Reading Unit 1

Reading and Writing Workshop

Portfolio Guide

Student Handouts and Keys

Teacher Edition and Pacing

Unit Plan

FOUNDATIONS OF READING & THINKING
Becoming an Active Reader

UNIT 1: 
UNIT OVERVIEW (Teacher-Facing)
This unit establishes reading as an active, thoughtful process. Students learn to annotate, question, identify meaning, and reflect. The unit centers on building a Reading Portfolio that will be used throughout the course.


UNIT ESSENTIAL QUESTIONS (Post and Revisit Daily)

• What does it mean to read actively?
• How do readers construct meaning from text?
• How do strategies like annotation and questioning improve understanding?
• How can I track and improve my reading over time?

CORE TEXTS (Public Domain)
Text 1: Aesop’s Fable – “The Fox and the Grapes”
Full Text:
A hungry fox saw some fine bunches of grapes hanging from a vine that was trained along a high trellis, and did his best to reach them by jumping as high as he could into the air. But it was all in vain, for they were just out of reach: so he gave up trying, and walked away with an air of dignity and unconcern, remarking, “I thought those grapes were ripe, but I see now they are quite sour.”
Text 2: The Declaration of Independence (Excerpt)
Full Text:
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.
PORTFOLIO SYSTEM (Introduce Day 1)
Teacher Script (Introduction)
“Throughout this course, you are not just completing assignments—you are building evidence of your growth as a reader. This portfolio will show how your thinking develops over time.”
Portfolio Sections (Students Set Up Immediately)
Students create labeled sections:

1. Reading Identity
2. Annotations
3. Responses
4. Questions Log
5. Reflections
6. Conferencing

Portfolio Entry #1 (Baseline Writing Prompt)
Students respond in full paragraph form:

• What kind of reader am I?
• What do I do when I don’t understand something I read?
• What frustrates me about reading?
• What do strong readers do that I might not do yet?

SESSION 1: ACTIVE READING VS PASSIVE READING
Objective
Students understand that reading requires active thinking.
Teacher Script (Opening)
“I am going to read a short text to you twice. The first time, just listen. The second time, you will actively think, question, and respond.”
Text Used
Aesop’s “The Fox and the Grapes”
Experiential Activity: Two Readings
Round 1 (Passive)
Students listen only.
Round 2 (Active)
Students write:

• What do I notice?
• What do I wonder?
• What might this mean?

Discussion Questions (Whole Class)

• What did you understand the first time?
• What changed the second time?
• What did you DO differently?

Group Work
Groups answer:

• What do active readers DO? (list at least 5 actions)

Expected responses:

• Ask questions
• Make predictions
• Notice details
• Connect to prior knowledge
• Reread confusing parts

Individual Work
Write:

• What changed when I read actively?
• What will I try next time I read?

Portfolio Task
Add:

• Reading Identity Reflection (Entry #1)
• Quick reflection from today

SESSION 2: ANNOTATION STRATEGIES
Objective
Students learn how to annotate for meaning.
Teacher Script (Modeling)
“Watch how I read this text and think out loud.”
Model:

• Underlining key phrases
• Writing margin notes
• Asking questions
• Noting confusion

Text (Reused Fable)
Teacher Modeled Annotation Example

• “hungry fox” → character motivation
• “just out of reach” → conflict
• “grapes were sour” → possible theme

Student Practice (Guided)
Annotation Prompts:
Students must annotate for:

• Main idea
• One question
• One confusing part
• One connection

Group Work
Groups create a chart:
Title: How to Annotate Effectively
Must include:

• What to mark
• Why it matters

Individual Work
Students annotate independently.
Reflection Questions

• What was hardest about annotating?
• What helped you understand the text better?

Portfolio Task
Add:

• Annotated passage
• Reflection paragraph

SESSION 3: MAIN IDEA & SUPPORTING DETAILS
Objective
Students identify central ideas and evidence.
Teacher Script
“Strong readers don’t just read words—they identify what matters most.”
Text
Declaration of Independence excerpt
Guided Questions

• What is the MOST important idea in this sentence?
• What words signal importance?
• What supporting ideas explain that main idea?

Group Activity: Text Breakdown
Students:

• Highlight main idea in one color
• Highlight supporting details in another

Group Questions

• What is the main idea?
• Which words support it?
• Why is this idea important?

Individual Work
Write:

• One-sentence main idea
• Two supporting details

Portfolio Task
Add:

• Main idea paragraph
• Explanation of thinking

SESSION 4: QUESTIONING THE TEXT
Objective
Students develop deeper questioning skills
Teacher Script
“Good readers don’t just find answers—they ask better questions.”
Types of Questions (Teach Explicitly)

1. Clarifying: What does this mean?
2. Analytical: Why did the author do this?
3. Evaluative: Do I agree?

Student Task: Question Creation
Students must write:

• 2 clarifying questions
• 2 analytical questions
• 1 evaluative question

Group Work
Groups select BEST questions and explain:

• Why is this a strong question?

Individual Work
Answer one analytical question in paragraph form.
Portfolio Task
Add:

• Question Log page
• Written response

SESSION 5: MONITORING COMPREHENSION
Objective
Students recognize and respond to confusion.
Teacher Script
“Strong readers notice when they are confused—and they do something about it.”
Experiential Activity: Confusion Marking
Students read and must mark:

• “?” = confusion
• “!” = important
• “→” = connection

Teacher-Led Strategy Instruction
When confused:

• Reread
• Break text into chunks
• Use context clues
• Ask questions

Group Work
Groups solve confusing sections together.
Individual Reflection Questions

• Where did I get confused?
• What strategy helped me?
• What will I do next time?

Portfolio Task
Add:

• Confusion notes
• Reflection paragraph

SESSION 6: COLLABORATIVE READING DISCUSSION
Objective
Students build meaning through discussion.
Experiential Activity: Silent Discussion
Students respond in writing to prompts posted around the room:

• What is the theme of the fable?
• Why does the fox say the grapes are sour?
• What does this reveal about human behavior?

Students rotate and respond to peers.
Group Discussion (Spoken)
Students must:

• Use evidence
• Respond to others
• Ask follow-up questions

Individual Work
Write:

• What did I learn from others?
• Did my thinking change?

Portfolio Task
Add:

• Discussion notes
• Reflection

SESSION 7: SYNTHESIS & REFLECTION
Objective
Students reflect on growth.
Experiential Activity: Gallery Walk
Students display:

• Annotations
• Responses
• Questions

Peers leave feedback:

• One strength
• One suggestion

Reflection Questions (Final Unit Writing)

• How has my reading changed?
• What strategies do I use now?
• What is still challenging?
• What is one goal for the next unit?

Portfolio Task
Add:

• Unit Reflection
• Selected best work

UNIT 1 ASSESSMENT
Portfolio Check #1 (Graded)
Must include:

• Reading identity reflection
• Annotated text
• Main idea response
• Question log
• Confusion reflection
• Final reflection

Teacher Script (Assessment Framing)
“I am not grading you on being perfect. I am grading you on showing your thinking and growth.”
RUBRIC (Student-Friendly)
Strong work shows:

• Clear thinking in annotations
• Evidence of questioning
• Accurate understanding of main ideas
• Reflection that explains growth
• Active participation in group work

OPTIONAL EXTENSION

• Begin independent reading book
• Add vocabulary tracker
• Introduce reading conferences