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Session comparison chart
- 1. Reading Workshop Unit of Study Independent Reading 6th Grade 7th Grade 8th Grade Concepts Character motivation, Character traits,Fluency, “Just Right”books, Narration, Plot, Scenes, Setting, Stamina, Tension, Theme Analysis,Character, Plot, Setting, Central Idea, Theme, Fiction,Critique, Voice, Point of View, Scenes, Internal and External Conflict,Inference Conflict,Dialogue, “Just Right”Books,Narration, Plotline, Pointof View, Scenes, Setting,Tension, Theme, Tone,Word Choice Resources Stargirl, by JerrySpinelli I Read It But I Don’tGet It, byChrisTovani WebResources SuggestedBookList Stargirl, by JerrySpinelli I Read It But I Don’tGet It, byChrisTovani WebResources SuggestedBookList Notes for the teacher, pg 3 WebResources SuggestedBookList Session 1 Memoriesof Reading Teacher: Prepare Memory Timeline Reading folders Pre-UnitAssessment ExitSlips Teacher: Select a book and preparesections of enjoyablemoments PossibleBook Pass Post-itnotes Reading folders Online sitesfor book recommendations Pre-UnitAssessment Teacher: Select a book and preparesections of striking,intriguing,and enjoyablemoments PossibleBook Pass Post-itnotes Reading folders Online sitesfor book recommendations Pre-UnitAssessment ExitSlips Session 2 “How to Choose a “Just Right” Book for IndependentReading” PossibleBook Pass “How to Choose a “Just Right” Book for IndependentReading” 7th Grade Independent Reading UnitGuidelines GoldilocksStrategy Teacher: Haveself- selected bookavailable formodeling PossibleBook Pass Exit Slip “How to Choose a “Just Right” Book for IndependentReading” 8th Grade Independent Reading UnitGuidelines Teacher: Haveself- selected bookavailable formodeling PossibleBook Pass
- 2. 6th Grade 7th Grade 8th Grade Session 3 All studentshavea self- selected fiction bookby this point. IndependentReading Log 6th Grade Independent Reading UnitGuidelines All studentshavea self- selected fiction bookby this point. Daily ReadingLog Character Attribute TrackingTool Teacher: Haveself- selected bookavailable formodeling;begin anchorchartof literary definitions. Mid-UnitAssessment All studentshavea self- selected fiction bookby this point. Daily ReadingLog My Author’sWords Teacher: Haveself- selected bookavailable formodeling author’s specific word choice. Session4 Interactingwithtexts and self-monitoring: Interactingvoice and distractingvoice Teacher: Preparean exampleof monitoring yourinteracting and distracting voice Reading folders My Reading Voices Interactingwithtexts and self-monitoring: Interactingvoice and distractingvoice Teacher: Preparean exampleof monitoring yourinteracting and distracting voice Reading folders Reading Log Interactingwithtexts and self-monitoring: Connectingwithmain characters and analyzingtheirpointsof view Teacher: Prepare examplesof pointof view fromthetext you are reading;havean exampleof a completed characterchart Reading folders Character chart Session 5 Interacting with texts and self-monitoring: Connectingwitha character Teacher: Choosea passagefromyourbook in which yourstudents would be ableto readily visualize whatthe characteris doing. Reading folders Connectingwith My Character Interacting with texts and self-monitoring: Connectingwithmain characters while analyzingpointsofview Teacher: Preparean exampleof pointof view using an ordinary school day story;presentthe teacher’sview;the student’sview;the principal’sview Reading folders The True Story of the Three Little Pigs by Jon Scieszka& the original Three Little Pigs VennDiagram Interacting with texts and self-monitoring: Analyzecharacter conflictby citingliteral informationand evaluatingdialogue Teacher: Prepare examplesof character conflictsfromyourtext. Usethe “Thinking about Thinking”tool to create an example. Reading folders Thinkingabout Thinking Mid-UnitAssessment
- 3. 6th Grade 7th Grade 8th Grade Session 6 Interacting with texts and self-monitoring: Inferringwhat kindsof people characters are and whatthey want Teacher: Preparean excerptto depict the kind of person yourmain characteris; prepare anotherexcerptto show whatthe character wants Reading folders My Main Character (top section only) Mid-UnitAssessment Interacting with texts and self-monitoring: Readers empathize with characters’ conflicts (External and Internal) Teacher: Useone of the student’sbooksto model how to usethe “Conflict and Personal Connections”Chart Reading folders Conflictand Personal Connections Exploring Genre – Elements and Structures: Readers analyze how scenes and narration contributeto the rising and fallingtensionofa story Teacher: Preview the film Titanic and list scenesand narration you noticed that contributeto therising and falling tension in the movie;prepareexcerpt scenesfromthe text you are reading to relate the rising and falling action Reading folders Clipsfrom the movie Titanic(or the moviein its entirety) Scenesand Narration Guide Exit Slip Session 7 Exploring genre– Elements and Structures: Readers identifyscenes as the buildingblocksof the story Teacher: Preparea section fromyourbook thatexemplifiesthe differencebetween scene and narration. (ex.Stargirl) Reading folders Scenes& Narration Exploring genre– Elements and Structures: Readers examine both narrationand scenes as significantelementsof fiction,intheir relation to the movement of the story. Teacher: Useone of the student’sbooks (or excerptsfromthe book you are reading) to demonstratesceneand narration(ex.Jumped) Reading folders Scenesand Narration Tracker
- 4. 6th Grade 7th Grade 8th Grade Session 8 Exploring genre– Elements and Structures: Readers identifythe risingtensionin stories. The anticipatethe situationwill get worse before the resolution Teacher: Prepareto discusshowyesterday’s excerptuses sceneand narration to increase the story’stension Reading folders Story Plotline Exploring genre– Elements and Structures: Readers followthe plot to identifythe tension in the story. Teacher: Useone of the student’sbooks (or excerptsfromthe book you are reading) to demonstratetension(ex. Jumped) Reading folders Plot Chart Exploring genre– Elements and Structures: Readers identifythe themes of a story Teacher: Prepareto demonstratehowyou determinetheme using the bookyou are currently reading. Reading folders Theme Tracker Session 9 Interacting with Texts and Self-Monitoring: Readers watch characters carefully. Readers revise and refine their thinking aboutcharacters. Teacher: Using the novel you havebeen reading, prepareto modelfor studentshowyour thinking aboutyour characterhaschanged. Reading folders My MainCharacter sheetfrom Session6 Exploring genre– Elements and Structures: Readers use all the informationtheyhave gathered duringthe readingprocess to analyzethe work asa whole andprovidea well-thought-out critique. Teacher: Using the novel you havebeen reading, prepareto modelfor studentsa finished critique of thebook. Reading folders Book Critique Post-Assessment Exploring genre– Elements and Structures: Readers use all the informationtheyhave gathered duringthe readingprocess to analyzethe work asa whole andprovidea well-thought-out critique. Teacher: Using the novel you havebeen reading, prepareto modelfor studentsa finished critique of thebook. Reading folders Book Critique Rough Draft Critique Rubric Post-Assessment
- 5. 6th Grade 7th Grade 8th Grade Session 10 Exploring genre– Elements and Structures: Readers notice and connect recurring imagesor ideas inthe story that pointtoward the theme. Teacher: Using the novel you havebeen reading, prepareto modelfor studentshowtheauthor included repeating imagesor ideasin the text. Reading folders The Theme of My Book Is… Developing the Identity of the Reader: Readers applylearning from the unitto make decisionsabouttheir next book choices. Reading folders CompletedBook Critiques Exit Slips Session 11 Developing the Identity of the Reader: Whenreaders learn how to be more efficientand effective, they have more positive imagesof who they are as readers. Teacher: Review the “IndependentReading Unit Reflection”and develop responsesbased on yourexperience in this unit. Reading folders IndependentReading UnitReflection ReflectiononReading Log ReflectiononMy Effort ReflectiononMyselfas a Reader Post-UnitAssessment