Reading 5

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Reader's Workshop

Reader's workshop emphasizes the importance of student engagement and the interaction between readers and text. It provides differentiated instruction in reading. Reader's Workshop focuses on the teaching of reading strategies. The purpose of Reader's Workshop is to foster independence among readers.

In the classroom this looks like a mini lesson devoted to one aspect of reading, followed by guided practice where the teacher works with groups of kids, and time for students to practice the skills independently.

Specific components of this grade level are described below.

Read Aloud

Shared Reading

Guided Reading

Independent Reading

Literature Circles

Reading Conferences

Units

Unit	Content	Skills and Processes	Assessment	Resources
Reading	Informational Text: Demonstrate General Understanding: - Demonstrate general understanding of grade-level informational text across the subject areas. - Recognize and/or summarize sequence of events and main ideas presented in informational texts, identifying evidence that supports those ideas. - Identify key facts and information after reading several passages or articles on the same topic. - Predict future outcomes supported by the text. - Draw inferences, conclusions, or generalizations about main ideas in text, and support them with textual evidence and prior knowledge. - Determine unstated ideas and concepts, noting and analyzing evidence that supports those unstated ideas, such as images, patterns, or symbols in the text. - Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organizational devices to find information and support understanding’ - Find information in specialized materials (e.g., thesaurus, almanac, newspaper).	Decoding and Word Recognition: - Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas. - Read aloud grade-level narrative text and informational text fluently and accurately with effective pacing, intonation, and expression; by the end of fifth grade, read aloud unpracticed grade level text at a rate of 125-150 wcpm - Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level. - Make connections to text, within text, and among texts across the subject areas. Listen to and Read Informational and Narrative Text: - Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed. - Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information. - Make connections to text, within text, and among texts across the subject areas. - Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas. - Match reading to purpose - Location of information, full comprehension, and personal enjoyment. - Understand and draw upon a variety of comprehension strategies as needed; re-reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources. - Clearly identify specific words or wordings that are causing comprehension difficulties and use strategies to correct. Vocabulary: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas. - Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas. - Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud across the subject areas. - Determine meanings of words using contextual and structural clues. - Understand and explain frequently used synonyms, antonyms, and homographs. - Determine the meanings of figurative expressions, such as those in similes and metaphors. - Use word origins to determine the meaning of unknown words and phrases. - Know less-common roots (graph=writing, logos=the study of) and word parts (auto=self, bio=life) from Greek and Latin, and use this knowledge to analyze the meaning of complex words (autograph, autobiography, biography, biology) - Use a thesaurus to determine related words and concepts Read to Perform a Task: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task. - Read textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, news stories, and almanacs - Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organizational devices to find information and support understanding’ - Find information in specialized materials (e.g., thesaurus, almanac, newspaper). - Follow multiple-step directions (e.g., for completing an experiment or an activity or for using a product). Informational Text: Demonstrate General Understanding: Demonstrate general understanding of grade-level informational text across the subject areas. - Recognize and/or summarize sequence of events and main ideas presented in informational texts, identifying evidence that supports those ideas. - Identify key facts and information after reading several passages or articles on the same topic. Informational Text: Develop an Interpretation: Develop an interpretation of grade -level informational text across the subject areas. - Predict future outcomes supported by the text. - Draw inferences, conclusions, or generalizations about main ideas in text, and support them with textual evidence and prior knowledge. - Determine unstated ideas and concepts, noting and analyzing evidence that supports those unstated ideas, such as images, patterns, or symbols in the text. Informational Text: Examine Content and Structure: Examine content and structure of grade-level informational text across the subject areas. - Determine the author's purpose, and relate it to specific details in the text. - Draw conclusions about whether portions of the passage are facts or opinions. - Recognize and analyze characteristics of persuasive text. - Evaluate new information and ideas by testing them against known information and ideas.	- Reads for extended periods (30 minutes or more) - Selects books at appropriate reading level - Comes prepared for DEAR each day - Comes prepared to reading group - Asks thoughtful questions in reading group Listens to others’ ideas in reading group - Makes connections between own reading and her/his personal experiences - Makes connections between reading and other texts - Makes connections between reading and the world Reads with expression - Realizes an error is made when reading, then returns to text and self corrects - Uses punctuation clues - Can recall explicit information - Can return to the text to find information - Retells the story in a meaningful order	Resources vary from year to year. Some examples include: Student Resources: Where the Red Fern Grows Chew On This Omnivore's Dilemma (For Kids) What the World Eats Hungry Planet Maniac Magee Rats of Nimh Great Gilly Hopkins The Giver Gathering Blue Secret Under My Skin Teacher Resouces: Nancy Atwell, In the Middle Regie Routman, Transitions, Literacy at the Crossroads Lucy Calkins, The Art of Teaching Writing, Lessons from a Child Donald Graves, Writing: Teachers and Children at Work Georgia Heard, For the Good of the Earth and Sun Kenneth Koch, Rose, Where Did You Get That Red?

Unit

Content

Skills and Processes

Assessment

Resources

Reading

Informational Text: Demonstrate General Understanding:

- Demonstrate general understanding of grade-level informational text across the subject areas.

- Recognize and/or summarize sequence of events and main ideas presented in informational texts, identifying evidence that supports those ideas.

- Identify key facts and information after reading several passages or articles on the same topic.

- Predict future outcomes supported by the text.

- Draw inferences, conclusions, or generalizations about main ideas in text, and support them with textual evidence and prior knowledge.

- Determine unstated ideas and concepts, noting and analyzing evidence that supports those unstated ideas, such as images, patterns, or symbols in the text.

- Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organizational devices to find information and support understanding’

- Find information in specialized materials (e.g., thesaurus, almanac, newspaper).

Decoding and Word Recognition:

- Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

- Read aloud grade-level narrative text and informational text fluently and accurately with effective pacing, intonation, and expression; by the end of fifth grade, read aloud unpracticed grade level text at a rate of 125-150 wcpm

- Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level.

- Make connections to text, within text, and among texts across the subject areas.

Listen to and Read Informational and Narrative Text:

- Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.

- Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information.

- Make connections to text, within text, and among texts across the subject areas.

- Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas.

- Match reading to purpose

- Location of information, full comprehension, and personal enjoyment.

- Understand and draw upon a variety of comprehension strategies as needed; re-reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources.

- Clearly identify specific words or wordings that are causing comprehension difficulties and use strategies to correct.

Vocabulary:

Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.

- Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas.

- Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud across the subject areas.

- Determine meanings of words using contextual and structural clues.

- Understand and explain frequently used synonyms, antonyms, and homographs.

- Determine the meanings of figurative expressions, such as those in similes and metaphors.

- Use word origins to determine the meaning of unknown words and phrases.

- Know less-common roots (graph=writing, logos=the study of) and word parts (auto=self, bio=life) from Greek and Latin, and use this knowledge to analyze the meaning of complex words (autograph, autobiography, biography, biology)

- Use a thesaurus to determine related words and concepts Read to Perform a Task: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task.

- Read textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, news stories, and almanacs

- Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organizational devices to find information and support understanding’

- Find information in specialized materials (e.g., thesaurus, almanac, newspaper).

- Follow multiple-step directions (e.g., for completing an experiment or an activity or for using a product). Informational Text: Demonstrate General Understanding: Demonstrate general understanding of grade-level informational text across the subject areas.

- Recognize and/or summarize sequence of events and main ideas presented in informational texts, identifying evidence that supports those ideas.

- Identify key facts and information after reading several passages or articles on the same topic. Informational Text: Develop an Interpretation: Develop an interpretation of grade

-level informational text across the subject areas.

- Predict future outcomes supported by the text.

- Draw inferences, conclusions, or generalizations about main ideas in text, and support them with textual evidence and prior knowledge.

- Determine unstated ideas and concepts, noting and analyzing evidence that supports those unstated ideas, such as images, patterns, or symbols in the text. Informational Text: Examine Content and Structure: Examine content and structure of grade-level informational text across the subject areas.

- Determine the author's purpose, and relate it to specific details in the text.

- Draw conclusions about whether portions of the passage are facts or opinions.

- Recognize and analyze characteristics of persuasive text.

- Evaluate new information and ideas by testing them against known information and ideas.

- Reads for extended periods (30 minutes or more)

- Selects books at appropriate reading level

- Comes prepared for DEAR each day

- Comes prepared to reading group

- Asks thoughtful questions in reading group Listens to others’ ideas in reading group

- Makes connections between own reading and her/his personal experiences

- Makes connections between reading and other texts

- Makes connections between reading and the world Reads with expression

- Realizes an error is made when reading, then returns to text and self corrects

- Uses punctuation clues

- Can recall explicit information

- Can return to the text to find information

- Retells the story in a meaningful order

Resources vary from year to year.
Some examples include:

Student Resources:

Where the Red Fern Grows

Chew On This

Omnivore's Dilemma (For Kids)

What the World Eats

Hungry Planet

Maniac Magee

Rats of Nimh

Great Gilly Hopkins

The Giver

Gathering Blue

Secret Under My Skin

Teacher Resouces:
Nancy Atwell, In the Middle
Regie Routman, Transitions, Literacy at the Crossroads
Lucy Calkins, The Art of Teaching Writing, Lessons from a Child
Donald Graves, Writing: Teachers and Children at Work
Georgia Heard, For the Good of the Earth and Sun
Kenneth Koch, Rose, Where Did You Get That Red?

Catlin Gabel