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[Anna Wilbur Roys – Decoding and Readers Theater Mini Unit] Page 1
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.
[Anna Wilbur Roys – Decoding and Readers Theater Mini Unit] Page 2
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
[Anna Wilbur Roys – Decoding and Readers Theater Mini Unit] Page 3
[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)*
[5] 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)*
[5] 2.1.3 Obtaining information using text features including pictures, illustrations, text structure
(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)*
[Anna Wilbur Roys – Decoding and Readers Theater Mini Unit] Page 4
[5] 2.3.1 Reading orally with rhythm, flow, and expression showing understanding of
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)
[5] 2.9.2 Expressing own opinion about material read and supporting opinions with evidence
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)*
[6] 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) *
[6] 2.1.3 Obtaining information using text features including pictures, illustrations, text structure
(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)
[6] 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)*
[6] 2.2.4 Drawing conclusions based on information presented explicitly in the text (e.g., cause
and effect, character motivation, predictions)
[6] 2.3.1 Reading orally with rhythm, flow, and expression showing understanding of
punctuation and other conventions of print* (L)
[6] 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*
[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)
[Anna Wilbur Roys – Decoding and Readers Theater Mini Unit] Page 5
[6] 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, growth and change) • point of view (who
is telling the story)
[6] 2.8.2 Comparing and contrasting plots, settings, and characters
[6] 2.9.3 Expressing own opinion about material read and supporting opinions with evidence
from text*
[6] 2.10.1 Identifying author‟s message, theme, or purpose, stated or implied (e.g., helping others
brings great rewards)*
[6] 2.10.2 Identifying themes in texts and making relevant connections to [personal experiences,
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
[Anna Wilbur Roys – Decoding and Readers Theater Mini Unit] Page 6
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?
[Anna Wilbur Roys – Decoding and Readers Theater Mini Unit] Page 7
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.
[Anna Wilbur Roys – Decoding and Readers Theater Mini Unit] Page 8
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)
[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)*
[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
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.
[Anna Wilbur Roys – Decoding and Readers Theater Mini Unit] Page 9
[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)
[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
[6] 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)*
[6] 2.2.4 Drawing conclusions based on information presented explicitly in the text (e.g., cause
and effect, character motivation, predictions)
[6] 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*
[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
events, resolution) • settings (e.g., how they affect the characters or plot) • characters (e.g.,
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
[6] 2.9.3 Expressing own opinion about material read and supporting opinions with evidence
from text*
[6] 2.10.1 Identifying author‟s message, theme, or purpose, stated or implied (e.g., helping others
brings great rewards)*
[6] 2.10.2 Identifying themes in texts and making relevant connections to [personal experiences,
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
[Anna Wilbur Roys – Decoding and Readers Theater Mini Unit] Page 10
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).
[Anna Wilbur Roys – Decoding and Readers Theater Mini Unit] Page 11
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
[Anna Wilbur Roys – Decoding and Readers Theater Mini Unit] Page 12
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)