Unit of Study: Fluency & Stamina Mini-study Big Ideas Goals What do I want students to learn as a result of this unit? Prior Knowledge What prior knowledge do students need to enter this Unit of Study? What routines do I expect students to know? Standards Addressed What concepts will this unit address? Grade: 5 Strong readers read accurately, automatically, with expression, and at a rapid rate. These elements of fluent reading are deeply interconnected and contribute to deep comprehension, reading stamina, and the enjoyment of reading. Accuracy Automaticity Prosody Endurance Develop skills to improve accurate reading of text and automatic decoding Increase reading rate Readers reread for smoothness, automaticity, and prosody Strong readers read “fast and right” 1. Interpret words and phrases as they are used in a text and analyze how specific words choices shape meaning or tone 2. Read and comprehend complex literary and informational texts independently and proficiently 3. Read with sufficient accuracy and fluency to support comprehension. a. b. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Bends in the Road What bends (or series of lessons) will support each of the goals for this unit? Ways to Challenge/Provide Extra Support * Accuracy and Phrasing * Prosody and Voice * Putting it all together Challenge Strategies: Extra Support Strategies: Which students do I anticipate needing a challenge? Which students do I anticipate will need extra support? Assessment Resources Students will read a leveled passage and will be scored on their oral reading fluency (NAEP scale). This will be done at the opening and close of the unit (pre- and post-) Students will self-assess reading fluency using a variety of measurements. The Fluent Reader by Tim Rasinski Differentiated Reading Instruction (chapter 6) Putting Fluency on a Fitness Plan by Barclay Marcell Accuracy Automaticity Prosody Endurance Word level Phrase Level Sentence Level Passage Level Bend in Road: Accuracy and Phrasing 1 Focus Lessons 2 3 4 Materials Accuracy Before Anything! Strong readers use strategies to recognize each word on the page. Break the word apart, examine, look for root, consider the context. Making Sense out of the NONSENSE: Readers bring Nonsense word our phonic knowledge to bear, actively working on lists (lower) making sense of unfamiliar words by examining each part, rereading, and aligning our reading to the cues on Jabberwocky the page. (higher) Phrase Cues: Attending to punctuation and clear signposts in the texts that direct our phrasing. Notes M. Graves connection More Than Words and Periods: Noticing how authors Phrase-Cued texts create meaning through phrases or chunks of meaning. Bend in Road: Prosody, Voice Focus Lessons 5 6 7 8 Readers allow our envisioning and inferential work to affect the tone, rate, and expression of voices in the text. We imagine how the characters would say each phrase and the motivations and emotions that guide each choice. Readers of narrative text are prepared to read fast and smooth and right- BUT we are always prepared to reread to adjust meaning, revise voice, and clear up misconceptions. Readers of information text attend to audience and purpose when phrasing and voicing the text. We monitor the features of the text and allow the structure to guide the voice we bring to the text and the importance we give to certain phrases and passages. Readers of informational text are prepared to read in more careful and deliberate way as we learn new information (may be slower and in smaller chunks). Tiger Rising (pgs 8-9) Planet Earth narration rereading informational text for clarity Bend in Road: Putting it all Together (Tying everything together in service of meaning) Focus Lessons 9 10 *** Reader’s Theatre Refresher Course. The reasons for it, why and how it is done, and the tools to make it happen. Rehearsing Reader’s Theatre and Individual Monologue Performances. Celebration: Reader’s Theatre Group Performances Individual Monologue Performances shares on phrases we love JABBERWOCKY Lewis Carroll (from Through the Looking-Glass and What Alice Found There, 1872) `Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe. "Beware the Jabberwock, my son! The jaws that bite, the claws that catch! Beware the Jubjub bird, and shun The frumious Bandersnatch!" He took his vorpal sword in hand: Long time the manxome foe he sought -So rested he by the Tumtum tree, And stood awhile in thought. And, as in uffish thought he stood, The Jabberwock, with eyes of flame, Came whiffling through the tulgey wood, And burbled as it came! One, two! One, two! And through and through The vorpal blade went snicker-snack! He left it dead, and with its head He went galumphing back. "And, has thou slain the Jabberwock? Come to my arms, my beamish boy! O frabjous day! Callooh! Callay!' He chortled in his joy. `Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.