MISD Literacy Block Units 3-5 Literacy Block Components - Read Aloud
- Shared Reading
- Guided Reading
- Independent Reading
Identify the unit activities that address two or more strands of CCSS: Reading, Writing, Language, and Speaking and Listening - Read Aloud
- Shared Reading
- Guided Reading
- Independent Reading
- Strategies That Work
- GHR for Summary, Multiple-Choice, Craft
- Writing: Thematic Prompts/Quick Writes
- Focus Questions
- Vocabulary in Context
- Fluency
- Research
Units Meet Common Core - Reading Anchor Standards
- Read Aloud correlates with Standards 2, 3, 4, 5, 6, 8, and 9.
- Shared Reading correlates with Standards 2, 3, 4, 5, 6, 7, 8, and 9.
- Guided Reading correlates with Standards 1, 2, 3, 4, 5, 6, 7, 8, and 9.
- Independent Reading correlates Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10.
- Strategies That Work correlates with Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10.
- GHR for Summary/Multiple-Choice/Craft correlates with Standards 1, 2, 3, 4, 5, and 6.
- Writing: Thematic Prompts/Quick Writes correlate with Standards 1, 2, 3, 4, 5, 6, 7, 9, 10.
- Focus Questions correlate with Standards 1, 2, 3, 4, 6, 8, and 10.
- Vocabulary in Context correlates with Standards 4 and 10.
- Fluency correlates with Standards 4 and 10.
- Research correlates with Standards 7 and 10.
The great books you have asked us to keep… Reading - Literature balanced
- with related
- Informational Text
Guided Highlighted Reading - Prompts
- Multiple-Choice
- Summary
- From Guided Highlighted Reading: A Close-Reading Strategy for Navigating Complex Text,
- Weber, Nelson, and Schofield, 2011, Maupin House.
Preparing for Reading - Vocabulary
- Focus for Reading/Listening
- “Walk Through” Book Features
- Genre Defined
Discussion and Review Research Research Opportunities Writing - Common Core Genres
- Reading/Writing Thematic Prompts
- Focus Questions
- Quick Writes
- Opinion (Argument)
- Informational/Explanatory
- Narrative
Reading/Writing Thematic Prompts - 3rd Oil Spill!
- “Taking Care of Animals”
- “To the Rescue of Birds in Oil Spill:
- Prompt: “Each individual is an important part of society”
Writing Prompts - Explanations and ideas
- Checklist (CCSS)
- Writing Process
- Graphic Organizer
- Peer Editing Questions
Focus Questions - Prompt
- Answer Plan
- Possible Answer
Speaking and Listening - 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.
- 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).
- Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
- Explain their own ideas and understanding in light of the discussion.
Fluency - Reader’s Theater
- Choral Reading
- Story Theater
Thank You! - Original Authors
- Clare Baxter 3rd Roseville
- Diana Ronayne 3rd Mount Clemens
- Linda Pelloni 3rd Lakeview
- Sue Francek 3rd Roseville
- Marcia Powell 4th Van Dyke
- Mary Dombro 4th Anchor Bay
- Renee Fiema 4th L’Anse Creuse
- Sandy Hudkins 4th Van Dyke
- Cathy Walle 5th Consultant
- Dave Figurski 5th Warren
- Debbie Parrish 5th Fraser
- Jackie Rybinski 5th Warren
- Advisory Team
- Clare Baxter, Consultant
- Diane Berg, Consultant
- Virginia Daniels, Fraser
- Betsy Facione, Utica
- Mary Kate Fitzpatrick, Fraser
- Theresa Hasenauer, Utica
- Melissa Labadie, Utica
- Stephanie La Belle, Van Dyke
- Kathy Ming, Consultant
- Debbie Parrish, Consultant
- Sharon Rice, Van Dyke
- Elaine Weber, MISD
Thank You! - MISD for encouragement and support
Breakout Sessions - Grade 3: Room 203
- Grade 4: Room 100B
- Grade 5: Room 201
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