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| What habits do readers use to read with stamina, fluency, meaning and attention to print? |
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| Third graders are welcomed into their reading workshop with an invitation to show off their knowledge, talent and energy for reading. These readers are reading L/M reading levels or higher and will have to think about the kind of reader they are and want to be as they establish themselves inside their new reading community. Concept 1 asks third graders to think of the habits they bring to reading and the habits they want to create to strengthen their reading and make their reading community and their own personal reading growth the best it can be. Creating long term and short term personal reading goals, choosing just right text, and assisting the reading community meet and exceed classroom stamina goals shows readers the habits necessary for success. This concept also demonstrates for readers the need to read at a pace which allows for the greatest number of pages to be read, while still seeing the text in mind and understanding all that has been read. Concept 2 asks readers to understand that every bit of text they read is important to their understanding. Readers enhance their strategies to clear confusion by stopping, rereading, and taking the time to figure out unfamiliar words while still envisioning the text and keeping their appropriate pace. Readers think about their attitudes towards reading and the teaching hopes to influence a growth mindset where readers come to the work seeing it’s importance and the need to read many books across their days and weeks. Concept 3 organizes readers into like-level partnerships. Readers reading the same or about the same levels are paired for thinking and conversation. Readers learn to care for their partner by coming prepared to partnerships, listening well, and keeping an open mind. They come to see that a reading partner is an important person in life, as partners help each other gain reading stamina and focus. Partners do not read aloud to each other except to prove a point or take their partner back to a page to clear confusion. Choral, echo, and reading page by page together aloud are abandoned to allow readers more time for thinking and talking. At these levels, it is more important that readers learn to read silently to themselves during independent reading and read aloud only when needed in partnership, given their conversation or plans. Partners push each other to think about strong habits needed to be strong readers. Looking at reading logs, sharing books read and noticing changes in each other over time helps partnerships bond; building a strong working relationship that moves into the next unit of study. The unit, like all units, ends with a celebration in session 16. Empowering readers to reflect on ways they have changed as readers in a short time is suggested. There certainly could be other ways to celebrate based on the culture built within the reading community and teachers should feel free to celebrate in different ways based on their insights of readers. Differentiating by reviewing the K-2 units may be helpful depending on the levels of readers. |
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| MI: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5 Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 6. Assess how point of view or purpose shapes the content and style of a text. RL.3.6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. RL.3.7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently. RL.3.10.By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. Reading: Foundational Skills Fluency
RF.3.4. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. SL.3.1a. 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. SL.3.1b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.3.1c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1d. Explain their own ideas and understanding in light of the discussion. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference. What is Universal Design for Learning (UDL)? UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.
Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)
© CAST, 2013 |
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| - How do readers have strong habits inside a reading life?
- How do readers know text is important?
- How do readers read with and learn from others?
| comprehension strategies decoding strategies fluency reading stamina retelling story elements |
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| | Applying Comprehending Sequencing Solving Problems |
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| Concept I: Readers have strong habits inside a reading life Session 1 Readers create strong habits to make their reading the best it can be Session 2 Readers create goals for their reading that are important and realistic Session 3 Readers choose just-right books so they can be strong readers Session 4 Readers determine a goal for words/pages read Session 5 Readers pick up the pace of their reading to read as much as they can Session 6 Readers see the story in their mind as they read to understand what they have read Concept II Readers know text is important Session 7 Readers stop, reread and think to clear up confusion Session 8 Readers take the time to figure out unfamiliar words and keep on reading Session 9 Readers see a movie in their mind to keep track of what is happening in their text Session 10 Readers choose their attitude towards reading Session 11 Readers keep a stack of books beside them Concept III Readers read with and learn from other readers Session 12 Readers share their reading habits with other readers Session 13 Readers talk to their partners about the books they have read Session 14 Readers retell sections of text while pulling in important information from the parts that came first Session 15 Readers listen to others with open minds Session 16 Celebration: Readers reflect on ways they’ve they have changed as readers | Professional Resources - Calkins, L. (2001). The Art of Teaching Reading. Boston: Allyn and Bacon.
- Goldberg, G. & Serravallo, J. (2007). Conferring with Readers: Supporting Each Student’s Growth & Independence. Portsmouth, NH: Heinemann.
- Serravallo, J. (2010). Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers. Portsmouth, NH: Heinemann.
- Calkins, L. & Tolan K. (2010). Units of Study for Teaching Reading: A Curriculum for the Reading Workshop, Grades 3-5, Book 1: Building a Reading Life. Portsmouth, NH: Heinemann.
- Calkins, L. (2011). A Curricular Plan for the Reading Workshop, Grade 3. Portsmouth, NH: Heinemann.
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