READING WORKSHOP
WELCOME TO READING WORKSHOP... Throughout the school year, students will be engage in reading worksop by reading various genres within their level. Students will also will be engaged in book clubs, partnerships, Author Studies, and much, much more. They will be studying various themes and topics and will be looking at them through many different books and perspectives. They will learn to critically analyze texts in order to form theories and opinions about the issues and concepts in the world around them. It is through reading that we will explore the concept of "learning how to live" and apply those lessons taught to the situations that surround our lives each day. Most importantly, students will learn strategies for finding evidence across many different levels and texts in order to formulate strong arguments for their opinions.
In our current unit, students are researching topics of personal interest. The goal of this work is to
teach students the backstage work of reading to learn. Students will learn to reason, analyze, weigh evidence,
problem solve and communicate effectively. The work is intended to help students become global citizens.
Students will begin with easy self-selected texts and grow into more challenging texts. Then their work will
move to revolve around a class topic of extreme weather, natural disasters and other important issues that impact their local and global communities. . Finally, they will research a second subtopic to compare and contrast what they have learned.
teach students the backstage work of reading to learn. Students will learn to reason, analyze, weigh evidence,
problem solve and communicate effectively. The work is intended to help students become global citizens.
Students will begin with easy self-selected texts and grow into more challenging texts. Then their work will
move to revolve around a class topic of extreme weather, natural disasters and other important issues that impact their local and global communities. . Finally, they will research a second subtopic to compare and contrast what they have learned.
READING PARTNERS:
| readingpartnerrubric.pdf |
| readingpartnerssigns__1_.doc |
I can deepen my understanding of text by engaging in a reading partnership about kids who demonstrate a commitment to the environment. BE PREPARED FOR FIRST MEETING ON FRIDAY.
(CARL HIASSEN AUTHOR STUDY: HOOT, FLUSH AND SCAT). TASK: During the next two weeks, you and your reading partner will read a novel that is about a main character who demonstrates a commitment to the environment. As you read your book, pay extra close attention to the following:
• Identifying two important themes that emerge in the story. Make sure you stop and jot important events that relate to the story’s themes-main ideas. Consider what the life lesson is that the reader learns and what evidence-events support that life lesson.
• (Remember key words and phrases that relate to a particular theme will be repeated throughout the book. Character’s words, actions along with things other characters say about main character and how they respond-act towards them also help reveal themes).So look for these, too!
• Identify how and why the main character changes. Consider what event brings about the change. What important life decision is the main character faced with? What choice does he or she make? How does that choice impact the main character and others?
• Look at how figurative language (metaphors, similes and personifications) are used. Consider why they are used in the story—and what they reveal about setting, characters or relationships.
HOOT—READ CHAPTERS 1-3. READ TO FIND OUT WHETHER ROY IS WELCOMED TO HIS NEW SCHOOL.
1. Do you think Roy’s school should act against the bullying behavior of some of its students” What might school officials do? Is there a problem of bullying in your school or neighborhood? How is it handled?
2. What mysteries did Roy face? What do you think are the solutions to these mysteries?
3. Is it wise for parents to get involved when their child is a bully or a victim of bullying? Explain.
4. What might the presence of owls at the construction sight foreshadow?
5. Stop and jot two new vocabulary words. Use context clues and try to figure out meaning and then compare to dictionary definition.
6. Find out more about burrowing owls. Where are they located, describe them and tell why they are an endangered species.
7. What questions do you have?
8. Come up with your own high order thinking question and thoughts and prepare for post it chats.
SCAT: READ CHAPTERS 1-3.
1. Describe how the students feel about Mrs. Starch and provide textual evidence that supports their feelings. (For example, when Marta says, “I guess she left her broomstick at home.” What does that reveal?
2. How would you best describe Mrs. Starch? Provide textual evidence to support your ideas.
3. What does photosynthesis make for plants?
4. A swamp is a wetland with trees. What types of animals and plants do Nick and Marta want to find in the swamp?
5. Find out more about the black panther. Where is it located? Describe it. What is it an endangered species?
6. The author, Carl Hiassen, ends chapter 3 by saying “He had no idea that she wouldn’t be coming out.” Why do you think he did that?
7. Stop and jot two new vocabulary words. Use context clues and try to figure out mean and then compare to dictionary definition.
8. What did you read? What did you learn? What questions do you have?
9. Come up with your own high order thinking question and thoughts and prepare for post it chats.
FLUSH: READ CHAPTERS 1-3.
1. How would you best describe Noah? Tell why or why not he is a likeable character. Provide textual evidence to support your ideas.
2. How did the dad’s attitude about his “crime” compare with the son’s?
3. Describe how Noah’s mom and dad are different.
4. Why did Noah’s dad sink the boat? Why were his actions unpopular with the local ship captains?
5. Noah and his dad believe the Coral Reef is responsible for polluting Thunder Beach. How does Noah defend his belief when speaking with Jasper? Is this evidence solid? Why or why not?
6. Investigate the real life problem-impact of dumping raw sewage on sea life and environment.
7. Come up with your own high order thinking question and thoughts and prepare for post it chats.
(CARL HIASSEN AUTHOR STUDY: HOOT, FLUSH AND SCAT). TASK: During the next two weeks, you and your reading partner will read a novel that is about a main character who demonstrates a commitment to the environment. As you read your book, pay extra close attention to the following:
• Identifying two important themes that emerge in the story. Make sure you stop and jot important events that relate to the story’s themes-main ideas. Consider what the life lesson is that the reader learns and what evidence-events support that life lesson.
• (Remember key words and phrases that relate to a particular theme will be repeated throughout the book. Character’s words, actions along with things other characters say about main character and how they respond-act towards them also help reveal themes).So look for these, too!
• Identify how and why the main character changes. Consider what event brings about the change. What important life decision is the main character faced with? What choice does he or she make? How does that choice impact the main character and others?
• Look at how figurative language (metaphors, similes and personifications) are used. Consider why they are used in the story—and what they reveal about setting, characters or relationships.
HOOT—READ CHAPTERS 1-3. READ TO FIND OUT WHETHER ROY IS WELCOMED TO HIS NEW SCHOOL.
1. Do you think Roy’s school should act against the bullying behavior of some of its students” What might school officials do? Is there a problem of bullying in your school or neighborhood? How is it handled?
2. What mysteries did Roy face? What do you think are the solutions to these mysteries?
3. Is it wise for parents to get involved when their child is a bully or a victim of bullying? Explain.
4. What might the presence of owls at the construction sight foreshadow?
5. Stop and jot two new vocabulary words. Use context clues and try to figure out meaning and then compare to dictionary definition.
6. Find out more about burrowing owls. Where are they located, describe them and tell why they are an endangered species.
7. What questions do you have?
8. Come up with your own high order thinking question and thoughts and prepare for post it chats.
SCAT: READ CHAPTERS 1-3.
1. Describe how the students feel about Mrs. Starch and provide textual evidence that supports their feelings. (For example, when Marta says, “I guess she left her broomstick at home.” What does that reveal?
2. How would you best describe Mrs. Starch? Provide textual evidence to support your ideas.
3. What does photosynthesis make for plants?
4. A swamp is a wetland with trees. What types of animals and plants do Nick and Marta want to find in the swamp?
5. Find out more about the black panther. Where is it located? Describe it. What is it an endangered species?
6. The author, Carl Hiassen, ends chapter 3 by saying “He had no idea that she wouldn’t be coming out.” Why do you think he did that?
7. Stop and jot two new vocabulary words. Use context clues and try to figure out mean and then compare to dictionary definition.
8. What did you read? What did you learn? What questions do you have?
9. Come up with your own high order thinking question and thoughts and prepare for post it chats.
FLUSH: READ CHAPTERS 1-3.
1. How would you best describe Noah? Tell why or why not he is a likeable character. Provide textual evidence to support your ideas.
2. How did the dad’s attitude about his “crime” compare with the son’s?
3. Describe how Noah’s mom and dad are different.
4. Why did Noah’s dad sink the boat? Why were his actions unpopular with the local ship captains?
5. Noah and his dad believe the Coral Reef is responsible for polluting Thunder Beach. How does Noah defend his belief when speaking with Jasper? Is this evidence solid? Why or why not?
6. Investigate the real life problem-impact of dumping raw sewage on sea life and environment.
7. Come up with your own high order thinking question and thoughts and prepare for post it chats.
| carlhiassenpartone.docx |
MR. LINCOLN'S WAY: drive.google.com/file/d/1kIElb2E9HCYb0wKO9R8fNqwirBkaCQP2/view?usp=sharing
| mrlincolnswaytdq.pdf |
THANK YOU, MR. FALKER:
| thankyoumr.falker-text.pdf |
I can flex my test prep muscles by discerning between main idea and details type questions:
I can flex my test prep muscles by discerning between main idea and details type questions:
Strategies for multiple choice questions differ depending on the type of question. For example, for questions that ask about details in the passage, test-takers should go back to that section to find the answer so they won’t be swayed by tempting wrong answer choices. But on main idea questions, test-takers should predict the answer based on what they believe to be the main idea. Teach test-takers the common question types and different ways they could be worded.
Main Idea Questions: These are about the passage overall. Wrong answers to these questions will usually be about one part of the passage. To answer these questions, it’s often best for readers to think about the main idea before going to the answer choices so they won’t be swayed by choices that are only about part of the passage. When looking at the answer choices, it’s best to think about whether each answer choice applies to the whole passage or just one part. Test-takers should read ALL of the choices before selecting one.
Possible main idea questions:
What is the main idea of the passage?
Which is the best title for the passage?
What is the passage mostly about?
Which choice best tells what the passage is about?
What is the character’s main problem?
The story is mainly about…
Detail Questions: These questions ask about details or parts of the passage that can be found directly in the passage. The best way to answer these questions is usually to go right back to the part of the passage where the detail can be found. Even if test-takers think they know the answer, they should reread that part to double check.
Possible detail questions:
What does the character do after he goes to the park?
Which detail best supports the idea that…
Which fact from the article best describes…
Which event in the story happens first?
In which section of the article can you find the answer to the following…?
What does line 4 mean when it says, ...
What happens right before…
Strategies for multiple choice questions differ depending on the type of question. For example, for questions that ask about details in the passage, test-takers should go back to that section to find the answer so they won’t be swayed by tempting wrong answer choices. But on main idea questions, test-takers should predict the answer based on what they believe to be the main idea. Teach test-takers the common question types and different ways they could be worded.
Main Idea Questions: These are about the passage overall. Wrong answers to these questions will usually be about one part of the passage. To answer these questions, it’s often best for readers to think about the main idea before going to the answer choices so they won’t be swayed by choices that are only about part of the passage. When looking at the answer choices, it’s best to think about whether each answer choice applies to the whole passage or just one part. Test-takers should read ALL of the choices before selecting one.
Possible main idea questions:
What is the main idea of the passage?
Which is the best title for the passage?
What is the passage mostly about?
Which choice best tells what the passage is about?
What is the character’s main problem?
The story is mainly about…
Detail Questions: These questions ask about details or parts of the passage that can be found directly in the passage. The best way to answer these questions is usually to go right back to the part of the passage where the detail can be found. Even if test-takers think they know the answer, they should reread that part to double check.
Possible detail questions:
What does the character do after he goes to the park?
Which detail best supports the idea that…
Which fact from the article best describes…
Which event in the story happens first?
In which section of the article can you find the answer to the following…?
What does line 4 mean when it says, ...
What happens right before…
TO LEARN MORE ABOUT HOW ELEPHANTS NEVER FORGET: https://www.yumpu.com/en/document/view/30357434/elephants-never-forget-teaching-guide-and-time-for-kids
TO LEARN MORE:
https://kids.nationalgeographic.com/explore/nature/angels-help-elephants/#kids-help-elephants-shute.jpgR
https://www.wonderopolis.org/wonder/do-elephants-ever-forget
https://www.scientificamerican.com/article/eI can generalize how to solve problems by using repeated reasoning.lephants-never-forget/ https://teachingkidsnews.com/grades-2-8/
THE BOY WHO HARNESSED THE WIND ESSAY-DUE WEDNESDAY, JANUARY 22-TASK AND RUBRIC.
| boywhoharnessedthewindessay.doc |
| boywhoharnessedthewind_literary_essay_rubric.doc |
STEPS STRATEGY:
BOOK OF THE MONTH: READ ALOUD-RAINBOW WEAVER
| english_text_of_rainbow_weaver__tejedora_del_arcoris_.docx |
HIAWATHA PART THREE: FOCUSING ON DIALOGUE
| hiawathapart3.ppt |
HIAWATHA-PART TWO-FOCUSING ON LANGUAGE & CULTURAL CONTEXT:
| hiawathapart2revised.ppt |
HIAWATHA PART ONE-FOCUSING ON SETTING
| hiawathapartone.ppt |
Reading-Social Studies: I can deepen my understanding of Native American culture by exploring Iroquois myths. https://newsela.com/read/ela-bear-clan/id/53011/activities?collection_id=339
| fairytales-fables-myths-legends-and-folk-tales.ppt |
A myth is a made-up story that explains the existence of a natural phenomenon — such as where thunder comes from or why snow falls from the sky. Myths — which often include gods and goddesses and other supernatural characters who have the power to make extraordinary things happen — are popular even when people know the actual reasons for natural phenomena.
Introduction to Myths.
Teaching Point: I can understand myths by knowing that larger than life characters explain mysteries in life. This way we will understand how ancient people explain the unknown.Good readers of fictional stories understand myths by knowing that larger-than-life-characters explain mysteries in life. This way we will understand how ancient people explain the unknown.
CHARACTERISTICS OF MYTHS:
• Myths try to explain how something came to be in the universe (EX: Why does the elephant have a trunk? Why are there stars in the sky?)
• Characters may be gods, goddesses or superheroes who may appear in disguise
• Lessons are taught in myths
• Gods in myths have human feelings
• Magic is present in myths
I can understand myths by knowing that larger than life characters explain mysteries in life. This way we will understand how ancient people explain the unknown.Good readers of fictional stories understand myths by knowing that larger-than-life-characters explain mysteries in life. This way we will understand how ancient people explain the unknown.
CHARACTERISTICS OF MYTHS:
• Myths try to explain how something came to be in the universe (EX: Why does the elephant have a trunk? Why are there stars in the sky?)
• Characters may be gods, goddesses or superheroes who may appear in disguise
• Lessons are taught in myths
• Gods in myths have human feelings
• Magic is present in myths
Why Opossum Has a Pouch?http://americanfolklore.net/folklore/2010/09/why_opossum_has_a_pouch.html
1. What part of nature does this myth try to explain?
2. What problem did Mam Opossum have?
3. How did Turtle help solve her problem?
4. What lesson did Mam Opossum learn?
5. Re-tell your myth. At first, but then and finally…
For homework, choose your own myth and analyze:
http://home.freeuk.net/elloughton13/mythindex.htm
1. What part of nature does this myth try to explain?
2. What problem did main character have?
3. How did he or she solve problem?
4. What lesson did main character learn?
5. Re-tell your myth. At first, but then and finally…
http://myths.e2bn.org/teachers/info311-what-are-myths-legends-and-folktales.html
http://www.native-languages.org/iroquois-legends.htm
http://www.apples4theteacher.com/native-american/short-stories/
Introduction to Myths.
Teaching Point: I can understand myths by knowing that larger than life characters explain mysteries in life. This way we will understand how ancient people explain the unknown.Good readers of fictional stories understand myths by knowing that larger-than-life-characters explain mysteries in life. This way we will understand how ancient people explain the unknown.
CHARACTERISTICS OF MYTHS:
• Myths try to explain how something came to be in the universe (EX: Why does the elephant have a trunk? Why are there stars in the sky?)
• Characters may be gods, goddesses or superheroes who may appear in disguise
• Lessons are taught in myths
• Gods in myths have human feelings
• Magic is present in myths
I can understand myths by knowing that larger than life characters explain mysteries in life. This way we will understand how ancient people explain the unknown.Good readers of fictional stories understand myths by knowing that larger-than-life-characters explain mysteries in life. This way we will understand how ancient people explain the unknown.
CHARACTERISTICS OF MYTHS:
• Myths try to explain how something came to be in the universe (EX: Why does the elephant have a trunk? Why are there stars in the sky?)
• Characters may be gods, goddesses or superheroes who may appear in disguise
• Lessons are taught in myths
• Gods in myths have human feelings
• Magic is present in myths
Why Opossum Has a Pouch?http://americanfolklore.net/folklore/2010/09/why_opossum_has_a_pouch.html
1. What part of nature does this myth try to explain?
2. What problem did Mam Opossum have?
3. How did Turtle help solve her problem?
4. What lesson did Mam Opossum learn?
5. Re-tell your myth. At first, but then and finally…
For homework, choose your own myth and analyze:
http://home.freeuk.net/elloughton13/mythindex.htm
1. What part of nature does this myth try to explain?
2. What problem did main character have?
3. How did he or she solve problem?
4. What lesson did main character learn?
5. Re-tell your myth. At first, but then and finally…
http://myths.e2bn.org/teachers/info311-what-are-myths-legends-and-folktales.html
http://www.native-languages.org/iroquois-legends.htm
http://www.apples4theteacher.com/native-american/short-stories/
QUESTIONS TO USE FOR NON-FICTION TEXTS:
| questions_to_use_for_post_it_chats_or_to_respond_to_non-fiction_texts_.docx |
WAYS TO RESPOND TO TEXTS WITH POST ITS:
| waystousepostits.doc |
FLASHBACK AND FORESHADOWING POWERPOINT:
| foresh_flashback_revised.ppt |
Pohl's Think to Learn Scaffolded Questions:
| pohlrevised_blooms_questiions.doc |
NO HOME TEXT & FLY AWAY HOME:
STORY STRUCTURE HANDOUT AND POWERPOINT FOR NARRATIVE (INCLUDING MEMOIR) AND FICTION TEXT:
| story-structure-lesson-2__2_.ppt |
THICK VS. THIN QUESTIONS PRESENTATION:
| thickvsthinpresentationfourthgrade.ppt |
CODING A TEXT TO DISCERN BETWEEN WHAT IS IMPORTANT AND WHAT IS INTERESTING:
NON-FICTION SUMMARIZING RUBRIC:
| nonfictionsummarizingrubricnew.pdf |
NON-FICTION SUMMARIZING USING THE REPORTER MODEL:
|
|
SUMMING IT UP IN 20-40 WORDS:
| sumitup_dir.pdf |
| sumitup.pdf |
SUMMARIZING NON-FICTION TEXT:
| summarizing_nonfiction_flattened_ppt.pptx |
UNDERSTANDING DIFFERENT NON-FICTION TEXT STRUCTURES:
| nonfictiontextstructures__2_.pdf |
| text_structure.ppt |
GREAT PUMPKIN DEBATE:
| great_pumpkin_debate_articles__1_.docx |
| greatpumpkindebate__2_.doc |
RAN CHARTS-USE THESE TO GUIDE YOUR LEARNING IN NON-FICTION READING:
| ranorgsgmade.docx |
IN THE YEAR OF THE BOAR AND JACKIE ROBINSON ESSAY AND RUBRIC-DUE THURSDAY, NOVEMBER 7: link to hamburger essay format: mrmulloy.weebly.com/uploads/1/0/9/3/10937155/burger_essay.pdf
| intheyearoftheboarandjackierobinsonessay.doc |
| intheyearoftheboarandjackierobinsonrubric.doc |
THEME PACKET:
CHANGE PACKET AND RUBRIC:
| changerubricrevised.docx |
| changehowandwhy__1_.pdf |
CHANGE LEADS TO THEME:
| changeleadstotheme.pdf |
THEME IN TEXT-REVIEW:
| themeinlit.ppt |
| themeinlit.pdf |
THEME VS. MAIN IDEA:
CHANGE LEADS TO THEME:
| change_leadstotheme.pdf |
CHANGE IN TEXT-POWERPOINT PRESENTATION:
| changingandrearranging__5_.ppt |
CHARACTER TRAITS:
FLEXING OUR FIGURATIVE LANGUAGE MUSCLES-REVIEW OF DIFFERENT TYPES OF FIGURATIVE LANGUAGE
| figurativelanguagepowerpoint.ppt |
DUE FRIDAY, SEPTEMBER 20-CHAPTER ONE MENU-IN THE YEAR OF THE BOAR AND JACKIE ROBINSON-CHOOSE 7 ACTIVITIES-ONE MUST BE A VOCABULARY ACTIVITY. THEN ALSO SELECT YOUR TWO FAVORITE PIECES OF FIGURATIVE LANGUAGE FROM THE CHAPTER. PUT THEM ON A POST IT AND ADD TO YOUR HOMEWORK. YOU MUST ALSO IDENTIFY WHAT TYPE OF FIGURATIVE LANGUAGE IT IS AND TELL HOW IT DEEPENS YOUR UNDERSTANDING OF THE STORY. (IN OTHER WORDS, INTERPRET THE MEANING!)
BOOK RECOMMENDATIONS-DUE TUESDAY, SEPTEMBER 17-TRY TO COMPLETE IN NARRATIVE-PARAGRAPH FORM AND NOT QUESTION-ANSWER FORMAT. USE THE RESPONSE RUBRIC TO GUIDE YOUR WORK. (FILE MAY SAY THAT WORK IS DUE ON THE 18TH BUT PLEASE HAND IN ON TIME ON TUESDAY THE 17TH).
| book_recommendatio2.doc |
READING LOGS-USE THESE ON A DAILY BASIS:
| fourthgradereadinglog.docx |
BOOK LOGS-USE THESE AFTER YOU COMPLETE A BOOK
| fourthgradebooklog.doc |
READING RESPONSE RUBRIC:
| readingresponse_rubric4301.doc |
READING INTEREST SURVEY:
| reading_interest_survey.pdf |
RULES OF READING WORKSHOP:
1. You must read a book. Magazines, newspapers and comic books don’t have the chunks of texts you need to develop fluency. They won’t help you discover who you are as a reader of literature. (Please note: they are acceptable during transitional periods of the day as well as for reading material at home or during indoor lineup days).
2. Don’t read a book you don’t like. Don’t waste time with a book you don’t love when there are so many great books out there waiting for you. However, you should try to give some books a chance. Sometimes, it takes a couple of chapters before you “settle in” and get used to and interested in a book.
3. If you really don’t like a book, find another one. Browse; ask me, the librarian or a friend for a recommendation.
4. It’s okay to re-read a book you love. This is what readers do.
5. Record every book you finish in your reading log and complete a reading journal entry for each book you read.
6. Collect information about yourself as a reader, look for patterns and take satisfaction in your accomplishments over time.
7. Understand that reading is thinking. Do nothing to distract the teacher or other readers. Don’t put words into our brains as we are trying to escape into the worlds created by the authors of our books.
8. When you confer with me or your partners use a soft voice as I use when I talk to you; whisper.
9. Read and write in your reading journal the whole time.
2. Don’t read a book you don’t like. Don’t waste time with a book you don’t love when there are so many great books out there waiting for you. However, you should try to give some books a chance. Sometimes, it takes a couple of chapters before you “settle in” and get used to and interested in a book.
3. If you really don’t like a book, find another one. Browse; ask me, the librarian or a friend for a recommendation.
4. It’s okay to re-read a book you love. This is what readers do.
5. Record every book you finish in your reading log and complete a reading journal entry for each book you read.
6. Collect information about yourself as a reader, look for patterns and take satisfaction in your accomplishments over time.
7. Understand that reading is thinking. Do nothing to distract the teacher or other readers. Don’t put words into our brains as we are trying to escape into the worlds created by the authors of our books.
8. When you confer with me or your partners use a soft voice as I use when I talk to you; whisper.
9. Read and write in your reading journal the whole time.