UNIT OVERVIEW
Students analyze and demonstrate adjusted reading rate to a variety of grade-level texts. Students present their choice of two different texts to the class on a favorite subject or theme adjusting tone, rate and expression for particular listening purposes.
ESSENTIAL QUESTIONS
§ When and why do you have to change reading rate?
§ What makes a good listener?
§ What effect does reading rate have on comprehension?
§ What are the purposes behind good listening?
UNIT PLAN
This unit consists of a series of sequenced lessons. Each lesson begins with a listing of specific information including sources of literature, handouts, words to know, and formative assessments. Each lesson contains sequenced learning activities designed to provide scaffold instruction (building in previous knowledge) and practices to develop student mastery of skills.
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Lesson One |
We all need speed limits § Literature: Two different texts on the same topic or theme § Supplies: Texts § Handouts: Exit slip, final project scoring guide § Formative Assessment: provided |
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Lesson Two |
Green light § Literature: None § Supplies: CD player, record player § Handouts: Exit slip for formative assessment, music tempo sheet § Formative Assessment: provided |
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Lesson Three |
Watch the road signs § Literature: None § Supplies: Picture books and short nonfiction text for partners § Handouts: Student self-assessment T-chart § Formative Assessment: provided |
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Lesson Four |
Yellow is for yield § Literature: None § Supplies: Overhead projector § Handouts: Tips for reading poetry § Formative Assessment: provided |
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Lesson Five |
Signs, signs, everywhere a sign § Literature: None § Supplies: Two page textbook selection § Handouts: Pattern organizer, strategies checklist § Formative Assessment: provided |
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Lesson Six |
Merging traffic § Literature: None § Supplies: Library/computer lab § Handouts: Presentation planning page § Formative Assessment: provided |
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Lesson Seven |
Watch out for pedestrians § Literature: None § Supplies: None § Handouts: Buddy evaluation § Formative Assessment: provided |
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Lesson Eight |
Reaching your destination § Literature: None § Supplies: None § Handouts: Reading rate and fluency score guide § Formative Assessment: provided |
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Lesson Nine |
On the road again/Student reflection § Literature: None § Supplies: None § Handouts: Guided reflection sheet § 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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Read grade-level instructional text with fluency, accuracy and expression, adjusting reading rate to difficulty and type of text.
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Read grade-level instructional text with fluency, accuracy, and appropriate expression, adjusting reading rate to difficulty and type of text. |
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Listen for enjoyment, for information, for directions, to identify tone, mood and emotion of verbal and nonverbal. |
LS1 Listen for enjoyment, for information, for directions, to identify tone, mood and emotion of verbal and nonverbal communications. |
Listen for enjoyment, information, directions, to identify and evaluate tone, mood and emotion of verbal and nonverbal communication.
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Demonstrate listening behaviors (e.g. prepares to listen, listens without interruptions, and maintains eye contact).
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LS1 Demonstrate listening behaviors (e.g. prepares to listen, maintains eye contact, uses alert posture, listens without interruptions and overcomes barriers). |
Use active listening behaviors (e.g. asks questions of speaker and uses body language and facial expressions to indicate agreement, disagreement, or confusion).
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In discussions and presentations, present ideas in a logical sequence; identify and apply appropriate speaking techniques such as volume control, pace, and eye contact. |
LS2 In discussions and presentations, give organized presentations that demonstrate a clear viewpoint |
In discussions and presentations, speak clearly and stay on topic, use appropriate volume, tone of voice, rate of speech, fluency/inflections and eye contact |
SHOW-ME STANDARDS ALIGNMENT
Goal 1: Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply information and ideas.
1.1 develop questions and ideas to initiate and refine research
1.4 use technological tools and other resources to locate, select, and organize information
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: Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the classroom.
2.1 plan and make written, oral, and visual presentations for a variety of purposes and audiences
2.2 review and revise communications to improve accuracy and clarity
Goal 3: Students in Missouri public schools will acquire the knowledge and skills to recognize and solve problems.
3.1 identify problems and define their scope and elements
3.5 reason inductively from a set of specific facts and deductively from general premises
Goal 4: Students in Missouri public schools will acquire the knowledge and skills to make decisions and act as responsible members of society.
Teacher Reflection
What could be done to enhance student learning for these specific skills?