Unit Title: Fix Up Strategies-Making Reading Look Right, Sound Right, and Make Sense

Grade Level: 1

Time Frame: 20 Days

Designed by: Michelle McElhinny, Jennifer Bradley, Amanda Bratcher, Kristina Fleck

CCSS - ELA Standards: 1.RL.3. Describe characters, settings, and major events in a story, using key details. 1.RL.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 1.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. -Use sentence-level context as a clue to the meaning of a word or phrase. -Use frequently occurring affixes as a clue to the meaning of a word. -Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

STAGE 1 – DESIRED RESULTS Transfer Students will be able to independently use their learning to… Make meaning of the texts they read in order to be an effective reader

Meaning ENDURING UNDERSTANDINGS Students will understand that… Self monitoring while reading will help them better understand what they are reading. It’s important to persevere while reading even if it seems too tough. It’s okay to stop while reading to make sure we understand what we’re reading. There are a variety of strategies to figure out unknown words. Synonyms can help determine the meaning of an unknown word.

ESSENTIAL QUESTIONS How do you think, while reading, to help you understand the story? What can you do to figure out the meaning of a word? How can context clues be used to understanad new words? What can you do when you don’t understand what you are reading? Why is it important to know words that are different but mean the same?

Rereading the sentence and the surrounding sentences can help us figure out the meaning of an unknown word.

Acquisition Students will know…

Students will be able to…

How to self monitior while reading.

Demonstrate how they think while reading.

The importance of perseverance while reading. Persevere while reading. How to use a variety of strategies to figure out the meaning of a word. A variety of words that mean the same as a give word. (Synonyms)

Figure out the meaning of a word by using a preferred fix-up strategy. Use context clues to figure out the meaning of a word.

How to use context clues to figure out the meaning of an unknown word.

Evaluative Criteria

STAGE 2 - EVIDENCE Assessment Evidence PERFORMACE TASK (S): Daily Journal Entries Sticky Note Text Evidence Reading Recording Sheets

OTHER EVIDENCE: Anecdotal Records Teacher Observations Collaboration with Peers

STAGE 3 – LEARNING PLAN Unit 5: Fix Up Strategies Day 1

Day 2

Day 3

Readers Have Many Strategies

Self Monitoring/Fix Up Strategies

Persevering and Predicting

Activity: Review strategies to sound out words.

Activity: Model how to self monitor for understanding.

Activity: Model how to persevere when the book seems too hard, go back to retell the major events and then predict what’s next.

“Readers, we have so many strategies for helping us read tricky words! Let’s take a look at all of our strategies and read the “Readers Have Many Strategies” chart. As readers read new and harder books, we have to return to the strategies we know to help us through these harder books. More and more often we will need to use many strategies to get through the hard parts, not just one! We will need to look in our toolkits and ask, ‘What else can I try? What will help me to

“Guess what? Sometimes reading isn’t tricky! When this happens, we still want to be the kinds of readers who check in on ourselves. It is so important to make sure that what we think is right, really is right. So, as I’m reading, I am always checking in with myself. I read a little bit, then I reread the page and I say to myself, “Wait, does that make sense?” “Does this fit into what’s happening in the story?”If it does, I just keep going.”

read this book?’”

Day 6 Making a Good Guess Activity: Model how to infer what they read to figure what the word could be. “There are going to be times when we come to words that are tricky because they are brand-new words. We’ve never seen or heard those words before! Readers, those times can be exciting and scary, all at the same time! When we come to a new and tricky word, we might guess that word because we do not want to skip over it. We read on and say to ourselves, ‘Did that make sense?’ You might Post-it to check with someone later to see if you really did understand the word.”

Day 7 Synonyms and Tricky Words Activity: Model how to use synonyms to read a tricky word by guessing which word is just like the tricky word. “Readers, sometimes when we’re coming up to our words, we freeze. We’re like, ‘Holy moley! That word looks hard!’ We may know that word, but maybe we haven’t seen it before. We look at the first part of the word and then we think to ourselves, ‘What are all of the words that that word might be?’ Then I get a running start and keep thinking to myself, ‘What could this word be, what could this word be?” I might think, “Let me make a good guess that would fit with what is happening.’ Then, I go back and get another running start and keep those same questions in my mind: ‘What is this story about? What could this word be? I say the first part of the word and make my best guess.”

“Readers, sometimes we get to the middle of our books, and we worry that the next page will just be too hard. When this happens, we can pause a moment, say what we think is coming next, and then use the story we have read and maybe even the picture on the page to ‘storytell’ what we think will happen next. This will help your brain get ready for the next part. Then you can read the next page using all you know about the story to help you!”

Day 8 Using Context Clues Activity: Model how to use context clues to figure out the meaning of tricky words. Anchor Chart: Context Clues “Readers, sometimes when you’re reading, you come to a word that you don’t know. You can use the words in the sentence to figure out the words meaning to build your comprehension of the text. You can also look at the pictures to help you figure out the unknown word.”

Day 4

Day 5

Stop and Figure it Out

Finding Word Chunks

Activity: Model how to stop, think, and reread when something doesn’t make sense.

Activity: Practice finding word chunks and word endings.

“We know how it feels when we read something the right way, so we can pay attention to the feeling we get when something isn’t right. Like yesterday, Terrance thought what he read made sense, so he checked in with himself and said, ‘Wait, this doesn’t make sense!’ When that feeling creeps in, we need to story and try something to figure out what’s going on. We can think, “What will help me figure out this part?” And then we try it! Don’t forget our old trusty toolbox! If it helps, we keep going, and if it doesn’t we try something different.”

“Not only can you look at the first part of words, but you can also look at the last part of words. We’ve been doing so much work around other parts of words, and now we can take that work and try it out in our reading work! We’ve been studying -ing, and -ed, and others. After I ask myself, ‘Does that look right? Does that sound right? Does that make sense?’”

Day 9

Day 10

Making a Picture in Our Minds

Context Clue Task Cards

Activity: Model how to make a picture in your mind about the text you are reading. “Readers, sometimes when you’re reading, you come to a word that you don’t know. You can look at the pictures to help understand the text. You can think to yourself, “What does the character look like? What’s going on in the story? What’s happening on this page? You can also predict what you might see on the next page.”

Activity: Play a context clue game together using fiction texts. “Let’s play a game to help us understand a little more about context clues. Let’s read a fiction text and when we come to a word that we don’t know, we can make a guess as to what that would could mean. We can record our guesses on a sticky note, and then talk about the context clues we used to help us figure out the word.”

Day 11 Context Clues in a Nonfiction Text Activity: Model how to use a glossary when reading a nonfiction text to figure out the tricky words. “There are times when we are reading a nonfiction text and we come to a bold word that we may not know. Remember that you can use the glossary to figure out the meaning of that tricky word.”

Day 16 Reading Fluently Activity: Model how to go back and reread with proper fluency to make it sound right and make sense. “Readers, we have been working so hard to get through the hard parts and make sure that our reading makes sense, but once everything looks right and makes sense, we still need to reread to make our reading sound smooth. So we read, fix up, and read again.

Day 12 Nonfiction Text Features and Tricky Words Activity: Model how to use a glossary when reading a nonfiction text to figure out the tricky words. “Readers, when we are reading a nonfiction text and we come to a word that we don’t know, remember that you can use the nonfiction text features to help you guess the meaning of the unknown word.”

Day 17 Rereading for Enjoyment Activity: Model how to struggle to read a book using several fix up strategies. Then reread the book for enjoyment without mistakes. “Readers, sometimes when we fix up our reading, it starts to sound a little robotic-we read, fix up, reread, and in the middle of all that work we forget to care about the characters or the information or the book as a whole—what fun is that? Today I want to teach you that even after all that hard work, readers often go back and reread the whole book so they can learn and enjoy!”

Day 13

Day 14

Context Clue Task Cards

Characters and Setting

Activity: Play a context clue game together using nonfiction text.

Activity: Model how to think about the characters and setting while reading.

“Let’s play a game to help us understand a little more about context clues. Let’s read a nonfiction text and when we come to a word that we don’t know, we can make a guess as to what that would could mean. We can record our guesses on a sticky note, and then talk about the context clues we used to help us figure out the word.”

Day 18

“Readers, it is important to know who we are reading about and think about other characters in the story as we read. We also want to think about where these characters are and if they go to different places in the story. We want to ask ourselves, “Who is this story about? What are the characters doing? What is happening in the story? Does the setting change throughout the story? These questions will help us to retell the story.”

Day 19

Day 15 Stop to Retell When Something Changes Activity: Model how to stop and retellthe story when a new character or new setting appears in the text. “Sometimes when we are reading, there are parts that are confusing—really confusing! Like, all of a sudden, there’s a new character. Or everyone is in a new place. When readers come to those parts, we have to take time to retell what we’ve read to make sure it all fits together and makes sense.”

Day 20

Buddy Monitoring

Buddy Listening

Inflection

Activity: Model how to share books with a buddy and how buddies can help each other read fluently in order to understand the story.

Activity: Model how to be a good listener while buddy reading.

Activity: Model how to read with inflection so that the story sounds right.

“Readers, we can share books with our friends by telling them about the story. We can also read the parts we love so they can hear what made us laugh or smile or sit on the edge of our seat. When we read to our friends, we can ask them to help us read smoothly by telling us if something sounds not quite right.”

“Reading partners have very important jobs to do. We have to be good listeners and really think about the story that our partner is reading to us. Partners, we need to think to ourselves, the whole time we listen to our partner read, ‘Do I understand what is happening? Does the story make sense?’ If the answer is yes, we tell our partner to keep going. But if the answer is no, we ask our partner to stop reading, and then we think about what’s happening in the story together.

“Readers practice reading their books so that it not only sounds smooth but has feeling in it. When we read, we can think of parts that make us feel something. Then when we read we can try to show those feelings with our face and our voice.”

Unit 5 RESOURCES

TPT RESOURCES FREE Word Sort: Sounds of –ed Inflectional Endings http://www.teacherspayteachers.com/Product/Word-Sort-Sounds-of-ed-Inflectional-Endings Reading Strategy: Fix Up Bookmarks http://www.teacherspayteachers.com/Product/Reading-Strategy-Fix-Ups-Bookmark Fix It Up Reading Strategy Bookmarks http://www.teacherspayteachers.com/Product/Fix-It-Up-Reading-Strategies-Bookmarks Fix ‘Em Up Strategy Bookmarks http://www.teacherspayteachers.com/Product/FixEm-Up-Strategy-Book-Marks-Freebie Contraction Cut and Paste #2 http://www.teacherspayteachers.com/Product/Contraction-Cut-and-Paste-2 Contraction Flower Project http://www.teacherspayteachers.com/Product/Contraction-Flower-Project PAID Inflected Endings Centers and Activities - $3.00 http://www.teacherspayteachers.com/Product/Inflectional-Endings-Centers-and-Activities Inflected Endings Posters - $4.00 http://www.teacherspayteachers.com/Product/Inflected-Endings Inflected Endings - $4.00 http://www.teacherspayteachers.com/Product/Inflected-Endings I Hopped Over…Reading Words with ed - $3.50 http://www.teacherspayteachers.com/Product/I-Hopped-OverReading-Words-with-ed-Common-Core-Standard Base Word and Inflectional Endings Mini Unit - $2.00 http://www.teacherspayteachers.com/Product/Base-Word-Inflectional-Endings-Mini-unit Root Words and Endings - $2.00 http://www.teacherspayteachers.com/Product/L14-First-Grade-Common-Core-Worksheets-Activity-and-Poster Click and Clunk: A Self-Check Strategy - $2.50 http://www.teacherspayteachers.com/Product/Click-Clunk-A-Self-Check-Strategy Crazy for Contractions - $7.00 http://www.teacherspayteachers.com/Product/Crazy-For-Contractions *Contraction Surgery Center - $2.50 http://www.teacherspayteachers.com/Product/Contraction-Surgery-Center *Context Clues using Picture Books (Part 1) - $2.00 http://www.teacherspayteachers.com/Product/Context-Clues-using-Picture-Books-Part-1 *Context Clues using Picture Books (Part 2) - $3.00 http://www.teacherspayteachers.com/Product/Context-Clues-using-Picture-Books-Part-2 Context Clues Cards - $2.50 http://www.teacherspayteachers.com/Product/Context-Clues-Cards *Context Clues – Task Cards, Scoot, Assessment - $2.50 http://www.teacherspayteachers.com/Product/Context-Clues-Task-Cards-Scoot-Assessment *The Great Cookie Caper: An Intro to Inferencing and Context Clues – $4.75 http://www.teacherspayteachers.com/Product/The-Great-Cookie-Caper-An-Introduction-to-Inferencing-Context-Clues Making Inferences About Setting: BINGO Game - $3.75 http://www.teacherspayteachers.com/Product/Making-Inferences-about-Setting-BINGO-Game *Cookin’ Up Compound Words - $5.50 http://www.teacherspayteachers.com/Product/Cookin-Up-Compound-Words Awesome Adjectives: A Language Arts Unit - $5.50 http://www.teacherspayteachers.com/Product/Awesome-Adjectives-A-Language-Art-Unit Word Endings Unit - $6.00 http://www.teacherspayteachers.com/Product/Word-Endings-Unit-ed-ing

INTERNET RESOURCES Spelling City – Compound Words http://www.spellingcity.com/compound-words.html Learning Games for Kids – Compound Words http://www.learninggamesforkids.com/vocabulary_games/compound-words.html Word Way – Bossy R http://www.wordway.us.com/bossyr.htm Learning Games for Kids – Bossy R http://www.learninggamesforkids.com/educational_videos/educational_videos_bossy_r_song.html Quizlet – Inflected Endings http://quizlet.com/2806091/base-words-with-inflected-endings-flash-cards/ Miss Maggie – Inflected Endings http://www.missmaggie.org/scholastic/fishemup2_eng_launcher.html Spelling City – Contractions http://www.spellingcity.com/contractions.html Enchanted Learning – Contractions http://www.enchantedlearning.com/grammar/contractions/list.shtml First School Years – Prefixes and Suffixes http://firstschoolyears.com/literacy/word/other/prefixes/prefixes.htm Reading Fun – Prefixes and Suffixes http://www.aasd.k12.wi.us/staff/boldtkatherine/readingfun3-6/readingfun_prefixessuffixesroots.htm

Reading Comprehension Fix-Up Skills: A Classroom Toolkit:http://www.interventioncentral.org/academicinterventions/reading-comprehension/reading-comprehension-fix-skills-classroom-toolkit Free worksheets – vocabulary/sight words:http://www.education.com/worksheets/vocabulary/?cid=57000.0000239001&s_kwcid=TC|8363|esl%20voca bulary%20worksheets|www.interventioncentral.org|C||15585284455&gclid=CLPh8_fz67QCFRRbnAodnFAARA#gra de:first-grade|topic:vocabulary R-controlled worksheet: http://www.education.com/files/475001_476000/475818/r-controlled-syllables-worksheet.pdf Reading comprehension worksheets for first grade: http://www.education.com/worksheets/comprehension/#grade:first-grade|topic:comprehension Contraction worksheet:http://www.education.com/files/321201_321300/321243/grammar-contractions.pdf Grammar worksheets:http://www.education.com/worksheets/grammar/ Make a sentence with a given set of words: http://www.education.com/slideshow/make-a-sentence/ Comprehension Strategies: http://www.google.com/search?q=fix+up+strategies+reading+comprehension&hl=en&tbo=u&rls=com.microsoft:enUS&tbm=isch&source=univ&sa=X&ei=3yL2UImUOor89QTq74HYDQ&ved=0CFwQsAQ&biw=1032&bih=501 Inflected endings: http://pinterest.com/el1/inflectional-endings/

How do you think, while reading, to help you understand the story?

What can you do to figure out the meaning of a word?

How can context clues be used to understand new words?

What can you do when you don’t understand what you’re reading?

Why is it important to know the meaning of different words that mean the same?