Reading Without Limits

Maddie Witter

Reading Sequence

Hi 🙂  Here is a list of the reading aims that we teach over the four years:

Fifth Grade Reading Scope

Good readers…

1. know how to set up their reader’s sourcebook each day for class

2. are able to choose an effective reading partner

3. can distinguish between fiction and nonfiction texts

5. can navigate and use the library effectively

6. can choose the “just right book”

7. can check out and return a book

8. keep a record of their reading: books logs and list of books that they have read

9. build stamina by setting goals (1 book per week)

10.  build stamina by not looking up or fidgeting as they read

11.  use proper reading posture as they read a book

12. can effectively use a bookmark to mark their place and set a goal of where they want to read by the end of the night

13. know “how to talk” with their reading partner (p)

14. stop and retell what has happened so far in their story using the skim and flip method, following pictures, looking at chapters or re-reading

15.  know that in order to understand what they read they must do more than pronounce words. They understand that if comprehension is to occur, they must engage in several thinking processes.  Good readers are aware of their thinking.

16. abandon a book only when appropriate (p)

17.  recommend books that they love to other readers so they can eventually talk about the same book.

18.  Ask open ended questions to get involved with the book

19.  Can distinguish between open and closed questions

20.  answer their own questions as they read if they can find an answer

21. Ask questions by making and supporting their predictions

22. Put themselves in their character’s shoes

– synthesize above strategies

23. Pose critical response questions of author by determining if they like the book and if not, how they would change the book

24. Use other people’s questions to deepen their understanding

25. reflect on how questioning the text depends comprehension

26. analyze their own reading stamina

27. choose a good partner book on their level with their partner

28. build their stamina by setting goals

29. make text to self connections

30. make text to text connections

31. make text to world connections

32. reflect on their book log in order to improve their stamina

33. record their thinking for a good discussion (synthesis of all reading strategies taught so far)

34. connect to each other’s ideas using accountable talk

35. have a discussion rather than make a statement

36. ask “So what?” as they read with their partner

37. Hear alarms when they are confused

38. stop, re-read and read-on when they are confused

39. distinguish between 3 different voices: reciting, conversational and off task

40. question to clarify meaning

41. chunk when there is too much information to remember everything- nf only

42. study diagrams to get information

43. look at pictures to get information

44. use their reading partner- throughout

45. stop and ask themselves what they already know about the subject and therefore what the author is trying to communicate

46. create mental images and ask themselves, what is happening here?- holes

47. imagine the author and consider what he/she had in mind when writing – purpose

48. determine why they are confused

49.  monitor their comprehension

50. use the combination of background knowledge and explicitly stated information from the text to determine meaning- i

51. create new background knowledge for themselves in order to determine meaning- schema

52. can determine when and why to use which tools from their reader’s toolbox

53.  to evaluate 5th grade reading

Standardized Test Preparation

Good test takers (test question skills)

  1. recognize freebie questions (detail questions)
  2. go back to the passage and check off all of the above and not questions
  3. look for the event before and after in sequencing questions
  4. identify the event in sequencing graphic organizers
  5. identify the author’s purpose with different genres
  6. identify right there and step back questions
  7. utilize the text and their prior knowledge with inference questions
  8. utilize the text for characterization questions-
  9. look for key words in cause and effect questions and then find the event
  10. rely on common sense and what will most likely happen for prediction questions
  11. look for key words in fact and opinion questions
  12. put it all together with main idea and summarizing questions
  13. find the who and the what for main idea questions
  14. look at the first and last sentences for main idea questions
  15. go back and find what the passage was mostly about for summarizing questions

Good test takers (testing strategies- do simultaneously with skills or as midworkshop interruption)

  1. know the structure of the reading assessment.  They understand how the assessment works- there are 3-4 passages and multiple choice questions that follow.  The questions get progressively harder
  2. identify the genre of the passages and know that different genres and read with different lenses.
  3. build stamina for a 45 minute reading assessment.
  4. read the questions first, read the passage, find the 2Ws,  and then answer the questions
  5. read the directions before reading the passages and answering the questions go back and underline the parts of the passage that answer their questions.- with finding details
  6. flip back and forth from the passage to the questions when underlining important information.
  7. hold their test book open so they see the passages and questions simultaneously
  8. if the text is really heavy, they chunk the passage into parts- especially in informational texts without subheadings.
  9. read bold, underline, subheadings, etc.
  10. read all the words on the page- including pictures, captions, charts, etc.
  11. eliminate answer choices that absolutely cannot be the correct answer.  They do not eliminate every answer but the answer they chose.- mid workshop interruption
  12. know how the test writers write the answers: the ridiculous answer, the teaser, the most right answer and the right answer
  13. often have to think hard between two possible answers.  They need to be able to re-read relevant parts of the text and select the better answer choice.
  14. jot some sort of symbol, like a star, next to questions that are a bit difficult.  They do not waste time on these questions.  They go back to these questions when they are done answering all the questions
  15. do not leave answers blank.
  16. reread text that is difficult- they read it as deeply as possible, to get all the meaning
  17. do not read the questions first if it doesn’t help you
  18. pay attention to the time while taking the reading assessment.  They look at the time remaining that is posted on the board.  They pace themselves while taking the assessment.
  19. do things when the feel a bit overwhelmed during the reading assessment  They take a 15 second breather.  They remember to trust themselves during the assessment
  20. listen to the passage twice.  On the second reading, write down as much as possible using bullet points.
  21. use abbreviations.  They do not erase, or cross out- they use their smart cuts.
  22. before the second reading write down the main idea.  After the second reading, they write down anymore important events that they remember.
  23. go back and reread their notes.  Then star important events.

54.  Good readers get to know the main characters in their novels by using stickies whenever a character is described.

55.  Good readers get to know the main characters in their novels by using stickies whenever a character is described.

56.  Good readers are able to recognize the physical appearance of characters as described in stories.

57.  Good readers are able to recognize the personalities of characters as described in stories.

58.  Good readers retell big things on their character’s timeline.

59.  Good readers look back at the big things that are happening to their main character, and think about them as “windows” into the character’s personality.  One way to do this is to pay attention to how the character reacts to situations, and how he/she interacts with others.

60.  Good readers are able to identify the personality traits of a character as shown by their actions, words or thoughts.

61.  Good readers notice what problems their characters face and how they react or respond to that problem.

62.  Good readers remember to always use facts and details from their story to support character’s physical and personality traits.

63.  Good readers look for the challenges their characters face.

64.  Good readers go back to key moments on their character’s timeline and think about how they are changing.  Good readers notice patterns of change in stories.

65.  Good readers deepen their understanding of their character by identifying outside circumstances that affect a character’s personality traits.

66.  Readers identify obstacles and challenges that their characters face and infer what’s inside their character that will help the character meet these obstacles.

67.  Readers can think about their character in relation to the obstacles or challenges their characters face and what’s inside their character that will hold their character back as their character faces their challenge.

68.  Asking:

The Right Questions

  1. What is really important about this story?
  2. What does this story say about the world?
  3. What does this story say about my life?
  4. What is the point of this story for me?
  5. Why was it written?
  6. What is the story, all together, trying to tell me?
  7. What is this story really about?
  8. What is the story underneath the story?
  9. What is the moral of the story?
  10. What is the story’s theme?
  11. How would I change myself if I took this story seriously?
  12. Does it matter if people read this story or not?
  13. How does each part of the story fit into the larger telling of the message?
  14. What does the author want us to realize?
  15. Does my interpretation of the text account for all of its parts?

 

Using Text Structure to Synthesize

1.  Become aware of central concepts and themes while reading

2.  Use awareness of text elements and patterns to predict and understand overall meaning

3.  Connect elements of fiction (character, setting, conflict, sequence of events, resolution and    theme) and nonfiction (description, chronological order, cause and effect).  They use their knowledge of these elements to make decisions about the overall meaning of a passage, chapter, or book

4.  Assimilate new information into synthesis while reading

5.  Use synthesis to share, recommend and critically review books they have read

6.  Actively revise their cognitive syntheses as they read.  New information is assimilated into the reader’s evolving ideas about the text, rendering some earlier decisions obsolete

7.  Purposefully use synthesis to better understand what they have read

8.  Use all comprehension strategies together to better synthesize

 

 

Moving Beyond a Literal Understanding

  1. Identifying figurative, special language
  2. The author used special language, why?
  3. What is the language saying in the context of the story?

Interpreting a text from the ending

  1. Return to a place you loved, hated, or questioned, or to places you found difficult or to places which made you angry.  Reread and discuss one of those places in light of the whole text.  Perhaps move to a second place and discuss it as well
  2. Think about, “What is this whole book saying?”  One way to think about this is to ask, “What single section best captured the author’s meaning?”  Another way to think is to ask, “How is the message of this book similar to (and different from) the message of (another book)?”
  3. How do the elements of the story each contribute to the message of the book?  How does the end contribute?  The beginning?
  4. What symbols and metaphors can you find that echo the overall messages of the book?
  5. Think about why the author ended it in this way.  When did you first suspect this might be the ending?  Why- out of all possible endings- might the author have chosen this one?
  6. Lay some of the books you know well (which could include any of the read aloud books) next to this one.  How are they similar, different?
  7. How might we live differently because of this book?

6th Grade Scope

Good readers

  1.  partner talk by “buzzing effectively”
  2. Use the library effectively
  3. Choose the just right book
  4. Use multiple strategies flexibly with their reader notebook
  5. Retell in detail
  6. Identify the theme within a text
  7. Retell the most important parts of a text
  8. Retell different lengths of texts
  9. Self-monitor reading voices and activate the conversation voice when you fall off task
  10. Create long term reading goals for the year
  11. Reflect on their personal reading stamina and prepare for summer reading
  12. Make connections
  13. Use their reading journal to make connections through discussion
  14. Stretch out personal connections
  15. Use connections when you retell
  16. When connecting, bring the connection back to the text
  17. Connect to a teammate’s ideas
  18. Create personal independent reading goals for the week
  19. Read for twenty five minutes without looking up
  20. Read at least twenty pages with stamina in 25 minutes without looking up
  21. Stop independently to accomplish the aim while reading 20 pages in twenty five minutes
  22. Connect to the text in a variety of ways (synthesis of all connection lessons)
  23. Make clearer connections during discussions by avoiding run-ons and sentence fragments
  24. Use self-questioning to deepen connections
  25. Make connections to deepen understanding of plot, themes and characters
  26. Make connections to rethink your own life or relationships
  27. Pick out just right nonfiction books
  28. Ask questions to deepen thinking about nonfiction topics
  29. Connect prior knowledge to new thinking
  30. Complete a nonfiction book summary and distinguish between how to summarize nonfiction and fiction
  31. Determine the main idea of paragraphs (chunking) in order to retell
  32. Retell larger amounts of nonfiction texts by determining multiple main ideas across texts
  33. Retell shorter chunks of nonfiction text
  34. Distinguish the different purposes behind different nonfiction texts
  35. Catch the reciting voice when independent reading and change it to the conversational voice
  36. Identify the different sources or patterns of confusion
  37. Say the text in a way that makes sense when you become confused
  38. Say unknown or difficult vocabulary words in a way that makes sense
  39. Say dialogue in a way that makes sense
  40. Say figurative language in a way that makes sense
  41. Choose an appropriate fix it strategy when you become confused
  42. Substitute words you know for difficult vocabulary
  43. Visualize the text in order to make sense of the text
  44. Ask questions to help make sense of the text
  45. Say dialect in a way that makes sense
  46. Use a variety of fix it strategies appropriately (synthesis lesson)
  47. Plan your personal reading for Thanksgiving vacation

Standardized Testing Lessons

  1. How to mark up short texts and poems with inferences
  2. Use the text details to make accurate inferences and determining which answer has the most proof
  3. Visualize poems by illustrating images and figurative language
  4. Determining the meaning of figurative language
  5. Make inferences and draw conclusions by determining which answer choice has the most proof
  6. Distinguishing between the different reading genres
  7. Determining the cause of an effect
  8. Making stronger inferences by rereading the passage to find text support
  9. Identifying author’s purpose and technique
  10. Identifying the organization of nonfiction texts
  11. Gathering context clues for unknown words
  12. Identifying the conflict and resolution of fiction texts
  13. Identifying the main idea when the 2Ws doesn’t work or the main idea is tricky
  14. Categorizing and connecting relevant information in nonfiction texts
  15. Finding appropriate proof for questions about theme, author’s purpose or author’s technique
  16. Identifying how characters feel or change across the text
  17. Using characters’ thoughts, actions and words as text support
  1.  Figuring out the text by making connections
  2. Asking yourself questions to consider what literal words may actually mean
  3. Figuring out who’s in the story, where the story is taking place, and what’s really going on
  4. Using the literal words of the story to figure out what characters are really thinking and feeling
  5. Using the literal words of the story to figure out what characters are really saying and doing
  6. Using the literal words of the story to figure out personality traits and characteristics
  7. Inferring less obvious shifts in time and place, particularly flashback
  8. Figuring out what figurative language is referring to or really means
  9. Figuring out characters’ personalities and motivations
  10. Figuring out character’s personalities, motivations and internal conflicts
  11. Taking notes on connections, inferences and questions as you read to prepare for a book club
  12. Developing theories on the author’s beliefs or values and note taking for a book club
  13. Judging the fairness of different moments in the text and note taking for a book club
  14. Developing ideas about possible symbols in the text and note taking for a book club
  15. Setting appropriate topics of discussion for book clubs
  16. Identifying the qualities of a successful book club and evaluating yourself and your book club teammates using a rubric
  17. Using text support for all notes on book club books
  18. Building off the ideas of others in book clubs
  19. Rethinking the text based on the ideas of others
  20. Judging the setting in your book
  21. Discussing character change at the end of the book and launching new book clubs by judging characters in the text
  22. Making and supporting predictions
  23. Finding compelling quotes and commenting on them in texts
  24. Criticizing the way that characters are written in the text
  25. Criticizing the author’s style or craft
  26. Criticizing the plot choices the author has made
  27. Return to the finished book club book to fill your notes with text based examples and quotes to support your opinions
  28. Criticizing the tone of a story
  29. Criticizing the theme of a story
  30. Planning reading for spring break and evaluating peers in book clubs
  31. Creating interpretations in a text: Identifying that a theme is a statement of the author’s values or beliefs
  32. Brainstorming a list of possible concepts in our books that might lead to a theme
  33. Determining which concepts are most important based on how often they occur in a text
  34. Selecting a concept to track and making special notes whenever it reappears in the text
  35. Commenting on what values or beliefs the author is trying to shape around a particular concept
  36. Using notes on a concept to create a thematic interpretation in the form of a thesis statement
  37. Distinguishing concepts from issues and justifying following an issue or concept
  38. Brainstorming possible concepts or issues and selecting one to follow by justifying its relevance and importance
  39. Contextualizing your notes on a text
  40. Using commentary related text details to back a concept or issue
  41. Using notes to shape a thesis.  Gathering details from the text to support a thesis.
  42. Rereading and reading ahead to gather notes that span the text, address major events and strongly support the theme

Standardized Test Preparation

  1. Introducing close reading- slowing down to decode unfamiliar words
  2. Accurately decoding words while reading with voice and expression
  3. Using knowledge of word parts and sentence structure to determine the meaning of unknown words
  4. Holding on to the names of characters as you read
  5. Inferring the meaning of each line of text
  6. Close reading of short texts that involve following directions accurately
  7. Close reading to understand and accurately follow different types of directions within functional documents
  8. Finding proof for questions that involve persuasive elements
  1. Building background knowledge when reading historical fiction and an assigned book that you don’t choose
  2. Selecting and dissecting quotes at length via written response in an assigned book
  3. Putting yourself in the shoes of a variety of characters who are good and bad in an assigned book
  4. Judging various aspects of setting (physical, social, religious, etc) in an assigned book
  5. Rereading the ending to deepen understanding of theme and the implication of the assigned book
  6. Final running record assessment
  7. Evaluation of 6th grade reading

7th Grade Scope

  1.  To determine WHY we read
  2. To identify proof for themes that rise out of independently read texts
  3. To set their whole class assigned book goal and independent reading goal
  4. To read an assigned book (The Outsiders) and an independent book at home
  5. To discuss reading and push partners to back up their thinking
  6. To cite the text when discussing to back up their thinking
  7. To re-read and work together with a partner to find multiple themes and proof for those themes
  8. To re-read to create an intensity and seriousness about reading
  9. To read all summer long
  10. To set monthly reading goals
  11. To use reading journal in order to deepen connections, infer about themes
  12. To share reading with others in order to plan the perfect book talk and to explain why our reading with others is an important part of being a good reader
  13. To identify themes that rise out of all kinds of texts
  14. To identify themes that recur across a novel
  15. To identify themes in books and ask what the author is saying about those themes
  16. To synthesize unit objectives and share strengths and weaknesses
  17. To try out different interpretations not just the first one that comes to mind
  18. To determine the author’s point of view on multiple themes
  19. To build a base of knowledge as you enter into a text in order to begin to collect initial interpretations of a text
  20. To evaluate when you are bringing your own identities and beliefs into your interpretations and identify when you are connecting in this way
  21. To question the author, based on prior knowledge of the author’s work or attitude toward issues
  22. To identify and evaluate the author’s biases in a whole class shared text
  23. To assess whether or not you have been justifying your own interpretations
  24. To bring your own interpretations to a whole class discussion
  25. To make justifiable interpretations about themes in your independent reading books and to self-assess your interpretations
  26. To identify and track themes that recur in a text
  27. To read actively by marking up a text and identifying major story elements
  28. Identify the different elements of plot
  29. To re-read to explain how authors create characters that are multi-dimensional in order to advance the plot
  30. To identify causal relationships within plot and analyze how the events explain past or present actions or foreshadow future actions
  31. Evaluate the causal relationships that lead to the climax and resolution and adjust their interpretations accordingly
  32. To identify the different points of view in narrative text and analyze how the different points of view effect plot elements
  33. Explain how the narration of a story affects the climax and resolution of a story
  34. Mark up the text by labeling the plot mountain, identifying the type of narration and labeling the text with questions
  35. Adjust interpretations upon reaching the resolution of a short story
  36. Discuss literature, touching on narration, author’s purpose, language choice, foreshadowing, symbolism and possible themes
  37. Read “between the lines” to analyze major and minor characters in a story
  38. Use citations from the text to justify positions on an issue in the story
  39. Use the text to justify thinking in a debate/discussion
  40. Choose from new, exciting genres to jump start a new IR book
  41. Assess prior knowledge when starting a new book and plan their reading schedule for the weekend
  42. Find themes and symbols in a text that recur and track theme because you are empathetic to the characters that you read about
  43. Question the author’s intentions by examining the narration of the text and analyzing its effects on themes, issues or characters
  44. Identify the basic parts of poems and follow the three steps to poetry success
  45. Notice comparisons and descriptive language in poetry
  46. Analyze how form relates to content in poetry
  47. Analyze symbols used in poetry
  48. Analyze the language of poems for hyperbole and onomatopoeia
  49. Analyze the way the poem is written

Standardized Test Preparation

  1.  Attach the question and label proof when taking a text
  2. Step back when they get to character questions and use everything you know about the text to answer the question
  3. Step back when they get to inference questions and choose the answer with the most proof
  4. FLIP questions and write at least 3 details to back up their response
  5. Identify red alarm words like not, except, but in question stems
  6. Make tough answer choices, not just tough questions when generating your own test
  7. Consider theme and mood as you unravel questions about characters
  8. Identify the 2Ws, theme and mood of a passage to determine the author’s viewpoint within the passage
  9. Find the 2Ws, theme and mood for two passages if there is a dual passage test question
  10. Step back and look for clues all around the phrase or event to find the cause
  1.  To graduate from 7th to 7th ½ grade by figuring out reading goals for the rest of the year
  2. To choose books and create reading goals so that you can finish your book in 4 days
  3. To engage in texts by asking and attempting to answer questions (THICK questions) in journal
  4. To jot notes down to possible answers to questions while you read
  5. To launch into a new book by getting to know a new character
  6. To review notes to get a clear understanding of what’s going on in your book and then to read on, updating findings and continuing to ask questions in notes
  7. To identify examples of major concepts, picking out quotes that support that concept and reveal a theme about a book
  8. to examine textual examples of a concept in order to come up with a thematic statement about that concept
  9. to discuss what you have read so far, focusing on themes, symbols and major concepts in order to generate new findings in a novel
  10. to identify bildungsroman and analyze how the author shows bildungsroman
  11. to identify issues that arise because of a character’s class
  12. to balance assigned reading (A Tree Grows in Brooklyn) with independent reading
  13. to speak into the silence, using proof to back up ideas about an author’s intentions
  14. to analyze concepts with the author’s intentions in mind, connecting concepts to the author’s perspective or bias
  15. to discuss the book, keeping Betty Smith’s job as the author in minding, making the EYE in the SKY level comments
  16. to discuss and listen to what your teammates are saying
  17. to discuss concepts with as much proof as possible, sticking to the eye in the sky level comments and questions
  18. to develop ideas about what an author believes or values, based on evidence in the text
  19. to interpret an author’s values or beliefs and challenge them by asking high level questions- particularly analyzing their representations of characters
  20. (synthesis) to identify the author’s values/beliefs, ask thick questions to challenge the author and make eye in the sky commentary why the book was written
  21. Identify objects that are symbolic of greater issues/themes.  To analyze the author’s use of the symbols within the context of the story
  22. To read with book clubs and establish norms and create reading schedules
  23. To identify the protagonist’s character traits in order to develop initial interpretations about your book club novel
  24. To make inferences about the characters, judging their actions, intentions and effects on the plot
  25. To shoot for high level vocabulary, accountable talk and challenging questions when discussing within a book club
  26. to identify themes as messages about major universal concepts- and track them in your book club book
  27. to use rhetorical criticism to challenge the authors of your book club books
  28. to identify bias in the book, looking out for specifically: gender bias, racial bias and class bias
  29. to create thematic statements about your independent reading
  30. to identify “bumper sticker” ideas and turn those ideas into themes
  31. to establish the historical context of A Raisin in the Sun
  32. to get to know the author before reading, assessing her biases and personal experiences
  33. to describe the setting, characters and stage directions and to explain the major differences between plays and novels
  34. good readers read aloud a play and pay close attention to why the author made choices in stage directions, setting, structure and themes
  35. discuss the play like you discuss a novel but also touch upon stage directions
  36. to re-read portions of your reading in order to cement or change your interpretations
  37. to re-read to find proof to back up a thematic statement in a text

Standardized Testing

  1.  to read questions first and use your strategies even if you can’t illustrate on the computer screen
  2. To identify plain folks, red herring and testimonial
  3. To identify bandwagon, strawman, and loaded words
  4. To distinguish between fact and opinion
  1.  To celebrate what you’ve mastered
  2. to identify and analyze characters’ relationships within a novel in order to manage confusion and deepen comprehension
  3. to determine importance in a text by analyzing a citation from multiple perspectives
  4. to determine Harper Lee’s agenda and biographical influences on To Kill a Mockingbird
  5. to evaluate 7th grade reading

8th Grade Scope

  1.  to identify strengths and weaknesses in your reading, literature and work habits in order to create a goal
  2. To respond to reading using short answer rubric within a limited period of time
  3. To neatly begin the annotated bibliography yin your reading notebook in order to start a system of independent note taking for the school year
  4. To identify and start an independent system for keeping track of and categorizing characters for an entire year’s worth of reading
  5. To maintain character categories in your notes while still reading at a rapid speed
  6. To maintain character categories and annotated bibliography in your independent and assigned texts
  7. To analyze themes across multiple texts
  8. To create discussion questions and topics for discussion based on emerging theme patterns across multiple texts
  9. To generate discussion questions that arise from emerging themes and character attributes across multiple texts
  10. To choose 4 or more books for summer reading and set goals for summer reading
  11. To reflect upon summer independent reading and create rigorous new reading goals for social issue themed book
  12. To identify rhetorical criticism and to analyze what ideas about the world the author is seemingly expressing
  13. To analyze how the author uses language to direct our own thinking in conveying his or her message about the world
  14. To distinguish between the author’s voice and the narrator’s voice
  15. To incorporate citations in our notes
  16. To analyze our own reading habits and thinking and how they may be influenced by society
  17. To distinguish between texts that are either critical of their subject matter or perpetuating negative values about gender roles
  18. To suspend judgment until enough information has been presented and to evaluate if enough information has been presented
  19. To avoid vague explanation or over generalizations in analysis
  20. To take feminist criticism analysis from okay to great by referencing the point of view of the protagonist or narrator, to reference the author’s bias, to argue whether or not the reader agrees or disagrees with the protagonist’s point of view and to avoid vague language (synthesis)
  21. While suspending overall judgment for literary analysis, use awareness of text elements and patterns to predict and question the author’s intentions
  22. While using the plot diagram to keep track of the author’s possible intentions, to rethink if new evidence is given
  23. Using annotated bibliography, to analyze your own reading strengths and develop an independent reading plan in order to address weakness and provide breadth
  24. To update character charts based on independent reading and to categorize characters
  25. To rethink the author’s intentions
  26. To rethink the text after finishing it using guiding questions
  27. To show evidence of theme in your book by using predictable plot elements
  28. To participate in a class discussion that identifies patterns across texts and self evaluate your performance using a checklist
  29. To use marginalia to track literary elements that the author has employed in a story
  30. To have a conversation with the text through annotation
  31. To analyze characters using annotation
  32. To analyze theme using annotation
  33. To engage in a fishbowl discussion about key elements in “Old Man and the Sea”
  34. To master strategies for reading and annotating successfully and in a timely matter
  35. To identify aspects of plot, characterization and theme in Old Man and the Sea that you loved or hated using rhetorical criticism
  36. To “translate” old fashion language in classic book clubs using annotation
  37. To annotate directly onto the text for ideas and topics for your group meetings
  38. To meet with book clubs in order to clarify meaning in novels and consider how a time period affects a novel
  39. To use “crutches” (i.e. internet help) to aid in comprehension of above reading level texts
  40. To research historical context of your book club novel and identify connections between the context and themes
  41. To self-check on a variety of annotations in book club
  42. To analyze the use of diction in novels as part of the author’s style
  43. To analyze the author’s use of descriptive language as part of his/her style of writing
  44. To identify the point of view of your book as part of the author’s style
  45. To use our knowledge of writer’s style to recommend a book with sophistication

Standardized Test Preparation

  1.  To determine the difference between theme and main idea in poetry
  2. TO identify key words that reveal the tone of a poem
  3. To identify key words and lines that unlock the meaning of a particular line of poetry
  4. To go back to find the answer for each question and not “remember” the answer
  5. To identify key text features in order to answer main idea, author’s purpose and theme questions
  6. To plan winter break reading by keeping in mind days with a lot of free time, the pacing of books and a 25 page daily minimum requirement
  7. When answering character test prep questions, you need to go back to the exact moment in the character’s life to find the proof
  8. To show what makes tough answer choices and generate your own test questions and answers with traps
  9. When you don’t recognize a tricky word in a question, to break the word into it roots and use your knowledge of the meaning of its morphemes
  10. To identify which sentence exactly from the passage supports an idea by finding the event and then finding the sentence that’s in the passage
  11. Determine how and why authors use particular techniques in reading passages
  12. To identify the context of Things Fall Apart through image and nonfiction analysis
  13. To analyze Achebe’s characterization of Okonkwo, through close reading and textual analysis
  14. To investigate the meaning of Nigerian proverbs to help us understand the culture
  15. To translate Achebe’s language to identify “what he really means”
  16. To utilize feminist criticism to question gender roles in Ibo culture
  17. To consider our responses to Ibo culture and to identify strategies to use when we encounter diverse cultures in literature
  18. To analyze the character arcs of two characters in Things Fall Apart
  19. To refocus on using our reading notes by updating character lists and creating theme pages
  20. To review the difference between the narrator’s and author’s perspectives in literary analysis
  21. To determine the main conflict in a story and what type of conflict (i.e. man v. man, etc)
  22. To identify and analyze symbols used by authors in literature
  23. To create symbols for common ideas and experiences
  24. To re-establish expectations for reading independently in class
  25. To determine which genres we read most and which we read least and then to choose our next book in a genre that we have not read much in order to push outside our comfort zones
  26. To identify the major literary elements in an unfamiliar piece of literature with a focus on theme
  27. To use knowledge of one work by an author to provide background and perspective for interpreting another work by the same author
  28. To investigate the definition of hero in literature and identify Salinger’s narrative style in Catcher
  29. To define the terms unreliable and reliable narrator and determine which one Holden is
  30. To analyze Salinger’s use of minor characters to create a multi-dimensional protagonist in Holden
  31. To apply narration analysis to Catcher
  32. To use the latest events in Catcher to determine major themes
  33. To identify major symbols in Catcher and determine what each represents using textual evidence
  34. To identify the classic literary quest structure and to evaluate Holden as “a hero” and determine if he fits the hero model
  35. To interpret the meaning of the title The Catcher in the Rye
  36. To interpret the thematic connection between Frost’s “Nothing Gold Can Stay” and Catcher
  37. To analyze your own stamina in reading independent and assigned literature
  38. To recognize what you think is beautiful in literature and identify such a passage in your i.r. book
  39. To purposefully annotate with an end goal in mind- a great thesis statement that is well supported
  40. To justify your interpretation of an ambiguous text
  41. To re-read with a fresh perspective
  42. To analyze “the Bet” using rhetorical criticism
  43. To analyze “The Bet” using gender criticism
  44. To analyze “The Bet” using critical response criticism
  45. To use the lens of rhetorical criticism to discuss your partner book
  46. To distinguish between the author’s and the character’s gender bias
  47. To question our own assumptions and reactions as we read literature
  48. With a partner, to identify the plot and details embedded within descriptions or expositions and distinguish between the two
  49. To challenge your partner critically using your knowledge of literature
  50. To show how themes change over time
  51. To analyze your success as a reader over the last four years
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2 comments on “Reading Sequence

  1. Lelac
    October 12, 2009

    SO helpful. Thank you!!!!

  2. Maddie
    October 17, 2009

    Hi Lelac 🙂 I heard that you have a great letter that you send to parents sharing how your library has many topics (some possibly provocative). Would you mind sharing?

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