NMPED
Theme:
8/13/13
Developing Fluency and Comprehension in
Reading
Class/Subject:
Reading/Study Hall
Unit Standards – Fluency and Comprehension at the Word/Phrasal Level, Fluency and
Comprehension at the Sentence Level, Fluency and Comprehension at the Discourse Level
Content Standards
Designer: Mr. Clarke
Length of Unit: One Week
5-8 Benchmark I-A:
Listen to, read, react to
, and interpret information
Grade Performance Standards
5 1. Listen actively and critically by:
a. asking questions;
b. delving deeper into the topic;
c. elaborating on the information and the ideas presented;
d. evaluating information and ideas;
e. making inferences and drawing conclusions; and
f. making judgments.
2. Make connections between texts by recognizing similarities
and differences based on a common theme, lesson, or message.
3. Read aloud grade-appropriate text with fluency, comprehension, expression, and personal style.
CCSS Reading for Informational Text
CCSS.ELA-Literacy.RI.7.4 Determine the
meaning of words and phrases as they are
used in a text, including figurative,
connotative, and technical meanings; analyze
the impact of a specific word choice on
meaning and tone.
CCSS Writing and Language
CCSS Other (Math, Listening and Speaking)
CCSS.ELA-Literacy.W.7.10 Write routinely over
extended time frames (time for research,
reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
WIDA/ELD Standards 2012
Level 3 Developing
Discourse Level:
* Discourse with a series of extended
sentences.
* Related ideas.
Sentence Level:
* Compound and some complex (e.g., noun
phrase, verb phrase, prepositional phrase)
grammatical constructions.
* Sentence patterns across content areas.
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NMPED
8/13/13
Word/Phrasal Level:
* Specific content language, including
expressions.
* Words and expressions with common
collocations and idioms across content areas.
Level 2 Emerging
Linguistic Complexity:
* Multiple related simple sentences.
* An idea with details
Sentence Level:
* Compound grammatical constructions.
* Repetitive phrasal and sentence patterns
across content area.
Word/Phrase Level:
* General content words and expressions,
including cognates.
* Social and instructional words and
expressions across content areas.
Essential Questions:
(meant to be explored,
revised, meant to provoke
thought in students,
genuine questions, various
possible answers)
What is the connection between images and language?
What do you see when you are reading?
How does this reading relate to my life?
Concepts
Skills
Students will know…
What facts and basic concepts should students know and be able to recall?
 How to visualize and manipulate words through the use of imagery.
 How to describe a picture accurately to another person.
 How to describe what they are seeing after reading a sentence
 How to describe what they are seeing after reading a paragraph.
Students will be skilled at…
What discrete skills and processes should students be able to use?
 Reading with visualization and comprehension.
 Discovering the main idea from a text reading.
 Making references from text.
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NMPED

8/13/13
How to describe what they are seeing after reading a page of text.
Academic Language (Tier 1, 2, 3 vocabulary):
Main idea, compare and contrast, noun,
verb, linking words.
Resources:
Novel Set- Taking Sides: written by Gary Soto.
Lindamood Bell: Seeing Stars and Visualizing.
Teen Ink magazine.
Myon software.
Reality Central story collection.
Level 1 Knowledge
Learning Targets
Recall/Reproduction
Level 2 Knowledge
Learning Targets
Skills/Concepts
Level 3 Knowledge
Other vocabulary
Criticism, acknowledge, receiver, forearm, suburb, mulberry, geography,
graphics, slithered, lounging, hand-me down, administration, algebra,
exhausting, grimacing, oblivious, clobbering, yanked, shafts, scrappy,
community center, smothered, charity.
Text Connections:
Taking Sides, Reality Central, and NMSBA Prep.
Learning Target Statements: (Student-Friendly)
Assessments: Formative (F) and Summative (S)
Daily Content Objectives (in student friendly “I will” statements)
Daily Language Objectives (in student friendly “I will” statements)
1. You will discuss where and why reading is important.
2. You will demonstrate how well you currently read in a Pretest.
3. You will visualize what you are seeing as you read a book called Taking
Sides.
4. You will draw pictures of what you are reading.
5. You will ‘airwrite words and manipulate the letters that you are
visualizing.
6. You will describe a picture to someone else so that they can visualize the
picture.
Language Objectives
1. You will write definitions for selected vocabulary words along with
sentences using the words properly.
2. You will use visualization techniques as you read a novel.
3. You will describe the main idea from a reading.
4. You will use your own words and pictures to demonstrate
comprehension of content.
1. Find the main idea from a written passage.
2. Comprehend content.
3. Explain content in your own words.
Formative:
-teacher questioning.
-group discussions.
-responding to software prompts.
-full class discussions.
-visualizations.
1.
Compare and Contrast (Inner city and suburbs).
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Summative:
-Writing responses to Reality Central assessment questions.
-Drawing the details of a scene in a novel.
-answer post reading software questioning.
-post reading quiz.
1.
Oral questioning, group discussion.
NMPED
8/13/13
Learning Targets
2.
Synthesize content into new form (pictures).
1.
Evaluate the pros and cons of living in the suburbs.
Strategic
Thinking/Complex
reasoning
Level 4 Knowledge
Learning Targets
1.
In group work you will discuss and write the strengths
and weaknesses of the main character.
Extended
Thinking/Reasoning
Ideas for Differentiating

Activities:
(Must include a
Hook, Closure, and
Assignments)
Group Work, visual aids, creative non-traditional assesments.

Preteach vocabulary, write words on the board, modeling of
instructions, use of visualizing.
M
Labor Day Holdiay
T
Lesson Realty Central
-Bell Ringer: define and write a sentence using two selected words from the second chapter of Realty Central.
-Reading strategies (short lecture).
-Read chapter 3 from Realty Central and answer the questions.
-Class discussion of situations and concepts from Reality Central chapter.
-Continue with chapter 4 if needed and repeat process.
-Summary: Orally review the lesson (whole class).
Lesson
Myon.com at the computer lab.
-Bell Ringer: What is your favorite book and why?
-Introduction to software and login procedures.
-Read and answer questions as prompted.
-Summarize (What is one thing I learned today).
W
TH
(Usually Lindamood Bell lesson.)
Lesson
‘Taking Sides’ novel set (Lindamood Bell Lesson)
-Bell Ringer: Vocab- write definitions and sentences for two selected vocabulary words from novel.
- Discuss vocabulary words (full class).
-Air writing and manipulation of words (full class).
-Read a scene from ‘Taking Sides’ and draw picture of what you saw while reading.
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NMPED
8/13/13
Write a paragraph summarizing what you saw reading this scene.
-Summary Explain in your own words why visualization helps with reading.
F
Lesson
NMSBA Prep Reading Comprehension
-Bell Ringer: Vocab- write definitions and sentences for selected words from ‘Velveteen Rabbit.
-Introduction to Weekly Reader.
-Teacher reads ‘Velveteen Rabbit’.
-Students answer questions that follow the story.
-Watch ‘Velveteen Rabbit’ to compare student and movie visualizations.
-Summarize your understanding of the story verbally.
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