WORKSHOP CALENDAR FOR: 3rd Grade Reading Unit 5 Date: February 21 – March 15 Unit of Study: Unit 5 Mystery Book Clubs MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 21 22 21 Choice Day 22 Mystery readers become Mystery readers step into Mystery readers read for detectives by identifying the main detective’s shoes clues by noticing and the problem and reading to by seeing whatever they thinking about all of the find clues. (p. 87, 95) might be seeing, information they get and 3.RML.5-1 considering all the clues talking about how the story and guessing solutions (p. might go (87, 94, 95). 87, 95). 3.RML.5-2 3.RML.5-3 25 26 27 28 1 Mystery readers read with Mystery readers retrace Mystery readers rethink Mystery readers become Mystery readers sniff out suspicion by listing their steps by going back everything by considering detectives themselves by false clues by wondering suspects and asking “Could and rereading a portion of old clues in light of new seeing more than the main “What did the author do to this person be guilty?” the story and studying information and revising detective in the story. (95). trick me,” and trying not to “What would he/she have information the author has their predictions. (88, 94, 3.RML.5-7 fall for this in the future. to gain?” (p. 88, 94, 95). given them to solve the 95). 3.RML.5-6 (89, 96). 3.RML.5-8 3.RML.5-4 mystery. (88, 94, 95). 3.RML.5-5 4 5 6 7 8 Mystery readers look for Readers predict how a Readers learn how the Readers ponder their patterns in mysteries by character will think or sidekick contributes to the mystery books with other noticing that books in a behave, by using their story by looking at how readers by using series begin in the same patterns of behavior from he/she influences the “prediction language” in place and/or have previous books. (See ML actions of the main their questions to each
WORKSHOP CALENDAR FOR: 3rd Grade Reading Unit 5 Date: February 21 – March 15 Unit of Study: Unit 5 Mystery Book Clubs MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 21 Mystery readers become detectives by identifying the problem and reading to find clues. (p. 87, 95) 3.RML.5-1 22 Mystery readers step into the main detective’s shoes by seeing whatever they might be seeing, considering all the clues and guessing solutions (p. 87, 95). 3.RML.5-2 21 Choice Day 22 Mystery readers read for clues by noticing and thinking about all of the information they get and talking about how the story might go (87, 94, 95). 3.RML.5-3 25 Mystery readers read with suspicion by listing suspects and asking “Could this person be guilty?” “What would he/she have to gain?” (p. 88, 94, 95). 3.RML.5-4 26 Mystery readers retrace their steps by going back and rereading a portion of the story and studying information the author has given them to solve the mystery. (88, 94, 95). 3.RML.5-5 27 Mystery readers rethink everything by considering old clues in light of new information and revising their predictions. (88, 94, 95). 3.RML.5-6 28 Mystery readers become detectives themselves by seeing more than the main detective in the story. (95). 3.RML.5-7 1 Mystery readers sniff out false clues by wondering “What did the author do to trick me,” and trying not to fall for this in the future. (89, 96). 3.RML.5-8 4 Mystery readers look for patterns in mysteries by noticing that books in a series begin in the same place and/or have 5 Readers predict how a character will think or behave, by using their patterns of behavior from previous books. (See ML 6 Readers learn how the sidekick contributes to the story by looking at how he/she influences the actions of the main 7 Readers ponder their mystery books with other readers by using “prediction language” in their questions to each 8