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Unit of Study: Becoming a Good Reading Partner

Grade Level: 3rd grade Dates:


Common Core State Standards (CCSS)
What standards are addressed in this unit?

Speaking and Listening SL3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. SL3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL3.1b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL3.1c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL3.1d Explain their own ideas and understanding in light of the discussion. SL3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Goals
Write in student friendly language: I can, I will, The teacher will, etc. Should be at least 4-6.

Bends in the Road


What are the bends that need to be taught to meet the goals? What are the foundational skills that need to be in place in order to meet the goals?

1. I can understand and comprehend what my reading partner is saying. 2. I will carefully listen to my reading partner and give positive feedback and advice. 3. I will assist my reading partner with reading strategies to identify unknown words. 4. I will respect my partner. 1. Reading partners will be good listeners 2. Reading partners will give positive feedback and responses 3. Reading partners will be strategic and work together to problem solve Bend 1 1. Reading partners use eye contact and nodding when partner is speaking/reading. 2. Reading partners use words such as "okay, yes, I understand" to show that they are paying attention. 3. Reading partners can repeat back what partner has said to make sure they are on the same page Bend 2 1. Students will identify the positive and negative feedback/responses to the teacher's reading partner scenarios. 2. Students will understand the characteristics and qualities of positive feedback/responses

Mini Lessons
What are the specific lessons that need to be taught for those foundational skills (bends)?

Classroom Library
What does the classroom library have to have for this unit?

Materials and Resources

Workshop Structure

Other Literacy Components

3. Students will give positive feedback to one another's writing assignment. Bend 3 1.Students will be able to identify reading strategies to solve an unknown word. 2. Reading partners will stop one another when clarification is needed. 3. Reading partners will work together and use their reading strategies. The classroom library will consist of leveled books of many subjects and genres. All books will be organized and separated by levels, so students will be able to find their specific books easily. Books will be located on shelves which are accessible for all students. Leveled reading books (with many copies and options) that cover a wide range of topics and meet the all levels of the classroom readers. On the first day of the unit, the unit of study will be introduced along with the three bends in the road. With each bend, there will be a three mini lesson which are introduced one at a time. The teacher will introduce and demonstrate the mini lesson to the class as a whole, and then the student will separate in reading partners (assigned by the teacher) to practice the mini lesson. The teacher will walk around and confer with the reading partners. Comprehension Strategies, Word Work, Fluency Strategies

Work Students are Doing


What are student expectations? What reading behaviors or habits are expected?

Support for Struggling Readers


How will you support ALL learners (UDL)?

Students will focus in on the teacher during the mini lesson, and then will practice the mini lesson within their reading partnership. Students are expected to find a quiet place to sit with their partner facing one another. Each partner will take turns reading their book, while the other partner listens and assists when needed. Reading partners are expected to pay attention and work together to help with comprehension and unknown words. Struggling readers will read books at their level and have partners who are strong readers to assist them. Strong readers will read books at their level and strategies will be reinforced by working with struggling readers. Parents can read with their child and demonstrate the qualities of being a good reading partner. Observations made by the teacher and surveys completed by reading partners Another 3rd grade class will come in, partner off, and take turns reading and listening to one another.

Support for Strong Readers


How will you support ALL learners (UDL)?

Home/School
What can be done to foster the connection between home and school?

Assessments
Formative? Summative?

Celebrations
How will you celebrate with students? Is there a way to involve parents? Is there a way to share your celebration with the school?

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