By how much? Yes No

Fluency (RF4): Does the student read an appropriate number of pages in an appropri-

ate amount of time for the level of text?

Yes No

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Retelling Rubric, CCR2 Reader’s Name:______________________ Rapid City Area Schools Date: _____________________

Unit 1: Building a

Reading Life

On the rubric, circle the quadrant that best describes the student’s retelling. Add the total points to determine the child’s score.

Advanced = 24, Proficient = 18-23, Basic = 11-17, Below Basic = 0-10

Adapted from Checking for Understanding by Douglas Fisher and Nancy Frey, p. 29, ASCD, 2007.

Element Advanced – 4 points

You extended your thinking...

Proficient – 3 points Basic – 2 points Below Basic – 1 point

Characters (You made connections to characters in other books, inferred character traits and

evidence for those ideas, or saw

characters through the other characters’ eyes.)

Your retelling describes the

characters so that others have a

good idea of what they are like.

Your retelling names the

characters but does not describe

much about them.

Your retelling confuses the

identity of the characters or

does not name them. Think

about who was in the story

and how they acted.

Setting (You connected the setting to the actions or the characters, etc.)

Your retelling helps others get a

clear idea of when and where

the story took place.

Your retelling provides some

details about where and when the

story took place.

Your retelling needs to

describe when and where the

story took place.

Problem (You gave a number of alternative solutions based on the characters’

actions/reactions, etc.)

Your retelling describes the

problem, why this problem

occurred, and how it might be

solved.

Your retelling names the problem,

but not how it occurred or might

be solved.


describe the problem, how

the problem developed, and

how it might be solved.

Solution (You included relationships between the characters and how they affected the

solution, made connections to other

books or situations, etc.)

Your retelling focuses on how

the characters solved the

problem.

Your retelling includes some of

the important events that led to the

solution and most are in the correct

order.

Your retelling needs to focus

on the major events and how

these events led to the

solution to the problem.

Main Idea (You made some text-to-text connections, explained how the theme

developed or changed across the story,

how the characters’ attitudes or actions contributed to the theme, etc.)

Your retelling included the

main idea or theme of the story,

including the details that

support your thinking.

Your retelling includes a main idea

or theme, but not supporting

details.


include the main idea or

theme of the story, as well as

the supporting details.

Delivery Your delivery was engaging. (You included colorful and engaging

language like metaphors or language

specific to this book, included a graphic or sketch, etc.)

Your retelling uses good

rhythm, fluency, expression,

and gestures. Your voice

changes for different characters.

Your rhythm and expression are

good most of the time and you use

some gestures. Your voice

changes for some of the characters.


include expression and

gestures. Your voice should

change for different

characters.

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Name of Book: ______________________________________________ TR Level: ______ “When we summarize, we concentrate on the information in the text. We try to pick out the most important information, put the information into our own words, and keep it brief.” Harvey & Goudvis, The Comprehension Toolkit, Book 6, p. 1

Circle the quadrant that best describes the student’s summarizing. Add the total points to determine the child’s score. Advanced = 11-12, Proficient = 8-10, Basic = 6-7, Below Basic = 0-5

Summarizing Rubric, CCR2 Reader’s Name: _____________________________ Rapid City Area Schools Date: __________

Unit 1: Building a

Reading Life

Criteria Advanced - 4 Exceeds Expectations

Proficient - 3 Basic -2 Below Basic -1

Main idea and key supporting details

Student identifies the main idea or theme, as well as the key supporting details. The student can expand upon the theme with own thoughts and ideas.

Student identifies the main idea or theme, as well as the key supporting details.

Student identifies a theme. There are few supporting details from the text.

Student cannot clearly identify a main idea or theme. There are no key supporting details.

Based on facts, accurate

Student includes accurate facts from the text.

Student does not indicate that he/she is using facts from the text. Some facts used are incorrect or misinterpreted.

Student does not include facts from the text, but opinions or ideas.

Concise and in own words

Summary is concise and in the student’s own words.

Student uses own words, but may include unnecessary information.

Student’s summary is long and vague, or is quoted from the text.

Adapted from: Harvey, S. & Goodvis, A., The Primary Comprehension Toolkit, Book 6, p. 64

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District Focus – Engagement - Criteria for Engagement Unit 1: Building a Reading Life

Additional Behaviors That May Indicate Engagement Enters the imaginary world of a story Relives the experience of the story Offers immediate reactions (laughs, worries, etc.) Describes visual images created during the reading Anticipates events in the story Follows along with a character’s actions and decisions Recalls specific events, language, and details from the story Notices illustrations and text design Puts self in character’s place

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Units of Study for the Reading Workshop – Reading Goals

RCAS District Focus, Voracious Reading

Name: Grade:

Teacher: Unit of Study:

My reading goal for QUANTITY (example – I will strive to read ___pages per day, ___ books per week.

My reading goal for QUALITY (example – I will choose books that…)

My reading goal for STAMINA (examples – I will find time to read ___minutes every day. I will read ___ minutes during the reading workshop.)

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CCR2 Determining a Theme and Supporting Details

Unit 1: Building a Reading Life

Theme

NAME:____________________________ BOOK TITLE:__________________ Details from text (include page number) Details from text (include page number)

Details from text (include page number) Details from text (include page number)

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Name: _____________________ Book Title: ___________________________

Main Idea(s):

Details from the text: (include page

numbers) Details from the text: (include page

numbers)

Details from the text: (include page

numbers)

CCR2 Main Idea and Text Details


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CCR2: Main Idea Self-Assessment Rapid City Area Schools


Name: _______________________ Book: _________________________ TR Level: ______ Date: _______

An idea… How I think I’m doing…

I can’t think of any response; I can’t contribute to the discus-sion about this text or strategy.

I can point out some parts of the text, mostly pictures, that must be pretty important for understanding this text’s meaning, but I’m not quite sure how or why these parts are important.

I can point out certain words, characters, and/or events as more important to the meaning and I can explain why I think something is important. If I’m reading expository text I can use text features such as bold print and captions to help me decide what is important. I can usually explain why the con-cepts are important.

I am sure I can point out and explain at least one key concept idea, or theme as important to understanding the overall text meaning.

I can explain several ideas or themes that are very important for understanding this text; I can tell you why they’re important and why the author might have emphasized them given his/her purpose. I can tell you how thinking about these important ideas helps me to better understand this text or any other book I read.

Adapted from: Keene, E., Mosaic of Thought, 2nd edition, p. 270-271.

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Documents

Unit 1 Building a Reading Life Rapid City Area Schools Elementary Literacy · 2012-11-02 · Rapid City Area Schools Elementary Literacy Our Mission: Every child who enters our district