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1984
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This unit walks students through a variety of activities revolving around George Orwell's book '1984'.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
Michigan Virtual
Author:
Abby Perdok
Date Added:
06/28/2017
1. Launching Strong Reading Habits
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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. Partnersdo 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.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
Date Added:
03/22/2018
1. Launching Strong Reading Habits
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Fourth graders are welcomed into their reading workshop with an invitation to show off their knowledge, talent and energy for reading. These readers are reading P/Q 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 will ask Fourth 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 will show 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 will 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 will think about their attitudes towards reading and the teaching hopes to influence a growth mindset where readers come to the work seeing its 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, will be paired for thinking and conversation. Part of this thinking uses readers’ previous work with retelling to lift comprehension and conversation by teaching readers to summarize with the author’s message in mind. Readers learn to care for their partner by coming prepared to partnerships, listening well, and keeping an open mind. They will come to see that a reading partner is an important person in life, as partners help each other gain reading stamina and focus. Partnerswill 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 will 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 will help partnerships bond; building a strong working relationship that will move 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 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-3 units, may be helpful dependent on levels of readers.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
Date Added:
03/22/2018
1 - Launching the Reading Workshop
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Second graders are welcomed into the world of BIG TIME READERS. These readers are reading I/J/K (Fountas and Pinnell) reading levels or higher and will have to make decisions for sophisticated strategy use with speeded action. They will learn that some of the strategies they once used in kindergarten and first grade aren’t as well suited for their reading growth at current text levels.Concept 1 will ask second grade readers to think of themselves as BIG TIME READERS who make their own decisions. It may feel odd to invite readers, the first day of school to show what they already know about workshop and reading, but the rewards of this invitation will be plentiful. Plan to watch and listen for the kinds of readers in the group. Take notes as readers; settle in, read and flag and jot based on previous experience. They will begin logging reading and setting goals for reading more pages across days and weeks.Concept 2 asks readers to step into thinking about text from the minute the text is picked up and into conversations long after the book is put down. Readers learn to use what is already known about books and text and make BIG predictions about the way text will go. Readers learn that revisiting text by rereading entire books can aide in making more meaningful connections to how all the pieces of the text fit together, which will offer ease with thinking about author's intent or message.Concept 3 organizes readers into like-level partnerships. Readers reading the same or about the same levels, will be paired for thinking and conversation. Readers learn to care for their partner by coming prepared to partnerships, listening well, and helping problem solve. They will come to see that a reading partner is an important person in life, as partners help each other gain reading stamina and focus. Partners will not read aloud to each other, except to reread for fluency, to prove a point or to act out character voices. They certainly can read a favorite part or a part that was important, but choral, echo and reading page by page aloud are pushed aside to allow readers more time for thinking and talking. At these levels, it is more important that readers learn to read silently to themselves and read aloud when needed in partnership, given their conversation or plans.Concept 4 shows readers that they can take speeded action to solve problems. Teachers may want to review first grade strategy charts for alignment but also cross out and revise those strategies that are no longer useful (always pointing to words, reading out loud). Readers will delight in the idea that they are more grown up readers and are using the strategies of BIG TIME READERS. The problem solving lessons emphasize stopping in the midst of text when stuck, being your own problem solver, rereading word parts, and thinking about the meaning of text. Jotting and flagging notes, in the midst of independent reading, where problems aren't solved gives an authentic strategy and elevates the need for partners to help, at times.The unit, like all units, ends with a celebration. Empowering readers to see how far they have come is the theme. Suggestions are listed in session 19.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
Date Added:
03/22/2018
1 - Launching the Reading Workshop
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Unit one in kindergarten is our chance to invite children into the world of reading so that by the end of September, they see themselves as part of a larger reading community and also see themselves as readers in that community. The hope is that readers acquire confidence around selecting books, develop a sense of story and meaning through reading pictures across books and gain information as well as find numerous ways to talk and read with other readers in reading partnerships. These are all habits readers share regardless of age.This unit inspires a love for reading while balancing the teaching of reading process work. In this unit and all that follow, teachers demonstrate that reading is always about thinking about the text while their eyes are busy looking at the text. Over time readers use pictures and words to read their text page by page to build their reading stamina. In narrative text, readers can become the characters through pictures, which adds engagement and liveliness, and also sets kindergarteners in the shoes of their characters ultimately helping them to think about the "meaning making" that runs along narrative print. In informational text, readers learn to acquire as much information as possible about their topics of interest through pictures, photographs and diagrams and in turn teach others all they have learned.Partnerships meet the very first day of reading workshop, however these meetings initially are randomly selected by readers or the teacher (possibly, just partnered by who is sitting nearest). Partnerships may feel short lived and casual within the first weeks of unit one. However, near the third to fourth week, once the teacher has had the time to get to know readers a little deeper, partnerships lift in rigor and importance by having a partnership that lasts across numerous days or weeks. Emphasis is placed on partnerships by having partners meet after the mini-lesson with independent reading following. Readers learn strategies for planning, sustaining and utilizing their partnerships. Readers see that it is essential to share their reading and thinking with others.The conclusion of unit one is marked by a celebration when students reflect and/or share their work and growth as readers. The purpose is to pull this community of readers together and take stock of all the learning before turning a corner toward unit two. Although most of your kindergarteners will not be conventional readers at this time of year, the intent of this unit is that they recognize themselves as people who read, share reading and share their thinking through talk!:As you move through this unit teachers should include instruction about procedures, management and expectations for reading workshop as needed. This instruction could take place during the mid-workshop teach or during the share. This unit does not teach students how to sit on the carpet day one and then on subsequent days teach students how to hold a book and turn the pages. Rather, this unit immerses students into the act of reading and ask teachers observe their students behaviors and make teaching decisions based on these observations.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
Date Added:
03/22/2018
1 - Launching the Reading Workshop
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Launching the reading workshop in first grade is all about the excitement and pressing the importance to do all that readers know to do already as readers. Our roles as teachers will be to gather our class around an inspiring spirit, guided by support and encouragement to become powerful readers. We will want our readers to see that they are already part of a larger reading community. They come to us with literary knowledge and know-how and we’ll want to help them see that they can build on and extend their foundation by reading, thinking and talking.The first concept in this unit isReaders stretch themselves to read with stamina and focus. This line of work will lead teachers and readers to see that each and every day we stretch ourselves to become even better than the previous day. The work at hand will have teachers timing minutes read, and demonstrating ways that readers can stay focused on print and meaning making. You may even decide to challenge another first grade to see which class can increase their minutes read with focus. You will teach readers that daily, we keep records of number of books read and number of minutes spent reading. We will not set demands without thoughtful demonstrations based on readers’ previous experiences with reading workshop classrooms and structures. It will be important to begin quickly by assessing informally. This will help to determine who is already reading above grade level expectations, who needs support with staying focused, and who does or does not understands the routines and procedures. This will allow teachers to keep layering instructional moves, while also differentiating based on reader’s needs.The second concept in this unit isReaders envision the way their books go in their minds, and revise them as they read on. Here we will implore “eyes on the print and minds on making meaning”. The teaching points within this concept will ask readers to consider the pictures the words help make in their minds and push them to see beyond the pictures on the page. Readers will spend time flagging pages with post-its where words created vivid pictures and movies so that they can share their findings with reading partners. This work will help readers see that the words on the page and the readers’ thinking stay closely connected.The last concept in this unit, Readers build stamina and focus by sharing reading and thinking with others,shifts much of the work into beginning partnerships based on quick observations and assessments. It is not necessary to do a formal DRA or Benchmark assessment to assert that “these two readers are reading at similar levels and using similar strategies”. Initially, partnerships may last day by day, a few days, or a week at a time. However, as you near the last concept, consider forming lasting partnerships until the unit concludes based on your informal or formal assessments. This will allow readers to read and think with partners at similar reading levels, adding to the minutes of appropriate reading time across the day and week. We will encourage partnership stamina and focus in ways similar to independent reading time. Teaching readers ways to read with partners, ways to talk with partners and ways to think with partners.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
Date Added:
03/22/2018
1 -Launching the Writing Workshop
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This focus for this unit of study is twofold: writing an effective Small Moment story and readability. First, students will focus on the writing of personal narratives by stretching out a Small Moment. Small Moment stories are when an author takes a true story from his/her life and instead of telling the whole story, s/he tells a small part of the story and stretches it across pages. It is important to teach writers to hold these moments in their heads as they stretch them across a sequence of several pages. Revisiting the strategies for story generation students learned in kindergarten, in addition to learning new strategies, will develop students’ repertoire for gathering story ideas. The unit will emphasize and elaborate upon the qualities of good writing including detail, dialogue, setting, sequence, and answering reader’s questions. Students will be taught the importance of focusing their writing.The expectation is that first graders will write approximately three to four booklets a week during the course of the unit. These three to five page booklets will have two to four sentences on each page. These are rough estimates and will vary based on student need and writing background. Writers will be taught how to make thoughtful decisions about what goes on each page. The idea of quantity versus quality is often brought up in units such as this. In first grade, we are providing students with many opportunities to try out new skills and techniques through writing multiple pieces. When asking students to go back to the same piece, we often find that we are teaching the writing, not the writer. Our focus needs to be on the writer and his/her growth over time.Partnerships play a critical role in the development of young writers. Students will be taught to rehearse and share their pieces with each other like storytellers. Partners will provide compliments and suggestions in a kind way. Along with developing a critical eye, partners need to be taught how to notice and celebrate detailed topics, actions in pictures, dialogue and other qualities of good writing.The second focus of the unit is readability. Young writers will be taught to reread their pieces to see if they are readable and then make adjustments if needed. Partnerships continue to play an important role as we move through this second focus. Partners will review each other’s pieces and suggest ways to make them more readable. During share time, friendly tips, compliments and asking questions will be highlighted so partners learn that feedback includes attention to parts well done.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
Date Added:
03/22/2018
1. Launching with Personal Narrative Stories
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The Common Core State Standards require Fifth grade students to write narratives in which they orient their reader by establishing a situation and introducing a narrator or characters with the event sequence unfolding naturally. Additionally, students are expected to use details including dialogue, descriptions of actions, thoughts, and feelings, use temporal words and phrases to signal event order, and provide a sense of closure. The goal of this unit is for students to write personal narrative stories that elaborate the tension or problem and focus upon an important message or heart of the story. Students will immerse themselves in age-appropriate personal narrative mentors to discern how these texts tend to go and to gather possible story ideas from turning points within their life experiences. They will draw on everything they've learned from writing small moment stories from Kindergarten- second grade, as well as personal narrative writing in third grade and fourth grades. Additionally, students revisit qualities of good writing and craft to write personal narratives. They will select their best work to revise, edit, and publish.Lessons are designed to teach writers how to navigate through the process: generating story ideas, rehearsing for writing, drafting, rereading, revising and publishing. Mid- unit, children will choose their best work and revise this more deeply and extensively to share with an audience. Students will begin a second personal narrative piece as an independent writing project guided by previous sessions, anchor charts, conferences and small groups. Students will learn ways to raise the level of their writing within their independent writing project working at their own pace within the writing process. The unit culminates with students surveying their growth, recognizing their growing knowledge of good writing, their increasing repertoires of writing strategies and their success with cycling through the writing process in order to name their strengths but also determine future goals.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
Date Added:
03/22/2018
1. Launching with Realistic Fiction Stories
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The Common Core State Standards require Fourth Grade students to write narratives in which they orient their reader by establishing a situation and introducing a narrator or characters with the event sequence unfolding naturally. Additionally, students are expected to use details including dialogue, descriptions of actions, thoughts, and feelings, use temporal words and phrases to signal event order, and provide a sense of closure. The goal of this unit is for students to write well-elaborated realistic fiction stories that focus upon an important message or heart of the story. Students will immerse themselves in age-appropriate realistic fiction stories to discern how these texts tend to go and to gather possible story ideas from their lives’ experiences. They will draw on everything they've learned from writing small moment stories from Kindergarten- Second Grade, as well as personal narrative writing in third grade. Additionally, students revisit qualities of good writing and craft to write realistic fiction. They will select their best work to revise, edit, and publish.Lessons are designed to teach writers how to navigate through the process: generating story ideas, rehearsing for writing, drafting, rereading, revising and publishing. Mid-unit, children will choose their best work and revise this more deeply and extensively to share with an audience. Students will begin a second realistic fiction piece as an independent writing project guided by previous sessions, anchor charts and conferences and small groups. Students will learn ways to raise the level of their writing within their independent writing project working at their own pace within the writing process. The unit culminates with students surveying their growth, recognizing their growing knowledge of good writing, their increasing repertoire of writing strategies and their success with cycling through the writing process to name their strengths but also determine future goals.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
Date Added:
03/22/2018
1 - Launching with Small Moments
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Students enter Second Grade having spent two years writing about important moments from their lives.  Now, it is time for them to revisit and re-energize these small moment stories.  The overall goal of this unit is for these students to lift the level of their personal narratives to more fully engage and inform an audience.  They’ll learn to incorporate a repertoire of strategies to write more focused and compelling pieces.  These “seasoned” young writers will utilize a storyteller’s voice to show, not tell; to paint pictures in readers’ minds through the use of details.  They’ll learn to bring the heart of a story alive!Special attention will be given to reviewing routines and rituals in order to develop a community of independent writers. Studentswill learn to build effective partnerships so they can support one another in cycling through the writing process at their own pace, developing increased independence and self-reliance.Lessons are designed to teach writers how to navigate through the process:  generating story ideas, rehearsing for writing, drafting, rereading, revising and then starting on another piece.  At the end of the unit, children will choose their best work and revise this more deeply and extensively to share with an audience.  The unit culminates with a celebration of writing growth, recognizing students’ growing knowledge of good writing, their increasing repertoires of writing strategies and their success with cycling through the writing process.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
Date Added:
03/22/2018
1. Launching with True Stories
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The Common Core State Standards require third grade students to write narratives in which they establish a situation and introduce a narrator or characters with naturally unfolding sequence of events. Additionally, students are expected to use details including dialogue, descriptions of actions, thoughts, and feelings, use temporal words and phrases to signal event order, and provide a sense of closure. The goal of this unit is for students to write well-elaborated true stories based on students’ experiences. Students will immerse themselves in age-appropriate narrative stories to discern how these texts tend to go and to gather possible true story ideas. They will draw on everything they've learned from writing small moment stories from Kindergarten - Second Grade and their study of craft. Additionally, students revisit qualities of good writing to create their personal narratives or true story pieces. They will select their best work to revise, edit, and publish.Special attention will be given to reviewing routines and rituals in order to develop a community of independent writers.Studentswill learn to work in effective partnerships so they can support one another in cycling through the writing process at their own pace, developing increased independence and self-reliance.Lessons are designed to teach writers how to navigate through the process: generating story ideas, rehearsing for writing, drafting, rereading, revising and then starting on another piece. At the end of the unit, children will choose their best work and revise this more deeply and extensively to share with an audience. The unit culminates with a celebration of writing growth, recognizing students’ growing knowledge of good writing, their increasing repertoire of writing strategies and their success with cycling through the writing process.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
Date Added:
03/22/2018
1 - Oral Language Building a Talking Community
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Please note:  This unit plan does not follow the typical writing workshop structure of mini lesson, independent writing and share.  Due to the time of year and young students’ limited experiences with many aspects of writing workshop (and school); there is not an independent writing time.  Students will practice the teaching point during active engagement while the teacher observes select students on each given day.  Teachers may add an independent writing time if appropriate to their students’ needs.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
Date Added:
03/22/2018
1. Readers Read With Power
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Fifth graders are welcomed into their reading workshop with an invitation to show off their knowledge, talent and energy for reading. These readers are reading P/Q 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 will ask Fifth 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 will show 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 will 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 will think about their attitudes towards reading and the teaching hopes to influence a growth mindset where readers come to the work seeing its 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, will be paired for thinking and conversation. Part of this thinking uses readers’ previous work with retelling to lift comprehension and conversation by teaching readers to summarize with the author’s message in mind. Readers learn to care for their partner by coming prepared to partnerships, listening well, and keeping an open mind. They will come to see that a reading partner is an important person in life, as partners help each other gain reading stamina and focus. Partnerswill 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 will 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 will help partnerships bond; building a strong working relationship that will move 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 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-3 units, may be helpful dependent on levels of readers.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
Date Added:
03/22/2018
2. Analyzing Characters
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In fourth grade unit 2 Analyzing Characters, students read fictional texts.In the first concept,Readers envision characters to make predictions and inference; readers learn strategies that help them step inside the character’s world. As they read, readers will see the importance in making their character come to life inside their minds by empathizing with characters, revising their mental images based on new details, and making predictions about what might happen and how it will happen based on the feelings the reader is carrying from their work with connecting and envisioning. Readers are expected to pay close attention to the details to help them better understand what the characters are really like. Readers are taught to step outside of the story after spending time lost in their book to grow new ideas about their characters.In the second concept,Readers grow theories and gather evidence; readers pay attention to a character’s actions to learn more about them. Readers will read close to the text gathering details that show characters acting in surprising ways, how other characters treat the main character and what objects a character holds close all in an effort to create theories for their characters. Readers will read forward confirming and revising their theories and use language prompts to support their efforts to build complex ideas about their characters based on recurring themes and repeated details in the text.In the third concept,Readers reflect in order to grow; readers use themes in text to think about lasting thoughts worth holding onto having read the story. This positions readers to see characters and their stories as experiences to learn from. As the unit ends, readers are asked to consider their personal strengths and goals related to the thinking and learning they have built throughout the unit.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
Date Added:
03/22/2018
2 - Character Study
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This unit will teach readers to pay close attention to characters as they read. While it will be the first unit on character study, it is not the only study of characters second graders will do this year. As the first, it will support foundational work in retelling across longer text, thinking about how characters respond to events and challenges, along with thinking about character’s feelings throughout the turns of the text. Through this close work on with characters, readers will “ask and answer who, what, where, when, why and how” (CCS 2.1) to show their understanding of the key details within the text. Readers will practice walking in the characters shoes, taking on the events and challenges their characters face, and using this thinking to make predictions and read with intonation and fluency based on the mood and tone of the story.The work of this unit will set readers up to “describe how characters in a story respond to major events and challenges” (CCSS 2.3), pulling together story elements so that the reader is able to see and describe what the character wants or needs and how the main events laid out across story elements play a role in helping them get what they want or need in the end.Digital text is utilized numerous times across the unit of study (CCSS 2.7). Readers, and teachers, alike will likely find this work engaging, as long the necessary technology to access the short stories on-line, exists. Digital text is not new to these readers; they have had lots of experience with this genre through television, cinemas, computers and most recently, phones and tablets. Here, the unit builds in vibrant storytelling, digitally, to give readers the opportunity to closely observe characters as they work their way through life events and struggles. Building digital text into read aloud with accountable talk and other content areas will assist readers in seeing that the same strategies they use to understand shows and movies are transferable to the meaning making they do in print text and vice-versa.Partnerships will play an essential role in helping readers use their thinking and jotting to talk more to other readers about like characters. Readers will gain more from conversation with peers if readers reading J level books and higher are paired in “like-titled” partnerships (The unit works best if every reader is paired in like-titles, but it is essential for deeper conversation at higher levels). This means, readers are reading the same books, ideally. This way, partners can support each other as they progress through the character study, together. Readers will come to see that they are thinking and jotting in order to talk with their partner. They will prepare for these conversations knowing that their partner is doing the same, within the same text. This way, partners can share conversation and understanding but also push each other to ideas other than their own, ultimately growing understanding.Readers will learn to think about the point of view of multiple characters as they practice reading aloud in the voice of their characters and role playing scenes from their stories (CCSS 2.6). This work adds to the celebration that culminates the unit where readers share their reading and role-playing with classmates or schoolmates through Character Study Readers’ Theater.The unit consists of 17 lessons, with lesson 17 as the unit celebration, leaving room for teachers to adjust and teach content needed based on observations and assessments of the work. The suggested length for the unit is 4 to 5 weeks based on individual pacing and student needs. Pre-assessment in the form of a read aloud story with strong character and four stopping places where jotting, related to unit objectives, is posed and collected from readers will help teachers gauge what line of work will require more time or differentiation. The assessment, using the same read aloud story and questions for jotting can be utilized again at the end of the unit.Essentially, anything taught in unit one that can be attached to the work of unit two helps build readers repertoire of strategies. Make sure to pull from the work of unit one, where appropriate, to keep partnerships rolling with routines and to continually layer the work for each reader. Readers should continue to settle into their reading and grow reading minutes, if necessary. Holding onto the assessment checklist from unit one as you step into unit two will help keep track of readers who might still need additional teaching in small groups or conferences with concepts from unit 1.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
Date Added:
03/22/2018
2 - Emergent Story Books
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In the previous unit children learned the procedures and routines needed to carry on with some independence as they begin building reading stamina. This unit continues with those routines and building stamina as students begin working on emergent storybook reading in a focused and concentrated way.In this unit children read emergent storybooks. Emergent storybook reading comes from Elizabeth Sulzby’s work on emergent literacy. The premise behind emergent storybook reading is that as students are exposed to the multiple readings of the emergent storybooks they begin to read these books on their own. Through these readings and familiarity of the emergent storybooks students’ begin to develop deeper understandings of the text, a strong sense of language and an increased desire to read independently.The first part of this units focuses on ways readers can read books using all they know to help themselves read. Early strategies like predicting and rereading are introduced. The way students read emergent story books develops over time; some children’s construction of the story will probably first involve looking at and commenting on each picture. Over time, all children learn to approximate and read the way the story sounds as if the child were reproducing the words and cadence of the text.The second part of this unit focuses on how readers study, think and grow ideas about books. They use their partners to talk about their thinking and share their understandings.The unit ends with readers trying different ways to read and share their books through retellings and acting out their favorite parts. This unit supports many of the Common Core State Standards, one of which states thatstudents need to engage in many different ways of reading independently and in partnerships with purpose and understanding.This unit should include the opportunity to introduce book bags and book shopping days. Students should have the chance to keep books until the next time they shop for new books. It is highly recommended that students shop for books (up to ten emergent story books) outside of reading workshop. This helps with management and time. Students may shop for ‘Look Books’ or the teacher can continue to use the tubs from unit 1 (adding new titles as needed). Since students will continue to have time allotted to read “Look Books” like the ones available in unit 1, the teacher should decide how to help students differentiate between emergent story books and Look Books.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
Date Added:
03/22/2018
2. Interpreting Characters
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In fifth grade unit 2 Interpreting Characters, students read fictional texts.In the first concept,Readers build theories about characters and use text to support their ideas; readers learn strategies for stepping inside and outside of their text to grow theories about their characters. Readers will learn to pay attention to the actions, choices, and treatment and behaviors of characters and ask what these details reveal about their characters. Readers will consider the objects that characters hold close and learn to look for patterns in their notes as a way to add to their developing theories of characters.In the second concept,Readers move from inference to interpretation; readers continue to grow theories as they read forward while revising or confirming thinking as they gain new details from the text. Readers use characters struggles and challenges to learn more about their characters and nudge their theories to more complex thinking with the support of language prompts. Readers will pay attention to the recurring themes in their text and see these and recurring details as another path to adding depth to their growing theories.In the third concept,Readers compare characters within and across texts; readers consider how two different characters within and across different text are alike in situations, behaviors and roles. Readers will compare the challenges characters face and use these comparisons to help them deepen their understanding for each character. In partnerships, readers will use questioning as a strategy to help grow their own thinking and that of their partner.In the final concept, Readers take time to reflect on stories and on their own reading lives to grow; readers revisit recurring themes in an effort to lead them to lasting thoughts about a story. Readers, additionally, will analyze their own thinking by revisiting notes, jots and flags to determine their individual strengths and goals.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
Date Added:
03/22/2018
2 - Launching the Writing Workshop
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Immersing students in quality books is central to a literate classroom. The selection of books should include books that focus both on the written story and the visual representation. Writing is a social activity. Children will be engaged in talking and sharing with their fellow writers as they move to the conclusion of the unit when they go public with one piece of work.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
Date Added:
03/22/2018
2 -Lifting Level Narrative Writing Studying Craft
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We encourage our students to “write from the heart,” to write about what really matters to them.  We send them off and anxiously wait for these powerful pieces to emerge.  Yet, so often when they return to share their work, it lacks detail, excitement and often is more of a retelling of events strung together with little emotional investment.  Katie Wood Ray (1999) reflects on this common situation, “Facing enough writers like Kyle finally made me realize something very difficult and important as a teacher:  The ideas behind my students’ topics were often way better than much of the actual writing they ever did about these topics.  Quite simple – it’s hard to admit – but there for me to face.  How much power could my students’ writing have to help them make waves or build bridges in the world if I only helped them to find good topics?  Didn’t I also have a responsibility to help them write about these topics well, to do these huge, important life topics justice with good writing?” (p. 9) The resounding answer to Katie’s question is YES; yes we need to teach students strategies to bring meaning to these heartfelt topics!  But, also accompanied with that yes is the wondering of how?  How do we help writers bring their stories alive?  How do we help them create meaning that sticks and stirs emotions in others?  How do we bring justice to what matters?  How do we help them to do work like professional writers? Over and over again we hear published authors claim that their number one teacher is books, so much of what they’ve learned they’ve learned from studying text.   Likewise, the best teacher for our students may be books and learning how to study Writer’s Craft.  Students will always have access to books, not always access to teachers.  Writers study craft – a particular way of doing something, and in this context the knowledge a writer has about HOW to do something with words and structure.    Young writers should learn to do the sophisticated work of separating what something is about from how it is written.  Our students are accustomed to reading a text to determine WHAT it is about, but not as accustomed to revisiting the same text to learn HOW it was written and learning from those discoveries.  The overarching goal of this unit is to teach students how to gather a repertoire of craft possibilities that will help them write well.  This is often called “reading like a writer.”  First, they read like a reader – gaining meaning and discussing text.  Then, they reread and revisit that same text but through “writerly eyes.”  This involves reading with a sense of possibility, a sense of “What do I see here that might work for me in my writing?”  Books now serve as a mentor or model for students as they write.  It is critical students see themselves as writers and, therefore, adopt a writer’s perspective.  Teachers can scaffold students in this shift in thinking through questioning, modeling and inquiry. Many techniques are incorporated in these lessons to guide students in learning how to lead “writerly lives, not only for this unit but for the rest of their writing lives.  First and foremost, students will study mentor authors and mentor text.  Webster’s dictionary defines a mentor as “a close, trusted, and experienced counselor or guide.”  This perfectly describes the relationship we want students to have with selected authors and texts.  Students will look closely at the work of one published writer, letting that work function as a mentor or guide.   In turn, they will also engage in text inquiry of chosen books to gather more and more writing tools to add to their writing toolboxes.  They will view these books through the lens, “What did the author do that I could try?” Students learn to stand on the shoulders of those that have gone before them. Studying craft is seen as a lifelong strategy – students learn how to apprentice themselves to authors and text, in order to write for various purposes and in different modes and genres.   Our students’ best mentors are writers and the text they create.  This unit guides young writers on this journey of leading a “writerly life"!

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
Date Added:
03/22/2018
2. Persuasive Essay
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Fifth graders have strong opinions and persuasive strategies. This unit aims to utilize these strengths in students. Writers will explore a class topic using texts, both digital and print, and reasons for and against the shared topic. Students will work with pre-chosen text sets to write their own position on the shared class topic. Students will learn to develop a solid argument by researching both sides of the issue. Students will read critically, to plan and write their own arguments which include reasons and evidence for their position on the topic.Students will call on what they already know about persuasive essay structure. They will learn to lift evidence from sources and to analyze for stronger evidence to support their argument. Writers will use the writing process drafting and revising introductions and conclusions as well as making decisions about the paraphrasing and quotations useful to building their position from the supplied text sets. Students will develop systems for note taking and citing researched sources.Writers will also consider counterclaims and validity within their essay writing. In the final concept of the unit, students will use all they have learned within persuasive essay writing to choose their own idea to take a stand for something that matters to them personally. Students will follow their own pace to effectively argue issues they have identified as needing change in their lives.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
Date Added:
03/22/2018