1. LAUNCHING THE READING UNIT: BUILDING READERS

2. Learning Progression/Unit Consistency  Reading Identity  Interacting with Text and Self-Monitoring  Genre – Elements and Structures

3. 6th7th8th Identity as a Reader Engage in conversations about books Utilize strategies to choose "just right" books Read with stamina and fluency Engage a Community of Readers through sharing, critique, analysis and recommendations. Select just the right book after determining reading needs, interests, purposes and goals Engage in conversations and continue to create a community of readers through sharing, critiquing, and analyzing while making recommendations to others. Select just right book based on reading needs, interests, purposes, and goals. Apply learning from unit to make decisions about their next book choice. Interacting with the Text and Self- Monitoring Make connections with the characters. Infer characters' attributes and motivations. Remain focused while reading Utilize selected reading tools, graphic organizers and conversation to identify central ideas and character attributes. Track Interacting and Distracting Voice while making Personal Connections to the text. Make connections about problems using character conflicts (internal/external), what characters say and do, character thoughts and their reactions to other characters. Connect with the main characters by forming opinions about various character points of view. Analyze the impact of specific word choices on meaning and tone. Analyze character conflicts by citing literal information and evaluating dialogue related to conflicts. Genre—Elements and Structures Identify that stories are created through scenes and narration. Identify the rising tension in the story Revise and refine thinking about characters. Notice and connect reoccurring images or ideas that may point toward the theme Identify scenes as the building blocks of the story, depicting action and conversations. Identify the purpose of narration throughout the story. Track causes of rising tension across the plotline. Reflect on the text as a whole and provide a well thought out critique, using the information gathered during the reading process Analyze how scenes and narration contribute to the rising and falling tension of the story. Identify the theme of the story. Use all the information they have gathered during the reading process to analyze the work as a whole and provide a well thought out critique.

4. 9 th Grade 10th Grade11th Grade 12 th Grade Text Fiction Autobiography, Biography, MemoirCreative Nonfiction Multi-genre Developing the Identity of the Reader  Set goals for reading  Use strategies to find a “just-right” book  Engage in discussion with other readers.  Develop preferences for texts and authors through exploration of a variety of texts and authors to clarify a personal reading identity.  Set goals for reading for stamina and fluency  Use strategies to find a “just-right” book  Engage in discussion with other readers.  Develop preferences for texts and authors through personal study and discussion with peers who are engaged in their own personal study to clarify a personal reading identity  Set goals for reading to broaden and explore unfamiliar nonfiction genres  Use strategies to find a “just-right” book  Engage in discussion with other readers  Develop preferences for texts and authors through personal student and discussion with peers who are engaged in their own person study of a variety of nonfiction texts  Set goals to read and explore unfamiliar genres  Use strategies to find a “just-right” book and related texts  Engage in discussion with other readers  Develop preferences for texts and authors through personal study and discussion with peers who are engaged in their own personal study of a variety of texts to clarify a personal reading identity Interacting with Texts and Self- Monitoring  Develop fluency by connecting to characters and the narrative voice  Make connections to create theories about author’s purpose and identify central idea  Make connections to evaluate the actions and emotions of the characters and narrator as they face conflicts.  Develop fluency by connecting to narrative voice  Make connections to create theories about author’s purpose and identify central idea  Make connections to evaluate the insights the author expresses.  Develop fluency by connecting to the style and structure across the text  Make connections to create theories about author’s purpose and identify angles on the text’s central idea  Make connections to evaluate the insights and claims the author makes across the text.  Making cross text connections  Synthesis of thinking across multiple texts and multiple genres  Make connections to evaluate the insights the authors express. Exploring Genre—Elements and Structures  Analyze how complex characters develop through examination of internal and external stories  Analyze how complex characters advance the plot through examination of conflicts and character choices  Analyze how complex characters establish theme through tracking and confirming theories about the novel’s central idea  Analyze the genre through personal reading experience  Analyze the implications of how complex characters advance the plot through examination of conflicts and character choices  Analyze how complex characters establish theme through tracking and confirming theories about the novel’s central idea  Analyze the genre through personal reading experience  Analyze how a different types of evidence support the central idea, claims, and insights expressed by the author  Analyze how the author establishes and connects insights to influence a reader  Analyze the counterclaims the author introduces to influence a reader  Analyze the genre through personal reading experience  Analyze how the same theme is expressed in multiple genres  Analyze how different authors establish and connect insights to influence a reader  Analyze the differing claims the authors introduce to influence a reader  Analyze the genres through personal reading experience

5. Learning Progression/Unit Consistency  Reading Identity  Goal setting  Just right books  Conversations  Interacting with Text and Self-Monitoring  Make connections  Inferring/Evaluating  Genre – Elements and Structures  Rising tension  Internal/External conflict

6. Generating Excitement  Book Talks  Book Trailers  Interactive Read Alouds  Modeling your own life as a reader  Conferring

7. Book Talks  Sunrise Over Fallujah by Walter Dean Myers Sunrise Over Fallujah by Walter Dean Myers  Lions of Little Rock by Kristen Levine Lions of Little Rock  Little Bee (Michelle)

8. Book Trailers  Miss Peregrine Miss Peregrine  Book Trailers for Readers website Book Trailers for Readers website

9. Model your Life as a Reader Talk about…  What you read last night  What your kids/grandkids are reading  A time when you struggled with a book  A time when you couldn’t put a book down Allow your students to see you as a reader!!

10. Give them time  Have conversations about what they are reading  Connect to authors  Connect to genres

11. Conferring  One to one time with a student  Ask questions  Give specific feedback  Questions to ask during reading in High School units