Unit 1 - THE READING LIFE - Fiction 2 weeks
- The Lotus Seed by Sherry Garland
- Something to Remember me by by Susan V. Bosak
- Everybody Cooks Rice by Nora Dooley
- Building a Reading community
- Listening to and discussing stories
- Learning the procedure for listening to read-alouds
- Learning (reviewing) "Turn to your partner" and "Think, Pair, Share"
Unit 2 - Recognizing text features - nonfiction 3 weeks
- Rainforests by James Harrison
- "Follow that ball!"
- "All Work and no play"
- Great Women of the American Revolution
- Exploring expository text features
- Learning "Think, Pair, Write"
Unit 3 - Questioning Expository NonFiction 2 weeks
Focus:
- Big Cats by Seymour Simon
Focus:
- Using questioning to make sense of expository text.
Unit 4 - Analyzing Text Structure 4 weeks
- "Tuck Everlasting" by Natalie Babbitt
- Exploring narrative structure (plot, setting, character, and conflict)
- Using questioning to think about narrative text
Unit 5 - making inferences: Fiction & Poetry 2 weeks
"The Café" and "The Possum" from The Van Gogh Café by Cynthia Rylant
* Students explore the difference between explicit and implicit .
* Students continue to use questioning and understanding text structure to make sense of narrative texts.
* Students read independently.
* Students make inferences to understand text.
* Students visualize to create mental images from text.
- "Circles" by Myra Cohn Livingston
- "Speech Class" by Jim Daniels
- "October Saturday" by Bobbi Katz
- "Eraser and School Clock" by Gary Soto
- "back yard" by Valerie Worth
* Students explore the difference between explicit and implicit .
* Students continue to use questioning and understanding text structure to make sense of narrative texts.
* Students read independently.
* Students make inferences to understand text.
* Students visualize to create mental images from text.
Unit 6 - Making Inferences 3 weeks
- "Richard Wright and the Library Card" by William Miller
- Uncle Jed's Barbershop
- Hurricanes
- Global Warming
- Rainforests
FOCUS:
*Students make inferences to understand cause and effects in narrative text.
*Students use text structure to explore narrative text.
Unit 7 - Analyzing Text Structure 5 weeks
- "Copycats: Why Clone?"
- "The Debate on Banning Junk Food Ads"
- "All-girls' & All-boys' Schools: Better for Kids"
- "Do Kids Really Need Cell Phones?"
- "How to Make an Origami Cup"
- "Ashton Hammerhead's Schedule for July, 2008"
- "Frontier Fun Park" Ticket Prices
- "Blue Line Train Schedule"
- Survival and Loss: Native American Boarding Schools
FOCUS:
*Students use text structure to explore nonfiction articles.
*Students explore how articles can inform by highlighting pros and cons.
Unit 8 - Determining Important ideas & summarizing 5 weeks
* "A River Ran Wild" by Lynne Cherry
*"Harry Houdini: Master of Magic" by Robert Kraske
* "Mrs. Buell" in Hey World, Here I am! by Jean Little
* Student-selected text
FOCUS:
* Make inferences to understand text.
* Think about important and supporting ideas in a text to summarize.
*Give and discuss opinions.