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Lucy Calkins Units of Study Grade 3 Unit 1 Building a Reading Life
Grade 3 Unit 1 Mini Lesson 1
Unit of Study: Building a Reading Life
Goal: Making a Reading Life
Teaching point: “This is important, so listen carefully. Today I want to teach you that readers
find ways to set themselves up so their reading can be fantastic. Readers don’t
just read books; readers also build reading lives.”
_________________________________________________________________
__
"Esto es importante, así que escuchen con atención. Hoy quiero enseñarles que
los lectores encuentran maneras de estar listos ellos mismos para que su lectura
sea fantástica. Los lectores no sólo leen libros; los lectores también construyen
lecturas vivas. "
Text: Fiction book of choice
Start reading Stone Fox by John Reynolds Gardiner for read aloudsee pacing
chart on pg. xvxvi
Standard: RL.3.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, at the high end of the grades 23 text complexity
band independently and proficiently
Page #’s 413
Anchor Charts
Additional
Resources
Reading Log
Lucy Calkins Units of Study Grade 3 Unit 1 Building a Reading Life
Grade 3 Unit 1 Mini Lesson 2
Unit of Study: Building a Reading Life
Goal: Making a Reading Life
Teaching point: “Today I want to teach you that readers choose their relationship toward
reading. Readers can decide whether to read like curmudgeons_or readers can
choose to read as if books are gold.”
_________________________________________________________________
_
"Hoy quiero enseñarles que los lectores eligen su relación con la lectura. Los
lectores deciden si leen como lectores malhumorados o si leen como si los libros
fueran de oro."
Text: Each Kindness by Jaqueline Woodson (see below for link to text excerpt)
Standard: RL.3.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, at the high end of the grades 23 text complexity
band independently and proficiently
Page #’s 1424
Anchor Charts “To Make Reading the Best It Can Be, I Will…” chart
Additional
Resources
Excerpt from Each Kindness by Jaqueline Woodson
Narrative Reading Learning Progression
Lucy Calkins Units of Study Grade 3 Unit 1 Building a Reading Life
Grade 3 Unit 1 Mini Lesson 3
Unit of Study: Building a Reading Life
Goal: Making a Reading Life
Teaching point: “Today I want to teach you that readers don’t just pluck any ol’ book off a shelf
and settle down with it. Readers test books, looking at them carefully, opening
them up reading a few lines, asking themselves, ‘Is this book just right for me?”
_________________________________________________________________
_
"Hoy quiero enseñarles que los lectores no agarran cualquier libro viejo de un
estante y se sientan a leerlo. Los lectores prueban libros, los observan con
atención, los abren para leer unas cuantas líneas, preguntandose, "¿Es este libro
justo para mí?"
Text: Two books: (1) too difficult for volunteer (2) Just right
Standard: RF.3.4 Read with sufficient accuracy and fluency to support comprehension
RL.3.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, at the high end of the grades 23 text complexity
band independently and proficiently
Page #’s 2534
Anchor Charts “To Make Reading the Best It Can Be, I Will…” chart
“Signs to Watch for When Choosing a Book” Chart
Additional
Resources
Narrative Reading Learning Progression
Sample Book Introduction (for smallgroup work)
Lucy Calkins Units of Study Grade 3 Unit 1 Building a Reading Life
Grade 3 Unit 1 Mini Lesson 4
Unit of Study: Building a Reading Life
Goal: Making a Reading Life
Teaching point: “Today I want to teach you that researchers have found that if a person wants
to get really good at something, that person needs to set clear goals and to
keep track of her progress toward those goals.”
_________________________________________________________________
_
"Hoy quiero enseñarles que los investigadores han encontrado que si una
persona quiere realmente ser bueno en algo, esa persona tiene que establecer
metas claras y hacer un seguimiento de su avance para alcanzar esas metas."
Text: Fiction book of choice to model with
Standard: RF.3.4 Read with sufficient accuracy and fluency to support comprehension
RL.3.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, at the high end of the grades 23 text complexity
band independently and proficiently
Page #’s 3645
Anchor Charts “To Make Reading the Best It Can Be, I Will…” chart
Additional
Resources
“Reading Fast, Strong, and Long” Bookmark
Sample Teacher Reading Log
Lucy Calkins Units of Study Grade 3 Unit 1 Building a Reading Life
Grade 3 Unit 1 Mini Lesson 5
Unit of Study: Building a Reading Life
Goal: Making a Reading Life
Teaching point: “Today we’re going to do an inquiry, or an investigation. I was thinking that we
could think about how to develop systems for finding good books right here in
this classroom. Let’s work together to answer the question, What are some
systems that can help the readers in this class find really great books?”
________________________________________________________________
_
"Hoy vamos a hacer una investigación. Estaba pensando qué podríamos
considerar cómo desarrollar sistemas para encontrar buenos libros aquí en
este salón de clase. Trabajemos juntos para responder a la pregunta, ¿Cuáles
son algunos sistemas que pueden ayudar a los lectores de esta clase a
encontrar libros realmente grandiosos?"
Text: Book baggie with selections from library to model with
Standard: RL.3.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, at the high end of the grades 23 text complexity
band independently and proficiently
Page #’s 4655
Anchor Charts “To Make Reading the Best It Can Be, I Will…” chart
Lucy Calkins Units of Study Grade 3 Unit 1 Building a Reading Life
Grade 3 Unit 1 Mini Lesson 6
Unit of Study: Building a Reading Life
Goal: Making a Reading Life
Teaching point: “Today I want to teach you that when readers can read and talk about books
with another person it’s like having a traveling companion. Reading partners can
make your reading a whole lot better for one another”.
_________________________________________________________________
_
"Hoy quiero enseñarles que cuando los lectores pueden leer y hablar acerca de
libros con otra persona es como tener un compañero de viaje. Los compañeros
de lectura pueden mutuamente hacer que su lectura sea mucho mejor."
Text: *Stone Fox by John Reynolds Gardiner ch. 1 should be read through before
session 7
Standard: RF.3.4 Read with sufficient accuracy and fluency to support comprehension
RL.3.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, at the high end of the grades 23 text complexity
band independently and proficiently
Page #’s 5666
Anchor Charts “To Make Reading the Best It Can Be, I Will…” chart
Additional
Resources
“Questions to Ask to Get to Know a Reading Partner” Chart
“Tips for Interviewing a Reader” Chart
Lucy Calkins Units of Study Grade 3 Unit 1 Building a Reading Life
Grade 3 Unit 1 Mini Lesson 7
Unit of Study: Building a Reading Life
Goal: Understanding the Story
Teaching point: “Specifically, I want to teach you that readers give themselves a comprehension
check. After they read a chapter, they check to make sure they understand
what’s going on. Readers ask themselves a few questions: Who is in this part?
What just happened? Does this fit with something that already happened , or is
this new?”
_________________________________________________________________
__
"Específicamente, quiero enseñarles que los lectores revisan su comprensión
por sí mismos. Después de leer un capítulo, comprueban, para asegurarse, que
entienden lo que está pasando. Los lectores se hacen algunas preguntas: ¿Quién
está en esta parte?, ¿Qué acaba de suceder?, ¿Encaja esto con algo que ya ha
ocurrido, o se trata de algo nuevo?"
Text: Stone Fox by John Reynolds Gardiner
Standard: RL.3.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers
RL.3.3 Describe characters in a story (.e.g., their traits, motivations, or feelings)
and explain how their actions contribute to the sequence of events
RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking
about a text,using terms such as chapter, scene, and stanza; describe how each
successive part builds on earlier sections
Page #’s 6878
Anchor Charts “Readers Give Themselves a Comprehension Check by Asking…” Chart
Additional
Resources
Tin Man image
“Readers Give Themselves a Comprehension Check by Asking…” Bookmark
Lucy Calkins Units of Study Grade 3 Unit 1 Building a Reading Life
Grade 3 Unit 1 Mini Lesson 8
Unit of Study: Building a Reading Life
Goal: Understanding the Story
Teaching point: “Today I want to teach you that expert readers always think to themselves,
‘What mindwork does this text want me to do?’ Fiction texts sometimes signal
for readers to make a movie in their minds as they read, and other times signal
for readers to list, or collect, information as they read.”
_________________________________________________________________
_
"Hoy quiero enseñarles que los lectores expertos siempre piensan para sí
mismos: '¿Qué trabajo mental quiere este texto que yo haga?'. Los textos de
ficción a veces ponen señales para que los lectores, a medida que leen, hagan
una película en su mente; y otras veces ponen señales para que los lectores, a
medida que leen, hagan una lista o colecten información."
Text: Stone Fox by John Reynolds Gardiner
Standard: RL.3.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, at the high end of the grades 23 text complexity
band independently and proficiently
Page #’s 7990
Anchor Chart “Readers Understand a Story by…” Anchor Chart
“Readers Give Themselves a Comprehension Check by Asking…” Chart
Additional
Resources
Narrative Reading Learning Progression
Lucy Calkins Units of Study Grade 3 Unit 1 Building a Reading Life
Grade 3 Unit 1 Mini Lesson 9
Unit of Study: Building a Reading Life
Goal: Understanding the Story
Teaching point: “Today I want to teach you that when readers understand a story well, they
often think, ‘What will happen next?’ They imagine how the story will go, based
on what has already happened, as well as their knowledge of how stories tend
to go. Then, as the story unrolls, they say ‘Yes, I was right!’ Or ‘Oh, I was wrong
__that’s surprising’”.
_________________________________________________________________
_
"Hoy quiero enseñarles que cuando los lectores comprenden bien una historia,
a menudo piensan, '¿Qué va a pasar ahora?'. Ellos se imaginan cómo irá la
historia, en base a lo que ya ha sucedido, así como su conocimiento de cómo las
historias tienden a ir. Después, a medida que la historia se desarrolla, ellos
dicen: '¡Sí, yo tenía razón! ', o '¡Oh, yo me equivoque __ eso es sorprendente!'."
Text: Stone Fox by John Reynolds Gardiner
Standard: RL.3.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers
RL.3.3 Describe characters in a story (.e.g., their traits, motivations, or feelings)
and explain how their actions contribute to the sequence of events
RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking
about a text,using terms such as chapter, scene, and stanza; describe how each
successive part builds on earlier sections
Page #’s 91102
Anchor Charts “Readers Understand a Story by…” Anchor Chart
Lucy Calkins Units of Study Grade 3 Unit 1 Building a Reading Life
Grade 3 Unit 1 Mini Lesson 10
Unit of Study: Building a Reading Life
Goal: Understanding the Story
Teaching point: “Today I want to teach you that when making predictions, expert readers draw
on important specifics, so the predictions not only tell the main things that are
likely to happen later in the story, but also include details about how some of
those things might happen . Those small details carry big meanings.”
_________________________________________________________________
__
"Hoy quiero enseñarles que al hacer predicciones, los lectores expertos se basan
en detalles importantes, por lo que las predicciones no sólo dicen las cosas
principales que pueden ocurrir más tarde en la historia, sino que también
incluyen detalles acerca de cómo algunas de esas cosas podrían suceder. Esos
pequeños detalles tienen un gran significado."
Text: Stone Fox by JOhn Reynolds Gardiner
Standard: RL.3.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers
RL.3.3 Describe characters in a story (.e.g., their traits, motivations, or feelings)
and explain how their actions contribute to the sequence of events
RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking
about a text,using terms such as chapter, scene, and stanza; describe how each
successive part builds on earlier sections
Page #’s 103113
Anchor Charts “Readers Understand a Story by…” Anchor Chart
Additional
Resources
Narrative Reading Learning Progression Grade 4
Lucy Calkins Units of Study Grade 3 Unit 1 Building a Reading Life
Grade 3 Unit 1 Mini Lesson 11
Unit of Study: Building a Reading Life
Goal: Understanding the Story
Teaching point: “Today I want to teach you that readers often retell books (up to the part where
they’re reading) as a way to lay the story out for themselves, so they can read
on, thinking about how the new part fits with the old.”
_________________________________________________________________
__
"Hoy quiero enseñarles que, con frecuencia, los lectores vuelven a contar los
libros (hasta la parte en la que están leyendo) como una forma de organizar la
historia ellos mismos, para que puedan leer, pensando en cómo encaja la parte
nueva con la vieja."
Text: Stone Fox by John Reynolds Gardiner
Standard: RL.3.2 Recount stories, including fables, folktales and myths from diverse
cultures, determine the central message or moral and explain how it is
conveyed through key details in the text
RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking
about a text,using terms such as chapter, scene, and stanza; describe how each
successive part builds on earlier sections
Page #’s 114123
Anchor Chart “Readers Understand a Story by…” Anchor Chart
Additional
Resources
Narrative Reading Learning Progression Grade 4
Lucy Calkins Units of Study Grade 3 Unit 1 Building a Reading Life
Grade 3 Unit 1 Mini Lesson 12
Unit of Study: Building a Reading Life
Goal: Understanding the Story
Teaching point: “Today I want to teach you something a researcher named Alan Purvis once
said: ‘It takes two to read a book’. For me, it is true that the books that I’ve
read the best are the books I’ve read with someone else. And here’s the thing.
If I sometimes get a chance to talk over a book with a reading friend, then even
when that friend isn’t there, I read as if that friend is at my side.”
________________________________________________________________
__
"Hoy quiero enseñarles algo que dijo una vez un investigador llamado Alan
Purvis: 'Se necesitan dos para leer un libro'. Para mí, es cierto que los libros
que mejor he leído son los libros que he leído con otra persona. Y aquí está la
cosa. Si a veces tengo la oportunidad de hablar sobre un libro con un amigo de
lectura, después, aun cuando ese amigo no esté allí, yo leo como si ese amigo
estuviera a mi lado."
Text: Students choose from book bags
Standard:
Page #’s 124128
Anchor Charts “Ways Partners Can Work Together…” Chart
Additional
Resources
Narrative Reading Learning Progression Grade 4
Lucy Calkins Units of Study Grade 3 Unit 1 Building a Reading Life
Grade 3 Unit 1 Mini Lesson 13
Unit of Study: Building a Reading Life
Goal: Tackling More Challenging Texts
Teaching point: “Today I want to teach you that it often takes grit to be a great reader. Each
person in this room can become a great a reader, but going from to great as a
reader takes working with resolve ___working with grit”
_________________________________________________________________
__
"Hoy quiero enseñarles que a menudo toma firmeza el ser un gran lector. Cada
persona en este salón de clase puede convertirse en un gran lector, pero para
llegar a ser un gran lector se necesita trabajar con determinación ___ trabajar
con firmeza."
Text: No specific text for lesson but continue reading Stone Fox for read aloud
Standard: RL.3.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, at the high end of the grades 23 text complexity
band independently and proficiently
Page #’s 130140
Additional
Resources
Reading Grit Test
Lucy Calkins Units of Study Grade 3 Unit 1 Building a Reading Life
Grade 3 Unit 1 Mini Lesson 14
Unit of Study: Building a Reading Life
Goal: Tackling More Challenging Texts
Teaching point: “Today I want to teach you that readers with grit move over the hurdle of hard
words just like monster trucks climb over hurdles. Readers never give up; they
don’t take a detour from the trail of the story. They try one strategy and then
another to figure out the hard word”.
________________________________________________________________
__
"Hoy quiero enseñarles que los lectores con movimiento firme superan el
obstáculo de las palabras difíciles, al igual que las camionetas “monster truck”
pasan por encima de los obstáculos. Los lectores nunca se dan por vencidos; no
se desvían del camino de la historia. Ellos intentan una estrategia y luego otra
para resolver la palabra difícil."
Text: Stone Fox by John Reynolds Gardiner
Donavan’s Word Jar by Monalisa Degross
Standard: RF.3.3 Know and apply grade level phonics and word analysis skills in decoding
words
RL.3.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, at the high end of the grades 23 text complexity
band independently and proficiently
Page #’s 141148
Anchor Chart “Readers Climb the Hurdle of Hard Words by…” Anchor Chart
Additional
Resources
Narrative Reading Learning Progression Grade 2
Lucy Calkins Units of Study Grade 3 Unit 1 Building a Reading Life
Grade 3 Unit 1 Mini Lesson 15
Unit of Study: Building a Reading Life
Goal: Tackling More Challenging Texts
Teaching point: “Today I want to teach you that when readers are flying through parts of a book
and don’t know what is happening, they need to use their grit. They need to say
to themselves, “Hold on!’ And figure out the hard words. Authors sometimes
leave clues to help reader figure out the tricky words.”
_________________________________________________________________
__
"Hoy quiero enseñarles que cuando los lectores están volando a través de las
partes de un libro y no saben lo que está pasando, ellos necesitan utilizar su
firmeza. Tienen que decirse a sí mismos: '¡Espera!', y averiguar las palabras
difíciles. Algunas veces los autores dejan pistas que ayudan al lector a averiguar
las palabras difíciles."
Text: Stone Fox by John Reynolds Gardiner
Standard:
Page #’s 149158
Anchor Chart “Readers Climb the Hurdle of Hard Words by…” Anchor Chart
“Clues Authors Leave Readers to Solve Tricky Words” Chart
Additional
Resources
Text Excerpts from Stone Fox containing pronouns to share with students
“Readers Climb the Hurdle of Hard Words by…” and “Readers Understand a
Story by…” backtoback bookmark
Lucy Calkins Units of Study Grade 3 Unit 1 Building a Reading Life
Lucy Calkins Units of Study Grade 3 Unit 1 Building a Reading Life
Grade 3 Unit 1 Mini Lesson 16
Unit of Study: Building a Reading Life
Goal: Tackling More Challenging Texts
Teaching point: “Today I want to teach you that when readers come upon a confusing
expression in a text, their job is to use all they know about what has been going
on to figure out what the expression might mean. Then they keep reading,
checking on their guess as they do so.”
_________________________________________________________________
_
"Hoy quiero enseñarles que cuando los lectores encuentran una expresión
confusa en un texto, su trabajo consiste en utilizar todo lo que saben acerca de
lo que ha estado pasando para averiguar lo que podría significar la expresión.
Después, siguen leyendo, comprobando lo que suponen que es."
Text: Stone Fox by John Reynolds Gardiner
“If I Had a Hammer” This song lyric or another one
Thank You, Mr. Falker by Patricia Polacco
Standard: RF.3.3 Know and apply grade level phonics and word analysis skills in decoding
words
RF.3.4 Read with sufficient accuracy and fluency to support comprehension
RL.3.4 Determine the meaning of words and phrases as they are used in a text,
distinguishing literal from nonliteral language
Page #’s 159166
Anchor Chart “Readers Climb the Hurdle of Hard Words by…” Anchor Chart
Additional
Resources
Text Excerpts from Stone Fox containing figurative language
Lucy Calkins Units of Study Grade 3 Unit 1 Building a Reading Life
Grade 3 Unit 1 Mini Lesson 17
Unit of Study: Building a Reading Life
Goal: Tackling More Challenging Texts
Teaching point: “Today I want to remind you that texts don’t signal only for readers to envision
or list or predict. Texts also signal for readers to think, ‘Huh?’ And to ask
questions. Often those questions are ‘How could . . . .?’ and ‘Why?’ Then
readers muse over possible answers, rereading and rethinking.”
_________________________________________________________________
_
"Hoy quiero recordarles que los textos no ponen señales sólo para que los
lectores puedan imaginar o enlistar o predecir. Los textos también ponen
señales para que los lectores piensen, '¿Qué?', y hagan preguntas. A menudo,
esas preguntas son '¿Cómo pudo. . . .? ' y '¿Por qué?'. Luego los lectores
reflexionan sobre las respuesta posibless , vuelven a leer y vuelven a pensar."
Text: Stone Fox by John Reynolds Gardiner
Standard: RL.3.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers
RL.3.3 Describe characters in a story (.e.g., their traits, motivations, or feelings)
and explain how their actions contribute to the sequence of events
Page #’s 167177
Lucy Calkins Units of Study Grade 3 Unit 1 Building a Reading Life
Grade 3 Unit 1 Mini Lesson 18
Unit of Study: Building a Reading Life
Goal: Tackling More Challenging Texts
Teaching point: “Today I want to teach you that readers often ask a very specific, very important
question: ‘Why did the author include that?’ Knowing that authors do things on
purpose, readers gather information from the text to try to answer that
question.”
_________________________________________________________________
_
"Hoy quiero enseñarles que a menudo los lectores hacen una pregunta muy
importante y muy concreta: '¿Por qué el autor incluyó eso?'. Sabiendo que los
autores hacen cosas a propósito, los lectores reúnen la información del texto
para tratar de responder esa pregunta."
Text: Stone Fox by John Reynolds Gardiner
Standard: RL.3.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers
RL.3.2 Recount stories, including fables, folktales and myths from diverse
cultures, determine the central message or moral and explain how it is
conveyed through key details in the text
Page #’s 178186
Additional
Resources
“Why did the Author Include That?” Question slips
“Readers Gather Information About the Author’s Purpose by...” bookmarks
Lucy Calkins Units of Study Grade 3 Unit 1 Building a Reading Life
Grade 3 Unit 1 Mini Lesson 19
Unit of Study: Building a Reading Life
Goal: Tackling More Challenging Texts
Teaching point: “Stone Fox has meant a lot to me a lot to all of us, I think and I don’t want to
let it just slip away into the past. I want to remember Stone Fox and think about
it for the rest of my life. Today will be our celebration of Stone Fox and of this
whole unit a celebration to help us deeply, truly, really remember the parts of
both that have mattered to us.”
_________________________________________________________________
_
"Stone Fox ha significado mucho para mí mucho para todos nosotros, pienso
y no quiero dejar que se deslice y escape hacia el pasado. Quiero recordar a
Stone Fox y pensar en él por el resto de mi vida. Hoy será nuestra celebración de
Stone Fox y de toda esta unidad una celebración que nos ayude a recordar
profunda, verdadera, y realmente las partes que nos han importado tanto de
ambas."
Text: I’m in Charge of Celebrations by Byrd Baylor Stone Fox by JOhn Reynolds Gardiner
Invention of Solitude by Paul Auster (excerpt on pg. 189)
Standard:
Page #’s 187191
Lucy Calkins Units of Study Grade 3 Unit 1 Building a Reading Life