Reading Unit 1: Building a Reading Life
NOTE: The following skills are being addressed in BOTH reading groups and using our Mentor Text Read Aloud, Stone Fox. In Stone Fox, we have been working on character identification, character traits, finding the meaning of an unknown word (ie: irrigation), chunking the text to focus on comprehension.
Essential questions that we will address in this unit:
How can I build my own reading life?
How can I be sure that I understand the books that I'm reading?
Skills that will be addressed in this unit:
PART I:
I can set myself up to do my best reading.
I can preview books to determine if they are right for me.
I can talk to a partner about my reading.
I can write a statement and question about a book cover.
I can check my comprehension as I read.
I can determine when the scene changes in a story.
I can determine how each scene in a story connects to earlier sections.
PART II:
I can make a prediction and then read on to check, using text evidence.
I can retell what I read before, during and after reading, reminding myself what happened in earlier parts of the text.
I can retell as I read, thinking about how the parts of the story connect to a bigger idea about the story.
I can use the text to determine the meaning of an unknown word. (Note: a word that you can decode, but you don’t know the meaning)
I can use meaning (context clues, schema) to figure out the meaning of figurative language.
I can think about the slight differences between words that have similar meanings, considering the different “shades” of the word. (ex: running vs. jogging).
I can notice when the text becomes confusing and go back to reread.
I can think, “Why might the author have included this in the text?” when I notice something that feels important or out of place.
What we will work on achieving throughout the entire year:
I. Fluency:
L.RF.3.4. Read with sufficient accuracy and fluency to support comprehension.
L.RF.3.4.A. Read grade-level text with purpose and understanding.
L.RF.3.4.C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
II. Reading Comprehension:
RL.CR.3.1. Ask and answer questions and make relevant connections to demonstrate understanding of a literary text, referring explicitly to textual evidence as the basis for the answers.
RL.CI.3.2. Recount in oral and written form key details from a text and explain how they support the theme (in literary texts, e.g., fables, folktales, and myths from diverse cultures).
RL.TS.3.4. Utilize and reference features of a text when writing or speaking about a text, referring to parts of stories, dramas, and poems, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.