Works Cited - Woodburn School Web viewStudents will be able to choose appropriate artifacts and strategies to ... aid my comprehension and ... purpose of improving my own reading

Grade 6

Unit 1Table of Contents

Launching the Reading Workshop

Section Page NumberUnit Essential Questions 2

Unit Goals and Sub Goals (Task Analysis) 2-3

Unit Language 4-5

Unit Assessments Checklist 6-8

Unit Assessment Rubric 9-13

Sample Unit Calendar 14

Appendix A: Mini-lesson Correlation Chart 15-17

Appendix B: Anchor Charts 18-19

Works Cited 20

1 | P a g eG r a d e 6

Grade 6Reading Unit 1

Dates of Unit:

Unit Title: Launching the Reading WorkshopStage 1 Identify Desired ResultsStandards:(Alpha-numeric listing of standards incorporated in the unit)

Assessed Standards:● RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text● RL.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from

personal opinions or judgmentsSupporting Standards:RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

What Does It Mean to Be in Charge of My Reading Life?

Essential Questions: Motivation

How is literacy tied to happiness, power and success?

AgencyHow do we empower ourselves to become active readers?

Tracking ThinkingHow do the roles of the author and the reader change as texts become more complex?

CollaborationHow does the way we respond to books influence our literary conversations?

Goals: Students will be able to set goals and demonstrate behaviors that will lead to a lifetime of reading.

Students will be able to choose appropriate artifacts and strategies to accelerate intellectual independence as readers.

Students will be able to independently choose and apply strategies to identify the theme/ central idea of a text through supporting details.

Students will be able to effectively communicate analysis of text, both, explicit and inferential, through various artifacts.

Learning Targets(aligned to goals)

I can elaborate on the benefits of reading for my future and present happiness, power and success.

I can choose and implement appropriate artifacts and strategies to continue developing as an independent reader.

I can identify the theme or central idea to determine what the text is about.

I can use artifacts (i.e., reading logs) to investigate my reading interests, habits, and patterns to analyze my reading progress over time.

I can independently set personal goals for improving my reading.

I can select a “just right” book to ensure I make reading growth.

I can recognize and use details in order to visualize scenes in the story.

I can use quick responses to text (margin notes, Post-its, etc.) to track my thinking as I read, to aid my comprehension and prepare to write about my reading.

I can demonstrate work ethic that will lead me to attain my

I can use artifacts (i.e., reading logs) to investigate my reading

I can identify and use details as I read to make inferences about characters, setting, and conflict.

I can use longer written responses to my reading (reflection, journal entry, etc.) to


reading goals. interests, habits, and patterns to analyze my reading progress over time.

reflect on and support analysis of what the text states explicitly.

I can read independently for a minimum of 25 minutes without stopping.

I can infer, using setting clues, to imagine what has happened between the scenes.

I can select and cite evidence to communicate inferred or explicit elements or excerpts of text for literary conversations.

I can make connections between different parts of a story to understand changes in characters, setting, and conflict over time.

I can reference a “shared or community text” in conversation to compare character, setting, conflict, and themes between texts.

I can objectively summarize text. I can read (aloud) with expression to convey my interpretation of the text.I can reflect on artifacts to analyze my reading progress, plan next steps, and set new goals.I can refer to my notes to support my analysis of text.


Stage 2 Determine Assessment EvidenceAcademic Language (What language will students need to sound like experts?)

Academic Language Function(s):

● Sequencing

Academic Language Stems:Easy for Beginners

● First, the _____ (verb)...● Next, the _____ (verb)...● Then, the ____ (verb)...● Finally, the ____ (verb)…

Medium for Intermediate● In the beginning, … (verb) …, but by the end…● After that, …● Later on, …● After…., …..● By the end of …, we see that ____ has become...

Difficult for Advanced and Fluent● Initially, …; however, by the end…● Following the …, changes in that…● During the course of …, we see that…● Throughout …, one can see…● In conclusion, ...

Non-academic Vocabulary● accelerate● effectively● intellectual independence● work ethic● stamina● habit● agency

Academic Vocabulary:

● setting● character● conflict● theme● details● role● pattern● shared text● community text● goal● meaning● interest● transition● plot● genre● author


● text● analyze● cite/ citation● fact● opinion● strategy● comprehension● infer/inference● visualize● literacy● impact● context● artifact● elaborate● reflect● synthesize● investigate● element● reference● excerpt

Assessment Tools:

Goals Rubric Assessment Checklist


Unit of Study Assessment Checklist (1 of 2)

Student Name I c

an e

labo

rate

on

the

bene

fits

of re

adin

g fo

r my

futu

re a

nd

pres

ent h

appi

ness

, pow

er a

nd

succ

ess.

I can

inde

pend

ently

set p

erso

nal

goal

s for

impr

ovin

g m

y re

adin

g.

I can

dem

onst

rate

wor

k et

hic

that

will

lead

me

to a

ttai

n m

y re

adin

g go

als.

I can

read

inde

pend

ently

for a

m

inim

um o

f 25

min

utes

with

out

stop

ping

.

I can

cho

ose

and

impl

emen

t ap

prop

riate

arti

fact

s and

st

rate

gies

to c

ontin

ue

deve

lopi

ng in

telle

ctua

l in

depe

nden

ce.

I can

sele

ct a

“ju

st ri

ght”

boo

k to

en

sure

I m

ake

read

ing

grow

th.

I can

use

arti

fact

s (i.e

., re

adin

g lo

gs) t

o in

vesti

gate

my

read

ing

inte

rest

s, h

abits

, and

patt

erns

to

anal

yze

my

read

ing

prog

ress

ov

er ti

me.

I can

iden

tify

the

them

e or

cen

tral

idea

to d

eter

min

e wh

at th

e te

xt is

ab

out.

Notes

B = Beginning D = Developing P = Proficient M = Mastery


Unit of Study Assessment Checklist (2 of 2)

Student Name I c

an re

cogn

ize a

nd u

se d

etai

ls in

or

der t

o vi

sual

ize s

cene

s in

the

stor

y.

I ca

n id

entif

y an

d us

e de

tails

as

I re

ad to

mak

e in

fere

nces

abo

ut

char

acte

rs, s

ettin

g, a

nd c

onfli

ct.

I can

infe

r, us

ing

setti

ng c

lues

, to

imag

ine

what

has

hap

pene

d be

twee

n th

e sc

enes

.

I can

mak

e co

nnec

tions

bet

ween

di

ffere

nt p

arts

of a

sto

ry to

un

ders

tand

cha

nges

in c

hara

cter

s,

setti

ng, a

nd c

onfli

ct o

ver t

ime.

I can

use

arti

fact

s (i.

e., r

eadi

ng lo

gs)

to in

vest

igat

e m

y re

adin

g in

tere

sts,

ha

bits

, and

pat

tern

s to

ana

lyze

my

read

ing

prog

ress

ove

r tim

e.

I can

use

qui

ck re

spon

ses

to te

xt

(mar

gin

note

s, P

ost-i

ts, e

tc.)

to tr

ack

my

thin

king

as

I rea

d, to

aid

my

com

preh

ensi

on a

nd p

repa

re to

writ

e ab

out m

y re

adin

g.

I can

use

long

er w

ritte

n re

spon

ses

to m

y re

adin

g (re

flect

ion,

jour

nal

entry

, etc

.) to

refle

ct o

n an

d an

alyz

e th

e te

xt.

I can

sel

ect a

nd c

ite e

vide

nce

to

com

mun

icat

e in

ferre

d or

exp

licit

elem

ents

or e

xcer

pts

of te

xt fo

r lit

erar

y co

nver

satio

ns.

Notes


Unit of Study Assessment Checklist (2 of 2)7 | P a g e

G r a d e 6

Student Name I c

an re

fere

nce

a “s

hare

d or

co

mm

unity

text

” in

co

nver

satio

n to

com

pare

ch

arac

ter,

setti

ng, c

onfli

ct, a

nd

them

es b

etw

een

text

s.

I can

refle

ct o

n ar

tifac

ts to

an

alyz

e m

y re

adin

g pr

ogre

ss,

plan

nex

t ste

ps, a

nd se

t new

go

als.

I can

refe

r to

my

note

s to

supp

ort m

y an

alys

is of

text

.

Notes


Unit of Study Assessment Rubric8 | P a g e

G r a d e 6

Unit # - Unit Title…

Motivation Mastery Proficient Developing Beginning

1. I can elaborate on the benefits of reading for my future and present happiness, power and success.

I can elaborate on the benefits of reading for my future and present happiness, power, and success.

I can elaborate on the benefits of reading for my future and present success.

I can articulate how reading well affects my grades.

I read what I am asked to read.

2. I can independently set personal goals for improving my reading.

I can independently set challenging personal goals for the purpose of improving my own reading.

I can independently set personal goals for improving my reading.

I can set personal goals for improving my reading with occasional teacher or peer input.

I can set personal goals with the assistance of a teacher or peer.

3. I can demonstrate work ethic that will lead me to attain my reading goals.

I am self directed and take advantage of classroom routines that support me in attaining my reading goals.

I am self directed in completing and following directions. I complete necessary assignments outside of class.

I can come to class prepared and follow (and sustain) reminders and directions.

I can work intermittently with the support of teacher reminders and direction.

4. I can read independently for a minimum of 25 minutes without stopping.

I can read independently for a minimum of 25 minutes without stopping

I can read independently for a minimum of 20 minutes without stopping.

I can read independently for a minimum of 10 minutes without stopping

I can quietly sit with a book reading occasionally for the duration of independent reading time.


Agency Mastery Proficient Developing Beginning

5. I can choose and implement appropriate artifacts and strategies to continue developing as an independent reader.

I can choose and implement appropriate artifacts and strategies to continue developing independence as a reader.

I can use appropriate artifacts and strategies to begin developing independence as a reader.

I can use a specific strategy or resource when it is suggested to me by my teacher to show growth as a reader.

I can attempt to use a specific strategy or resource when it is suggested to me by my teacher to show growth as a reader.

6. I can select a “just right” book to ensure I make reading growth.

I can independently use a variety of methods to help me select a “just right” book that pushes me to try new things (genre, author, topic/theme) and grow as a reader

I can independently use a variety of methods to help me select a “just right” book that fits my current reading interests (genre, author, topic/theme).

I can independently use one strategy/method to help me approximate a “just right” book.

I can select a “just right” book from a selection of books that my teacher set aside for me.

7. I can use artifacts (i.e., reading logs) to investigate my reading interests, habits, and patterns to analyze my reading progress over time.

I can independently use an artifact (reading log or calendar) to consistently track details about my reading progress and adapt that artifact to reflect my current reading goals.

I can independently use an artifact (reading log or calendar) to consistently track details about reading progress.

I can use an artifact (reading log or calendar) to track details about my reading progress when prompted by the teacher.

I can use an artifact (reading log or calendar) to track details about my reading progress with teacher support to fill out the artifact.

10 | P a g eG r a d e 6

Tracking Thinking Mastery Proficient Developing Beginning

8. I can identify the theme or central idea to determine what the text is about.

I can identify the key themes or main ideas and tell how synthesizing helps me understand more in any text I read. I can tell you why they are important and why the author might have emphasized them.

I can articulate several key themes or central ideas and I can explain how my thinking has changed from the beginning to the end of the passage.

I can describe the organization of the text (beginning, middle, end). I understand that text organization provides me with clues as to what is important. I begin to describe how my thinking has changed over the course of the text.

I can describe some parts of literature or informational text that I think are important. I am unsure of what the author may be trying to tell me.

9. I can recognize and use details in order to visualize scenes in the story.

I can recognize and use details in order to visualize scenes from the story. My images include more than what is stated in the text. I have images that come from sights, sounds, smells etc. I can articulate a relationship between the text and what I am picturing.

I can recognize and use multiple details in order to visualize detailed scenes from the story. I can articulate a relationship between the text and what I am picturing.

I am able to pull details from the text to create mental pictures.My images are built on details from the text, and I can articulate a relationship between the text and what I am picturing.

I am able to pull some details from the text to create general mental pictures. I am unclear of the relationship between the text and what I am picturing.

10. I can identify and use details as I read to make inferences about characters, setting, and conflict.

I can identify and use details to develop my own predictions, interpretations, and/or conclusions to better understand characters, setting and conflict. I can describe how I understand more about the book based upon these inferences.

I can identify and use details to draw conclusion, interpret, and/ or predict to better understand characters, setting and conflict. I can explain how I came up with my conclusions.

I can use details to make inferences (predictions and conclusions). The inferences I draw are probably aligned to what the author would think about characters, setting and conflict.

I can use some details as I read to make guesses about characters, setting and conflict. I am not sure how they relate to the story.

11. I can infer, using setting clues, to imagine what has

I can infer, using setting clues, to imagine what has

I can infer, using setting clues, to imagine what has

I can use a limited number of setting clues to imagine what

I can use setting clues that are pointed out to me by others

11 | P a g eG r a d e 6

happened between the scenes. happened between the scenes and make predictions about what characters may feel and think based on those imagined scenes.

happened between the scenes.

has happened between scenes when posed with leading questions to provoke my imagination.

to imagine what has happened between scenes when posed with leading questions to provoke my imagination.

12. I can make connections between different parts of a story to understand changes in characters, setting, and conflict over time.

I can independently make connections between different parts of a story or book series to understand changes in character, setting, and conflict over time. I am somewhat aware of how these connections help me to better understand the text.

I can independently make connections between different parts of a story to understand changes in character, setting, and conflict over time.

I can explain how my own experiences, beliefs, and feelings relate to the characters and events or topics of this text.

I can state what the text reminds me of.

12 | P a g eG r a d e 6

Collaboration Mastery Proficient Developing Beginning


I can independently investigate my reading using an artifact, as well as recognize and evaluate interests, patterns, and habits regarding my reading.

I can independently investigate my reading using an artifact, as well as recognizing interests, patterns, and habits regarding my reading.

I can use an artifact to answer questions about my reading interests, patterns, and habits.

I can use an artifact to answer questions about my reading interests, patterns and habits with teacher support.

14. I can use quick responses to text (margin notes, Post-its, etc.) to track my thinking as I read, to aid my comprehension and prepare to write about my reading.

I can independently use a variety of strategies for quick responses to text to track my thinking as I read, to aid my comprehension or prepare to talk/write about my reading.

I can independently use a limited number of strategies for quick responses to text to track my thinking as I read and to prepare to talk/write about my reading.

I can use teacher-designated strategies for quick responses to text to prepare to talk/write about my reading.

I can use teacher-designated strategies, with prompting and support, for quick responses to text to prepare to talk/write about my reading.

15. I can use longer written responses to my reading (reflection, journal entry, etc.) to reflect on and support analysis of what the text states explicitly.

I can independently use a variety of longer written responses to my reading to reflect on and analyze what the text states explicitly.

I can independently use a limited number of longer written responses to reflect on what the text states explicitly.

I can use teacher-designated longer written responses to my reading to reflect on the text.

I can use teacher-designated strategies for longer written responses, with prompting and support, to demonstrate understanding of the text.

16. I can select and cite evidence to communicate inferred or explicit elements or excerpts of text for literary conversations.

I can independently select and communicate interesting elements or excerpts of text for literary conversations with peers.

I can independently select and communicate interesting elements or excerpts of text for literary conversations.

I can select and share interesting excerpts from a text or elements from a pre-generated list to participate in literary conversations.

I can select and share interesting excerpts from a text or elements from a pre-generated list to participate in literary conversations, with teacher support.

17. I can reference a “shared or community text” in conversation to compare character, setting, conflict, and themes between texts.

I can make specific and relevant connections between a “shared or community text” and another text, in conversation, comparing character, setting, conflict and themes, to explain how the connection enhances my comprehension.

I can make specific and relevant connections between a “shared or community text” and another text, in conversation, comparing character, setting, conflict and themes.

I can make general connections between a “shared or community text” and another text in conversation, in response to teacher questions, comparing character, setting, and conflict.

I can make general connections between a “shared or community text” and another text in conversation, with teacher support.

13 | P a g eG r a d e 6

18. I can read with expression to convey my interpretation of the text.

I can independently read a familiar text with expression to convey my interpretation of the text.

I can read a familiar text with expression to convey my interpretation of the text, after one practice.

I can read a familiar text with expression to convey my interpretation of the text, after several practices.

I can read a familiar text with expression, with teacher support and after extended rehearsal.

19. I can reflect on artifacts to analyze my reading progress, plan next steps, and set new goals.

In order to improve my reading ability, I can reflect on artifacts with peers to analyze my reading progress, plan next steps, and set new goals for myself in collaboration with peers.

I can independently reflect on artifacts to analyze my reading progress, plan next steps, and set new goals to improve my reading ability.

I can independently use guiding questions to reflect on artifacts and co-author (with my teacher) next steps and set new goals to improve my reading ability.

I can answer guiding questions about my reading artifacts to co-author (with my teacher) new goals to improve my reading ability.

20. I can refer to my notes to support my analysis of text.

I can independently refer to my notes to support my analysis of text.

I can refer to my notes to support my analysis of text.

I can use my notes in a conversation to connect my guided responses back to the text.

I can participate in a conversation, connecting my guided responses back to the text.

14 | P a g eG r a d e 6

Stage 3 Plan Learning Experiences and Instruction

SAMPLE UNIT CALENDAR

Monday Tuesday Wednesday Thursday Friday1.Why do we read?Begin expectation of reading for 30 minutes per night.

2. How to select a “just right” book?

3. Tracking our reading using artifacts

4. I can set a personal goal about my reading

5. Develop independence as a reader- what do I do when the reading is challenging?

6. Develop independence as a reader- what do I do when the reading is challenging?

7. Reading strategies- helping to develop independence as a reader (what do I do when reading is challenging?)

8. I can use quick responses to text (margin notes, Post-its, etc.) to track my thinking as I read, to aid my comprehension and prepare to write about my reading.

9. I can recognize and use details in order to visualize scenes in the story, using quick responses to text to track my thinking.

10. I can identify and use details as I read to make inferences about characters, setting, and conflict, using quick responses to text to track my thinking.

11. I can make connections between different parts of a story to understand changes in characters, setting, and conflict over time, using quick responses to track my thinking.

12. I can infer, using setting clues, to imagine what has happened between the scenes, using quick responses to track my thinking.

13. I can use longer written responses to my reading (reflection, journal entry, etc.) to reflect on and support analysis of what the text states explicitly.

14. I can select and cite evidence to communicate inferred or explicit elements or excerpts of text for literary conversations, using longer written responses to my reading

15. I can identify the theme or central idea to determine what the text is about using longer written responses to my reading


17. I can reference a “shared or community text” in conversation to compare character, setting, conflict, and themes between texts, using quick or longer responses.

18. I can read aloud with expression to convey my interpretation of the text.

19. I can reflect on artifacts to analyze my reading progress, plan next steps, and set new goals.


15 | P a g eG r a d e 6

Appendix A: Supporting Mini-lesson Correlation Chart

1. I can elaborate on the benefits of reading for my future and present happiness, power, and success.

Gallagher, K. (2003). Reading Reasons: Motivational Mini-Lessons for Middle and High School. Portland: Stenhouse Publishers.

2. I can independently set personal goals for improving my reading.

3. I can demonstrate work ethic that will lead me to attain my reading goals.

4. I can read independently for a minimum of 30 minutes without stopping.

5. I can determine the meaning of words and phrases to analyze their use and overall impact within context.

Calkins, L. (2010). Units of Study for Teaching Reading. In M. Ehrenworth, H. Atif Khan, & J. Mooney, Constructing Curriculum: Alternate Units of Study. Portsmouth: Heinemann.

Reading with Agency (pg. 69-75) When Meaning Breaks Down, Readers Use Fix-Up Strategies (pg.

47-52) We Read Chunks of Meaning, Not Single Words (pg. 53-55) Reading with Momentum-Riding over a Hard Word (pg. 56-60)

6. I can choose and utilize appropriate strategies and/or resources to aid comprehension when given challenging text.


Taking Charge of our Reading Lives and Becoming Active Learners (pg. 64-68)

7. I can select a “just right” book to ensure I make reading growth.


Choosing a Just Right Book (pg. 7-11) Choosing Books Wisely (pg. 76-80)

8. I can use artifacts (like reading logs) to investigate my reading interests, habits, and patterns to analyze my reading progress over time.


Getting Better One Step at a Time-Logs and Goals (pg. 12-18) Using the Reading Log as an Artifact to Help Us Reflect On and

Improve Our Reading (pg. 81-86)9. I can use quick responses to text

(margin notes, Post-its, etc.) to track my thinking as I read to aid my comprehension or prepare to talk/write about my reading.


Making purposeful Choices About Our Methods for Retelling (pg. 87-91)

10. I can use longer written responses (reflection, journal entry, etc.) to text to reflect on and analyze text.

Calkins, L. (2019). Units of Study for Teaching Reading Grades 3-5. In H. Atif Khan, Construcing Curriculum: Alternate Units of Study CD ROM (pp. 128-150). Portsmouth: Heinemann.

Writing Short and Long Responses to Books (pg. 128-131) FOUND ON CD ROM ONLY.

16 | P a g eG r a d e 6

Teaching Point Reference to Minilessons11. I can select and communicate

interesting elements or excerpts of text for literary conversations.


Talking About Books with Passion and Insight (pg. 132-135) FOUND ON CD ROM ONLY.

12. I can reference a “shared or community text” in conversation to compare character, setting, conflict, and themes between texts.


Talking about More than One Book at a Time – The Art of the Allusion (pg. 128-131) FOUND ON CD ROM ONLY.

13. I can read with expression to demonstrate deeper understanding of the text.


Reading Aloud with Power and Grace (pg. 140-145) FOUND ON CD ROM ONLY.

14. I can use artifacts (like reading logs) to investigate my reading interests, habits, and patterns, to continue developing as a reader.


Using Artifacts to Reflect on Our Reading and Making Plans to Outgrow Ourselves as Readers (pg. 146-150) FOUND ON CD ROM ONLY.

15. I can reflect on artifacts with peers to analyze my reading progress, plan next steps, and set new goals.






17. I can identify the theme or central idea to synthesize what the text is about.


Reading Between the Lines and Coauthoring the Text (pg. 92-99)18. I can pay attention to details in

order to visualize scenes from the story.


Imagining the Scenes in Our Stories (pg. 100-105)19. I can pay attention to and use

details as I read to make inferences about characters, setting, and conflict.


Imagining the Scenes in Our Stories (pg. 100-105)20. I can infer, using setting clues, to

imagine what has happened between scenes.


Imagining the Moments in Between the Scenes (pg. 106-110)

17 | P a g eG r a d e 6

Teaching Point Reference to Minilessons21. I can choose and utilize appropriate

strategies and/or resources to aid comprehension when given challenging text.


Taking Charge of our Reading Lives and Becoming Active Learners (pg. 64-68)

18 | P a g eG r a d e 6

Appendix B: Anchor Charts

19 | P a g eG r a d e 6

20 | P a g eG r a d e 6

Works CitedCalkins, L. (2010). Units of Study for Teaching Reading. In M. Ehrenworth, H. Atif Khan, & J. Mooney, Constructing Curriculum: Alternate Units of Study. Portsmouth: Heinemann.


Gallagher, K. (2003). Reading Reasons: Motivational Mini-Lessons for Middle and High School. Portland: Stenhouse Publishers.

21 | P a g eG r a d e 6

Documents

Works Cited - Woodburn School Web viewStudents will be able to choose appropriate artifacts and strategies to ... aid my comprehension and ... purpose of improving my own reading