Practice NWEA reading skills by RIT score:
http://www.sowashco.k12.mn.us/ro/pages/studentlinks/map/reading.htm
http://www.prepdog.org/5th/5th_basic_rding_2.htm
http://www.fredon.org/student-resources/rit-games
https://www.anderson5.net/domain/3057
READING OVERVIEW
Getting Started: Students will learn the routines and expectations of the reading workshop and begin the year by reading easy books with understanding. They learn how to select “just-right” books and how to set goals for themselves as readers. They understand that they will need to read a lot of books for increasingly longer periods of time to build stamina as readers. In order to keep track of their reading at school and at home, students record the books they read and the amount of time they read in reading logs. They revisit word-solving strategies and read with fluency by paying attention to phrasing, pace, and intonation. Students learn how to envision the stories they are reading and then how to retell and later summarize a particular chapter in a way that also contextualizes that chapter into the larger text. They learn the importance of self-monitoring for understanding, and that it is essential to revise their first impressions about a story as they continue to read and gather new information. In this way, they learn how to hold themselves accountable to the text. The goal is for students to read with engagement and interest.
Reading Strategies: Students will choose books that belong to a series or that fit under a very broad thematic umbrella, such as fitting in. They begin by responding to this theme from their own experiences, and then they are encouraged to reach beyond and realize that fitting in is a concept that lives in the word. They study the themes, concepts, and patterns within a book and then across several books. They compare the common and/or predictable elements that link these books together. Students continue to learn how the strategies of predicting, questioning, inferring, and summarizing are the basis for deeper understanding. They develop theories, use post-its to record their own ideas, and then analyze these post-its as the basis for their thinking about the books they are reading. They reread and revise their theories in light of new evidence as they continue to read and gather evidence about the characters, setting, plot, and themes. They explore and grow theories and synthesize their new understandings in interpretive discussions with others in the books they are reading.
Expository Texts: Students will read a collection of related expository texts on a self-chosen topic. Although expository texts are generally organized around a main idea/supporting details framework, these texts can actually fall into one of two different categories: Informational texts (which present information) or essays (which present ideas). Fifth graders will learn the purpose of various text features and how they are used to organize and present information. They realize that recognizing the organizational pattern, or text structure, of an expository text will help them better understand the content. Students learn and apply strategies for dividing expository texts into meaningful chunks, for paying attention when they are learning something new, and for integrating new information with their own prior knowledge of the topic, or schema. They learn how to use graphic organizers to organize the content and how to use the strategies of rereading, questioning, inferring, summarizing, and determining importance to think deeply about the ideas. They determine the author’s main points and relevant details that support these ideas and then retell and discuss this information and their ideas in partnerships.
Short Texts: Student partnerships will read a variety of thought-provoking short texts, including poems, short stories, and picture books, by a single author or about a single topic. They learn about the elements of authors’ craft and think carefully about the choices that authors make as they write these texts. They reread texts closely to search for meaning and interpret a text in solid and compelling ways. They revisit the comprehension strategies of constructing mental images, questioning, inferring, and summarizing to help them connect with these texts. Students learn how to push their thinking deeper and closer to answer their questions about a text, and they have rich conversations with others about their ideas. They linger and look at a whole text from the vantage point of the ending and talk and listen with others to create new insights. They consider the difference between intertextuality and interpretation in creating meaning, and they learn how to synthesize by thinking in flexible ways about a text. They discuss the symbolism and universal themes in the texts they read, and then read more texts to further their understanding.
Talking, Thinking, and Writing About Reading: Students will read a variety of texts within a particular genre (e.g., historical fiction, tall tales, science fiction, fantasy, and mystery) and discuss the elements and significant ideas in these texts in book groups consisting of three or four students. They uncover stereotypes in literature and discuss how these may differ from our understanding of the real world. They pay attention to how characters’ traits and setting define the plot and how conflicts are resolved across these texts. Students explore point of view by determining who is telling the story and learn how this affects how the story is told in both text and illustrations. They read texts independently and record their ideas about these texts in response logs. As a class, students create rubrics to guide them as they record their ideas in their response logs and then later to assess the quality and accuracy of their responses. Students meet several times a week to discuss these texts in longer conversations within their book groups. They use evidence from the text and their own experiences to support their interpretations and evaluate the global themes and universal truths within and across these texts to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. They apply appropriate conversational moves for a book group discussion and then reflect on how they can apply understandings from their study of this particular genre to other forms of narrative text.
Real-World Contexts: Students will explore social issues that exist in the world (e.g., tolerance, gender, bias, poverty, homelessness, endangered species, and divorce). They build on their previous book group experiences and deepen their thinking and understanding of themselves and the world. They position themselves to revisit stereotypes and point of view. Students first listen to books addressing a particular social issue. They consider whether they are experiencing the issue as an insider or an outsider. They discuss their perspectives as insiders and outsiders in small groups and then bring their ideas back to the whole class for sharing. Students come to understand that every reader brings different experiences to a particular text and relates to texts in different ways. Book groups are then introduced to a variety of social issues, and they choose an issue to explore in depth by drawing conclusions, making inferences, and synthesizing various texts related to the issue. These book groups will often devise a way to respond to the social issue after reading and talking about it. In social issues groups, students read and discuss in order to be informed about a particular issue. In social action groups, students work on projects to educate and/or to create change. These experiences help students to understand the concept of civic responsibility and to become more involved in the issues confronting contemporary society.
An Important Note About Word Study
Word study, which includes vocabulary, grammar, and spelling, is a necessary component of a reading/writing curriculum. Word study skills are woven throughout the reading and writing units. However, additional classroom time for word study is recommended. Considering today's curricular demands, fifteen to twenty minutes two to three times a week for word study using a coherent, scaffold approach is sufficient for most students to meet the Common Core Standards.
Reading for the month of October
This series of units builds on the students’ knowledge of character study from previous units and increases their reading work to develop agency and independence. The work with character study deepens their inferring of characters’ motivation/s and encourages students to interpret across texts by analyzing characters. Students develop theories about characters and use the text to support their ideas. They also move from inference to interpretation and pay close attention to recurring themes in the texts. As the Common Core State Standards suggests, students need to be skilled readers of nonfiction which is also a focus of these units.
Reading Activities Based on Bloom's Taxonomy and Gardner's Multiple Intelligences
(Categories/activities start from basic thinking on up to the highest level of thinking)
Remembering
* Write an Acrostic poem using the main aspect of the book.
*Make an A to Z list from your book.
*Draw a pie graph to illustrate facts from the text.
* Construct a timeline relating to your text.
* Make a visual chart of things from your book -Write 5 words to describe them.
*Do a drawing of an interesting part of the book.
* Basic mime – happy, sad etc. discuss and model steps for miming.
* Move like something from your text. Play statues.
*Use your face to create some emotions you may have felt when reading your book, or emotions portrayed by characters.
*Does music play a part in this text? Describe how.
*Learn a new song about this topic.
*Look for song about the text.
*Name sounds you would hear in the text- list them.
*Work with others to make a list of the “Top 5” most important parts of the text.
*Tell a partner 10 things you know about your book.
* Write a learning log – what you have gained or learned from the book.
* Draw and write about your favorite part of the book.
* Do you already know anything about this book or had any experiences relating to the text. If so, write about them.
* Are there any animals or natural settings in your book?
If yes, draw and describe them.
If no, could their have been? Draw and describe them.
Understanding
* Retell an interesting part of the book in your own words.
* Recount own experience in relation to the book.
*Make a word search from the text.
* Write a set of true or false questions about the book.
* Develop a “How to ….. relating to the text.
* Design a bookmark featuring the title author and a summary of your book. Decorate the bookmark with pictures about the book.
*To show what you know about the book make a picture book/ mural/ poster/ collage.
* Illustrate the main idea of the book.
* Play charades with names of books you have read on this topic.
* Act out movements from your book.
* Do some mimes relating to your book.
* Choose a passage from the text. Read aloud and make sound effects with different objects to link with the text.
* Describe the sounds you would hear in the text.
* Record sound effects for your book.
* Role play an important part from your book.
* In a group, design 5 questions that could be put on a test about your book.
-Draw a picture about how the text makes you feel.
*Explain in a diary entry how the text makes you feel.
*Find Photographs in magazines which could be included in your book. Under each picture write why and where they would be included.
Applying
*Write a radio advertisement for your book telling people why they should buy it. Refer to title and author.
*Write a postcard to someone about your book.
*Locate 5-10 words you found difficult to read or understand. Use a dictionary to find the meaning of these words. Write the words and their meanings.
* Make up a number problem relating to the text.
*Draw a plan/map to scale relating to your book.
* Compile all the information from your text you would need in order to solve a problem.
* Make the following relating to your book so students could learn while they are using them;
- a cartoon, pop-up book, mural, jigsaw, poster, collage, puppets, maps, diorama, wanted poster, mobile
*Use sign language to teach skills or information from your book to others.
*Write words for a radio jingle about the book to encourage people to read it.
*Share some of your work with the class.
* Sharing circle – share your thoughts/beliefs and opinions about the book with others.
*What was good, not so good and interesting - complete a graphic organizer relating to your book.
* Write a diary entry from the main character or the authors point of view about the most interesting part in the book.
* Are there any problems in your book? If so list the problems and write how you would solve them.
Analyzing
*Compare and contrast -Storylines, characters, attitudes using a Venn Diagram.
* Play 20 questions relating to your text.
* Design a survey and graph the results relating to your book.
* Design a new front cover for the book you have read. Make it visually appealing so it will attract readers. Refer to other book covers to see what to include.
* Use a Venn diagram or semantic web to display the main concept of your book.
* Write and present a play or a skit about your book.
* Debate with a friend–The reasons not to miss this book / why not to read this book.
* Conduct an interview with another person who has also read your book. Take notes and present it to the class.
* Analyze a problem from the story from 2 different perspectives.
* If you met the author or a character from your book what 5 questions would you most like to ask them? List them.
Evaluating
*Review the book from someone else’s perspective.
* Write recommendations to…….
* Give your book a rank or rating. Write why you gave it this rating, compared to other books.
* Do you think this book needs illustrations? Write 3 reasons why or why not by referring to the text. Explain and draw some illustrations you would include.
*What changes would you make to the illustrations? Draw some.
*Develop criteria for evaluating book covers. Create a checklist.
* Evaluate your own performance, write criteria and give yourself an overall comment with recommendations for improvement.
*Evaluate someone else’s performance using the criteria above.
* Develop a set of 5 criteria to decide if the book will interest other people. Survey students.
* Write a letter to someone recommending they read your book – give reasons why.
* Explain your feeling to a particular part of the book – why do you think you feel this way?
Creating
*Use the information you have gained from the book to create a debate. Write pro’s and con’s.
*Write a new ending for the book.
* Design a set of test questions that the teacher might give to someone who has read this book. Include an answer sheet.
*Create a board game about the text. Give it a name. Make the board, rules etc. Teach and play it with a friend.
* Create a code relating to your book.
* If the answer is….. Write 5 questions for each answer.
*Create a crossword puzzle about your book.
*Draw a new ending for your book. Write about it.
*Design an all new board game relating to your book.
* Devise an entertaining puppet play relating to your book.
* Create your own sign language which would help others understand the book.
*Design a rap, dance or mime which displays your understanding of the book.
*Make up and perform a TV.Ad using your jingle.
*Write a song or nursery rhyme with the same title as your book.
* With a partner or in a group conduct a debate relating to the book.
*Devise an educational campaign to promote reading. Mention your book as an example for students to read.
*Explain what you are still confused about/ don’t understand from the book. Create a list of things that could help you to better understand when reading.
* Make some predictions about what might happen in the future – relating to the book.
* Write an Acrostic poem using the main aspect of the book.
*Make an A to Z list from your book.
*Draw a pie graph to illustrate facts from the text.
* Construct a timeline relating to your text.
* Make a visual chart of things from your book -Write 5 words to describe them.
*Do a drawing of an interesting part of the book.
* Basic mime – happy, sad etc. discuss and model steps for miming.
* Move like something from your text. Play statues.
*Use your face to create some emotions you may have felt when reading your book, or emotions portrayed by characters.
*Does music play a part in this text? Describe how.
*Learn a new song about this topic.
*Look for song about the text.
*Name sounds you would hear in the text- list them.
*Work with others to make a list of the “Top 5” most important parts of the text.
*Tell a partner 10 things you know about your book.
* Write a learning log – what you have gained or learned from the book.
* Draw and write about your favorite part of the book.
* Do you already know anything about this book or had any experiences relating to the text. If so, write about them.
* Are there any animals or natural settings in your book?
If yes, draw and describe them.
If no, could their have been? Draw and describe them.
Understanding
* Retell an interesting part of the book in your own words.
* Recount own experience in relation to the book.
*Make a word search from the text.
* Write a set of true or false questions about the book.
* Develop a “How to ….. relating to the text.
* Design a bookmark featuring the title author and a summary of your book. Decorate the bookmark with pictures about the book.
*To show what you know about the book make a picture book/ mural/ poster/ collage.
* Illustrate the main idea of the book.
* Play charades with names of books you have read on this topic.
* Act out movements from your book.
* Do some mimes relating to your book.
* Choose a passage from the text. Read aloud and make sound effects with different objects to link with the text.
* Describe the sounds you would hear in the text.
* Record sound effects for your book.
* Role play an important part from your book.
* In a group, design 5 questions that could be put on a test about your book.
-Draw a picture about how the text makes you feel.
*Explain in a diary entry how the text makes you feel.
*Find Photographs in magazines which could be included in your book. Under each picture write why and where they would be included.
Applying
*Write a radio advertisement for your book telling people why they should buy it. Refer to title and author.
*Write a postcard to someone about your book.
*Locate 5-10 words you found difficult to read or understand. Use a dictionary to find the meaning of these words. Write the words and their meanings.
* Make up a number problem relating to the text.
*Draw a plan/map to scale relating to your book.
* Compile all the information from your text you would need in order to solve a problem.
* Make the following relating to your book so students could learn while they are using them;
- a cartoon, pop-up book, mural, jigsaw, poster, collage, puppets, maps, diorama, wanted poster, mobile
*Use sign language to teach skills or information from your book to others.
*Write words for a radio jingle about the book to encourage people to read it.
*Share some of your work with the class.
* Sharing circle – share your thoughts/beliefs and opinions about the book with others.
*What was good, not so good and interesting - complete a graphic organizer relating to your book.
* Write a diary entry from the main character or the authors point of view about the most interesting part in the book.
* Are there any problems in your book? If so list the problems and write how you would solve them.
Analyzing
*Compare and contrast -Storylines, characters, attitudes using a Venn Diagram.
* Play 20 questions relating to your text.
* Design a survey and graph the results relating to your book.
* Design a new front cover for the book you have read. Make it visually appealing so it will attract readers. Refer to other book covers to see what to include.
* Use a Venn diagram or semantic web to display the main concept of your book.
* Write and present a play or a skit about your book.
* Debate with a friend–The reasons not to miss this book / why not to read this book.
* Conduct an interview with another person who has also read your book. Take notes and present it to the class.
* Analyze a problem from the story from 2 different perspectives.
* If you met the author or a character from your book what 5 questions would you most like to ask them? List them.
Evaluating
*Review the book from someone else’s perspective.
* Write recommendations to…….
* Give your book a rank or rating. Write why you gave it this rating, compared to other books.
* Do you think this book needs illustrations? Write 3 reasons why or why not by referring to the text. Explain and draw some illustrations you would include.
*What changes would you make to the illustrations? Draw some.
*Develop criteria for evaluating book covers. Create a checklist.
* Evaluate your own performance, write criteria and give yourself an overall comment with recommendations for improvement.
*Evaluate someone else’s performance using the criteria above.
* Develop a set of 5 criteria to decide if the book will interest other people. Survey students.
* Write a letter to someone recommending they read your book – give reasons why.
* Explain your feeling to a particular part of the book – why do you think you feel this way?
Creating
*Use the information you have gained from the book to create a debate. Write pro’s and con’s.
*Write a new ending for the book.
* Design a set of test questions that the teacher might give to someone who has read this book. Include an answer sheet.
*Create a board game about the text. Give it a name. Make the board, rules etc. Teach and play it with a friend.
* Create a code relating to your book.
* If the answer is….. Write 5 questions for each answer.
*Create a crossword puzzle about your book.
*Draw a new ending for your book. Write about it.
*Design an all new board game relating to your book.
* Devise an entertaining puppet play relating to your book.
* Create your own sign language which would help others understand the book.
*Design a rap, dance or mime which displays your understanding of the book.
*Make up and perform a TV.Ad using your jingle.
*Write a song or nursery rhyme with the same title as your book.
* With a partner or in a group conduct a debate relating to the book.
*Devise an educational campaign to promote reading. Mention your book as an example for students to read.
*Explain what you are still confused about/ don’t understand from the book. Create a list of things that could help you to better understand when reading.
* Make some predictions about what might happen in the future – relating to the book.