3. Student Learning Map

  • Topic:1. Got Text?
  • Subject(s):Other
  • Days:20
  • Grade(s):10
Key Learning:

An author's background, culture, and experiences contribute to the power of his or her distinctive style. A careful analysis of an author's techniques can help the reader develop an appreciation for text which combined with careful selection of ability appropriate material can result in a more pleasurable reading experience.  (Intensive Reading: 1000410; ESOL Reading: 1002381)
Unit Essential Question(s):
 
 

How can the reader better appreciate a writer's unique style which is shaped by his background, culture, and experiences?
   
Concept: Selecting Appropriate Text
LA.910.2.1.2   LA.910.3.1.1   LA.910.2.1.10   LA.A.2.4.4  
Concept: Getting to Know the Author
LA.910.1.6.2   LA.910.1.6.6   LA.910.2.2.5   LA.910.2.1.7   LA.910.1.6.1  
Concept: Reader's Technique
LA.910.1.6.2   LA.910.1.7.8   LA.910.5.2.3   LA.910.1.5.1   LA.910.1.7.1   LA.910.5.2.1   LA.910.1.6.1  
Lesson Essential Question(s):

Lesson Essential Question(s):

Lesson Essential Question(s):

Vocabulary:

level of formality, genre, lexile/lexile range, book talk, instructional reading level, independent reading level

Vocabulary:

diction, sound devices, syntax, style

Vocabulary:

skim, scan, automaticity, prosody, libel, voice register, fluency

Additional Information:

This brief overview is meant to help the students self-assess their reading using fluency models and data from testing.  A discussion of lexiles and lexile ranges will help them determine how to choose age/ability appropriate material for independent reading.  During this unit they should also be exposed to a myriad of text to help build enthusiasm for reading and create discussion on the variety of genre types, authors' styles, and strategies to assist with recognition of unknown vocabulary.

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Know - Understand - Do Organizer

Assessments:

1. Students should know that the FCAT 2.0 is 20% Vocabulary, 25% Reading Application, 25% Literary Analysis, Fiction/Non-fiction and 30% Informational Text and Research Process.    Rubrics: Go to Rubistar.com

Culminating Activity:

1. Update Student Portfolio's2. Student Portfolio's3. Student Portfolio's
Student Learning Map
Vocabulary Report

Launch Activity:

1. Read aloud your favorite story.  As you read, complete the "Strategies for Active Reading" graphic organizer with the students.  Use the document camera as you read, think aloud, and complete the organizer so that the students can follow along.  Discuss what constitutes "good reading" with the students and have them complete a reading interest survey. Finish by asking those who are willing to bring in their favorite stories to share.

Acquisition Lesson:

4. What is my fluency rate and Adjusted Maze score?  Am I considered fluent or dysfluent and how can I put together a plan for my reading success? 5. How do writers use events from their own lives and times to generate ideas for writing?  3.1.16. How can stories, poems and plays reflect unique but common characteristics?  2.1.2, 2.1.10, 2.4.4 7. What makes a writer's style unique?  2.1.7 8. How can reading biographical information enhance understanding of an author's work?  2.2.5 9. How will my prior knowledge contribute to my understanding of text? 1.4.1, 1.7.110. How do writer's use language to convey emotion?  1.6.6 11. How are details from text used to support answers and add validity to interpretations?  2.2.212. What strategies can be used to determine the meaning of complex word/phrase relationships? 1.6.8 15. How does setting a purpose for reading relate to reading rate? 1.5.1 16. How will the reader's background knowledge impact an analysis of the author's message?  1.7.1 17. What fluency strategies can I use to enhance my comprehension? 1.5.118. How do reader's engage in thoughtful discussion of literary works to deepen understanding of text?  5.2.1, 5.2.3

Extending Thinking Lesson:

1. How does one prepare for and engage in a discussion to analyze literature? 1.6.1, 1.6.22. How are different types of context clues used to reveal the meaning of unfamiliar and multiple meaning words? 1.7.8 (Inductive)
Differentiating the Unit
Unit Calendar
Resources

Vocabulary Report

  • diction - the choice of words, their arrangement, and the force, accuracy, and distinction with which they are used
  • level of formality - the degree to which the author chooses to follow the established rules based on the intent and the audience
  • skim - to read, study or consider in a superficial manner so as to get a quick overview
  • scan - to glance at or over; to read hastily to discern specific bits of information
  • genre - a class or category of artistic endeavor having a particular form, or content, or technique
  • sound devices - the authors use of any specialized wording, e.g., repetition, onomatopoeia, rhyme, etc., to create a certain sound
  • automaticity - the ability to read and comprehend fluently, as if by habit
  • lexile/lexile range - a number assigned to both a reader and a text in order to ensure successful comprehension/ 100 points lower through 50 points higher than a readers lexile
  • book talk - a brief synopsis of a book presented orally, intended to capture audience interest in the book
  • prosody - fluent alteration in pitch, tone and/or voice
  • libel - defamation by written or printed words, pictures, or any other form other than spoken word or gesture
  • instructional reading level - The level at which a reader can read text with 90% accuracy (i.e., no more than one error per 10 words)
  • voice register - a variety of language typically used in a specific type of communicative setting
  • syntax - the patterns or formations of sentences and phrases from words
  • independent reading level - the level at which a reader can read with 95% accuracy (i.e., no more than one error per 20 words)
  • fluency - the ability to read with speed, accuracy, and proper expression
  • style - the quality(ies) that make an authors writing unique