Unit+5+Author+Study


 * 1 || Wondering and questioning during reading ||
 * 2 || Wondering and questioning during reading II ||




 * 3 || Identify what good readers notice ||
 * 4 || Intro to author study ||
 * 5 || Analyze an authors work ||
 * 6 || Using strategies for meaning ||
 * 7 || Using accountable talk ||
 * 8 || Making connections ||
 * 9 || Applying reading strategies ||
 * 10 || Making connections to build meaning ||
 * 11 || Making text to self and text to world connections ||
 * 12 || Dramatizing text to increase meaning ||
 * 13 || Expanding our writing using connections ||
 * 14 || Making text to text connections ||
 * 15 C || Comparing books by the same author ||
 * 16 || Studying Characters in a story ||
 * 17 || Reviewing what we have learned about Mem Fox ||
 * 18 || Clarifying Thinking about the Author ||

Unit Objectives:

-View themselves as readers and know good reading strategies for decoding and comprehension. -Use connections and wonderings to understand text meanings. -Explore one author's work in life. -Compare and contrast themes, characters, and language from multiple works by one author. -Respond to stories using accountable talk.

Gist of the unit: Use accountable talk to comprehend Mem Fox texts.

Identify major characters from the story and sequence the events include 1 beginning, 2 middle, and one ending event. Identify author's message
 * Simple**
 * Complex**

After read aloud, students will be able to identify the simple or complex features of
 * Assessment**

Collect & Chart Data** || **Step 2 Analyze Strengths & Obstacles** || **Step 3 Establish Goals: Set, Review, Revise** || **Step 4 Select Instructional Strategies** || **Step 5 Determine Results Indicators** || **Next Steps** || - generate oral language from phots -continue modeling how to generate a wondering || -mondo -second step -art teacher -avenues || -oral practice -written practice || -create a workstation -model language ||
 * **Date** || **Step 1
 * 2/23 ||  ||   ||   ||   ||   || Generate and administer the post-assessment. Score and record results. ||
 * 2/9 ||  ||   || - Oral language workstation
 * 2/2 ||  || Strenghts: Students are understanding the complex, if the answer is not available, they are able to confirm or deny it's availability. Using text features to generate a wondering.

Obstacles: (Martinez) Not understanding timeline or diagram. (Both) several still not able to generate a wondering based on the TOC, T.L., or Diag. || Model specific language and processes during read aloud and shared read.

Specific lessons: 15, 17, 20, 24 ||  ||   || Assess # of students able to generate wondering based on the table of contents. ||
 * 1/26 ||  || Strengths: Were able to identify the text features. Can activate schema.

Obstacles: Students are reliant on pictures. || Andy: 2 to 13/21

Mary Ellen: 5 to 15/17 ||  ||   || Focus on definition of proficiency: text feature to generate wonderings & questions and finding the answer. Bring evidence to our next meeting. ||
 * 1/12 ||  || Obstacles: Students did not know "text features" (Can you show me three text features?) What do you know about dogs? What do you want to know about dogs? ||   ||   ||   || Re-administer pre-assessment. Determine # of proficients and likely-to-be-proficients. Determine strategies and results indicators (data) for one lesson and bring to the next meeting. ||
 * 12/15 ||  ||   ||   ||   ||   || We chose an essential learning, defined proficiency, and sketched the pre-test. Design the pre-test, administer and score for next steps. ||
 * 12/8 ||  ||   ||   ||   ||   || We finished charting the intended learnings and will determine what is essential and the remainder of Step A for next time. ||
 * 12/1 ||  ||   ||   ||   ||   || We charted intended learnings through lesson 6. Continue charting intended learnings. ||