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Monday, April 16, 2012

Oh no, I lost my independent reading packet!


READING PLAN


Note: This is a lot of time.  If you are ambitious, you and your partner can agree to read multiple books during this time.  If so, the plan should reflect that.

Date: 4/9-10
Page:

Date: 4/16-17
Page:

Date 4/25
Page:

Date: 4/30- 5/1  First set of journals turned in.
Page:

Date: 5/7-8
Page:

Date: 5/14-15
Page:

Date: 5/21-22
Page:

Date:5/28-29
Page:

Date: 6/4-5 Second set of journals turned in.
Page: finish all books

SCORING GUIDE


Shows deep understanding of reading all the time.  Always uses class time effectively for reading.  Always on target with reading schedule.
Completes all letters and letter responses in a timely, thoughtful, and thorough manner.
(Thoughtful means that you’ve included specific details, original ideas, quotations, etc.)
Shows solid understanding of reading at most points.  Almost always uses class time for reading.  Almost always on target with reading schedule.
Completes all but one required letter and response in a thorough manner.  (Thorough means that you’ve done everything asked)
Shows basic understanding of reading most of the time.  Mostly uses class time for reading.  Mostly on target with reading schedule.
Does majority of letters and responses in a satisfactory manner.  May be missing minor components of the letters or responses.
Does not demonstrate understanding beyond sparknotes level.  Sometimes uses class time for reading.  Rarely on target for reading schedule.
Does at least one letter and response in a basic manner.  May be missing significant components of the letters or responses.
Didn’t read.
Does not turn in letters or responses.

 

ASSESSMENT

           
During each meeting, you and your partner will be writing letters to one another. You will then exchange letters and write a response to each other.  If one of you is absent, you are responsible for writing to each other outside of class.  You will turn in two sets of journals, the firs half way through the process, and the second at the end.  You might choose to have each set reflect a different book that you read.  You will be scored individually.

WHAT TO WRITE TO YOUR PARTNER


Write a letter to your reading partner in which you discuss the book you’re reading.  Your goal is to summarize what you’ve read, seek help about confusing aspects of the text, and share ideas about the content of the book. 

Start with a BRIEF summary of the reading (1-2 sentences).  If needed, you may use one of the following sentence stems:
  • In this weeks reading,…
  • Immediately before/ after…, ….
  • The most important thing that happened was…
  • I was interested in… because…
           
In the next LONGER paragraph, share your thoughts on the reading.  You may use some of these sentence stems:
  • I would have liked… more if the author had….
  • It was/ wasn’t believable when…because….
  • I was confused when…because….
  • It was/ wasn’t predictable that… because….
  • I think that …will happen next because….
  • … reminds me of… because….
  • I was interested by the passage, …because….
  • I liked the author’s use of the word… because….
  • I was confused by….
  • I wonder … because….
  • I think the author used the literary element, …, in order to….

In the final BRIEF paragraph, ask your partner 2-4 questions. 
  • What did it mean when…? 
  • Why do you think the author …?
  • What does the word… mean?
  • What do you think about…? 
  • Why do/ don’t you like…?
  • What do you think will happen to…? 
  • What does… remind you of?
  • HINT: Use the questions to get help with things that you don’t understand.
           

RESPONDING TO YOUR PARTNER


Carefully read your partner’s letter and then respond.

Open by addressing the questions your partner has asked you.  Answer any that you can.  Feel free to go back to the book, use a dictionary, etc.

Then, respond to the body of what they wrote. 
            Ask questions:
·        What did you mean when you said…?
·        Why do you think… is important?
·        How do you know that?
How does that compare to…?
·        What evidence is there that…?
Agree or disagree with what they wrote and explain:
·        I think that’s true/ false because…
·        I didn’t interpret it the same way because…
Add additional information:
·        I noticed something similar/ different when…
·        This reminds me of….
·        This connects to something in life/ society. Another book I’ve read, such as….




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