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Reading For Understanding

Reading for Understanding

GOALS/STANDARDS and BENCHMARKS:

  • 1A3a: Apply knowledge of word origins and derivations to comprehend words used in specific content areas.
  • 1B3a: Preview reading materials, make predictions and relate reading to information from other sources.
    • Preview reading materials, make predictions, and relate reading to information from other sources across content and literary areas
    • Devise personal reading strategies to improve comprehension and fluency
    • Select and justify reading strategies to improve comprehension
  • 1B3b: Identify text structures and create a visual representation to use while reading.
    • Visual representations, i.e. organizers, outlines, storyboards, charts
  • 1B3c: Continuously check and clarify for understanding.
    • Evaluate understanding by comparing and contrasting to other readings
    • Do various exercises of reading comprehension strategies including predicting, questioning, forming vocabulary schemas and responding to text.
    • Respond verbally and written to critical thinking questions about assignment reading selections
  • 1B3d: Read age-appropriate material with fluency and accuracy
    • Read age appropriate material with fluency
  • 1C3a: Use information to form, explain and support questions and predictions.
    • Interpret written material by forming questions and predictions
    • Use information to form, explain and support questions and predictions
  • 1C3b: Interpret and analyze entire narrative text using story elements, point of view and theme.
    • Analyze various text using story maps and graphic organizers
    • Interpret and analyze entire narrative text for story elements
  • 1C3c: Compare, contrast and evaluate ideas and information from various sources and genre.
    • Compare and contrast various selections for different and common ideas, themes, and topics
  • 1C3d: Summarize and make generalizations from content and relate them to the purpose of the material.
    • Paraphrase and summarize
  • 1C3e: Compare how authors and illustrators use text and art across materials to express their ideas (e.g. foreshadowing, flashbacks, color, strong verbs, language that inspires)
    • Identify and recognize the author's use of literary devices and illustrations to enhance comprehension
    • Discriminate how authors, artists and illustrators use text and art across materials to express their ideas

 

MATERIALS ARE KEPT BYLilian Ader

-The Star Test® ZPD scores/ San Diego Quick Assessment

-Book: Teaching Thinking Skills: Using Non-Fiction Narratives Grades 3, 4, 5, 6, 7, 8

 

STRATEGIES

Students will learn reading comprehension skills.

Teachers will instruct the overt skills of reading comprehension for non-fiction work keeping in mind our ESL student population.

Strategy programs such as Guided Reading® can be useful.

Time Frame:

10-30 minutes - SSR While conferencing with students Guided Reading Style
10-20 minutes - whole group lesson
10-30 minutes - working on project

 

CURRICULUM MAP

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8
Reading Level Assessment Knowledge Level Lessons Comprehension Application Analysis Synthesis Evaluation Wrap up

 

DESCRIPTIONS AND DIRECTIONS FOR TOPIC CLUSTERS, UNITS, CHAPTERS with assessments

Reading Level Assessment
Photocopy an assignment at grade 2, 3, and 4 to give to each student. They will work on these sheets, while I am giving the San Diego.

 

DAY-BY-DAY LESSON PLANS