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Reading Strategies Unit BUNDLE, Smartboard & PDF

Reading Strategies Unit BUNDLE, Smartboard & PDF
Reading Strategies Unit BUNDLE, Smartboard & PDF
Reading Strategies Unit BUNDLE, Smartboard & PDF
Reading Strategies Unit BUNDLE, Smartboard & PDF
Reading Strategies Unit BUNDLE, Smartboard & PDF
Reading Strategies Unit BUNDLE, Smartboard & PDF
Reading Strategies Unit BUNDLE, Smartboard & PDF
Reading Strategies Unit BUNDLE, Smartboard & PDF
Product Description
In this download you will get:

> Reading Strategies Unit SMARTboard (100 pages) and PDF (113)
> Main Idea Unit SMARTboard (78) and PDF (53)
> Inferencing Author's Message Unit SMARTboard (64) and PDF
(116)

This is approximately 4-5 MONTHS of your reading program in one bundle.
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Unit Descriptions

Reading Strategies Unit

This unit is designed to set up your independent reading program, and to specifically teach each reading strategy through a series of 15 lessons.

The unit is divided into 2 parts, the first 6 lessons are dedicated to setting up an effective independent reading program.

The second part of the unit is dedicated to teaching reading strategies through a variety of mini lessons, read-a-louds and shared readings. Students practice the strategy after their independent reading.

There are 5 assessments included:
Diagnostic, 3 formatives, and a final summative assessment.

Assessment tools included:
Teacher Rubric
Student Checklists for each reading strategy

A variety of texts are used with common themes such as bullying, differences, and acceptance. You will find short stories, book covers, articles, video clips, poetry, song lyrics, and storybooks.

* You will need the following picture books:
- Thank You Mr. Falker, by Patricia Polacco
- A Bad Case of Stripes, by David Shannon
- Just Kidding, by Trudy Ludwig
- My Secret Bully, by Trudy Ludwig

*All other texts are included in the file*

A variety of instructional strategies are incorporated into the mini lessons such as: buzzing, think/pair/share, survey, mix and matches, graphic organizers, concept attainment, tickets etc.

ALL HANDOUTS ARE INCLUDED! Each smartboard page includes a link to the pdf file. There's also a link to the unit plans and all handouts at the beginning of the file, for easy printing.

Lesson #1: Classroom Library
* Tour Classroom Library, review expectations for signing out books. Library organization (author, genre, topic, series, level, etc)
* Anchor Chart: Write “Reading Is Thinking”
* Genres Video Link
* Reading Log, In Reading Response Folders
* Independent Reading 20 minutes.
* Reading Response: Reading Survey
* Goal Setting, students set some short term and long term reading goals.
Lesson #2
* Teacher Modelling: How readers choose books.
* 20 min independent Reading
* Response Question: How did you choose the
book you read today?

Lesson #3: Just Right Books
* Mix and match (Easy, Just Right. Challenging)
* Anchor Chart, Just Right Books
* 5 Finger Rule
* 20 minutes independent reading
* Response question: How do you know you are
reading the right book for you?

Lesson #4: Abandoning Books
* Discuss reasons why you may abandon a book
* Independent Reading 20 minutes.
* Response question: Would you abandon the
book you are reading today? Why or why not?

Lesson #5 Buzzing About Books
* Discuss that when readers talk about what they
are thinking while they read, its clued buzzing.
* Anchor Chart: Things to Buzz About
* Discuss what effective buzzing looks like,
* Instead of written response, students will practice buzzing about their book. Put on music, students move around the room. When it stops they find a small group to buzz with.

Lesson #6 Fiction/Non Fiction Review
* Mix and match, students put explanations under appropriate heading.
* Fiction, non-fiction sort
* Independent Reading 20 minutes
* Response Question: Are you reading a fiction
or non-fiction book today? Explain how you know. What specific type of fiction/non-fiction do you think it is? Glue into book.

Part 2: Reading Strategies
Diagnostic Assessment

Lesson #7: Predicting
* Modelled prediction by teacher using cover, title of book , Thank you Mr. Falker, by Patricia Polacco.
* Picture walk through
* Shared prediction
* Read-a-loud: Thank you Mr. Falker, discuss; were our predictions correct?
* Independent Reading 20 minutes
* Response Question: After reading today, make
a prediction about what you think will happen next in the book you are reading.

Lesson #8: Visualizing
* Visualizing Brainstorm, discuss what we do when we visualize.
* Entrance Ticket (students predict what will
happen in the poem, I brought Grandma’s
Teeth to School)
* Visualizing brainstorm, what do we do when we
visualize?
* Read-a-loud, poem, Give Me Normal by Kalli
Dakos. Using whiteboard students draw
something they visualized in the poem.
* Share some of their visualizations, and find
the text that inspired it.
* Model visualization response (teacher)
* Independent practice, students read, “Sick” by
Shel Silvertein.

Lesson #9: Asking Questions
* Discuss with students that there are different levels of questions.
* Introduce the Q-chart as a tool that they will use during the next few lessons.
* Read-a-loud: A Bad Case of Stripes, by David Shannon.
* After a few pages, explain what a right there question is, and ask several right there questions (On Smartboard file)
* Continue reading the book to the very end.
* Introduce, Think and Search questions. Pose a
few of these types of questions for students
to orally answer.
* Independent Reading 20 minutes
* Reading Response: After reading your book
today. Write three “Right There” questions. The answer to the question should be easy to find “right there” on the page.
* Student teacher conferencing, review goal and 2 steps to reach it.

Lesson #10, Asking Questions Continued
* Revisit the last few pages of the book, A Bad Case of Stripes (refresh)
* Introduce the final type of question, On my Own questions. These are questions where the reader puts themselves into the question.
* When writing these questions you put “I” or “me” into the questions, so you are relating it to yourself.
* Students work with a partner to ask 3 levels of questions, relating to the text.
* Independent Reading 20 minutes
* Reading Response: After reading today, ask 2
think and search questions and 2 On My Own
questions.
* Student teacher conferencing, review goal and 2 steps to reach it.

Formative Assessment: The Wooden Bowl

Lesson #11: Making Connections
* Review the three different types of
connections (text-to-self, text-to-text, text-to-
world)
* Read-a-loud: Just Kidding, by Trudy Ludwig
* Teacher models a self-to-text connection response.
* Students practice a self-to-text response relating to same book.
* Independent Reading 20 minutes
* Reading Response: Buzzing About Books Students share a connection about their book with a partner orally.
* Student teacher conferencing, review goal and 2 steps to reach it.

Lesson #12: Thick and Thin Connections
* Discuss how some connections are deeper
than others (thick) while some are very basic (thin).
* Model a thick and think connection using the picture of the ants.
* Discuss the difference is between the two connections made and what makes the second a thick connection.

Part 2
* Read-a-loud: Song, Don’t Laugh At Me
* Shared Writing, as a group students and
teacher write a connection that relates to the
song.
* Read-a-loud: News Report, Battle Against
Bullying music video/story
* Reading Response: Make a connection to the
short film about bullying.
* Student teacher conferencing, review goal and
2 steps to reach it.

Lesson #13: Summarizing Fiction Texts
* Concept Attainment - Summary/Not a Summary
* Video Link
* Read-a-loud: My Secret Bully
* Small groups pull out 6 key moments/events
* Independently, students describe 6 key events and illustrate into Story Board.
* Shared Writing; Students and teacher use the graphic organizer (Somebody, Wanted, But,So) to create a brief summary paragraph.
* Independent Reading 20 minutes
* Reading Response: Write a paragraph that
summarizes the story, Up and Over. Use,
Somebody, Wanted, But, So to help you.
* Student teacher conferencing, review goal and 2 steps to reach it.

Lesson #14: Summarizing Non-fiction Texts
* Read-a-loud, “What’s that You’re Saying?
* Discuss how we know this is a non-fiction text.
* Introduce graphic organizer for summarizing
non-fiction texts.
* Shared Writing, write sentence about the title/
topic of the text.
* Students write 3 big ideas on a sticky note.
Class decides on 3 big ideas and records on
organizer.
* Write the closing sentence that wraps up the
summary.
* Independent Reading 20 minutes
* Reading Response: Read the article, Foxes in
the City. Underline 3 big ideas on the text and
record in the graphic organizer. Tomorrow we
will write the summary.
* Student teacher conferencing, review goal and 2 steps to reach it.

Lesson #15: Summarizing Non-fiction Texts
* Shared Writing Continued. Refer back to the
article,What’s That You’re Saying. Using the graphic organizer, write a paragraph summarizing the text.
* Independent Practice. Students re-visit article, “Foxes in the City”. Begin by filling in the opening sentence and closing sentence in their organizer. Use the organizer to write a paragraph summary about the article.
* 20 minutes Independent Reading
*Reading Response/Formative Assessment. Students read article, Kitchen Mystery Solved, by Melissa Wilson. Students independently write a paragraph summary.

Summative Assessment, students complete independently. Checklist and assessment rubric provided.
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Main Idea Unit

Teach your students how to easily identify the main idea of a text with this NO PREP resource! Students will be engaged by a wide variety of short articles that will spark their interest. Test students reading comprehension of main idea and teach them how to include a main idea in their own writing!

This is a reading for meaning unit, with a focus on main idea. By the end of the unit students will be able to read a passage, determine the main idea, identify supporting details, and write a level 4 reading response.

The unit contains a collection of meaningful and high interest texts. Topics include: healthy eating, acne myths and facts, teen smoking, the importance of sleep, new technologies such as 3D printers and the I watch, media pressure, internet safety, bullies and gossip and more! They range in complexity as the unit progresses beginning with short paragraphs and ending with 1-2 page articles.

The unit contains a diagnostic, several formative assessments and a final summative assessment. A teacher rubric and checklist is included for easy marking and reporting.


The lessons are as follows:

Lesson 1
What is main idea? Introduction
Learning About Main Idea Video
Shared Reading, paragraph, Cockroaches
Shared Reading, paragraph, Dogs

Lesson 2
Shared Writing, Anchor Chart, How to Find Main Idea
Small Group Shared Reading stations (10)
Fill in the Blanks Review
Independent Reading Main Idea task

Lesson 3
Finding & Thinking about Main Idea
Teacher Think-a-loud, article, The Positives of Fear
Shared Reading, Danger in Dessert
Partner Reading, How Fit are Teens?

Lesson 4
Small group practice, finding main idea (choice of 3 texts)
(Ending Teen Smoking, A Healthier Happy Meal, Sleep
Tight!)
Independent Reading Task, response journal

Lesson 5
Thinking About Supporting Details, partners
Whole Group Shared Reading x3 Finding Main Idea given supporting details
How to Use A Main Idea Map, teacher modelled writing, Frogs paragraph..
Main Idea Map, partner practice, Sick Day paragraph.
Independent practice, main idea map, New Years Celebrations
Exit Ticket, Turn off Your TV, reading response foldable.

Lesson 6
Shared Reading, Thinking About Main Idea, “A Smaller, Smarter Phone?”
4 corners
Shared Writing, Anchor Chart, Strategies to determine main idea.
Mining for Main Idea, T-chart, Important vs. unimportant details.
Teacher think aloud, highlighting important details, crossing out unimportant details, text “African Lions IN Trouble”

Lesson 7
Teacher/Student modelled writing, using text “African Lions in Trouble”
Graphic organizer for the 3 part response, sentence starters.
Shared Reading, partner, text “The Pressure to be Pretty”.
Shared Reading/Writing, Partner Sticky note task.
Shared Writing, partner 3 part response to text, “The pressure to Be Pretty”.

Lesson 8
Success Criteria anchor chart.
Success Criteria Checklist.
Shared Reading, Bump It UP, “Are Video Games Bad for Me?”
Independent Practice, response. Choice of article: “Acne Myths”, or “Safe Cyberspace Bullying”.
Begin Conferencing


Lesson 9 (after conferencing is complete)
Student Moderation, levelling of writing samples.

Summative Assessment
Choice of text: “Should I Fight A Bully?” or “The Scoop On Gossip”.
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Inferencing Author's Message Unit

Teach and challenge your students to use inferencing skills! This is a reading for meaning unit where students learn the basics of inferencing and are challenged to infer the author’s message of a variety of high interest texts. The common thread of all the texts in the unit is DIVERSITY.

This is a NO PREP unit, simply print and teach. Everything you need is here!

This purchase includes:

> Smartboard File, includes 14 lessons (59 pages) and links to a variety of videos.
> PDF file, (68 pages) linked on Smartboard file, contains all handouts needed for the unit.
> All texts included that share a common theme of diversity (race, gender, ability, and status)
There are a variety of texts such as music lyrics, videos, short stories, biographies, and
poems.
> All assessments included: diagnostic, formative and summative.
> Teacher rubric and student checklist
> Unit Plans, at the end of PDF file

Lessons:
Starter Homework Activity: Inferencing Bags
Home Note: send note early for students to bring items for artifact bags. Bags are to be returned to begin the unit.

Diagnostic Assessment: Michael Jackson’s “Man In the Mirror” Music video, lyrics and response questions.

Lesson 1: What Is Inferencing?
> What Is Inferencing? Students look at 4 examples of items that were in an artifact bag (pictures) As a group, discuss what inferences we can make about these people based on the items in the bag. * As a bonus the teacher can make up his/her own inference bag. This could be with items that relate to you or someone in the school (another teacher, principal etc)
> Artefact Bags, small group activity. Students pull items from the bag and make inferences about who the bag belongs to.


Lesson #2: Inferencing Body Language
> Tell students that we make inferences everyday, even when we don’t realize we’re doing it. An example of this is reading peoples body language. Show them 4 picture examples. Students disuse what inferences they can make based on body language.
> Inferencing Charades, student pick an emotion from a hat and act it out using no words or sounds. Class guesses which emotion they are trying to convey through their body language.

Lesson #3: Schema
> How We Inference: students learn about how their “schema” helps them make inferences.
> Schema Roller: students think of their schema like a lint roller that al their experiences and knowledge sticks to. They make inferences given 2 different words “right” and “equality” students share what they know about those words and teacher recode the brainstorm.
> Stick It Activity. Students rotate around the room in small groups viewing a selection of images. Students are given sticky notes to post beside the images. On the sticky notes they record and inferences that they have about the image.

Lesson 4: Practicing Inferencing
> Modelled Inference. The students are shown a picture. (Picture relates to gender stereotypes of women when searching “woman” on google) Teacher models how he/she would make inferences about the picture and explain the evidence used to make the inference.
> Students independently write an inference response given a picture (Disabled boy photo).

Lesson #5: Context Clues
> Context clues video
> Students discuss what the word “rupture” means, and what context clues they used to determine the meaning of the word.
> Context clues partner practice. Students practice determining the meaning of unknown words (multiple choice).
> Independent practice, students complete the “Define the Word” activity.

Lesson 6: Inferencing Place Mat
> Students watch the Music Video Ugly (about a visual minority girl)
> In groups of 4 give students the lyrics to the song, each group member write down (in their section of the placemat) what they infer about the person singing the song. Students share with group members when complete. All groups return and share their inferences with the class.


Lesson 7: Inferring CharacterTraits
> What are character Traits, how we infer character traits
> Video, Nick Vujicic (Disabled motivational speaker), students discuss what character traits might describe his character.
> Character Traits Activity, students cut a hole in a late piece of paper to put their face through. Around the whole they write character traits that describe them. (optional, teacher takes pictures and posts on bulletin)


Lesson 8: Inferring Character FAST
> Students learn an acronym FAST that can help them infer character traits. (Feel, act, say, think)
> Shared Reading, Jeremy Sicile-Kira (about a disabled boy who finishes high school), class reads together and uses FAST to determine character traits that describe Jeremy.
> In partners, students fill in graphic organizer. Students are given the character traits inferences and have to find the evidence in the text to back it up.
> Partner Reading, partners take furs reading “I Hope You Dance” short story. Using FAST, students fill in graphic organizer with partner making infernos about the character and providing evidence.
> HOMEWORK assignment, reading “The Challenge I Overcame”. Students complete reading and graphic organizer independently for homework.

Lesson 9: Author’s Message
> What is author’s message, brainstorm
> Video, The Tree (no words just music and action, about working together for a common goal)
Students discuss what they think is the message of the video and what clues they saw in the video that lead them to this inference.
> Shared Reading, Michael Jackson’s, “Man In the Mirror”, students watch the video again and read the lyrics.
> Students write what they think the author’s message is on a whiteboard and share with a shoulder partner.
> Independent writing: students watch the “X-rayVideo”. After watching the video students write a response about the author’s message.

Lesson 10: Student Moderation, X-ray Video
> Re-watch the “X-ray Video” (about diversity in all its forms and acceptance)
> In small groups students are given 4 sample responses to X-ray video. Students decide with their group members what level they would give each pier of writing. Groups will discuss positives and areas of improvement for each piece of writing also. After all groups have finished, the whole class will meet to share their levels.
> As a class create the success criteria for a level 4 inference response. Students list all the key elements that are in an excellent detailed response. Teacher records on anchor chart. (This becomes the student checklist)

Lesson 11: Inferencing Shared Reading
> Packages getting started activity. Given a variety of pictures students choose a package. Teacher slides the package over to reveal what’s inside.
Students learn that appearances may be deceiving!
> Inferencing Shared Reading: students watch video “Stereotypes and Prejudice” and with a partner answer 2 response questions (inferring the meaning of the word stereotype and author’s message of the video)

> FORMATIVE, poem “Stereotypes”, students complete response individually.

Lesson 12: Inferencing Shared Reading, visual poem “Mankind Is No Island”.
Students watch visual poem, “Mankind is no Island” (about the homeless) keeping author’s message in mind.
> Milling to Music, students mill around the room to music. When music stops, they answer a discussion question with a nearby classmate.
> Character traits and feelings: students learn the difference between character traits and feelings. Teacher can model and then open up to students to identify feeling and character traits in a given image (people helping a homeless man).
> In partners, students examine another image (young teen helping an elderly lady) and discuss feelings and character traits that relate to the people in the picture.

Lesson 13: Inferring Character
> Video, Oprah’s Life Class, “Khadijah’s Journey”
> Shared Reading, short biography, “Khadijah’s Journey: Skid Row to Harvard”
> 5 Pedal Foldable, given the evidence students determine a character trait that describes the quote from the text. Cut and glue into foldable.

Lesson #14: Inferring Character Traits
> Students select a text from a variety of choices (Outstanding Kids).
> After reading article students fill in graphic organizer to describe the character traits of the child based on his/her F- feelings, A- actions, S- what he/she says, and T- his/her thoughts.

Summative Assessment
> Students read the text “Back on the Board” (story about disabled surfer)

* All units covers Ontario and U.S Common Core Curriculum Standards*









Total Pages
500+
Answer Key
N/A
Teaching Duration
1 Semester
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