Launching+SEM-R

**Language Arts Grade 4: Reading**  **Unit:** Launching SEM-R  **Purposes:** Exposure to a Variety of Genre, Establishing Reading Community, Creating High Interest in Reading, Higher Order Questioning, Developing Reading Stamina, Comprehension Strategies  **Essential Questions:** What is reading? Where can reading take us?

 **Description:**  The focus in reading during the first 2 weeks of school is on establishing a community of readers, joyful reading, acknowledging students' interests, and exposure to a wide range of new and different books. The [|SEM-R model] is launched as students set reading goals, assess themselves as readers, share their interests, and take part in discussions around higher-level questions. Students learn how to support their thinking with evidence from the text through teacher modeling, guided practice and independent practice. Around the third week of school, as SIR time increases, teachers begin individual conferences with a focus on reading strategies and monitoring understanding.

Desired Results
 * Established Goals:**

 **Common Core State Standards:** **Reading: Literature** 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 3. Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. 4. Read with sufficient accuracy and fluency to support comprehension.
 * Reading: Foundational Skills**
 * Phonics and Word Recognition**
 * Fluency**
 * Read grade-level text with purpose and understanding.
 * Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
 * Use context to confirm or self-correct word recognition and understanding, rereading as necessary
 * Language**
 * 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
 * Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
 * Speaking and Listening **
 * 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grade 4 topics and texts//, building on others’ ideas and expressing their own clearly.
 * Follow agreed-upon rules for discussions and carry out assigned roles.
 * Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
 * Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
 * 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
 * 3. Identify the reasons and evidence a speaker provides to support particular points.

Connecticut Grade Level Expectations >
 * Activate prior knowledge before reading
 * Examine the text before reading
 * Evaluate predictions and adjust as necessary
 * Use cueing system and context clues to determine meanings of words.
 * Summarize information to maintain focus and provide clarity.
 * Choose a variety of genres to read for personal enjoyment
 * Share opinions and judgments based on texts
 * Explain the appeal of a text
 * Identify reading strengths and weaknesses and select targets on which to work
 * Pose questions, listen to the ideas of others, and contribute own information and ideas in group discussions

A2 Use stated or implied evidence from the text to draw and/or support a conclusion C1 Make connections between text and outside experiences and knowledge C2 Select, synthesize and/or use relevant information within the texts to extend or evaluate the texts
 * Connecticut Mastery Test Objectives**

• Reading enhances learning and enjoyment. • Reading allows one to experience unlimited possibilities. || Why read?
 * **Understandings** || **Essential Questions** ||
 * • Reading is a key to knowledge and understanding of ourselves and of our world.
 * • Reading is a key to knowledge and understanding of ourselves and of our world.

Where can reading take us? ||

//The student will know...// || **Skills:** //The students will be able to...// || -opinion -evidence -reading strengths/weaknesses -goals -contributions || -read (for personal enjoyment) -share (opinions and judgments based on texts) -explain (the appeal of a text) -identify (reading strengths and weaknesses) -select (targets to work on) -pose (questions) -listen (to ideas) -contribute (information and ideas) -support (conclusions, opinions, judgments with evidence) ||  ||
 * **Knowledge:**
 * -genre

support opinion genre types of genre (mystery, poetry, realistic fiction..) fiction nonfiction ||
 * Content Vocabulary ||
 * evidence

Assessment Evidence
 * **Performance Tasks**

[|Design a New Book Cover]


 * Rubric Criteria**


 * One Response to Bookmark Question[|RACE rubric.doc]
 * Illustration that Captures Main Idea/Themes
 * Recommendation and Why || **Formative Assessments**

Student Interest Surveys Blue Ribbon Reading Fluency Assessment Book Log Reading Goals Conference Notes Oral and written responses to bookmark questions Common Formative Assessments


 * Summative Assessments**

CMT

Reading Goals Reading Log Reflection || Learning Plan Classroom Library SEM-R Grade Level Library [|SEM-R Video] [|SEM-R Bookmarks] SEM-R Reading Log [|readinglog.doc] [|Rubric for Implementation of Schoolwide Enrichment Model Reading Framework] Interest Inventories [|The Rights of a Reader Poster] [|Reading Workshop: What it Looks Like in My Classroom by Beth Newingham] Self Assessments Genre Wheel [|Teacher Log Template] [|SEM-R Website] [|Reading Workshop Resources] [|Igniting a Passion for Reading] [|A Reader's Community: A Reading Workshop blog]
 * Student Self-Assessments**
 * Resources**

__**Resources for Book Hooks**__

Book Hook Themes [|Book Talks Quick and Simple] [|Book Talks Quick and Simple Podcasts] [|Scholastic Book Talk Videos] Book Trailers for Readers [|Book Hooks] [|Frank Serafini's Book Lists]

Letters from Third Grade Morning Meeting Greetings/Games (I like…, The Warm Wind Blows) Interviews || -How to meet for Book Hooks -Rules for participation in class discussions. -Classroom library organization -How to select a book -Where to read in classroom -Expectations during SIR -How to fill out Book Log -Genres -Setting reading goals || [|Minilessons for Launching Reading Workshop] More Minilessons [|The Reader's Notebook] [|Classroom Management in Reading Workshop] [|Looking After Our Classroom Library poster] [|Classroom Library Borrowing Log] [|Opening the Classroom Library] [|ReadingGoalForm.doc] || [|Igniting a Passion for Reading: Chapter 2] || [|Igniting a Passion for Reading: Chapter 3] Book Trailers for Readers
 * Weeks One and Two Focus on SEM-R Phase 1: Exposure/Hooking Kids on Reading ||
 * **Collect information about student interests and attitudes towards reading.** || Interest Inventories
 * **Teach Minilessons on SEM-R Routines and Rules.**
 * **Teach Minilessons on the Habits and Strategies of Readers** || [|What Strong Readers Do] ||
 * **Use students' interests to stimulate engagement in reading**. ("I thought of you..." "If you like _, you might like __") || Interest Inventories
 * **Stimulate an interest in reading with high-interest Book Hooks** (books hooks will be longer in the beginning and may be about several books) || What is a Book Hook

Book Hook Themes [|Book Talks Quick and Simple] [|Book Talks Quick and Simple Podcasts] [|Scholastic Book Talk Videos] || -Model responding to questions -Encourage students to provide opinions and thinking that can be supported with evidence from the text -Can provide practice by using the same question with multiple texts -Provided opportunities for active participation and guided practice || [|SEM-R Bookmarks] Inside/Outside Circle Turn and Talk Think, Pair, Share Numbered Heads Together || SIR Rules [|Bookmarks for Students] [|SEM-R Bookmarks] || **Introduce SEM-R Phase 2: Conferencing and Self-selected Reading** || [|Teacher Log Template] || Inside/Outside Circle Turn and Talk Think, Pair, Share Numbered Heads Together ||
 * **Use SEM-R Bookmarks with higher-order thinking questions to simulate discussion**
 * **Begin SIR, Supported Independent Reading** (begin with 10 minutes, add a minute or two a day) || [|Student Log]
 * **Administer Quick Fluency Assessments** during SIR ||  ||
 * **Strengthen the Classroom Reading Community** || [|Class Book Awards] ||
 * **Weeks Three and Four**
 * **Continue SIR (work up to 35 minutes)** ||  ||
 * **One-on-one teacher conferences on reading strategies** (5-7 minutes each) || Conference Tips
 * **Continue to stimulate interest in reading with high-interest Book Hooks and One-Minute Book Boosts** || [|One Minute Book Boosts] ||
 * **Use SEM-R Bookmarks with higher-order questions to stimulate discussion during Book Hooks and conferences** || [|SEM-R Bookmarks] ||
 * **Select one bookmark question to respond to each week in writing** || [|RACE rubric.doc] ||
 * **Provide opportunities for active participation and guided practice in answering bookmark questions.** || [|SEM-R Bookmarks]