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[Anna Wilbur Roys – Decoding and Readers Theater Mini Unit]

Readers Theater Unit

Adapted from The Island of the Skog, by Stephan Kellogg

Grades 5-8

Anna Wilbur Roys

2009

Unit Summary

Students are administered a pre-test to determine how to differentiate into two groups by reading

readiness. Each group of students will practice and apply the rules of the English Language using

sections of the Sonday 2 reading curriculum.

To develop fluency and comprehension students will participate in Reader‟s Theater adapted

from a book written and illustrated by Stephen Kellogg, whose title is The Island of the Skog.

Students will spend time in each session practicing de-coding skills and learning sight words, as

well as, participating in Reader‟s Theater rehearsals.

Individual conferences with student allow for addressing weak areas in a „safe‟ environment.

Assessment at end of unit allows flexibility for students to demonstrate proficiency levels as

identified in Alaska Performance & Content Grade Level Equivalencies. Rubrics are designed

differentiating performance expectations based on these standards.

Students complete self-reflection identifying their own strengths and weaknesses.


Enduring Understandings

Students working in small groups will understand the value of peer-to-peer learning

strategies in decoding words and exploring story line, characters, setting and author‟s

possible hidden meanings in the story.

Students will develop an understanding the rules of the English language may be learned

and applied to help them decode unfamiliar words.

Students will understand that there is a meaningful relationship between listening,

reading, spelling a writing and speech.

STAGE 1: IDENTIFY DESIRED RESULTS: Alaska Standards Met

English Standards A (1) apply elements of effective writing and speaking; these elements

include ideas, vocabulary, sentence structure, and personal style; (3) in speaking, demonstrate

skills in volume, i:ntonation, and clarity; (4) write and speak well to inform, to describe, to

entertain; (6) when appropriate, use visual techniques to communicate ideas, and (8) evaluate

the student‟s own speaking and writing and that of others using high standards.

Arts Standards A

A student should be able to create and perform in the arts. (1) participate in dance, drama, music,

visual arts, and creative writing; (2) refine artistic skills and develop self-discipline through

rehearsal, practice, and revision; 3) appropriately use new and traditional materials, tools,

techniques, and processes in the arts; 4) demonstrate the creativity and imagination necessary for

innovative thinking and problem solving; 5) collaborate with others to create and perform works

of art; 6) integrate two or more art forms to create a work of art;

Reading GLEs

4th

Grade

The student uses strategies to decode or comprehend meaning of words in text by [

4] 2.1.1 Demonstrating knowledge of phonetics, word structure (root words, prefixes, suffixes,

abbreviations) and language structure through reading words in text (word order, grammar)

[4] 2.1.2 Determining the meaning of unfamiliar words using knowledge of word families,

phonetics, context and visual cues, structural elements (contractions, compound words, root

words, prefixes, suffixes, plurals)

[4] 2.1.3 Obtaining information using text features including pictures, illustrations, text structure

(e.g., bolded or italicized text, graphs, charts, or headings)

[4] 2.1.4 Identifying relationships among words by categorizing

[4] 2.1.5 Self-monitoring and self correcting while reading (e.g., sounding words out, adjusting

reading pace, rereading


[4] 2.2.2 Self-monitoring comprehension by formulating questions while reading (e.g., why is

this character not telling the truth, why are bears with cubs especially dangerous, what will

happen next), or rereading (e.g., for clarification,

confirmation, correction) (L)

[4] 2.2.3. Making simple inferences(e.g., predicts logical outcomes, deduces missing

information, such as where a story takes place, if not directly stated)

[4] 2.2.4 Drawing conclusions based on information presented in the text (e.g., cause and effect,

character motivation)*

[4] 2.3.1 Reading orally with rhythm, flow, and expression showing understanding of

punctuation and other conventions of print*

[4] 2.4.1 Retelling a story in correct sequence or identifying the correct sequence of events in a

story (L)

[4] 2.4.2 Restating and summarizing information after reading a text or identifying accurate

restatements and summaries

[4] 2.5.3 Identifying or describing related experiences to support understanding of a main idea

[4] 2.8.1 Identifying or describing in fiction• plot (e.g., main conflict or problem, sequence of

events) • settings (e.g., how they affect the characters or plot • characters (e.g., physical

characteristics, personality traits, motivation)

[4] 2.9.2 Expressing own opinion about material read and supporting opinions with evidence

from text

[4] 2.10.1 Identifying author‟s message, theme, or purpose (e.g., helping others brings great

rewards)

[4] 2.10.2 Identifying themes in texts and making relevant connections to personal experiences,

experiences of others

5th

Grade Reading GLEs

[5] 2.1.1 Demonstrating knowledge of word structure (root words, prefixes, suffixes,

abbreviations) and language structure through reading words in text word order, grammar)*



words, prefixes, suffixes, plurals)*


(e.g., bolded or italicized text, graphs, charts, or headings)*

[5] 2.1.4 Identifying relationships among words by categorizing (e.g., synonyms, antonyms,

homophones, homographs) and [identifying shades of meaning (e.g., hot, warm) L]

[5] 2.1.5 Self-monitoring and self correcting while reading (e.g.,sounding words out, adjusting

reading pace, rereading difficult or relevant material)*(L)

[5] 2.2.2 Self-monitoring comprehension by formulating questions while reading (e.g., why do

characters react to the same situation differently) or rereading (e.g., for clarification,

confirmation, correction)* (L)

[5] 2.2.3 Making inferences (e.g., predicts logical outcomes, such as how would the story have

been different if ____, deduces missing outcome or information, such as where a story takes

place, if not directly stated)

[5] 2.2.4 Drawing conclusions based on information presented explicitly in the text (e.g., cause

and effect, character motivation)*



punctuation and other

conventions of print* (L)

[5] 2.4.1 Restating and summarizing main ideas or events in correct sequence after reading a text

(e.g., paraphrasing, constructing a topic outline, using graphic organizers) or identifying accurate

restatements and summaries of main ideas or events or generalizations of a text

[5] 2.5.3 Identifying or describing related experiences and events to support understanding of a

main idea (e.g., what event in history is similar to this one) (L)

5] 2.8.1 Identifying or describing in fiction • plot (e.g., main conflict or problem sequence of

events, resolution) • settings (e.g., how they affect the characters or plot) • characters (e.g.,

physical characteristics, personality traits, motivation) • point of view (who is telling the story)


from text*

[5] 2.10.1 Identifying author‟s message, theme, or purpose, stated or implied (e.g., helping others

brings great rewards)

[5] 2.10.2 Identifying themes in texts and making relevant connections to [personal experiences,

experiences of others, or L] other texts*

6th

Grade Reading GLEs

[6] 2.1.1 Demonstrating knowledge of word structure (root words, prefixes, suffixes,

abbreviations) and language structure through reading words in text (word order, grammar)*



words, prefixes, suffixes, plurals) *


(e.g., bolded or italicized text. graphs, charts, headings, or subheadings)

[6] 2.1.4 Identifying relationships among words by categorizing (e.g., synonyms, antonyms,

homophones, homographs), [identifying shades of meaning (e.g., happy, ecstatic) L] and

analogies*

[6] 2.1.5 Self-monitoring and self correcting while reading (e.g., adjusting reading pace)* (L)

[6] 2.2.2 Self-monitoring comprehension by formulating questions while reading (e.g., what

circumstances influenced a character to make a specific decision) or rereading (e.g., for

clarification, confirmation, correction)* (L)



place, if not directly stated)*


and effect, character motivation, predictions)


punctuation and other conventions of print* (L)



restatements and summaries of main ideas or events or generalizations of a text*

[6] 2.5.3 Locating references from the text that support understanding of a main idea (e.g., what

event in history is similar to this one) (L)


[6] 2.8.1 Identifying or describing in Fiction • plot (e.g., main conflict or problem, sequence of


physical characteristics, personality traits, motivation, growth and change) • point of view (who

is telling the story)

[6] 2.8.2 Comparing and contrasting plots, settings, and characters


from text*


brings great rewards)*


experiences of others, or L] other texts *

7th

Grade Reading GLEs

[7] 3.1.1 Determining meanings of unfamiliar words in context using knowledge of word

structure, (prefixes/ suffixes, base words, common roots, or word origins)

[7] 3.1.2 Determining meanings of unfamiliar words in context, including words from other

languages that have been adopted into English (e.g., déjà vu), using knowledge of language

structure, including using context clues, prior knowledge, and other resources (e.g., dictionaries,

glossaries, thesauruses)

[7] 3.1.4 Determining the meaning of words in context, including content specific vocabulary,

words with multiple meanings, or precise vocabulary (e.g.,vague vs. ambiguous)

[7] 3.1.5 Self-monitoring and self correcting while reading (e.g., adjusting reading pace,

rereading difficult or relevant material)*(L)

[7] 3.2.1 Orally interpreting short stories, poetry, and drama to an audience (L)

[7] 3.3.1 Restating and summarizing main ideas or events, in correct sequence, after reading a

text (e.g., paraphrasing, constructing a topic outline, charting or mapping main ideas or events)

or identifying accurate restatements and summaries of main ideas or events or

generalizations of a text

[7] 3.4.4 Explaining connections among main ideas/concepts (text to self, text to

text, text to world)

[7] 3.6.2 Identifying or analyzing the use of literary devices appropriate to genre (i.e., dialogue,

simile, metaphor, personification, foreshadowing, time sequence, imagery, or repetition) to

analyze literary works

[7] 3.7.1 Identifying or describing or making logical predictions about (citing evidence and

support from text) plot, setting, character, point of view, and theme

[7] 3.7.2 Comparing and contrasting literary elements and devices

[7] 3.7.3 Analyzing and evaluating the importance to the story of plot, setting, character, point of

view, and theme

[7] 3.8. 2 Identifying or analyzing author‟s purpose (e.g., to narrate, inform,

entertain, explain, persuade) by citing textual evidence

[7] 3.9.1 Locating evidence within the text to make connections to an author‟s

message, theme, or purpose

[7] 3.9.2 Utilizing textual evidence to make thematic connections between texts

[7] 3.9.3 Making thematic connections in texts and relating these themes to personal

experiences, experiences of others, prior knowledge, and the broader world of ideas


Established Goals:

What essential questions will be considered?

Students will gain not only reading fluency, but also gain new sight words in a peer-to-

peer learning environment.

Students will gain skills in identifying syllable types and how this can help them decode

words.

Students working in groups and as individuals will read The Island of the Skog, by

Stephan Kellogg in Readers Circles then, analyze plot, character, setting, sequence and

authors meaning of the story in follow up Literature circles.

Students will rehearse and perform an adapted Readers Theater Script of the book.

Students will be assessed authentically using teacher‟s anecdotal notes during Reader‟s

Theater group presentation, and individually as students artistically represent the story

line, an event and/or characters of the book in written descriptive compositions.

How may student use word identification skills, conventions and structural analysis to

determine meaning of unfamiliar words (what rules of the English language are to be

taught?)

How will a general understanding of text be formed by students?

How will students learn to infer meaning, retell or restate information or define story

elements?

How will summarizing, analyzing story elements and author‟s purpose support the

understanding of the main idea?

How will students be led to understand that there is a meaningful relationship between

listening, reading, spelling a writing and speech?


What understandings are desired?

Students will know:

How to use a rubric to evaluate their own work and that of others.

New sight words, vocabulary in the book and how to apply rules of the English Language to help

them decode words they read and how to spell them correctly..

Insight can be gained by considerations of authors perspectives and intent.

Public speaking practice

Gaining skills in analyzing story elements and sequence

Students will gain understanding that listening, reading, spelling and speaking are related and if

used together improvement of their literacy skills is the result.

Students will understand how to summarize and analyze story elements.

Students will understand the the author‟s purpose supports the main idea.

Students will gain understanding on how to infer meaning, retell or restate information and

define story elements.

Students will learn to look for big ideas to form a general idea of stories

Students will understand that they can use word identification skills, conventions and

structural analysis to determine meaning of unfamiliar words.

Students will be able to:

Discuss key story elements, sequence and analyze author‟s meaning.

Use a rubric to evaluate and refine demonstrations of their work and that of others;

Know and use new sight words, vocabulary and rules of the English Language

Perform Readers Theater script for their peers.

Artistically represent the story line, a story event, setting or a character.

Write a descriptive composition of a character, story event or setting.


STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

What evidence will show that students understand?

Assessment Task Blueprint 1

Artistic representation of main ideas and events in the story.

What understandings or goals will be assessed though this task?

Insight can be gained about students‟ comprehension by evaluating their artistic representation of story

elements.

What criteria are implied in the standards and understandings regardless of the task specifics? What

qualities must student work demonstrate that standards were met?

Assessing Reading GLE Achievement Levels for Rubric Development

4th

Grade

[4] 2.2.3. Making simple inferences(e.g., predicts logical outcomes, deduces missing

information, such as where a story takes place, if not directly stated)

[4] 2.2.4 Drawing conclusions based on information presented in the text (e.g., cause and effect,

character motivation)*

5th

Grade

[5] 2.2.2 Self-monitoring comprehension by formulating questions while reading (e.g., why do

characters react to the same situation differently) or rereading (e.g., for clarification,

confirmation, correction)* (L)



place, if not directly stated)


and effect, character motivation)*



restatements and summaries of main ideas or events or generalizations of a text

1. An image will be created depicting a story event or the story line using a rubric so they understand what represents a proficiency and what does not.

2. Students will draft a descriptive composition demonstrating their understanding the rules of the English Language they are introduced to in this mini unit. They will be provided a rubric so they understand what rules of the English Language are being assessed, the format and length of the composition, and how many adjectives are required to score proficiently.


[5] 2.5.3 Identifying or describing related experiences and events to support understanding of a

main idea (e.g., what event in history is similar to this one) (L)

5] 2.8.1 Identifying or describing in fiction • plot (e.g., main conflict or problem sequence of


physical characteristics, personality traits, motivation) • point of view (who is telling the story)


brings great rewards)


experiences of others, or L] other texts*

6th

Grade



place, if not directly stated)*


and effect, character motivation, predictions)



restatements and summaries of main ideas or events or generalizations of a text*

[6] 2.5.3 Locating references from the text that support understanding of a main idea (e.g., what

event in history is similar to this one) (L)

[6] 2.8.1 Identifying or describing in Fiction • plot (e.g., main conflict or problem, sequence of


physical characteristics, personality traits, motivation, growth and change) • point of view (who

is telling the story)

[6] 2.8.2 Comparing and contrasting plots, settings, and characters


from text*


brings great rewards)*


experiences of others, or L] other texts *

7th

Grade

[7] 3.7.1 Identifying or describing or making logical predictions about (citing evidence and

support from text) plot, setting, character, point of view, and theme

[7] 3.7.2 Comparing and contrasting literary elements and devices

[7] 3.7.3 Analyzing and evaluating the importance to the story of plot, setting, character, point of

view, and theme

[7] 3.8. 2 Identifying or analyzing author‟s purpose (e.g., to narrate, inform,

entertain, explain, persuade) by citing textual evidence

[7] 3.9.1 Locating evidence within the text to make connections to an author‟s

message, theme, or purpose

[7] 3.9.2 Utilizing textual evidence to make thematic connections between texts

[7] 3.9.3 Making thematic connections in texts and relating these themes to personal

experiences, experiences of others, prior knowledge, and the broader world of ideas


Assessment Task Blueprint 2

Descriptive & Analytical Composition

What understandings or goals will be assessed though this task? What criteria are implied in the

standards and understandings regardless of the task specifics? What qualities must student work

demonstrate that standards were met?

Composition must: (1) have beginning, middle and end; (2) show a general understanding the main

ideas, events or characters in the story (3) include students ideas about the author‟s purpose.

Writing

Strand

Performance

Standard

Reference *Assessed

Locally

Six-Trait

Reference GRADE 5: WRITING Grade Level Expectations

Write Using

a Variety

of Forms

PS W2.1 The student WRITES ABOUT A TOPIC. Student can:

[5] 2.1.1 O, I/C Write more than one paragraph stating and maintaining a focused idea and including details

that support the main idea of each paragraph.

[5] 2.1.2* O Use paragraph form: indent or use paragraph breaks.

[5] 2.1.3* O, I/C Organize ideas logically to establish clear relationships within and between paragraphs (e.g., use

transition words or phrases that reveal order or chronology).

[5] 2.1.4 O Write a concluding statement.

Structures

and

Conventions

PS W2.3 The student uses CONVENTIONS OF STANDARD ENGLISH to write and edit. Student can:

[5] 2.3.1* SF Vary the beginnings, lengths, and patterns of sentences to improve flow and to enhance

meaning of writing.

[5] 2.3.2 C Identify/correct mistakes in spelling (e.g., grade-appropriate, high frequency words,

homophones, contractions).

[5] 2.3.3 C Identify/correct errors in punctuation (i.e., end of sentence, commas in dates, salutations &

closings in letters, commas in a series) and capitalization.

[5] 2.3.4* SF, C Identify/correct mistakes in usage (i.e., subject/verb agreement, verb tense, sentence fragments

and run-on sentences, possessives).

https://www.eed.state.ak.us/tls/Assessment/AnchItemBank/Gr5/Writing/W_Gr5_2-1-1.pdf









Other Evidence

Observations of students orally reading word lists included in Sonday 2 Reading Curriculum

Written short quizzes asking students which letters are used to represent which sounds are

scored and discussed with students in individual conferences.

Students perform a skit from memory depicting story‟s main events and key character‟s lines

Teacher will take anecdotal notes “in the midst” This will be anecdotal note taking using a grid

attached to a clipboard. The grid will be utilized in two ways, one where each student has their

name on a box in the grid, and secondly by individual student with dates in each box. A cover

sheet will have checklist of what exactly to remind the teacher what needs to be observed for

each student.

Student Self Assess and Reflection

Students will reflect using a teacher designed end of the unit survey that includes ideas, strategies

and information used in this unit. Students would be asked to tell what they have learned.

Students will reflect on the entire unit from their perspective and offer ideas for improvement.

Unit Components

Week

Sonday 2 Reading Curriculum Lessons 1-7

Readers Circle shared reading

Improvisation of a skit depicting main events in story and sequence.

Readers Theater practice with a script adapted from Island of the Skog, by Stephen Kellogg

Reader‟s Theater Presentation

Artistic representation of main events and story line

Written descriptive composition that includes student‟s idea of the author‟s purpose


STAGE 3: PLAN LEARNING EXPERIENCES

What sequence of teaching and learning experiences will equip students to engage

with, develop and demonstrate the desired understandings?

WHERETO

W Ensure that students understand where the unit is headed and why

H Hook students in the beginning and hold their attention throughout

E1 Equip students with necessary experiences, tools, knowledge and know-how to

meet performance goals.

R Provide students with numerous opportunities to RETHINK big ideas, REFLECT

on progress and REVISE their work.

E2 Build in opportunities for students to EVALUATE progress and self assess

T Be tailored to reflect individual talents, interests, styles, and needs.

O Be ORGANIZED to optimize deep understanding as opposed to superficial

coverage.

(Wiggins & McTighe, 2005)

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