Reading

= READING: =

=Click here to go to our reading wiki=


 * ** Reading Workshop & ** **Writing Workshop** ||
 * GradeLevel |||||||||||||||||| 1st9 weeks |||||||||||||||||| 2nd8 weeks |||||||||||||||||||| 3rd10 weeks |||||||||||||||||||| 4th10 weeks ||
 * 3Rdg |||||| Establish Reading & Writing Workshop routines & beginning of year; testing (1-5)3 weeks |||||| Reading – Fiction; Writing – Literary Text/Personal Experience3 weeks |||| 3Rdg - Theme & Genre |||||||| 3Rdg - Literary Nonfiction&Research |||||| 3Rdg –Culture &History&Research |||||| 3Rdg - Poetry&Sensory Language |||||| 2Rdg - Drama&Sensory Language |||||||| 4Rdg - Expository&Procedural Text |||||| 3Rdg - Persuasive&Media Literacy |||||| 3Rdg - Fiction&Expository |||| 2 – TAKS Rdg. Review || TAKS Reading |||||| 3Rdg - Poetry&Drama ||
 * 3Wrtg ||||||^  ||||||^   |||| 3WWS; Writing (Personal Experience) |||||||| 3Wrtg – WWS; Expository & Procedural |||||| 3Wrtg – WWS; Persuasive Texts; Open Choice |||||| 3Wrtg -WWS; Literary Texts (Personal Experience) |||||| 2Wrtg -WWS; Literary Texts |||||||| 4Wrtg - WWS; Expository & Procedural; Writing (Personal Experience) |||||| 3Wrtg – WWS; Persuasive Texts; Open Choice |||||| 3Wrtg -WWS; Writing (Personal Experience) |||| 2 – TAKS Rdg. Review || TAKS Reading |||||| 3Wrtg -WWS; Literary Texts; Open Choice ||
 * |||||||||||||||||| 9 weeks |||||||||||||||||| 8 weeks |||||||||||||||||||||| 10 weeks |||||||||||||||||| 10 weeks ||
 * |||||||||||||||||| 9 weeks |||||||||||||||||| 8 weeks |||||||||||||||||||||| 10 weeks |||||||||||||||||| 10 weeks ||

**2010-2011** Week 1 and 2
 * First Nine Weeks**
 * 8/24-4 days and 8/30**
 * Genre: Fiction**
 * Topics: Summarize, Predictions, Monitor for Meaning, Facts and Details**
 * First Twenty Days in Nine Days :) Do two per day!**

Mini-lessons/Read-to/Read Aloud Gradual Release model Reading Response Notebooks - students give reactions/thoughts, ask questions in their reading response notebooks/logs Carefully chosen read aloud texts for the purpose of modeling reading strategies as well as modeling narrative/personal writing in order to study writer’s craft Guiding Readers and Writers by Fountas & Pinnell Setting up workshop, pp. 17-18 Mini-lesson ideas, pp. 128-141 Readers’ Notebooks, pp. 169-185
 * Set up Reading Workshop (specified by the TEKS Introduction 3.1)**

The initial goal for the school year is to offer students a wide variety of texts to read from so that teachers are able to see the kinds and levels of text students are able to read and comprehend with minimal support. Once teachers are aware of the different kinds of readers in the classroom, plans for small group instruction as well as one-on-one conferences can begin. Although specific genres will be highlighted for close study, teachers should ensure that students continue to read from a variety of narrative and expository texts throughout the school year. Beginning reading instruction should focus on confirming appropriate text placements for students (students should be placed in text according to individual student needs and should be smooth and fluent in independent level text before working in instructional level texts) Teachers should begin modeling reading strategies aloud with texts so students understand the kinds of strategies they are expected to use. Teachers should also model written text responses so that students can begin to establish response notebooks. According to the Introduction in the TEKS/SEs, students are required to read in connected text for an extended period of time each day while the teacher closely monitors students. Guiding Readers & Writers by Fountas & Pinnell Guided Reading ideas, pp. 190-205 Independent Reading ideas, pp. 120-127
 * Independent and Guided Reading**

Fig. 19 A establish purposes for reading selected texts based upon own or others’ desired out come to enhance comprehension C and 3.2C monitor and adjust comprehension by creating sensory images as well as rereading portions of text E summarize information in text, maintaining meaning and logical order 3.20B write letters tailored to audience and purpose [Writing TEKS for reader’s response] 3.20C write responses to literary or expository texts and provide evidence from text Fiction - Strategies 3.2A use ideas (e.g., illustrations, titles) to make and confirm predictions 3.2B locate facts and details about stories and other texts and support answers with evidence from text 3.2C make corrections and adjust **Week 1:**Aug 24 -Day 1 & 2Aug 25 - Day 3 & 4Aug 26 - Day 5 & 6Aug 27 - Day 7 & 8 **Week 2:**Aug 30 - Day 9 & 10Aug 31 - Day 11 & 12Sept 1 - Day 13 & 14Sept 2 - Day 15 & 16 Sept 3 - Day 17 (skip?) 18, 19, & 20? 9/7-4 days **Week 3, 4, 5**
 * Comprehension**
 * Genre: Fiction (fables, legends, myths, folktales)**
 * Topics: Questioning, Inference, Visualize, Character Traits, Sequence and Summarize, Multimeaning Words**

9/13 9/20 9/27 10/4 10/12-4 days 10/18