UNIT OVERVIEW
In an author’s study of Cynthia Rylant, students make connections in fiction and nonfiction works. They use details from fiction and nonfiction text elements and features to make inferences and predict in order to understand the text. Students read a variety of Cynthia Rylant’s literature and nonfiction literature to retell sequence of events and make inferences on problems and solutions. Student should be able to compare and contrast fiction and nonfiction works.
ESSENTIAL QUESTIONS
§ How does literature connect to your life, the lives of others, and the world around you?
§ How do story elements help to drive the comprehension strategy of making inferences?
§ How are features of fiction and nonfiction important to understanding what you are reading?
UNIT PLAN
This unit consists of seven sequenced lessons and can be implemented in a two to four week time frame. Individual lessons may require more than one class period.
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Lesson One |
Let’s Talk about Schema § Literature: When the Relatives Came by Cynthia Rylant § Supplies: Chart paper, reader notebook § Handouts: None § Formative Assessment: provided |
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Lesson Two |
Making Connections § Literature: When the Relatives Came by Cynthia Rylant § Supplies: Chart paper, sticky notes § Handouts: None § Formative Assessment: provided |
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Lesson Three |
Making Connections Continues § Literature: Night in the Country by Cynthia Rylant § Supplies: Independent reading books § Handouts: Text connections t-chart § Formative Assessment: provided |
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Lesson Four |
Story Elements/Setting § Literature: Tulip Sees America by Cynthia Rylant § Supplies: Manila paper, crayons/colored pencils, chart paper § Handouts: § Formative Assessment: provided |
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Lesson Five |
Story Elements/Characterization § Literature: Scarecrow by Cynthia Rylant § Supplies: Reader’s notebooks, character t-chart § Handouts: Character t-chart § Formative Assessment: provided |
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Lesson Six |
Story Elements/Inferring § Literature: All I See by Cynthia Rylant § Supplies: Chart paper, sequence of events chart, sticky notes § Handouts: Sequence of events chart § Formative Assessment: provided |
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Lesson Seven |
Discussing Nonfiction Features § Literature: When the Relatives Came by Cynthia Rylant § Supplies: Nonfiction read-aloud, chart paper, various nonfiction books § Handouts: Nonfiction feature form § Formative Assessment: provided |
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Lesson Eight |
Inferring Vocabulary Meaning With Nonfiction § Literature: All I See by Cynthia Rylant § Supplies: Nonfiction article, chart paper § Handouts: Inference Chart § Formative Assessment: provided |
GRADE-LEVEL EXPECTATION CONTINUUM
TARGETED LEARNING represents the specific Grade-Level Expectations (GLEs) that are taught and assessed in this unit. Student mastery of these skills is expected at this grade level. PREVIOUS LEARNING indicates student’s probable beginning skill level. FUTURE LEARNING provides the “next step” for instruction or student application of communication arts skills and concepts. Bolded terms are glossary items.
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PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
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Identify connections between text ideas-similarities and differences in various fiction and nonfiction works, with assistance, text ideas and own experiences.
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Identify and explain connections between text ideas-information and relationships in various fiction and nonfiction works (compare and contrast), text ideas and own experiences, text ideas and the world. |
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Locate and apply information in title, pictures and names of author and illustrator. |
R2A Locate and apply specific information in title, pictures and table of contents. |
Locate and apply information in title, table of contents, and glossary. Recognize the text features of fiction, poetry and drama in grade-level text.
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Use details from text to identify character, problem, solutions, events in logical sequence..
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R2C Use details from the text to make basic inferences about setting, characters, and problem, predict solutions, identify events in logical sequence. |
Use details from text to make inferences about setting, character traits, and problem and solution, make predictions, draw conclusions, compare and contrast characters and changes in problems and settings. Identify the narrator, identify cause and effect, identify events from the beginning, middle, and end, and identify author’s purpose.
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SHOW-ME STANDARDS ALIGNMENT
Goal 1: Speaking and writing standard English.
1.5 Comprehend and evaluate written, visual, and oral presentations
1.6 Discover and evaluate patterns and relationships in information, ideas , and structures
1.7 Evaluate the accuracy of information and the reliability of its sources
1.8 Organize data, information, and ideas into useful forms for analysis or presentation
Goal 2: Reading and evaluating fiction
2.1 Review and revise communications to improve accuracy and clarity
2.2 Exchange information, questions, and ideas while recognizing the perspective of others
Goal 3: Reading and evaluating nonfiction
Goal 4 Writing formally and informally
Goal 5 Comprehending and evaluating the content and artistic aspects of oral and visual presentations
Goal 6 Participating in informal presentations and discussions
Teacher Notes
The amount of time a teacher allocated in the school day for communication art (e.g., the number of times he or she reads each day.
The amount of time spent on each reading comprehension strategy will vary dependent on the students’ level of background knowledge regarding the comprehension strategies.
If the text mentioned throughout this unit is not available, other text may be used. Cynthia Rylant books were chosen for their rich content.
It is assumed that teachers using this unit have an independent/reader’s workshop time in the daily schedule. Many lessons in this unit involve a reading mini-lesson followed by independent reading of student selected text and practice of the reading strategies taught. It is essential that the books students choose for their independent reading is on the appropriate level. Monitor student book choice. Students need to be reading a “just right” book that correlates with their reading level. Mini-lessons take place regarding book choice and independent reading. Norms and expectations need to be set.
Each lesson is designed to build on the previous day’s lesson. Each lesson has one or more activities to be implemented in sequence. Lessons may be added or deleted depending on the needs of students.
There is a summative assessment for lessons one through six. Lessons seven and eight are assessed formatively.
Teacher Reflection
1. How are the students’ skills in making connections and inferring?
2. Are there students who might need additional support?
3. Are there students who might be ready to move on to other reading strategies?
4. What parts of the information gathering process challenged my students the most in their nonfiction reading?
5. What changes did I make to meet the varying need of the students in terms of information gathering?
6. To what extent were the students productively engaged in the work? How do I know this?
7. What feedback did I receive from students indicating that they developed an understanding about the relevant content and that I met objectives for this unit?