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|Unit Title: Reading with Independence |Duration: 4 weeks |
|Concepts: |
|Readers learn habits for reading with independence. |
|Readers learn strategies for reading accurately and with deep comprehension. |
|Readers read in partnerships and learn from the thinking of others. |
|Materials to be provided by the teacher: |Professional Resources: |
|District reading assessment |Lucy Calkins and Kathleen Tolan, Units of Study for Teaching Reading: A |
|Table baskets that include books of assorted levels, topics, and genres for each |Curriculum for the Reading Workshop, Grades 3-5, Book 1: Building a Reading |
|table |Life, Heinemann, 2010. |
|Bins/baggies for each student for books |Lucy Calkins, , A Curricular Plan for the Reading Workshop, Grade 4, |
|Pocket folders with blank reading logs for each student |Heinemann, 2011. |
|Reader’s notebooks |Ardith Davis Cole, Knee to Knee, Eye to Eye, Heinemann, 2003. |
|Sticky notes |Debbie Miller, Teaching with Intention: Defining Beliefs, Aligning Practice,|
| |Taking Action, Stenhouse, 2008. |
| |Jan Richardson, The Next Step in Guided Reading: Focused Assessments and |
| |Targeted Lessons for Helping Every Student Become a Better Reader, Scholastic|
| |Teaching Resources, 2009. |
| |Jennifer Serravallo & Gravity Goldberg, Conferring with Readers: Supporting |
| |Each Student’s Growth & Independence, Grades 3-6, |
| |Heinemann, 2007. |
| |Franki Sibberson and Karen Szymusiak, Still Learning to Read: Teaching |
| |Students in Grades 3-6, Stenhouse, 2003. |
| |Martha Heller-Winokur and Marcia Uretsky, Fourth Grade Readers: Units of |
| |Study to Help Students Internalize an Apply Strategies, Heinemann, 2008. |
|Materials to be produced by the teacher: |Mentor Texts: |
|Class charts: |Stone Fox, John Reynolds Gardiner |
|Reading is the best for me when I … |The Summer My Father Was Ten, Pat Brisson |
|Making Good Book Choices | |
|Picking up the Pace of Our Reading | |
|Enlarged copies of the following class charts: | |
|How to Have a Good Conversation | |
|When I am confused, I … | |
|When I get to a tricky word, I can … | |
|How to Recommend a Book | |
|Ways We Choose Books | |
|Getting to Know Our Reading Partners | |
|Ways to Retell a Story | |
|Individual copies of the following for each student: | |
|(Optional) Personal-sized class charts for students who would benefit from having| |
|their own copies | |
|My Daily Reading Log | |
|Conferring Checklist: Reading Matters | |
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|Please read these notes before beginning this unit as they provide integral information |
|for completing this unit with success. |
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|Unit Introduction: |
|This unit introduces students to the reading workshop. Readers begin the unit by learning the habits that independent readers use to make reading successful. |
|They learn strategies for reading accurately and with deep comprehension and work in partnerships to broaden their understanding of the books they are reading.|
| |
|Assessment: |
|Administer your district’s reading assessments at the beginning of the year to assess your students’ reading levels, behaviors, and interests. Use this |
|information as a starting point to monitor your students’ progress across the year. |
|Use the Conferring Checklist: Reading with Independence throughout this unit to informally assess your students. |
| |
|Resources and Materials: |
|One of the goals of this unit is to make sure that students are reading books that are “just-right” for them so they will find reading enjoyable. To reach |
|this goal, teachers need to provide students with the following: |
|The opportunity to choose their own books |
|Books that are easy enough so that students can read them independently |
|A classroom of readers who promote and discuss books with enthusiasm |
|Encouragement to read more challenging books with support |
|Begin this unit of study by arranging some of the books in your library into table baskets with an assortment of levels, genres, and topics. Keep in mind that|
|part of this unit focuses on fiction texts, so you will want to include mostly fiction texts in your table baskets. By Session 12, you will officially open |
|your classroom library, although you might choose to do so earlier in the unit. Books can be sorted into baskets according to genre, author, old favorites, |
|award-winners, series books, sports books, etc. You might want to level a portion of your books and identify them by level using colored dots. Include these |
|books in the baskets. Students who like mysteries, for example, can look through the mystery basket to find a mystery that is at their reading level. |
|Reading aloud every day is essential. It is important that teachers read aloud from a wide range of genres throughout the day and all subject areas. To be |
|effective, teachers will want to read the upcoming section of the read-aloud ahead of time, demonstrating through think-alouds how they are thinking about the |
|text. The text might be used to demonstrate a new reading strategy or apply a familiar one in a new way. |
|One suggestion for reading aloud in this unit is that teachers read one or two chapters of the book Stone Fox each day. This read-aloud could occur at any |
|time of the day – not necessarily at the beginning of each reading workshop session. Many sessions in this unit will refer back to the text and provide |
|opportunities to demonstrate the reading strategies that are a part of this unit. Teachers will refer back to this text again in Unit 2. Feel free to |
|substitute another rich text at your discretion. |
|It is also recommended that you read the first page or two from many of the books in your own classroom collection (especially from your table baskets) |
|throughout the day as well. Tell a little about the characters or about the problem in the story to introduce these books to your students. You will want |
|students to become familiar with the books that are available to them to create interest and curiosity in these books when they see them in their table |
|baskets. |
|Maintaining a daily reading log for reading at school and reading at home is essential to promote reading growth. The log should include the title, author, |
|level of difficulty, the number of minutes reading, and the numbers of pages read. Including the level is important so that teachers can determine whether the|
|volume of reading is appropriate. Logs are not places for responding to reading or summarizing. They are simply records of time spent reading and volume of |
|reading accomplished. Accountability occurs when reading logs and books being read are out on the table every day during reading time. Refer to students’ |
|reading logs every day in conferences. During Session 7, students refer to their reading logs as they talk about their reading habits and goals with a |
|partner. During Session 19, students complete a form to help them analyze their own reading behaviors in preparation for sharing with others. As the school |
|year progresses, have students continue to analyze their reading logs at the end of each unit in order to find patterns and set new goals in their reading |
|habits. It takes 20 days to create a habit. You want your class to get in the habit of reading and logging what they read. |
|Students will use sticky notes almost every day and should have easy access to them. You might put sticky notes on your supply list or indicate in your weekly|
|parent notes that contributions for the classroom would be appreciated. |
|Optional: You might decide to have students use reader’s notebooks throughout this unit or wait until Unit 2 when students have workshop routines more |
|established. Provide students with composition books for use as reader’s notebooks, or have them bring their own from home. Allow them time to personalize |
|their notebooks at home or at school. You might want to have students divide their notebooks with tabs to mark sections such as reading response, strategies, |
|observations, reflections, etc. |
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|Best Practice: |
|You will want to be clear about the routines and the expectations for reading workshop. Teach students routines and procedures for the use of supplies (i.e., |
|gather table baskets at the start of reading workshop), ongoing work (i.e., read the whole time), questions (i.e., don’t interrupt the teacher during |
|conferring), behaviors during reading workshop (i.e., have your book on your desk), roles in a discussion (i.e., look at the speaker), systems (i.e., checking |
|out books), room arrangement (i.e., meeting area), atmosphere (i.e., trusting and caring), emergencies (when it is okay to use the restroom), etc. |
|When you confer with readers, you will want to observe them as they read, compliment them on something that you notice they are doing as readers, and teach one|
|new skill, strategy, or tip to help them grow as readers. You might ask students to tell you about how reading is going for them. You will want to learn if |
|they are following the story, putting the pieces together, problem-solving when they don’t understand, etc. |
|Partnerships are important to success in reading. Comprehension improves significantly when students talk about their books with others, even briefly. In |
|partnerships, students have opportunities to build on others’ ideas and to express their own ideas. It would be ideal if both partners read the same books, |
|progressing through the book together. This is especially true of the most at-risk readers who will benefit as they problem-solve together and share reading |
|goals. However, partners can also take turns reading the same book. This unit begins with students in temporary partnerships until beginning-of-the-year |
|assessments are complete and the teacher has a chance to consider level, personalities, and interests when assigning permanent partnerships. Once partnerships|
|are established, reading partners will meet to talk about their books at the end of almost every session. |
|In each session students are asked to read for a certain length of time during independent reading time. Students read for 20 minutes at the beginning of the |
|unit and gradually increase their reading time to 30 minutes by the end of this unit. You might want to adjust these times to suit your schedule. |
|It is appropriate that, in addition to conferring with readers, you meet with small groups during independent reading time. Guided reading and strategy |
|lessons are described on one of the following pages (from ). |
|Create permanent classroom class charts by adding new strategies as you go. If you choose to use a document camera to share the class charts from this unit, |
|also create classroom class charts so students can refer to them later. |
|Spend more than one day per session as needed in your classroom. Remember that all teachers and classes are different, and you will want to make adjustments |
|to the sessions, to the sequence of the sessions, and to the number of days you spend on a session as necessary. |
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|Other: |
|A special thank you goes out to all authors of professional resources cited in this unit for their insights and ideas. |
Overview of Sessions – Teaching and Learning Points Aligned with the Common Core
Concept: Readers build their own independent reading lives.
CCSS: RL.4.1, RL.4.2, RL.4.3, RF.4.4, RF.4.4a, RF.4.4c, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d
Session 1: Readers reflect on times when reading has been the best for them.
CCSS: RL.4.1, RL.4.2, RL.4.3, RL.4.7, SL.4.1
Session 2: Readers choose books for a variety of reasons.
CCSS: RL.4.1, RL.4.3, RL.4.9, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d
Session 3: Readers create reading goals that are important and realistic.
CCSS: RL.4, RF.4.4a, SL.4.1
Session 4: Readers choose just-right books so they can be strong readers.
CCSS: RF.4.4a, RF.4.4c, SL.4.1
Session 5: Readers pick up the pace of their reading.
CCSS: RF.4.4, SL.4.1
Session 6: Readers see the story in their minds as they read.
CCSS: RL.4.1, RL.4.3, RF.4.4, SL.4.1, SL.4.1a
Concept: Readers learn strategies for reading accurately and with deep comprehension.
CCSS: RL.4.1, RL.4.3, RL.4.4, RF.4.3, RF.4.4a, SL.4.1, SL.4.1a, SL.4.1d, SL.4.2
Session 7: Readers use strategies to clear up confusion when meaning breaks down.
CCSS: RL.4.1, SL.4.1
Session 8: Readers use strategies to problem-solve words they can’t pronounce.
CCSS: RF.4.3, SL.4.1
Session 9: Readers use strategies to problem-solve words they don’t understand.
CCSS: RL.4.4, SL.4.1
Session 10: Readers use key details in a story to create an image in their minds.
CCSS: RL.4.1, RL.4.3, SL.4.1, SL.4.1a, SL.4.1d, SL.4.2
Session 11: Readers care about the characters and what is happening in their books.
CCSS: RL.4.1, RL.4.3, SL.4.1
Session 12: Readers recommend books that they love to others.
CCSS: RL.4.3, SL.4.1, SL.4.4
Session 13: Readers choose books so they always have a stack of books ready to read.
CCSS: RF.4.4a, SL.4.1
Concept: Readers work in partnerships to support conversation and develop reading engagement.
CCSS: RL.4.1, RL.4.2, RL.4.3, RL.4.5, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d, SL.4.2, SL.4.4
Session 14: Readers share their reading habits with their reading partners.
CCSS: RL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d
Session 15: Readers retell/recount a story so they can talk about it with others.
CCSS: RL.4.1, RL.4.2, RL.4.3, SL.4.1, SL.4.1a, SL.4.1d
Session 16: Readers make inferences from important parts of a story.
CCSS: RL.4.1, SL.4.1, SL.4.1a, SL.4.2
Session 17: Readers fit together new parts of a story with parts that have already been read.
CCSS: RL.4.1, RL.4.5, SL.4.1, SL.4.1a, SL.4.1d
Session 18: Readers celebrate their growing accomplishments as readers.
CCSS: SL.4.1, SL.4.4
Reading Assessment
Beginning-of-the-Year Assessment:
Assess students’ reading during the first month of school using whatever assessment tools your district requires. Assessments that include graded word lists and graded passages help you determine the general level of text difficulty that a student is able to read with ease and comprehension. Also analyze your students’ reading behaviors and determine their rate of reading. A system of tracking readers’ progress along a gradient of text difficulty will enable you to monitor your students’ growth as readers throughout the year. The language you use around students when talking about their reading levels can affect how they see themselves as readers. When you have determined their reading levels, you can direct them to texts at their level of difficulty, whether these leveled texts are mixed in with the table baskets or elsewhere in your classroom.
Additionally, you can learn a lot about your students as readers by administering a reading survey, either as a whole class or individually. One is included following this page.
Ongoing Formative Assessment:
Teachers will want to informally assess students during independent reading to monitor their all-around growth as readers. Assess students who are reading below grade level more often using the district assessment. The results of these ongoing assessments will help guide your instruction. Some students will benefit from guided reading or strategy groups to develop their reading skills and strategies.
End-of-the-Year Summative Assessment:
Teachers will assess students’ reading at the end of the year using the district assessment to determine their growth in reading across the year.
Reading Text Level Correlation Chart
|Grade Level |Basal Equivalent |Fountas and Pinnell |DRA |ATOS (AR) |Reading A-Z |
|Kindergarten |Readiness | |A |to .9 |aa |
| | |A |1 | |A |
| | |B |2 | |B |
| |Pre-primer 1 |C |3 | |C |
|Grade 1 |Pre-primer 2 | |4 |1.0 to 1.9 | |
| |Pre-primer 3 |D |6 | |D |
| | |E |8 | |E |
| |Primer |F |10 | |F |
| | |G |12 | |G |
| |Grade 1 |H |14 | |H |
| | |I/J |16/18 | |I |
|Grade 2 |Grade 2 |J |18 |2.0 to 2.9 |J/K |
| | |K |20 | |L |
| | |L |24 | |M/N |
| | |M/N |28 | |O/P |
|Grade 4 |Grade 4 |N |30 |3.0 to 3.9 |Q/R |
| | |O |34 | |S |
| | |P/Q |38 | |T |
|Grade 4 |Grade 4 |Q/R/S/T |40 |4.0 to 4.9 |U/V/W/X/Y |
|Grade 5 |Grade 5 |T/U/V/W |44/50 |5.0 to 5.9 |Z |
|Grade 6 |Grade 6 |W/X/Y |60 |6.0 to 6.9 | |
|Grade 7 |Grade 7 |Z |70 |7.0 to 7.9 | |
|Grade 8 |Grade 8 |Z |80 |8.0 to 8.9 | |
Guided Reading vs. Strategy Lessons
| |Guided Reading |Strategy Lesson |
|Before |Type of Book: |Type of Book: |
|Reading|Unfamiliar text that is one level above the students’ independent reading |Can be a familiar text |
| |level |Children may have different texts since they need a book that is at or even |
| |All children have the same book |below their independent reading level |
| | | |
| |Children in Group: |Children in Group: |
| |Short term, transient, ability groups |May contain children from different reading levels who struggle with the same|
| | |skill |
| |Book Introduction: | |
| |Teacher gives overview of the text: title, setting, plot, tricky words or |Book Introduction: |
| |text features, picture walk |May not be a book introduction if students are rereading a familiar text to |
| |Take the children to particular pages that might pose some difficulty |practice the strategy being taught |
| | | |
| | |Naming the Strategy: |
| | |Lesson always begins with teacher naming the strategy, briefly demonstrating |
| | |the strategy, and then inviting students to try it out |
| | |Strategy Lessons resemble minilessons |
|During |First Reading: |First Reading: |
|Reading|All students have their own text, read the text quietly and simultaneously, |All students have their own text, read the text quietly and simultaneously, |
| |and usually in its entirety |Teacher observes the students using the strategy |
| |Teacher may ask certain students to whisper read so that she can listen in | |
| |and even probe for comprehension |Rereading: |
| | |If necessary, students are encouraged to reread their text to practice the |
| |Rereading: |strategy so that the teacher has time to coach all readers in the group |
| |If a child finishes the text early, he or she rereads it or rereads a | |
| |favorite page | |
|After |Teaching Point: |Teaching Point: |
|Reading|Occurs at the end of the lesson based on teacher’s observations of a “tricky |Teacher makes one more teaching point based on what she observes during the |
| |part” |students’ reading of the text |
| |Teacher may use a white board or magnetic letters, but there tends not to be |Subsequent strategy lessons build upon this day’s strategy lesson just as |
| |many accompanying teaching materials |minilessons build upon one another |
Name_________________________________________Date___________
Reading Survey
1. How do you feel about reading?
2. How do you feel about yourself as a reader?
3. What do you think is the hardest part about reading?
4. What kinds of books do you like to read?
Reading Survey, page 2
5. How do you decide if a book will be just-right for you?
6. What books did you read over the summer?
7. What are some of your favorite books?
8. What are your goals as a reader?
|Session 1 |
|Concept |Readers learn habits for reading with independence. |
|Teaching Point |Readers reflect on times when reading has been the best for them. |
|References |Materials |
|Stone Fox, by John Reynolds Gardiner |Table baskets of books that include assorted levels, topics, and genres for |
| |each table |
| |Chart paper for class chart: |
| |Reading is the best for me when I … |
| |Sticky notes |
|Notes |Begin reading the chapter book Stone Fox, by John Reynolds Gardiner. Read one or two chapters aloud each day. Read chapter 1 today.|
| |You will be referring back to this story in Unit 2 as students develop theories about characters. |
| |Assign temporary partnerships for the first couple of weeks of school until you have observed and assessed students so you can make |
| |informed decisions about more permanent partner assignments later in this unit. You might have students just turn and talk to someone|
| |next to them or have students partner up with a student who sits next to them for these first couple of weeks. |
|Introduction |Readers, today I want to talk with you about reading, and when reading is the best for us. This will be a year when we can all make |
| |reading the best that it can be. For me, there have been times when reading has made me feel frustrated and bored. There have also |
| |been times when reading has been the best thing in the world. This year, we’re going to work together to make our classroom into a |
| |place where our reading is the best that it can be. Today I want to teach you that in order to create good reading habits, we need to|
| |think ourselves as readers and how we can make reading the best it can be for each of us. |
|Demonstration |Share a specific time in your life when reading was frustrating for you (trying to read a book that was way too hard, reading a book |
| |you couldn’t understand, reading a genre that wasn’t interesting). |
| |Share a specific time in your life when reading was the best for you (reading late into the night, feeling like you wanted to help the|
| |character, not wanting to put the book down). |
| |Explain that it is important for readers to pay attention to the times when reading is the best it can be so we can create more of |
| |those times. Begin an class chart: |
| |Reading is the best for me when I … |
| |read books that are not too hard |
| |feel like I know the character (like Abilene in Stone Fox) etc. |
|Guided Practice |Have students think back over their lives as readers to a time when reading wasn’t working for them and think about why. Pause for |
| |students to think. |
| |Have students think of a time when reading was the best for them and think about why. Pause. |
| |Have students turn and talk to someone next to them and share their experiences. |
| |Have two or three students share their ideas with the class. Turn their ideas into statements that can be added to the class chart |
| |(choose my own books, make a quiet place for reading, find a special spot for reading, read a great book, have a stack of books to |
| |read next, read books in a series). |
|Recap |So readers, today you are going to have time to read and to think about how you can make reading the best it can be for you. You will|
| |find books in table baskets at your tables. Make sure that you choose books that make you feel like reading is the best it can be. |
|Independent Practice |Conduct table conferences to encourage students to get started reading right away. |
|Mid-Workshop |After 10 minutes of reading time, remind students to pause and think about whether or not reading is working for them and why. |
|Teaching Point |Have students continue reading for another 10 minutes. |
| |At the end of independent reading time, have students take a sticky note with the sticky side at the bottom and write their names at |
| |the top. Have them put their note on the page of their books where they stopped reading with their name sticking out from the top. |
| |They can continue to read these books tomorrow. |
|Partnerships |Convene students in the meeting area. |
| |Have students turn to a partner and talk about what makes reading the best it can be for them. |
| |Have two or three more students share with the class and turn their ideas into statements that you can add to the class chart. |
|Lesson Closure | Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point – readers reflect on times |
| |when reading has been the best for them. |
|Note |Ask students to bring in a favorite book from home tomorrow. You will need to have a favorite book of your own as well for a |
| |discussion about reading habits. |
|Session 2 |
|Concept |Readers learn habits for reading with independence. |
|Teaching Point |Readers choose books for a variety of reasons. |
|References |Materials |
|Stone Fox, by John Reynolds Gardiner |Table baskets of books that include assorted levels and topics/genres for each |
| |table |
| |Class charts: |
| |Reading is the best for me when I … |
| |How to Have a Good Conversation |
| |Favorite books from home |
|Notes |Read aloud chapter 2 from Stone Fox. |
| |For students who forget to bring a book from home, ask them to choose one from a collection of popular books that students are likely |
| |to have read. |
|Introduction |Readers, yesterday we thought about ways in which we can make reading the best it can be for us at school. We came up with great |
| |ideas, and I noticed that you were talking about these ways during reading time yesterday. Today we will share some of our favorite |
| |books and talk about the many different reasons why that we choose books. |
|Demonstration |Share a favorite book of yours and explain what made that book special to you. |
| |Explain that choosing our own books makes us feel strong as readers. Connect your experience with other statement(s) on the class |
| |chart, Reading is the best for me when I …. |
| |Explain that students will have a chance to share their own favorite books in small groups. |
| |Introduce the class chart, How to Have a Good Conversation. |
|Guided Practice |Have two or three student volunteers share their favorite books with the class and explain what made them special. |
| |Help volunteers connect their experiences with statements on the class chart. Invite one or two students from the class to share a |
| |thought or ask a question. In this way, the class is sharing books and responding to others in a whole-class format in preparation |
| |for small group sharing. |
| |Validate each student’s reason for choosing his/her book by making a generalization to the rest of the class. For example: |
| |If a student brings a favorite book that is part of a series, state how powerful it is when readers get hooked on a series. |
| |If a student brings a favorite book that is about something they do (soccer, gymnastics), state how powerful it is when readers read |
| |books about things they love to do. |
| |If a student brings a favorite book by a popular author, state how powerful it is when readers read several books written by an author|
| |they like. |
| |If a student brings in a mystery/adventure/fantasy book, state how powerful it is when readers stick with a certain genre of books |
| |that they just can’t put down. |
| |Check in with students how well they followed the rules for a good conversation. |
|Recap |So readers, we learned that there are many different reasons why readers choose books. Today you are going to share your own favorite|
| |books in small groups. (Assign groups, use table groups, or allow students to form their own groups with your guidance.) Remember to|
| |follow the rules for a good conversation as each person in the group shares a book. One or two students can share a thought or ask a |
| |question at the end of each sharing. Think about ways in which each student’s book and reading experience helped to make reading the |
| |best for them. |
|Independent Practice |Conduct small group observations to encourage students to share their ideas and follow the rules for a good conversation. |
| |As groups finish, have students continue reading the books they started yesterday. Have them put their sticky notes on the page where|
| |they stopped reading. |
|Lesson Closure |Convene students in the meeting area. |
| |Have students check in with how well they followed the rules for a good conversation. |
|Session 3 |
|Concept |Readers learn habits for reading with independence. |
|Teaching Point |Readers create reading goals that are important and realistic. |
|References |Materials |
|Stone Fox, by John Reynolds Gardiner |Pocket folders with blank reading logs |
| |Class chart: |
| |Reading is the best for me when I … |
| |Sticky notes |
|Note |Read aloud chapter 3 from Stone Fox. |
|Introduction |Readers, yesterday we shared our favorite books from home and learned rules for a good conversation. Today, we are going to think |
| |about exactly which big changes we most want to work toward and create goals for ourselves as readers. |
|Demonstration |Review the class chart you created with the class in Session 1 Reading is the best for me when I …. |
| |Explain that readers can set goals and they can mean very little, or readers can set goals and they can make a huge difference. |
| |Reading goals should be important. They should be the most important things we need to do to help us make progress toward our goal. |
| |Reading goals should be realistic. They should include things that we can really accomplish. |
| |Share one of your own reading goals (I will read for more time every day, I will read books that are just right for me, I will make |
| |pictures in my mind when I read, I will imagine that I am in the book, I will finish the books that I choose most of the time, etc.) |
| |(Optional) Write your goal on a slip of paper and post it on a bulletin board entitled Our Reading Goals. |
|Guided Practice |Have students refer to the class chart and think about themselves as readers. Have them create independent reading goals for |
| |themselves that are important and realistic. |
| |Have students turn and share their ideas with someone next to them. |
| |Have two or three students share their reading goals with the class. |
| |(Optional) Have students write their independent reading goals on a slip of paper and add them to the bulletin board entitled Our |
| |Reading Goals. |
| |Explain that, in addition to students creating their own independent reading goals, the class will also have a class reading goal. |
| |All students will increase the amount of reading they do every day. One way to keep track of our reading is to use a daily reading |
| |log. Distribute pocket folders with blank reading logs. Have students record the date, title, and starting page number for the book |
| |they are reading (marked by the sticky note they used yesterday) on the first line of their daily reading log. Keeping track of their|
| |reading will help students improve as readers. |
|Recap |Readers, today as you read, keep your independent reading goals in mind about how you can make reading the best for you. You are in |
| |charge of your reading, so make wise decisions as you begin reading today. |
|Independent Practice |Conduct table conferences to remind students to keep their independent reading goals in mind as they read and to complete their daily |
| |reading logs accurately. |
|Mid-Workshop |Stop students after 10 minutes of reading. |
|Teaching Point |Explain that students have already read for 10 minutes. Have them count how many pages they read in that time. Now they will have |
| |another 10 minutes for reading. If they read one or two more pages, have them determine what page they will stop on and mark that |
| |page with another sticky note as their reading goal for the remainder of their reading time today. |
| |At the end of 10 minutes, have students record the page they stopped reading and determine if they reached their goal. Have them |
| |calculate and record the total number of pages they read and record 20 minutes for the number of minutes read today in school. |
|Partnerships |Have partnerships share how they are working toward their reading goals. |
|Lesson Closure |Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point – readers create reading goals |
| |that are important and realistic. |
|Notes |Begin having students carry their pocket folders with the book they read today tucked inside for reading at home. Have them record |
| |their reading at home on the next line of their daily reading logs. |
| |Make it a point to have students revisit their goals several times throughout the year to update their goals and create new ones. |
[pic] My Daily Reading Log Reader____________________________[pic]
|Date |
|Concept |Readers learn habits for reading with independence. |
|Teaching Point |Readers choose just-right books so they can be strong readers. |
|References |Materials |
|Stone Fox, by John Reynolds Gardiner |Class chart: |
| |Making Good Book Choices T-Chart (to be completed with the class) |
|Notes |Read aloud chapter 4 from Stone Fox. |
| |Set up one student to demonstrate how s/he determines whether a book is just right or too hard. Select someone who represents the |
| |skill level of most of the students in the class – one who also has a strong self-concept. Select two books – one for your volunteer |
| |to read aloud that is just right and one that is too hard. |
|Introduction |Readers, yesterday we set independent reading goals for ourselves as readers and started recording our reading on reading logs. Right|
| |now, turn and tell the person sitting beside you something about the book you read last night or what reading was like for you last |
| |night. Talk about whether or not you have kept your reading goals in mind. (Listen in and then share the comments of one or two |
| |students with the class.) |
| |Today we will learn more about choosing just-right books so we can be strong readers. |
|Demonstration |Explain that students must make wise decisions when they choose their own books. Everyone needs to have lots of successful reading to|
| |improve as readers. We need to know which books are at our own independent reading level – books that we can read smoothly, with |
| |accuracy and good comprehension. |
| |Explain that most books you have at home are just right, but you have a few books that are really too hard. Share a just-right book |
| |and a book that is too hard (a tax book, a medical reference book, etc.) Read a few lines from each book. |
| |Explain that you are going to begin a chart that will help students know if a book is just right or too hard. Begin a class T-chart |
| |by writing the heading, Making Good Book Choices. |
|Guided Practice |Invite a student volunteer to read aloud a bit from each of the pre-selected books and decide whether the book is just right or too |
| |hard. Have students contribute ideas about what makes a book just right or too hard and record them on the class chart: |
| |Just right – get most words right, understand it, read fast and smooth, read without stopping, read with expression, read the |
| |punctuation, enjoy the book |
| |Too hard – too many hard words, hard to understand, read slowly, read without expression, keep getting stuck |
| |Include and record ideas that have not been shared that are also important. |
|Recap |Readers, today we learned how important it is to choose just-right books so we can be strong readers. When you read today, you will |
| |want to go back to the book you read yesterday and last night at home. As you continue reading, make sure that it is a just-right |
| |book for you. If it isn’t, switch to one that is. If it is, record the page number on your daily reading log that you will begin |
| |reading today. So from now on, when you are thinking about making your reading stronger, keep in mind that you won’t get better by |
| |reading the hardest book in the world. The truth is that you get better by doing lots and lots of reading in which you really |
| |understand what you are reading. This doesn’t mean that you read books that are way too easy for you, and it doesn’t mean that you |
| |never challenge yourself with a book that is a bit too hard. This means that you mostly read just-right books, and you read whenever |
| |you can. If you do that, you will become stronger readers. |
|Independent Practice |Conduct table conferences to help students check to make sure they are choosing just-right books. |
|Mid-Workshop |After 10 minutes of reading time, remind students to pause and make sure they are reading a just-right book and that reading is |
|Teaching Point |working for them. |
| |Have students continue reading for another 10 minutes. |
| |At the end of independent reading time, have students record their reading in their reading logs. Have them calculate the number of |
| |pages they have read and tell them the number of minutes they have been reading. |
|Partnerships |Have partnerships share their book choices and tell why their books are just-right books for them. |
|Lesson Closure |Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point – readers choose just-right |
| |books so they can be strong readers. |
|Session 5 |
|Concept |Readers learn habits for reading with independence. |
|Teaching Point |Readers pick up the pace of their reading. |
|References |Materials |
|Stone Fox, by John Reynolds Gardiner |Class chart: |
| |Picking Up the Pace of Our Reading (to be completed with the class) |
|Note |Read aloud chapter 5 from Stone Fox. |
|Introduction |Yesterday we learned how to choose just-right books so we can be strong readers. One thing that I noticed yesterday was that some of |
| |us were only reading a few pages even though we were reading the whole time. I realize that this would be a great goal for all of us |
| |to work toward. Today we are going to learn how to pick up the pace of our reading. |
|Demonstration |Explain that you are going to give three tips for students to remember to help them pick up their pace of reading. Begin recording |
| |them on an class chart, Picking Up the Pace of Our Reading: |
| |Follow the words with my eyes while I read. |
| |Demonstrate how a beginning reader might read (pointing to the words, whispering the words to yourself, using a bookmark to follow |
| |along), and then how an experienced reader reads. Compare. |
| |Read smoothly so I don’t have to look back so often. |
| |Demonstrate how a beginning reader might read (rereading a few words, double-checking that you are right, always looking backwards), |
| |and then how an experienced reader reads. Compare. |
| |Read with feeling. |
| |Demonstrate how a beginning reader might read (monotone), and then how an experienced reader reads. Explain that when you are reading|
| |with feeling, the story moves along. Compare. |
|Guided Practice |Have students look over the tips on the class chart, Picking Up the Pace of Our Reading and choose one tip that they will try today in|
| |order to pick up their reading pace. |
| |Have students turn and share one of the tips they are going to work on today with someone next to them and/or have one or two students|
| |share their idea with the class. |
|Recap |Readers, remember that whenever you read, it helps to follow these tips so that you pick up the pace of your reading. Keep the tip in|
| |mind that you are going to practice today. Your goal is to read more pages today than you did yesterday. Get out your reading logs |
| |right away and record the date, the title, and the page number where you plan to begin reading. |
|Independent Practice |Conduct individual student conferences to make sure that students are using one of the tips as they read. |
|Partnerships |Have partnerships share one way in which they picked up the pace of their reading today. |
|Lesson Closure |Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point – readers pick up the pace of |
| |their reading. |
|Session 6 |
|Concept |Readers learn habits for reading with independence. |
|Teaching Point |Readers see the story in their minds as they read. |
|References |Materials |
|Stone Fox, by John Reynolds Gardiner |Sticky notes |
|Note |Read aloud chapter 6 from Stone Fox. |
| |Have students bring their independent reading books to the meeting area. |
|Introduction |Yesterday we learned some tips to help us pick up the pace of our reading. I noticed that for some of us, we are reading a lot of |
| |pages, but not really remembering what we are reading. Reading isn’t just saying the words and turning the pages; reading is making |
| |meaning. Sometimes we read too fast and forget to really pay attention to what the words are saying. So today, I want to remind you |
| |that when we read, we need to see the story in our minds so that we understand what we are reading. |
|Demonstration |Demonstrate how you read a section from Stone Fox (first full paragraph on page 50 through the first paragraph on page 51 in chapter |
| |6). Think aloud as you picture what is happening in this part of the story. |
| |Explain how this kind of reading helps you to see and understand what is happening in the story. |
|Guided Practice |Have students get out their books and read from wherever they left off. Have them read by seeing the story in their minds to help |
| |them understand what is happening. |
| |After a few minutes, have students give a thumbs up if they could see in their minds and understand what was happening as they read. |
|Recap |Readers, remember that whenever we read, let’s remember that we want to make sure that we are seeing the story in our minds to help us|
| |understand what we are reading. Today, as you read use a sticky note to mark a place where you find yourself seeing the story in your|
| |minds. You will have a chance to share this part of your book with someone at the end of our reading time. Today you will have 25 |
| |minutes of non-stop reading time, so get your minds ready to read. Open your reading logs and record the page you plan to begin |
| |reading. |
|Independent Practice |Conduct individual student conferences to make sure that students are reading by seeing the story in their minds. |
| |After students have been reading for 25 minutes, have them record their reading on their daily reading logs |
|Partnerships |Have partnerships turn and talk about the parts in their stories they marked and explain what they saw in their minds. |
|Lesson Closure |Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point – readers see the story in |
| |their minds as they read. |
|Session 7 |
|Concept |Readers learn strategies for reading accurately and with deep comprehension. |
|Teaching Point |Readers use strategies to clear up confusion when meaning breaks down. |
|References |Materials |
|Stone Fox, by John Reynolds Gardiner |Class chart: |
| |When I am confused, I … |
| |Chart paper for class chart |
|Note |Read aloud chapter 7 from Stone Fox during the demonstration portion of this session. |
|Introduction |Yesterday we learned that it is important to read by seeing the story in our minds. But sometimes it is possible to find that a part |
| |of the text is confusing as we read. Today I want to teach you that readers use strategies to clear up confusion when meaning breaks |
| |down. |
|Demonstration |Explain that you are going to read aloud from Stone Fox. At first, everything is making sense, and then the text becomes confusing. |
| |Read aloud the beginning of chapter 7, from page 55 up to the words, On his way out of town on page 58. Ask students to see the story|
| |in their minds as you read. Check in with the students to make sure that they can see what is happening in their minds. |
| |Continue reading from where you left off on page 58 through the end of the first sentence on page 60. Demonstrate your confusion. |
| |Ask students if they are also having trouble understanding what is happening. |
| |Explain that strong readers listen to themselves as they read. This is called self-monitoring. When they are confused, they stop |
| |reading and try to fix the problem. Suggest that one way to clear up the confusion when meaning breaks down is to ask, “What is |
| |happening here?” Think about what you know, and then continue reading carefully. Note how at first it is unclear where little Willy |
| |is and what is happening, but how you continue reading and realize that little Willy is in the barn with Stone Fox’s dogs. |
| |Introduce other tips by referring to the class chart, When I am confused, I … |
|Guided Practice |Have students listen while you continue reading through the paragraph that ends sending him over backward on page 60. |
| |Have students turn and talk to someone next to them about how rereading and paying attention to the details can help them sort out |
| |what is happening when they are confused. |
|Recap |Readers, today we learned that that sometimes when we are reading, we get to a confusing part. Remember that strong readers use |
| |strategies to clear up confusion when meaning breaks down. Before you begin reading, record your start page on your daily reading |
| |logs. |
|Independent Practice |Conduct individual student conferences to make sure that students are using strategies to clear up confusion when meaning breaks down.|
| | |
| |Pay particular attention to readers who are new at reading chapter books and are having difficulty accumulating the text from one |
| |chapter to the next. Suggest that they begin reading a new chapter by first creating a little summary of the previous chapter in |
| |their minds to carry forward with them into the next chapter. |
| |After students have been reading for 25 minutes, have them record their reading on their daily reading logs. |
|Partnerships |Have partnerships share strategies they used to clear up confusion when meaning broke down in their reading today. |
|Lesson Closure |Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point – readers use strategies to |
| |clear up confusion when meaning breaks down. |
|Session 8 |
|Concept |Readers learn strategies for reading accurately and with deep comprehension. |
|Teaching Point |Readers use strategies to problem-solve words they can’t pronounce. |
|References |Materials |
|Stone Fox, by John Reynolds Gardiner |Class chart: |
| |When I get to a tricky word, I can … |
|Note |Read aloud chapter 8 from Stone Fox. |
|Introduction |Yesterday we learned ways to clear up confusion when meaning breaks down. Sometimes when we read, we can become confused when we get |
| |to a word that we don’t recognize. We need to remember ways that we can problem-solve words we can’t pronounce. Today I want to teach|
| |you ways in which readers figure out tricky words as they read. |
|Demonstration |Explain that strong readers don’t skip over tricky words or mumble words they don’t know on keep reading. Strong readers also never |
| |pretend they know a word when they don’t really know it. |
| |Explain that you are going to show them some ways that strong readers problem-solve when they get to tricky words that they can’t |
| |pronounce. Some tricky words are words that students can’t decode, but they know their meaning. These are the kinds of words that |
| |are going to be discussed today. |
| |Reread two or three sentences that include tricky words from the story, Stone Fox. Stop when you get to words that might be tricky |
| |for students to figure out, but ones in which they probably know the meaning, such as the following words: |
| |jagged on page 63 |
| |contestants on page 65 |
| |Demonstrate how to problem-solve each word using the strategies on the class chart, When I get to a tricky word, I can … |
|Guided Practice |Provide the following words for students to problem-solve using one or more of the strategies on the class chart: |
| |routed on page 67 |
| |knuckles on page 67 |
| |Have students turn and talk to someone near them about which strategy helped them problem-solve the tricky words. |
|Recap |Readers, we have learned several ways in which we can problem-solve words we can’t pronounce. Remember that strong readers don’t skip|
| |words, mumble words, or pretend they know words when they don’t. Strong readers use strategies for trying to figure out the tricky |
| |words. Today and every day that you read, take the time to problem-solve unfamiliar words as you read. Remember, before you begin |
| |reading, record your start page on your daily reading logs. |
|Independent Practice |Conduct individual student conferences to make sure that students are using strategies to problem-solve tricky words that they can’t |
| |pronounce. You might gather a small group of students who have not yet learned how to problem-solve tricky words and teach them in a |
| |strategy group. |
| |After students have been reading for 25 minutes, have them record their reading on their daily reading logs. |
|Partnerships |Have partnerships turn and talk about any problem-solving strategies they used in their reading today. |
|Lesson Closure |Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point – readers use strategies to |
| |problem-solve words we can’t pronounce. |
|Session 9 |
|Concept |Readers learn strategies for reading accurately and with deep comprehension. |
|Teaching Point |Readers use strategies to problem-solve words they don’t understand. |
|References |Materials |
|Stone Fox, by John Reynolds Gardiner |Class chart: |
| |When I get to a tricky word, I can … |
|Note |Read aloud chapter 9 from Stone Fox. |
|Introduction |Yesterday we learned ways in which readers figure out tricky words they can’t pronounce. Sometimes when we read, we might already |
| |know how to say a tricky word, but we don’t understand what it means. Strong readers are curious about words. They try their best to|
| |understand what words mean as they read. One of the jobs of a reader is to learn new words and what they mean. Today I want to teach|
| |you how strong readers use strategies to problem-solve words they don’t understand. |
|Demonstration |Refer to the class chart, When I get to a tricky word, I can … |
| |Reread the second strategy, Read the whole sentence. Think about what makes sense. |
| |Explain that you are going to show them a new way to use this strategy to problem-solve when they get to words they don’t understand. |
| | |
| |Reread a section from Stone Fox. Stop when you get to words that might be tricky for students to understand, but ones in which they |
| |already know how to pronounce, such as the following words: |
| |outskirts on page 70 |
| |glimpse on page 73 |
| |Demonstrate how you read the whole sentence, think about the meaning of the sentence, and substitute a familiar word that might mean |
| |the same thing. Then go back and think about the new tricky word and try to remember what it means. In this way, you will be more |
| |able to learn new vocabulary words. |
|Guided Practice |Provide the following words for students to problem-solve using this strategy: |
| |steadily on page 74 |
| |inching on page 74 |
| |Have students turn and talk to someone near them about how they used this strategy and how it helped them problem-solve the tricky |
| |words. |
|Recap |Readers, we have learned another way to problem-solve a tricky word. Remember that strong readers try their best to problem-solve the|
| |meaning of tricky words as they read. Strong readers read the whole sentence, think about the meaning, and substitute a familiar word|
| |when they don’t understand. Then they try to remember what the tricky word means so they will know it the next time they see it. |
| |This is how strong readers build up their vocabulary. Today and every day that you read, take the time to figure out the meaning of |
| |tricky words. Remember, before you begin reading, record your start page on your daily reading logs. |
|Independent Practice |Conduct individual student conferences to make sure that students are using strategies to problem-solve the meaning of tricky words. |
| |You might gather a small group of students who have not yet learned how to figure out the meaning of tricky words and teach them in a |
| |strategy group. |
| |After students have been reading for 25 minutes, have them record their reading on their daily reading logs. |
|Partnerships |Have partnerships turn and talk about any problem-solving strategies they used in their reading today. |
|Lesson Closure |Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point – readers use strategies to |
| |problem-solve words they don’t understand. |
|Session 10 |
|Concept |Readers learn strategies for reading accurately and with deep comprehension. |
|Teaching Point |Readers use key details in a story to create an image in their minds. |
|References |Materials |
|Stone Fox, by John Reynolds Gardiner | |
|Notes |Read aloud chapter 10 from Stone Fox in the demonstration portion of this session. |
| |Have students bring the books they are reading to the mini-lesson. |
|Introduction |Readers, I want to tell you about one time when I saw a movie and the image stayed with me for a long time (share an experience). |
| |This can happen with books, too. Perhaps as you read you begin to see in your head a scene with all the details, maybe even with the |
| |smells and sounds, too. It is as if you are really there. Today I want to teach you how strong readers use key details in a story to|
| |create an image in their minds. |
|Demonstration |Explain that the more readers use their imaginations, the more that books will be remembered. One way that we can really use our |
| |imaginations is when we pay close attention to key details in the story. This helps us to create an image in our minds. |
| |Read aloud to the bottom of page 77 in Stone Fox. Notice how key details help us imagine what is happening as you continue reading on|
| |page 78. |
| |Think aloud as you use the key details to create the image in your mind, seeing the events as if you were there. |
|Guided Practice |Explain that you will continue to read, and this time students will listen to key details to create an image in their minds. Continue|
| |reading to the end of the story. |
| |Give students a moment for the images to sink in, and then turn and describe their images to their partners. |
| |Have one or two students share their images with the class. |
|Recap |Readers, today we learned how strong readers use key details in a story to create an image in their minds. When you close the book, |
| |those images will stay with you for a long time. Today, mark one of the parts in your books where you created an image in your minds.|
| |Be ready to tell your partners about them at the end of reading time today. |
|Independent Practice |Conduct individual student conferences to encourage students to use key details to create an image in their minds. |
| |After students have been reading for 25 minutes, have them record their reading on their daily reading logs. |
|Partnerships |Have partnerships share the parts in their books where they used key details to create an image in their minds. |
|Lesson Closure |Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point – readers use key details in a |
| |story to create an image in their minds. |
|Session 11 |
|Concept |Readers learn strategies for reading accurately and with deep comprehension. |
|Teaching Point |Readers care about the characters and what is happening in their books. |
|References |Materials |
| | |
|Notes |Have students bring the book they are reading to the mini-lesson. |
|Introduction |We have been learning ways in which strong readers develop good reading habits. Another way to become a strong reader is to get to |
| |know the characters in the story and begin to care about them. Today I want to teach you the difference between reading like you |
| |don’t care about the characters and reading like you do care about the characters and what is happening in the story. |
|Demonstration |Explain that as readers, we choose how we read books. We can read books like we don’t care about the characters and what is |
| |happening, or we can read like we do care about them. When we care about the characters, it helps to make reading the best it can be.|
| | |
| |Demonstrate by reading a section from Stone Fox. Read part of it like you don’t really care and are disinterested. Find fault with |
| |each part starting with the last sentence on page 70 through the last paragraph on page 71. Exaggerate your negative attitude toward |
| |the characters and what is happening through intonation, gestures, and facial expressions. This helps to make the point of the |
| |lesson. |
| |Explain how you were being negative toward the characters, and you didn’t care about the characters or what was happening in the |
| |story. Reading was not the best it could be for you. |
| |Now, demonstrate how you read as if you really cared about the characters and what was happening by reading aloud the third full |
| |paragraph on page 72 through the second full paragraph on page 73 in Stone Fox. Use intonation, gestures, and facial expressions that|
| |show how you care about Edward – his feelings and emotions. |
|Guided Practice |Have students turn to someone next to them, open their own books, and begin reading from where they left off as if they didn’t care |
| |about the characters or what was happening, as if this was the worst book they ever read. After a couple of minutes, tell what you |
| |noticed. |
| |Have students continue reading from where they left off as if their books as if they really cared about the characters and what was |
| |happening. After a couple of minutes, tell what you noticed. |
|Recap |Readers, when we read a book like we care about the characters and what is happening in the story, reading is the best it can be. |
| |Today when you continue reading, read your books as if you really care about the characters and what is happening. Remember, before |
| |you begin reading, record your start page on your daily reading logs. |
|Independent Practice |Conduct individual student conferences to make sure that the students are reading their books as if they care about the characters and|
| |what is happening in the story. |
| |After students have been reading for 25 minutes, have them record their reading on their daily reading logs. |
|Partnerships |Have partnerships share ways in which they cared about the characters in their stories and what was happening. |
|Lesson Closure |Explain that sometimes readers find that no matter how hard they try, they just can’t seem to care about the characters or what is |
| |happening in the story. If this is happening to you, it probably makes sense that, if you are almost done with the book, you should |
| |finish it. If you are not close to the end, you have a decision to make. You don’t want to become the kind of reader who starts |
| |books and gives up on them easily. But you also don’t want to be reading them in a negative way. If you ever find yourself in this |
| |situation, when you really feel you need to put a book down, remember that is okay. Deciding to stop reading a book that isn’t |
| |working for you is a lot better than continuing to read a book that you really don’t care about. Let me know if you are about to |
| |abandon a book so I can help you choose a book that will feel special to you. |
| |Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point – readers care about the |
| |characters and what is happening in their books. |
|Session 12 |
|Concept |Readers learn strategies for reading accurately and with deep comprehension. |
|Teaching Point |Readers recommend books that they love to others. |
|References |Materials |
| |Class chart: |
| |How to Recommend a Book |
|Notes |Gather students near the classroom library for the mini-lesson today. |
| |Have students bring a book they love to the mini-lesson. |
|Introduction |Yesterday we learned that when we really care about the characters, reading is the best it can be. There are many times when we like |
| |a book so much, that we think someone else should read it, too. Today, I want to teach you how you can recommend a book that you love|
| |to others so they will want to read it, too. |
|Demonstration |Explain how the books in your classroom library are organized. You might include some leveled books designated with a colored dot |
| |into many of your book baskets. You will teach students to choose books carefully, using the dots as a guide in Session 12. |
| |Take one basket from the shelf and share some of the books from that basket. |
| |Explain that you are going to recommend a book from that basket by following the class chart, How to Recommend a Book. Demonstrate. |
|Guided Practice |Have students turn to someone next to them and recommend their book as they refer to the class chart. |
|Recap |Readers, you are going to read lots of books this year – and some of them will be ones you really, really like. From now on, remember|
| |that if you really like a book, it will really help your friends and our class if you recommend it to others. If you are ready to |
| |choose a new book to read but don’t know what to read, ask a friend to recommend one to you. You can follow the class chart to help |
| |you remember. Today when you get started with your reading, remember to read your book in a way that you care about the characters |
| |and what is happening. Decide if the book you are reading is one that you might want to recommend to others when you are finished. |
| |Before you begin reading, record your start page on your daily reading logs. |
|Independent Practice |Conduct individual student conferences to make sure that the students are reading their books like they really care about the |
| |characters and what is happening. |
| |After students have been reading for 25 minutes, have them record their reading on their daily reading logs. |
|Partnerships |Have partnerships take turns recommending a book to each other. |
|Lesson Closure |Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point – readers recommend books that |
| |they love to others. |
|Session 13 |
|Concept |Readers learn strategies for reading accurately and with deep comprehension. |
|Teaching Point |Readers choose books so they always have a stack of books ready to read. |
|References |Materials |
| |Class chart: |
| |Ways We Choose Books |
|Notes |Gather students near the classroom library for the mini-lesson today. |
|Introduction |Yesterday we learned how to recommend a book that we love to others. We always want to be on the lookout for the next book we plan to|
| |read. One way to do this is to learn how to choose books on our own so we always have a stack of books ready to read. |
|Demonstration |Introduce a class chart, Ways We Choose Books, and highlight two or three of the ways with your own independent reading stories. |
| |Explain that starting today students will be able to choose books from the class library. Explain your procedure for checkout. |
| |Demonstrate how you look through the baskets of books to find a couple of books that interest you. Preview several books and choose |
| |some, but not others. Your goal is to have two or three books ready to read so you can pick up a book and get started on a new one |
| |right away every time you finish one. |
| |Put your book choices in your own personal book bin/baggie. |
|Guided Practice |Have a student volunteer look through one or two baskets, preview a few books aloud, and choose one or two books that are of interest.|
| | |
| |Tell the class exactly what the student is doing during book selection, sometimes referring to the class chart, Ways We Choose Books. |
| | |
| |Explain that students will take turns in small groups looking through the baskets and choosing three or four books to keep in their |
| |personal book bins/baggies so they always have a stack of books ready to read. |
|Recap |Readers, today you are going to begin choosing books from the classroom library so we always have a stack of books ready to read. |
| |Remember, think about all the different ways that strong readers choose books that are just right for them and ones they will love. |
| |Right now, each group will have a few minutes to look through the class library and make wise book choices. Choose two or three books|
| |that you can’t wait to read. As students are waiting, get started with your reading so you don’t waste any of our reading time. |
| |Remember, before you begin reading, record your start page on your daily reading logs. |
|Independent Practice |Guide students in the classroom library to help them make wise book choices and keep the groups moving at a reasonable pace. |
| |After students have been reading for 25 minutes, have them record their reading on their daily reading logs. |
|Partnerships |Have partnerships share their book choices with their partners and explain why they chose each book. |
|Lesson Closure |Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point – readers choose books so they |
| |always have a stack of books ready to read. |
|Session 14 |
|Concept |Readers read in partnerships and learn from the thinking of others. |
|Teaching Point |Readers share their reading habits with their reading partners. |
|References |Materials |
| |Class chart: |
| |Getting to Know Our Reading Partners |
|Notes |Prior to this session, divide your class into long-term partnerships based on similar reading levels, interests, rates, and volumes. |
| |Assign students in each partnership as Partner 1 or Partner 2. |
| |The partner relationships will shape your students’ experiences as readers throughout the year. It would be ideal if both partners |
| |read the same books, progressing through the book together. However, partners can also take turns reading the same book. |
| |Gather students near the classroom library for the mini-lesson today. |
| |Have students bring their reading bins/baggies and their reading logs to the meeting area. |
|Introduction |Yesterday we began making book choices from the classroom library. We looked for books that we thought we would really like and ones |
| |that felt just right. However, I was thinking that the books that have meant the most to me are the ones that I have shared with |
| |others. So today, we are going to begin working with long-term reading partners so that we can share our reading and our books with a|
| |reading partner. To get started, we will need to get to know our reading partners as readers by sharing our reading habits. |
|Demonstration |Introduce the reading partnerships. Assign reading spots for each partnership in the meeting area. |
| |Explain that reading partnerships begin with readers getting to know each other as readers. Reading partners will interview each |
| |other to learn about each other as readers. |
| |Select a student volunteer who you can interview as a reading partner for demonstration purposes. |
| |Decide which questions you want to ask and what reading topics you want to explore with your partner from the class chart, Getting to |
| |Know Our Reading Partners. Ask about the volunteer’s reading log and the books in his/her reading bin/baggie. Encourage your |
| |“partner” to do most of the talking. The goal is not to ask and answer every question, but instead to develop an understanding about |
| |our partner’s reading habits and begin to develop reading partnerships. |
|Guided Practice |Have partners interview each other, starting with Partner 1 interviewing Partner 2, and then switching places. Have interviewers give|
| |a thumbs-up so they know who they are. |
| |Have students take a minute to think about how they will begin their interview. |
| |Have partnerships interview each other to get to know their partners as readers. |
|Recap |Readers, today you started to get to know your reading partners as readers by sharing your reading habits. Now you will continue |
| |reading from where you left off in your books. After you read, you will be meeting with your reading partners to talk about your |
| |books. You will want to talk about the characters and what is happening to help your partners catch up. Then partners will share |
| |what they thought about the characters and events so far in the book. I know that you will do lots of careful listening to each |
| |other. It is great to have a partner who knows you as a reader. |
|Independent Practice |Conduct individual student conferences to make sure students are thinking about the characters and what is happening in the story (who|
| |and what happened). |
| |After students have been reading for a total of 25 minutes, have them record their reading on their daily reading logs. |
|Partnerships |Have students take one or two minutes to think about the characters and events in their stories so they are ready to share their books|
| |with their reading partners. |
| |Have Partners 2 share their books first with Partners 1, and then switch places. |
|Lesson Closure |Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point – readers share their reading |
| |habits with their reading partners. |
|Session 15 |
|Concept |Readers read in partnerships and learn from the thinking of others. |
|Teaching Point |Readers retell/recount a story so they can talk about it with others. |
|References |Materials |
|Stone Fox, by John Reynolds Gardiner |Class chart: |
|The Summer My Father Was Ten, Pat Brisson |Ways to Retell a Story |
|Notes |Before this session, reread one of the picture books you used as a read-aloud in writing workshop, such as The Summer My Father Was |
| |Ten. |
| |The term retell is widely used by teachers today; however the CCSS refers to the term recount in the same way. One distinction is |
| |that the term retell is used when ‘retelling’ a story and the term recount is used when ‘retelling’ an experience. Nevertheless, |
| |these terms are often used interchangeably. The term retell will be used in this unit. |
| |Two methods of retelling are introduced in this session. You might prefer to introduce these methods in two different sessions, or |
| |choose one method over the other. |
|Introduction |Yesterday we started working with our partners to share the books we were reading. We learned that it is important to tell about the |
| |characters and what is happening so our partners know about the stories we are reading. Today, we are going to learn more about |
| |retelling our stories so we can talk about them with others. |
|Demonstration |Explain that one way of retelling a story is to start at the very beginning of the story and do a sequential retelling. Introduce the|
| |class chart, Steps for Retelling. |
| |Explain that the characters, setting (where and when), conflict (problem/goal), resolution (solution), and ending are called story |
| |elements and are part of a story’s structure. |
| |Demonstrate by retelling the story Stone Fox. |
| |Refer back to the class chart to review the steps in a retelling. |
| |Explain that another way of retelling a story is to use a summary retelling. Use the following as an example of a summary retelling |
| |from Stone Fox: |
| |Little Willy wanted to save the farm that he and his grandfather lived on because his grandfather was ill, but he had to find a way to|
| |come up with $500. So he entered a dog-sled race, and then he learned that he would be racing against Stone Fox who never lost a |
| |race. In the end, Willy’s determination paid off, but at a great cost. People who read this book learn about the power of |
| |determination from Little Willy and about the power of compassion from Stone Fox. |
| |Explain that readers retell stories to help them see the story as a whole and to start them thinking more deeply about the characters |
| |and events. |
|Guided Practice |Have students refer to the class chart as they take turns retelling the story The Summer My Father Was Ten in their partnerships. |
| |Have a student volunteer share their retelling with the class. |
|Recap |Readers, today you will continue reading from where you left off in your books. After you read, you will be meeting with your reading|
| |partners to retell your stories up to the part where you stopped reading. Then partners will share what they thought about the events|
| |so far in the book. Remember to listen carefully to your partners. |
|Independent Practice |Conduct individual student conferences to make sure students effectively retell their stories up to the point where they are in their |
| |books. |
| |After students have been reading for a total of 25 minutes, have them record their reading on their daily reading logs. |
|Partnerships |Have students take one or two minutes to think about their stories so they are ready to retell them to their reading partners. |
| |Have partners take turns retelling their stories. |
|Lesson Closure |Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point – readers retell/recount a |
| |story so they can talk about it with others. |
|Session 16 |
|Concept |Readers read in partnerships and learn from the thinking of others. |
|Teaching Point |Readers make inferences from important parts of a story. |
|References |Materials |
|The Summer My Father Was Ten, Pat Brisson |Sticky notes |
|Notes |Before this session, reread one of the picture books you used as a read-aloud in writing workshop, such as The Summer My Father Was |
| |Ten. |
| |Have students bring their independent reading books to the meeting area. |
|Introduction |Yesterday we practiced retelling our stories so we could share them with our partners. Sometimes as we read, it helps if we mark the |
| |places that include the elements and the important parts of our stories. Today I will teach you how to use sticky notes to help keep |
| |track of the important parts in a story and then to make inferences. |
|Demonstration |Explain that when readers know they will be talking with a partner, they pay closer attention to the elements and details in their |
| |stories. Readers often use sticky notes to mark important parts of a story that will help them make inferences when they want to |
| |retell the story. |
| |Demonstrate how this works using the mentor text, The Summer My Father Was Ten: |
| |Think about the whole story and what might be important to share as you read. |
| |When you get to something really important, take a moment to think more deeply about it. Think about how and why something is |
| |happening. We are inferring when we figure out something the author doesn’t tell us directly. Record your idea on a sticky note and |
| |place it on the page so it is sticking out of the book when the book is closed. |
| |You might stop at the end of the page where Mr. Bellavista shows up as the boys are destroying his garden. Talk about how and why |
| |this is an important event in the story. Mark it with a sticky note that says, “The boys realize that what they did was wrong.” |
|Guided Practice |Explain that students will have a chance to try this out. Distribute three sticky notes to each student and have students put them on|
| |the inside cover of the books they are currently reading. |
| |Have students open their books to where they left off and think about the whole story. |
| |Have students continue reading for a couple of minutes, thinking about whether something really important is happening. Encourage |
| |students to recognize the important parts in their stories. |
| |Have students stop at a place that they think is important, think about how and why something is happening, and jot their idea on a |
| |sticky note to mark that spot. |
| |Have partners share the parts in their stories that they marked. |
|Recap |Readers, today you learned to pay attention to the important parts of a story and then make inferences about what we are reading. |
| |Now, continue reading from where you left off in your books. As you read, think about the parts that are really important, the |
| |elements and details in your story that seem to be important. Think about how and why something is happening. In this way, you are |
| |inferring. Record your ideas on a sticky note and mark the spot. This will help you find this information later when you talk about |
| |your stories with your partners. Today you will read for 30 minutes. |
|Independent Practice |Conduct individual student conferences to make sure students are able to locate and mark important parts of their stories and make |
| |inferences. |
| |After students have been reading for a total of 30 minutes, have them record their reading on their daily reading logs. |
|Partnerships |Have students take one or two minutes to think about the important parts they marked in their stories and the ideas they recorded on |
| |their sticky notes. |
| |Have partners take turns sharing these parts with their reading partners. |
|Lesson Closure |Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point – readers make inferences from |
| |important parts of a story. |
|Session 17 |
|Concept |Readers read in partnerships and learn from the thinking of others. |
|Teaching Point |Readers fit together new parts of a story with parts that have already been read. |
|References |Materials |
|Stone Fox, John Reynolds Gardiner | |
|The Summer My Father Was Ten, Pat Brisson | |
|Notes |Before this session, reread one of the picture books you used as a read-aloud in writing workshop, such as The Summer My Father Was |
| |Ten, for use in the active engagement portion of this session. |
|Introduction |Readers, sometimes we don’t read a whole book during reading time. We read a part or chapter each time we sit down to read. Today we|
| |are going to learn how to fit together new parts of a story with parts that we have already read. This will help us accumulate the |
| |text as we read, fit the parts together, and share these new parts of our stories with our reading partners. |
|Demonstration |Explain that when readers pick up a book and continue reading, one way to make sure they are thinking about the whole text is to do |
| |the following: |
| |Do a little retelling of the story so far to remember what is happening. |
| |After reading the new part, think about how it fits with what happened earlier in the story. This makes the chapter’s events easier |
| |to understand. |
| |Demonstrate how this works using the mentor text, Stone Fox. Do a little retelling through chapter 9 and then begin to read chapter |
| |10. As you read, think-aloud how the events in chapter 10 fit with what happened earlier in the story. |
|Guided Practice |Open the book, The Summer My Father Was Ten to the page where the following May arrived, and Mr. Bellavista made no plans to plant |
| |another garden. Do a little retelling up to this point. |
| |Then continue reading the new part. Ask students to turn and talk with their partners about how it fits with what happened earlier in|
| |the story. |
|Recap |Readers, today you will continue reading from where you left off in your books. Before you begin reading, do a little retelling in |
| |your mind about what you have read so far. As you read, think about how the new part fits with what happened earlier in your story. |
| |This will help you to keep track of what is happening and understand how it all fits together. |
|Independent Practice |Conduct individual student conferences to make sure students can fit together the parts of the stories they reading. |
| |After students have been reading for a total of 30 minutes, have them record their reading on their daily reading logs. |
|Partnerships |Have students take one or two minutes to think about how the new part of their stories fits with what has already happened so they are|
| |ready to share with their partners. |
| |Have partners take turns updating and discussing their stories with their reading partners. |
|Lesson Closure |Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point – readers fit together new |
| |parts of a story with parts that have already been read. |
|Session 18 |
|Concept |Readers read in partnerships and learn from the thinking of others. |
|Teaching Point |Readers celebrate their growing accomplishments as readers. |
|References |Materials |
|Stone Fox, by John Reynolds Gardiner | |
|Note |Have students sit in a circle in the meeting area today. |
| |Have students bring their reading bins/baggies and their reading logs to the meeting area. |
|Introduction |Today we are going to celebrate by thinking back to our favorite memories of the story and of our growing accomplishments as readers. |
|Celebration |Explain that one way to hold onto memories of the stories we are reading is to take a few minutes to think about what was so special |
| |that we don’t want to forget it. We are going to think back to the whole story of Stone Fox and recall something that will stick with|
| |us for a long time. Demonstrate in this way: I remember when Little Willy ... (recall one of your favorite memories from the story).|
| |Have students take a couple of minutes to recall something from the story that will stick with them forever. Have them give a |
| |thumbs-up when they have something in mind. |
| |Ask each student to take turns sharing with the whole group by first saying, “I remember…” |
| |No discussion needs to take place, and not everyone needs to share if some students are reluctant. |
| |Explain that students will now have a chance to share some way in which they have grown as readers (making a movie in my mind, reading|
| |a book like it was special, reading more than I ever read before, etc.) Students can refer to the class charts in the room, their |
| |reading logs, their sticky notes, and the books in their bins/baggies. Demonstrate in this way: I have grown as a reader because now|
| |I … (state one way that you have changed as a reader). |
| |Have students take a couple of minutes to recall some way in which they have grown as a reader. Have them give a thumbs-up when they |
| |are ready to share. |
| |Have students take turns sharing with the whole group. |
| |You might conclude this session with a little celebration – music and snacks – to recognize students’ accomplishments as readers. |
| |You might also distribute composition books to students that they will use as reader’s notebooks beginning with the next unit of |
| |study. Students can decorate their notebooks to personalize them. |
|Conferring Checklist: Reading Matters |
|Student Name: |
|1: Reading habits: | |
|Reflects on times when reading has been the best. | |
|2: Reading habits: | |
|Chooses books for a variety of reasons. | |
|3: Reading habits: | |
|Creates important and realistic reading goals. | |
|4: Reading habits: | |
|Chooses just-right books. | |
|5: Reading habits: | |
|Picks up the pace of reading. | |
|6: Reading habits: | |
|Sees the story in his/her mind. | |
|7: Learns reading strategies: | |
|Uses strategies for clearing up confusion. | |
|8: Learns reading strategies: | |
|Problems-solves words s/he can’t pronounce. | |
|9: Learns reading strategies: | |
|Problem-solves words s/he doesn’t understand. | |
|10: Learns reading strategies: | |
|Uses key details to create an image. | |
|11: Learns reading strategies: | |
|Cares about the characters and what is happening. | |
|12: Learns reading strategies: | |
|Recommends books to others. | |
|13: Learns reading strategies: | |
|Chooses/keeps a stack of books. | |
|14: Works in partnerships: | |
|Shares reading habits. | |
|15: Works in partnerships: | |
|Retells a story. | |
|16: Works in partnerships: | |
|Makes inferences from important parts of a story. | |
|17: Works in partnerships: | |
|Fits together new parts of a story. | |
-----------------------
[pic]
How to Have a Good Conversation
• All members of the group or partners can see each other.
• One person talks at a time.
• The listeners look at the speaker.
• The speaker talks about what is important and interesting.
• Members/partners listen carefully to what the speaker is saying.
• When the speaker is finished talking, members/partners may share thoughts or questions.
• Members/partners go back and forth like a real conversation.
• The next member/partner takes a turn.
• Most of the time, everyone gets a turn.
[pic]
When I am confused, I …
• Realize it and stop reading.
• Ask, “What is happening here?”
• Think about what I know so far.
• Continue reading carefully.
• Pay attention to the details.
• Reread, if necessary.
[pic]
When I get to a tricky word, I can …
• Chunk the word from left to right. Put the parts together.
• Read the whole sentence.
Think about what makes sense.
• Try short and long vowel sounds.
One way often works.
• Try it again using different sounds or chunks. Be flexible.
• Ask someone how to say the word.
• Look up the word in a dictionary.
I NEVER mumble the word
or pretend I know it!
[pic]
How to Recommend a Book
• Think about the kind of readers who would like this book.
• Tell the title and author.
• Introduce the characters and some of the important events. Don’t give too much away.
• Read a little bit aloud to others.
• Tell why you liked the book and why others should read it.
[pic]
Ways We Choose Books
• Topics and genres we like to read
• Book recommendations
• Other books in a series
• Sequels
• Books we have heard/read before
• Books that are movies
• Interesting titles
• Favorite authors
• Favorite characters
• Blurb on the back cover/inside jacket
• Interesting illustrations
• Not too many difficult words
[pic]
Getting to Know Our Reading Partners
• Share your reading logs.
Talk about how much you read at school and at home.
• Share the kinds of books you like to read.
• Share your reading goals and reading habits.
• Listen carefully to your reading partner.
• Ask follow-up questions.
[pic]
Ways to Retell a Story
• Sequential Retelling
➢ Start at the beginning.
➢ Include the characters and setting.
➢ Explain the conflict in the story.
➢ Tell the important events in order.
➢ Tell how the conflict was resolved and how the story ended.
➢ Suggest one possible theme of the story.
• Summary Retelling
➢ Use this format:
Somebody… wanted… but… so… then…
➢ Include only the important events in chronological order.
➢ Suggest one possible theme of the story.
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