SAMPLE UNIT CALENDAR Monday Tuesday Wednesday Thursday Friday 1.Why do we read? 2. How to select a “just right” 3. Tracking our reading using 4. I can set a personal goal 5. Develop independence as a Begin expectation of reading book? artifacts about my reading reader- what do I do when for 30 minutes per night. the reading is challenging? I can recognize and use 10. I can identify and use 6. Develop independence as a 7. Reading strategies- helping 8. I can use quick responses 9. details as I read to make details in order to visualize reader- what do I do when to develop independence as a to text (margin notes, Post-its, inferences about characters, scenes in the story, using the reading is challenging? reader (what do I do when etc.) to track my thinking as I setting, and conflict, using quick responses to text to reading is challenging?) read, to aid my quick responses to text to track my thinking. comprehension and prepare track my thinking. to write about my reading. 11. I can make connections 12. I can infer, using setting 13. I can use longer written 14. I can select and cite 15. I can identify the theme or between different parts of a clues, to imagine what has responses to my reading evidence to communicate central idea to determine story to understand changes in happened between the scenes, (reflection, journal entry, etc.) inferred or explicit elements or what the text is about using characters, setting, and conflict to reflect on and support excerpts of text for literary using quick responses to track longer written responses to over time, analysis of what the text conversations, using quick using longer my thinking. my reading states explicitly. responses to track my written responses to my thinking. reading 16. I can use artifacts (i.e., 17. I can reference a “shared 18. I can read aloud with 19. I can reflect on artifacts 20. I can refer to my notes reading logs) to investigate or community text” in expression to convey my to analyze my reading to support my analysis of my reading interests, habits, conversation to compare interpretation of the text. progress, plan next steps, and text. and patterns to analyze my character, setting, conflict, set new goals. reading progress over time. and themes between texts, using quick or longer responses.
SAMPLE UNIT CALENDAR Monday Tuesday Wednesday Thursday Friday 1.Why do we read? Begin expectation of reading for 30 minutes per night. 2. How to select a “just right” book? 3. Tracking our reading using artifacts 4. I can set a personal goal about my reading 5. Develop independence as a reader- what do I do when the reading is challenging? 6. Develop independence as a reader- what do I do when the reading is challenging? 7. Reading strategies- helping to develop independence as a reader (what do I do when reading is challenging?) 8. I can use quick responses to text (margin notes, Post-its, etc.) to track my thinking as I read, to aid my comprehension and prepare to write about my reading. 9. I can recognize and use details in order to visualize scenes in the story, using quick responses to text to track my thinking. 10. I can identify and use details as I read to make inferences about characters, setting, and conflict, using quick responses to text to track my thinking. 11. I can make connections between different parts of a story to understand changes in characters, setting, and conflict over time, using quick responses to track my thinking. 12. I can infer, using setting clues, to imagine what has happened between the scenes, using quick responses to track my thinking. 13. I can use longer written responses to my reading (reflection, journal entry, etc.) to reflect on and support analysis of what the text states explicitly. 14. I can select and cite evidence to communicate inferred or explicit elements or excerpts of text for literary conversations, using longer written responses to my reading 15. I can identify the theme or central idea to determine what the text is about using longer written responses to my reading 16. I can use artifacts (i.e., reading logs) to investigate my reading interests, habits, and patterns to analyze my reading progress over time. 17. I can reference a “shared or community text” in conversation to compare character, setting, conflict, and themes between texts, using quick or longer responses. 18. I can read aloud with expression to convey my interpretation of the text. 19. I can reflect on artifacts to analyze my reading progress, plan next steps, and set new goals. 20. I can refer to my notes to support my analysis of text.
6th-Reading-Unit-1.docx