G. Demonstrate reading improvement through substantial amounts of daily assigned and self-selected materials

1. select appropriate reading materials
2. voluntarily engage in reading

Memoir: The Stuff of Our Lives
In this unit students will explore the genre of memoir.  They will see that writers write about the ordinary happenings of their lives and that their own lives are packed with meaningful experiences that can form the basis of their own writing. 
 

Bookhooks
Bookhooks is a free online book reporting toolkit for students in grades K-12. Students can supplement their reports with illustrative material, and teachers can register to create reading groups for student accounts. Classroom resources are also available.

Bookwink
Bookwink is a video booktalk website for kids. Through podcasting and web video, Bookwink connects kids in grades 3 through 8 with books that will make them excited about reading. Each video booktalk is about a different topic, and additional read-alikes can be found on the website. The booklists are constantly updated and can be arranged by subject, grade level, author, or title.

International Children's Digital Library (ICDL)
Imagine a world where a comprehensive library of international children's literature is available to all children across the globe. With participants from around the world, this 5-year research project is building an international collection of children's books that reflects both the diversity and quality of children's literature. Currently, the collection includes materials donated from 27 cultures in 15 languages.

Reading Is Fundamental (RIF)
RIF develops and delivers children's and family literacy programs that help prepare young children for reading and motivate school-age children to read. Through a national network of teachers, parents, and volunteers, RIF programs provide books and other essential literacy resources to children, at no cost to them or their families

Reading Clinic:  This site offers a reading strategy record sheet to document reading strategies a student uses during read alouds.

Reading Skills Profile:  Use these charts to help students self-evaluate their reading skills.

Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding) 

E/B: Create pictures, lists, charts, and graphic organizers to illustrate characteristics of fictional short stories.
E/B: Demonstrate the sequence of events from an illustratively supported short story and express nonverbally (i.e. pictures, lists, tables, graphic organizers) or with one or two word responses.
E/B: Respond to orally presented, simple, factual questions about an illustratively supported short story and express nonverbally (i.e. pictures, lists, tables, graphic organizers) or with one-to-two-word responses, simple spoken or written sentences.
E/B, D: Respond to simple factual questions about simple literature and express with simple spoken or written sentences.
E/B: Identify key characters in a short illustrated story nonverbally (i.e. pictures, lists, tables, graphic organizers) or with one or two word responses, or simple spoken or written sentences; D: Identify key characters in simple literature with simple spoken and written sentences.
E/B: Distinguish between fantasies, legends, and fairy tales when read aloud by using simple spoken sentences; D: Read different and simple literature (fantasies, fables, myths, legends, fairy tales) and orally identify each genre and its basic qualities with simple spoken and written sentences; E: Describe most characteristics of fantasies, fables, myths, legends, and fairy tales.
E: Identify the main events of a plot and the impact of each event on the plot.
E: Identify actions of characters in fiction and relate to the plot or theme.
E: Identify and generally define figurative language, including similes, metaphors, hyperbole, and personification.
 

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