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ELA Reading Common Core State StandardsLesson Plan1st GradeUnit 3 - Readers Learn from Informational Reading10/24/2013 DraftThis unit is presently under Pilot and Review revisions will be made summer 2014. Feedback is expected based on implementation of the unit. Please see the feedback form attachment included in Atlas.Table of ContentsBackground SectionAbstract3Background Information4Sample Unit SectionResources and Materials Needed5Why a script?6Overview of Sessions – Teaching and Learning Points7Routines and Rituals8Read- Aloud with Accountable Talk10Lesson Plans12Resource Materials SectionSee Separate PacketBackground SectionAbstractThis unit creates excitement around informational reading. Students will learn about the wonder and excitement found in these books and that informational books not only give information, they can also provide answers and awaken questions. Students learn how to use features of books to gain meaning, how to problem solve domain specific vocabulary words and think about how to compare topics across books. The goal is to help students to use this learning and apply it to other informational books. In the first part of this unit students will be explorers of informational books. Students will learn how to use book layout, text features and prior knowledge as previewing strategies to get the “lay of the land” of their informational books. They will quickly learn that informational text is read differently than fiction. Rather than a storytelling voice informational text is read in a telling voice. Furthermore, informational readers can use intonation to convey meaning and to help point out important information. The first part of this unit thus provides information on how informational books are different than fiction and sets them up for reading longer stretches of engaged reading time with informational books. The second part follows with strategies readers need to use when reading informational text. Readers learn how to ponder over words, phrases and sentences rather than rushing through text. They learn that they can ask and answer questions about their topics as they read and react to their learning. They ask questions like, “what does this mean?” Or “what have I learned so far?” This part of the unit also demonstrates how readers can think about how information on one page, relates to the next. In addition, readers come to understand that as they read they may have new learning and need to go back and reread to sort and categorize the new information in their minds. The third part of this unit demonstrates ways readers can problem solve content specific words. Strategies are built on from previous units using meaning, structure and visual cues (parts of words, problem solving unknown words, etc.). Readers not only problem solve and decode words they also think about their meanings. The unit wraps up with readers building on the earlier teaching in the unit by forming informational book clubs. Students will learn how to make a plan to study a topic and then talk and listen to each other as they share their learning. Students will begin to compare and contrast their information from one book to another. The unit culminates with clubs sharing their learning with others. Background SectionBackground InformationAs with starting any new unit of study the library undergoes a transformation to correspond with the genre you will be teaching. To prepare for this unit you will want to pull all your non-fiction books. Be sure to collect high interest books as well as books that represent the different reading levels within your classroom. It will be important to include books that exhibit the nonfiction text features listed in the Common Core State Standards (headings, table of contents, index, tables, charts, etc.). This unit would fit nicely with a social studies unit of study. For example if the focus were on families and school, text sets could be collected to support reading across this topic area as well as using families and school as a focus during read aloud with accountable talk.As books are collected, levels can be placed on the corners or backs of books. To launch this unit, a suggestion would be to have the students help sort the books by topic in order to organize the library. Once books are sorted by topic students can make baskets with labels to house the books. This sorting will help students become familiar with the books available to them, spark their interests, and give them ownership of the library. It will be important that students understand how to pick just right books. In previous units lessons were taught on how to select just right books. It may be necessary to revisit or reteach this concept again. It will be important that readers avoid non-fiction books that are too difficult based on the beautiful, glossy pictures. On the other hand it is also important that they are not reading text that is too easy. The main focus should be on getting just right informational text into the hands of your readers. Book clubs are introduced in the last bend. Since this is the first time first graders will have had the opportunity for book club work it will be important to take some time to discuss what book clubs are and how they work. It may be helpful to have some older students come down and demonstrate a book club. For future classes teacher may want to video a first grade book club in action to share with the following year’s class. Additional lessons may be needed to support this new work. Teachers can also use conferring during book clubs to support taking turns talking, listening effectively and coming prepared.Tips for Book ClubsBook clubs in the first grade can be a simple and engaging way to orchestrate literacy instruction. Some teachers decide to have established partnerships meet to study a topic and they automatically become the “SHARK” club. Other teachers choose to survey the class by asking them to list 3 topics they would like to learn more about. Readers submit a post-it listing their top three choices and the teacher arranges clubs based on these choices, reading levels and book resources. In this second option, readers may or may not be meeting with their previous partner, but with other individuals at like levels interested in similar topics. A reading club might consist of two to four readers. Integrating science or social studies topics may interest teachers, but if book resources are slight in these categories, choosing topics of interest to your readers is also an option. If two to four readers are going to study frogs, teachers will fill the basket with about two books per reader of different titled books on that topic to read and discuss.Book club baskets in first grade contain books or other text (map, brochure) that pertain to the topic of the reading club.Ideally, the priority is to include just right reading leveled informational text on the informational topic and then maybe a title or two that would be considered high interest and readable through diagrams, photographs, pictures and captions. If many book choices are at your disposal, leveled and high interest…choose books with rich pictures, places where readers will “oooh” and “aaah” and can ultimately learn from the pictures as well as the text. The decision to place fewer books in the book club basket is strategic. If there is at least one book per reader and possibly one additional book per reader, this is quite enough. A large reason for choosing book clubs is to allow for time to talk and for the teaching and lifting of conversation. When readers are overwhelmed with baskets containing many books, their impulse is to spend all of their time reading; flipping through pages, looking over every book. The idea is to provide a few texts. You will want enough for each reader to study during reading time and enough for readers to compare information. Having only a handful of text also ensures that every reader in the club will have the opportunity to read the same books, further adding to the complexity of thinking and talk as a result of having read like titles. Typically, teachers find that readers enjoy and grow so much from reading clubs encouraging multiple cycles of clubs throughout the year. Reading clubs make a lot of sense near the final weeks of units, once readers have built more sophisticated reading strategies. Character and series clubs, word solving clubs, and author study clubs are just a few variations that could use the same organization process. Sample Unit SectionWhy a script?The following unit has been written in script form to help guide and support teachers in implementing effective reading instruction; routines, procedures, strategies and specific instructional vocabulary. In other words, the script serves as a “coach” for teachers. Teachers, whether new to the teaching profession or new to reading workshop, or new to some common core standards, may benefit from having detailed lesson plans. The goal is that in time teachers will no longer need a script per se because they will have had time to study and gain procedural knowledge for many of the common core units of study. Also, many teachers feel a script serves as a guide for guest/substitute teachers or student teachers. Please view these scripts as a framework from which to work – rewrite, revise, and reshape them to fit your teaching style, your students, and your needs. Additional lesson information Balanced Literacy Program (BLP) A Balanced Literacy Program which is necessary to support literacy acquisition includes: reading and writing workshop, word study, read-aloud with accountable talk, small group, interactive writing, shared reading and writing. Teachers should make every effort to include all components of a balanced literacy program into their language arts block. Reading and Writing workshop are only one part of a balanced literacy program. The MAISA unit framework is based on a workshop approach. Therefore, teachers will also need to include the other components to support student learning.? Mini-LessonA mini-lesson is a short (5-10 minute) focused lesson where the teacher directly instructs on a skill, strategy or habit students will need to use in independent work. A mini-lesson has a set architecture.Independent Reading and Conferring Following the mini-lesson, students will be sent off to read independently. During independent reading time teachers will confer with individuals or small groups of students. Mid-workshop Teaching PointThe purpose of a mid-workshop teaching point is to speak to the whole class, often halfway into the work time. Teachers may relay an observation from a conference, extend or reinforce the teaching point, highlight a particular example of good work, or steer children around a peer problem. Add or modify mid-workshop teaching points based on students’ needs.Partnership WorkPartnership work is an essential component of the reading workshop structure. In addition to private reading, partnerships allow time each day for students to read and talk together, as well as provide support for stamina. Each session includes suggestions for possible partnership work. Add or modify based on students’ needs. Share ComponentEach lesson includes a possible share option. Teachers may modify based on students’ needs. Other share options may include: follow-up on a mini-lesson to reinforce and/or clarify the teaching point; problem solve to build community; review to recall prior learning and build repertoire of strategies; preview tomorrow’s mini lesson; or celebrate learning via the work of a few students or partner/whole class share (source: Teachers College Reading and Writing Project). Resources and Materials NeededTeacher ResourcesLeveled informational books to match students reading levelsInformational text sets- 8-10 books per set around similar levels and topicFolders for book clubsChart paper for anchor charts (See Resource Packet for Examples) Post-it notes/Sticky notesEasel or place to create chartsMeeting areaTeacher created conferring log (See Resource Packet for example) Book Baggies (Individual)Utilize as many books as possible. Readers might have wide text level ranges that allow easy reading. Baggies could include leveled readers, favorite series, Sulzby or Emergent Story books, “look-books” and informational text. Typically book baggies would have:Fountas and Pinnell LevelsDRA LevelsNumber of BooksA-C level readersA- 410-15 books D-K level readers6-206-10+ booksL-N level readers24-305-8 booksO-Q level readers34+2 chapter books, informational and favoritesThese baggies will be altered each week (approximately) during a readers “shopping time”. Exchanging of books should be done outside the reading workshop and with high teacher guidance. One suggestion is to allow readers to return books and select new books from crates out on tables organized by type of text (Levels, Emergent Story Book, and Informational). The class may be working independently as the teacher assists readers in small groups. Teachers will need to assign a quantity per reader, per crate (example: Select 7 books from A-C crate, 2 Emergent Story Books, 2 informational, 2 Choice). This method will only exist until shopping for just right reading is discussed once assessments help identify reading levels. *These are suggestions based on practices utilized by workshop teachers and meeting objectives outlined by the Common Core Standards. Teachers should organize as they see fit given their resources.Professional ResourcesCalkins, L. (2001). The Art of Teaching Reading. Boston: Allyn and Bacon.Calkins, L. (2011-2012). A Curricular Plan for Reading Workshop, First Grade. Portsmouth, NH: Heinemann.Collins, K. (2004). Growing Readers: Units of Study in the Primary Classroom. Portland, MA: StenhouseCollins, K. (2008). Reading for Real: Teach Students to Read With Power, Intention and Joy in K-3 Classrooms. Portland, MA: Stenhouse.Goldberg, G. & Serravallo, J. (2007). Conferring with Readers: Supporting Each Student’s Growth & Independence. Portsmouth, NH: Heinemann.Serravallo, J. (2010). Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers. Portsmouth, NH: Heinemann.Routines and Rituals: Building a Community of Independent ReadersReading workshops are structured in predictable, consistent ways so that the infrastructure of any one workshop is almost the same throughout the year and throughout a child’s elementary school experience (Calkins, 2005). One means of developing a community of independent readers is to implement routines and rituals that are consistent within and across grade levels. A few lessons in each launching unit are devoted to the management of a reading classroom. However, depending on student need and experience, additional lessons on management may be needed. Also, it is assumed that many of these routines and rituals go across curricular areas so they will be addressed and taught throughout the school day and not just in reading workshop. This shift in focus allows more mini lessons to be devoted to supporting students in cycling through the reading process and acquiring a toolbox of reading strategies.The following are a collection of routines and rituals teachers may want to review. Select based on students’ needs.RoutinesOpening RoutineMini-LessonsSending children off to workIndependent work timeClosing Routine or SharePartnershipsOpening Routine – Beginning Each Day’s Reading InstructionMeeting area/ Room arrangementSignal for students to meet for reading workshopWhat to bring to meeting areaPartnerships at meeting areaMini-lessons – The Fuel for Continued GrowthStudent expectations as they participate in a mini lessonPartnership guidelinesHow students sit during a mini-lesson and shareSending Children Off to Work – Transition from Mini-lesson to Work TimeExpectation to “go off” and get started workingDismissal optionsRoutines and Rituals: Building a Community of Independent Readers, ContinuedIndependent work time – Students working on their own Assigned reading spotsGetting started Students work initially without teacher guidance and/or conferenceNature of Children’s Work – Reading focusRole of Mini-lessonConversations in Reading Workshop: productive talk, silent reading time & whole-class intervals for partnership talksSignal for noise volumeMid-Workshop Teaching PointFlexible reading groups (strategy or guided reading)Teacher conferences Productivity – early in the year, later in the year (expectations)What to do if you need assistance – Example: “Three before me” (Students must ask three students before asking the teacher.)Closing Routine – Managing the Share SessionSignal to meetShare session at meeting AreaCelebration of GrowthPartnership Routine – Being an Effective Partner It is recommended that several mid-workshop teaching points focus on teaching students how to build effectivepartnerships.Turning and Talking – discussing something with a partner per teacher’s guidanceWho goes first?Compliments can be helpful when they are specificConstructive suggestions – people can be sensitive about their work, so it’s best to ask questions or give suggestions in a gentle wayOne helpful way to listen (or read) a partner’s work is to see if everything is clear and makes senseHow partners can help us when we are stuck Effective questions to ask partnersIf your partner has a suggestion, it may be worth trying (value the input/role of partnerships)Appropriate times to meet with your partner, where to meet with your partner, why to meet with your partnerRead Aloud with Accountable TalkRead aloud with accountable talk is a critical component of a balanced literacy program. The purpose of read aloud with accountable talk is to model the work that readers do to comprehend books and to nurture ideas and theories about stories, characters and text. During this interactive demonstration, the teacher has purposely selected text and flagged pages with the intention to teach a specific skill or strategy. The teacher is reading so children can concentrate on using strategies for comprehension and having accountable conversation about the text. Students are asked to engage with the text by responding to one another or through jotting notes about their thinking. The teacher scaffolds children with the kinds of conversation they are expected to have with their partner during independent and partner reading. This demonstration foreshadows the reading work that will be done in future mini-lessons and units of study. Since read-aloud is done outside of Readers Workshop the following planning continuum provides teachers with a map to possible foci within read -aloud. This planning continuum aims to support teachers with upcoming strategies that will be taught in mini-lessons and future units of study. Read Aloud with Accountable Talk Planning ContinuedSeptemberOctoberNovemberUnit of StudyLaunching the Reading WorkshopReaders Use Strategies to Solve WordsInformational ReadingRead Aloud BooksUtilize Narrative and Informational Text Equally.Utilize Narrative and Informational Text Equally, initially. ?Lean towards more informational text last week.Utilize Informational text initially, and Narrative “Strong Character” text last week.Read AloudFocusReaders stop to think about the words and make pictures in their minds and revise them as they read onReaders consider author’s intent/message/lessonsReaders think about the way the text will go before they read the word;, before and during reading.Readers reread books over and over in order to gain a better storytelling voice, more thinking time or learn something new.Readers begin to make pictures in their minds about how their book may go by looking at the cover, reading the title and looking over a few pages.Readers make a tiny movie in their mind before and during their reading by using their imagination.Readers change their movie in mind by reading words on the page.Readers list what they already know before reading informational text by using the cover, titles and pictures to create pictures in their minds of what the text will say and be about.Readers change and grow their thinking in informational text by paying attention to the details in print and pictures. Readers think about the way the text will go before they?read the words, before and during readingReaders consider genre before, during and after readingReaders watch themselves to make sure words and pictures match the meaning making and pause to think if more thought is neededReaders think about the purpose for reading this textReaders name what is important about text after readingReaders learn from informational textReaders use titles and subtitles to say what the text is mostly about.Readers weave text feature information into understanding importance of textReaders see more than the information on the page (prior knowledge and environment)Readers learn from informational textReaders weave text feature information into understanding importance of textReaders see more than the information on the page (prior knowledge and author’s purpose)Readers read more than one book on topic and compare informationReaders think about author’s purpose and talk about possibilities.Readers use character traits to notice character feelings and how they changeReaders learn from charactersSample Unit SectionOverview of Sessions – Teaching and Learning PointsAlter this unit based on students’ needs, resources available, and your teaching style. Add and subtract according to what works for you and your students.Concept IReaders read informational text to learn about their worldSession 1Readers get their libraries organized for informational readingSession 2Readers get their mind ready to read informational textSession 3Readers use text features to organize their thinking (to preview and predict)Session 4Readers use text features to learn and understand more about their booksSession 5Readers read informational text differently (teaching voice)Session 6Readers think what their books are mostly about-how does the information go togetherSession 7Readers can retell their informational text to their partnersSession 8Readers and partners understand the information they are reading by asking and answering questions about the text Concept IIReaders read, process and think about non-fiction textSession 9Readers study the pictures and connect them to the textSession 10Readers make a picture in their minds to understand everything that is happening Session 11Readers react to information presented in books (react to new learning and thoughts) Session 12Readers ask and answer questions about the text as they read and jotConcept IIIReaders problem solve when they encounter content specific wordsSession 13Readers use strategies to problem solve tricky words Session 14Readers can find parts of words to help them figure out wordsSession 15Readers figure out words what words meanSession 16Readers can jot down the tricky words and work with their partner to help figure out the wordsConcept IVReaders compare and contrast a topic across multiple texts (book clubs or partnerships)Session 17Book clubs make plans about their topics and what parts they want to closely explore Session 18Book clubs work on listening and understanding each otherSession 19Book clubs use language to help compare and contrast information across textsSession 20Book clubs prepare to celebrate their learning by sharing their big ideasSession 21Book clubs celebrate their learning by sharing their big ideasLesson Plans, Session 1ConceptReaders read informational text to learn about their worldTeaching PointReaders get their libraries organized for informational readingMaterialsEmpty book binsLabels for book binsNonfiction books (leveled)TipsSee background information sectionThe connection is based on a tour of the school library. Change according to connection being made.This first session does not follow a typical workshop format. The focus is setting up the library for the new unit of study in order to create excitement and give ownership to the library.Since this session does not follow a typical format you may want to let students shop for books following the organizing of the libraryConnectionReaders when we spent time observing our school library we were noticing how Mrs. Smith took the time to make our library organized in a way that we could quickly find the books we were looking for. She didn’t just throw all the books she had together on the shelves instead she sorted them in a way that would be helpful. We are going to be librarians like Mrs. Smith and we are going to organize our library for a new unit of study in nonfiction reading. We are going to prepare our library for this important reading work that we are about to do. Today I am going to teach you how readers get their libraries organized for nonfiction/informational reading.TeachOne thing readers do when they get their libraries organized is they look at all their books and decide how they want to sort their books. Watch as I show you how this works.I have a bin of books and I am going to study these books a bit and decide how I could organize them. Hmm… when I look at this book it is about animals, I will make a pile for animals, and this next one is about cars maybe I can start a pile for vehicles, and this is about wolves, oh, I think I will put that with the animals, this next one is about frogs, etc. (Teacher continues models sorting into some categories)Readers, did you see how I studied my books and decided which books could go together and organized that way? I am going to put you into some groups and have you do the sort some books too so we can get our library organized for our informational reading unit. Put students into groups of three or four with a basket or carton of books to sort per group.Active EngagementReaders you are going to work to sort your books in your bins into categories too. After groups have sorted combine some groups to merge their sortsLastly come back together, provide empty bins for the sorted books and label cards to label binsLinkReaders look at the awesome job you did at organizing our library for our new informational reading unit. We have so many different types of books and we can quickly find our books because you organized them so well. Now when we shop we can find the books we are interested in!After-the-Workshop ShareI bet when you were sorting you noticed some really cool books that you would be interested in reading. We are going to shop for our books so we are all set to start our new unit on informational text. Lesson Plans, Session 2 Concept Readers read informational text to learn about their world Teaching Point Readers get their mind ready to read informational textMaterialsSeveral informational text to demonstrate getting mind readyStudent’s book bins or baggies with informational textChart paper to create anchor chart- Informational Readers… (See resource material packet)TipsConnectionReaders, we have begun our informational reading unit. We organized our library and we are ready to dig into our new books! Today I want to show you how to get ready to read these books. I want to show you how getting ready to read an informational book is just like getting ready to read a fiction book. We can study the title and the cover and preview the pictures to think about what the book might be about.TeachWatch as I show you how readers study their books to get a sense of what their books are about. When I pick up this book titled, Hermit Crabs by Michele Dufresne. I can study the cover. I look at the title hmm…it says Hermit Crabs and there is a picture of a hermit crab. Right away, I know this book is going to be about a hermit crab. As I flip through the pages I notice that there are all different looking hermit crabs. I am starting to think this book might tell me about all the kinds of hermit crabs. Model with another book, thinking about the book out loud. Oh the title has… I notice from the pictures…I think this book might be about…or I might learn…Readers, did you see how I looked at the title and the cover and then quickly flipped through my book before I started reading to get a sense of what the book is about? I looked at the title, the cover and the pictures and thought what my book might be about or what I might learn to get my mind ready to read.Active EngagementYou all have your book bins in front of you. I want you to get your minds ready to read too. You are going to study your book by looking at the title, cover and the picture and think about what information you will find or learn about in your book.Students independently try doing a quick study. Now that you have studied your book I want you to turn and tell your partner about what information you think you will find in your book and how studying the title, cover and pictures helped you get your mind ready to read.You might say things like…I think I will learn about…or I think this book will teach me about….LinkReaders today before you start reading you are going to be getting your minds ready to read. You are going to study your book and think about the title, cover and the pictures in the book, and think about what information you might learn in this text. Readers do this to get their minds ready and to help them think about their informational text. Mid-WorkshopTeaching PointReaders, can I have you look this way. I want to show you something that Joe noticed when he was studying his book Frogs to get his mind ready. He noticed that on each page there was a picture of different frogs. He said, I bet I am going to find out about all the types of frogs. He studied his book and thought about what he might learn in his book. PartnershipsReaders today when you meet with your partner, you are going to share with them how you got your mind ready when you studied your book. You can say words like… When I studied this book I noticed… I got my mind ready by… This helped me think the book will be about…After-the-Workshop ShareReaders today when you were doing your independent reading I heard some of you whispering to yourself as you studied your books. I heard some of you use things you already know about to predict what you might learn in your books. I heard Allison say, ‘the title says families and on each page there are pictures of lots of families. I already know that some families have moms and dads. I bet it will talk about moms and dads.’ Some of you were even thinking about the words you might expect to see when you read. I heard Jake study the title of his book that was called Sharks and he said I wonder if it will have a great white shark in here? As readers study their books to think about what they might be about you can also think about what you already know about the topic or even the words you might see. Let’s start a chart to help us with the strategies informational readers use. We will add to it as we move through this unit. Begin chart... Informational Readers…This is a sample chart that could be co-constructed with students. Adding icons and gestures will support the use of this chart. See resource material packet for possible icons. Informational Readers…Get their minds ready to read (cover, title, pictures)Lesson Plans, Session 3 Concept Readers read informational text to learn about their world Teaching Point Readers use text features to organize their thinking (to preview and predict)MaterialsInformational books to demonstrate using headings, table contents, etc. to preview or predictStudent’s book bins or baggies with informational textAnchor chart- Informational Readers… (See resource material packet)TipsDo not get too preoccupied with the text features- the goal is to move students to reading for meaning not focusing solely on the text features. Ex. If the book has a timeline, it would suggest that there will be information that may have dates and will probably go in order. Okapi books and Acorn books by offer lower level text with many text features.ConnectionReaders, yesterday before we started reading we got our minds ready by reading the title, looking at the cover and pictures and asking, what might this book be about? Today we are going to look at some other features to help us think about how our books work. Today I am going to teach you how sometimes there are headings or table of contents, or labels that can help you think about how your book works and what it might be about. Knowing how books work helps us make predictions about what the book is trying to teach us.TeachIn this book Monkeys by Tracey Crawford, I looked at the title and the cover and noticed that there are two different monkeys on the front. But, as I look inside the book I also noticed that there is a table of contents. This makes me think or predict that this book is probably going to have different sections or parts that tell about different kinds of monkeys. I also notice that there are pictures with labels. I am thinking these will help me understand the words in the text. Hmm…I see there is also a picture glossary so there might be some new words I will be learning. Now as I get myself ready to read, I am thinking that the information is going to be organized into sections or parts and the author has put in labels to help me with the words, and there is a picture glossary which means there might be some new words. Now I will start to read!Readers did you see how I not only looked at the title, cover and pictures but I also used the text features to help me predict what my book might teach me? Active EngagementLet’s try getting our minds ready for another book. This book is called Metal by Cassie Mayer. We know that we can get our minds ready by looking at the title, the cover and pictures. I am going to show you the title, cover and pictures and then I want you to turn and tell your partner what you think this book might be about or what it might teach you.I heard some of you saying things like I think this book will be about all the things that are metal. Now I want us to look again noticing some of the text features and predict what else you might learn in this book. I heard some of you say there are headings, which means the information might be organized into parts, there is an index which might help me if I need to find more information, etc…LinkReaders you can get your minds ready and predict what your books might teach you all before you even start to read! Today when you go off to read you can get your minds ready and use the text features to predict what your books might teach you. Mid-WorkshopTeaching PointReaders, please look this way. I want to show you how Stephen got himself ready to read his book and then started reading. Teacher demonstrates what student did.PartnershipsPartners share how they used text features to predict what their books might be about. After-the-Workshop ShareReaders today as I was conferring, I heard some of you saying things like, ‘Oh there is a bold word, that will be an important word to think about’ and then someone else saying, ‘there are lots of pictures and words; I bet these pictures will help me with the words.’ You were really thinking about your books and using text features to get your mind ready to read your informational books. Readers do this when they read all the time!This is a sample chart that could be co-constructed with students. Adding icons and gestures will support the use of this chart. See resource material packet for possible icons. Informational Readers…Get their minds ready to read (cover, title, pictures, text features)Lesson Plans, Session 4 Concept Readers read informational text to learn about their world Teaching Point Readers use text features to learn and understand more about their booksMaterialsInformational book used in session 3 or other informational book that demonstrates text features for teachInformational text with features for active engagementAnchor chart- Informational Readers… (See resource material packet)Student’s book bins or baggies with informational textTipsDo not get too preoccupied with the text features- the goal is to move students to reading for meaning not focusing solely on the text features This session may be taught over several sessions if neededConnectionReaders yesterday we quickly looked at the text features in our books to help us predict what we might learn. Today I am going to show you how you can also use the text features as you read your books to help you learn and understand even more about your topics. TeachI am going to use the book we previewed the other day called Monkeys by Tracey Crawford. I know when I previewed this book it had many different text features. It had a table of contents, pictures that are actual photographs and labels. I want you to watch as I show you how these features can help us learn and understand even more about our topics. I notice that this first section in the table of contents is titled All Monkeys. So I am thinking already I am going to learn what might be the same about all monkeys. Let me read and see if that is what these pages are about. I can think about the title of this section and as I read I can ask myself how does this help me think what this part is mostly about? I found out that all monkeys have fur and climb. So reading the table of contents helped me think about this section and what I would learn. I also know that the photographs can help me learn more about my topic. I am going to read a bit more and study the photographs, too. As I look at the photographs I can ask myself, what new information is this picture teaching me? Well I can see that the photograph is showing how some monkeys have tails and some do not. This helps me understand how monkeys can look different than others. This page also has a label pointing to the skeleton of a monkey; I can ask how does this label teach me more about monkeys? Well when I look at this label it shows me exactly where the backbone is on a monkey. This helps me understand even more about monkeys. Readers, as we read our informational text we can use the text features to help us understand even more about our topics. We can ask questions like, what is this part mostly about? What does this photograph teach me? How does this label help me understand more?Let’s add this to our chart about what Informational Readers do when they read. Teacher adds to chart. (See below)Active EngagementLet’s try this together. I have this book called Sharks by Gail Gibbons. We are going to do what readers of informational text do and… (Refer to anchor chart Informational Readers…)So let’s get our minds ready. We can look at the cover, title and the text features. (Teacher turns pages for class, may want to think aloud noticings) Turn and tell the person next to you what you think this book is trying to teach you.Now, we can start reading and as I read I want you to think about the text features and how they are helping you understand more. (Teacher reads a few pages, thinking aloud like hmm… this label is showing me exactly where the dorsal fin is, or this word was tricky but they spelled it in a way to help me pronounce it, etc.)Readers turn and talk to your partner about the text features you noticed so far and how they might help you understand more about sharks.Readers text features not only help us get our minds ready to read they also help us learn more about our topics. LinkToday as you go off to read, I want you to be using all of the strategies that informational readers’ use. (Review chart). Be thinking about how you can share how the text features helped you learn even more about your topic with your partners.I will be watching to see how you’re doing.Mid-WorkshopTeaching PointReaders, can I have you look this way. I want to share with you how Will used one of his pictures to help himself learn even more about his topic. In one of his pictures it was comparing the size of a gorilla to a human. He said he did not realize how big a gorilla was and the picture helped him understand that even better! He is going to share with his partner how this picture helped him.PartnershipsReaders as you move into your partnerships, be thinking about the text features that helped you learn more about your topic to share with your partner. Teacher may be coaching/conferring into partnership work encouraging students to use words like, this section helped me think that…this part is mostly about…or this picture glossary helped me understand, etc… After-the-Workshop ShareReaders, I want to share with you some of the conversations I heard today during partnerships…So as informational readers we are using many strategies to help ourselves think about text… (review chart)This is a sample chart that could be co-constructed with students. Adding icons and gestures will support the use of thischart. See resource material packet for possible icons. Informational Readers…Get their minds ready to read (cover, title, pictures, text features)Use text features to understand - (labels, pictures/photographs, headings)Lesson Plans, Session 5 Concept Readers read informational text to learn about their world Teaching Point Readers read informational text differently (teaching voice)MaterialsVideo clip-you tube-Crocodile Hunter chart- Informational Readers… (See resource material packet)Student’s book bins or baggies with informational text TipsThe video clip selected is just one possibility. Selection of video clip should be based on student interest and resources available.Teacher will need to alter the connection based on personal experiences.ConnectionReaders, when I was growing up my sister and I had our favorite shows we loved to watch. One of those shows was called Wild Kingdom. This show was narrated by a man named Marlon Perkins and every week he would teach you about a different animal. It was a really cool show but the thing I remember most is how important he always made his voice sound and that what he had to tell you was not to be missed and to pay attention. He would use his hands to show how animals moved and he made his voice get louder when he had some really important facts to share. He was not telling a story using a storyteller voice; he was an expert and would use more of a teaching voice. As informational text readers we need to read our stories differently than we do fiction. Today I am going to teach you how informational text readers read text differently. They read with a teaching voice.TeachI want you to watch the video clip of Steve Irwin, the crocodile hunter. I want you to watch carefully and listen to see if you can hear how he makes his voice different and when he wants the important parts to be noticed and what he does with his voice and his body.Teacher plays a few minutes of video clipReaders turn and tell your partner some things you noticed.Teacher points out change in voice, telling voice, gestures, etc.Replay or continue clip having students give a thumb up when you hear or see….So, readers of informational books make their voices sound differently than fiction books. They use an explaining voice and can make their voice go up to show important parts or even use gestures to demonstrate what is happening.Active EngagementWe are going to try this with your books. I want you to pick a book and with a partner take turns using a teaching voice. Try making your voice go up in parts that you think are important or even try a gesture to demonstrate what is happening in the book.Students turn and practice with partners. Teacher will need to be coaching into this work.LinkReaders I want you to think about what how the Crocodile Hunter used his voice to teach us about snakes, how he used gestures to show important things to remember, and how he even made his voice go up a bit to help you think even more about snakes. I want you to think about these things and make a plan for how you are going to read your informational books in a teaching voice. You might say I am going to read and think how should this sound if I read this out loud? Or you could think how might I demonstrate this part to someone? When you go off to read today I want you to use this plan and be thinking and reading in your teaching or explaining voice.Mid-WorkshopTeaching PointReaders, I want to demonstrate what I saw Louis doing when he was reading one of his informational books. In his book he read, “Dolphins have flippers that help them swim.” Then he stopped and looked at the picture and pointed to the flippers, and said these flippers help dolphins swim like this (flapping hands). He was using a teaching voice and he was using his hands to gesture how the pictures can help teach, too!PartnershipsPartners continue reading informational text using a teaching voiceAfter-the-Workshop ShareReaders I want to share with you what I saw Eli and Henry doing today during their partnerships….Add to chart- Informational Readers…This is a sample chart that could be co-constructed with students. Adding icons and gestures will support the use of this chart. See resource material packet for possible icons. Informational Readers…Get their minds ready to read- (cover, title, pictures, text features)Use text features to understand - (labels, pictures/photographs, headings)Use a teaching voiceLesson Plans, Session 6 Concept Readers read informational text to learn about their world Teaching Point Readers think what their books are mostly about (how does the information go together)MaterialsInformational text for teach and active engagementAnchor chart- Informational Readers… (See resource material packet)Student’s book bins or baggies with informational textTipsSince some of the books first graders are reading may be patterned they may think about how they can anticipate what information they might find out next. See mid-workshop teach.ConnectionReaders, yesterday I noticed all of you enjoying your informational books. I saw you getting your minds ready and using the text features to help you learn more about your topic. But I also noticed something else. Some of you were flying through your books and racing on to the next book. This made me sad because I was worried that you may not have taken time to think about what you were reading. Understanding books is why readers read! So, today I want to teach you when readers read informational text they slow down and think about what they have learned. As they read they think about how the pages go together. They ask questions like, what is this mostly about, or how does this fit with what I just read?TeachReaders in this book called Riding Bicycles by Michele Dufresne, I am going to demonstrate how as an informational reader I can read and take a few quick pauses to think about what I have just learned. Teacher reads a few pages and stops.So as I stop I can think about what have I learned so far or what is this part mostly about? Well the title is called Riding Bicycles and so far I have learned that no matter how fast or slow I ride a bike I need to be careful and wear a helmet. I am going to read a bit more and keep thinking about what this book is trying to teach me. Teacher reads a few more pages.So these next few pages tell me more things I need to do as a bike rider to be safe, like follow the rules, look both ways and use signals. So if I were to think about what I have read so far and how these pages fit with what I have learned I would say that this book is mostly about being careful on a bike and the pages tell you all the way you can be careful. Readers did you see how I took a quick pause after I read a section and thought about what I read? I even asked myself “what have I learned so far? And then I read on and thought about how do these pages fit together?Active EngagementLet’s try this next part together. I am going to read a bit more and I want you to be listening and thinking about what you have learned so far. You might ask yourself as I read what is this part mostly about? Or do these pages fit with what we just read?Teacher reads a few more pages and pausesReaders, can you ask yourself what is this part mostly about? Or what does this mean? How do these pages fit with what we just read?Turn and tell your partner what you are thinking?I heard Joe and Will say that they thought this next part was telling about the different ways people use bicycles. So the first part taught how to be safe on a bicycle and this next part taught us the different uses for bicycles. LinkAs readers we need to remember to slow down and think about what the book is trying to teach us so we can make sense of what we have read. We can ask questions like, what does that mean? What is this part mostly about? How do these pages fit with what I read? And then we can keep reading and thinking. As you are reading today, you will be making sure you are taking time to pause and think about your text.Mid-WorkshopTeaching PointReaders can I have you look this way. I want to share with you what Allison said as she was pausing and thinking about her book. She said that this first part of the book was all about where turtles live, and she said I bet this part is going to be about what turtles eat. She used what she read to help her think about what she might read next. Readers can use what they have learned to help them think about what might come next. PartnershipsReaders share with partners what they think their books are mostly about and how the pages fit together; readers could use sentence starters like…This part of the book is mostly about…These pages all tell me…After-the-Workshop ShareReaders I watched many of you pausing and thinking about your books. I heard partners telling each other, This book is mostly about… Let’s add this work that we did today to our chart Informational Readers… Informational Readers…Get their minds ready to read- (cover, title, pictures, text features)Use text features to understand - (labels, pictures/photographs, headings)Use a teaching voicePause and think about their text Lesson Plans, Session 7 Concept Readers read informational text to learn about their world Teaching Point Readers can retell their informational text to their partnersMaterialsInformational book used in session 3 or other familiar informational book read prior to this lesson Anchor chart- Informational Readers… (See resource material packet)Student’s book bins or baggies with informational textTipsDuring this session select and prepare a student that did a proficient job retelling to help demonstrate tomorrow’s mini-lesson (Consider videotaping a proficient retelling.)Connection(Review chart) Readers, we have learned that as we read informational text we can get our minds ready to read, we can think about how we need to sound when reading our books and what our books are teaching us. Today I want to show you another way we can make sure we are thinking about our books. One way we can make sure we are thinking about our books is by retelling our books across our fingers to teach everything we have learned to our partners. Today I am going to teach you how to retell your informational text to your partner. TeachI am going to show you how to retell your informational text to your partner. I am going to use the book Monkeys that we read the other day. I want you to watch how I use my fingers (gesture to fingers) to retell what I learned in this book. Teacher retells using fingers Monkeys are a type of animal. All monkeys have fur and drink milk from their mothers. Most monkeys have tails and live in trees, some monkeys are big, and some are small.Readers did you see how I retold the parts of my book across my fingers teaching what I had learned about Monkeys?When you share your retelling to your partner you can use your fingers to help you retell and remember what you learned in your book. Active EngagementLet’s try this with one of the books we have been reading. I am going to reread this book and as I read I want you to think about what you learned Now thinking about what you have learned in this book I want you to practice telling that information across your fingers to yourself. Now I want you to take turns and tell that information to the person sitting next to you, retelling what you learned across your fingers. LinkReaders let’s add retell what you have read to a partner to our chart- Informational Readers…Today as you are reading be thinking about how you can retell your story to your partner when you move into partnerships. Mid-WorkshopTeaching PointTeacher demonstrates another retelling using different informational text.PartnershipsPartners retell their informational books across their fingers using transition wordsAfter-the-Workshop ShareDuring share teacher selects a partnership to demonstrate the retell during share. Students study the retell and turn and talk about what they noticed. Informational Readers…Get their minds ready to read- (cover, title, pictures, text features)Use text features to understand - (labels, pictures/photographs, headings)Use a teaching voicePause and think about their text Retell across their fingersLesson Plans, Session 8 Concept Readers read informational text to learn about their world Teaching Point Readers and partners understand the information they are reading by asking and answering questions about the text.MaterialsUse the student from yesterday (Session 7) to demonstrate retelling and answering today’s questions during the teachAnchor chart- Informational Readers… (See resource material packet)Student’s book bins or baggies with informational textTipsIf a chart has been created in Read-Aloud with accountable talk for ways to ask questions it may be helpful to have the chart available to reference.ConnectionReaders yesterday we were doing the big work of sharing our learning from our informational text by retelling across our fingers. Today I want to teach you that partners don’t just retell to each other what they have learned, they can also ask questions of each other to make sure they understand.TeachOur partners can help us understand by asking questions to find out more. I am going to show you how when our partners teach us what they have learned, you can ask questions to make sure you understand. I am going to have you all make a circle and I have asked Joe to be my partner. Joe is going to retell his learning to me across his fingers. I want you to watch and listen as I ask questions of Joe. Student retellsTeacher asks questions like, “What does slither really mean? Or can you give me an example of how they kill their prey?” Readers did you hear me ask Joe some questions to help me understand more about what he is teaching me? I asked questions like, what does that mean or can you give me an example…Partners can ask questions to make sure they understand what their partner is teaching them. Let’s add to our chart. We can add informational readers ask questions of each other. They can ask questions like What does that mean? Can you give me an example? Can you tell me more? Active EngagementLet’s add to our chart that informational readers ask questions of each other. They can ask questions like What does that mean? Can you give me an example? Can you tell me more?Let’s reread our chart and practice asking some of our questions we might ask…What does that mean?...LinkReaders today we are going to move into our partnerships first. You are going to pull out the book you did a retelling with from yesterday and your partner is going to ask some questions to make sure they understand.Mid-WorkshopTeaching PointReaders, before we shift back to our independent reading I want to share with you a few questions I heard partners asking. I heard Shawn ask, “Why is it that important?” I also heard, Jess ask, “Are there more places where sharks live?”PartnershipsRemember, partners can ask… What does that really mean? Can you give an example of that information?After-the-Workshop ShareHave a preselected partnership repeat their thinking/questioning for group in a fish bowl (partnership in middle, students in a circle). Have students research and share the types of questions the partnership rmational Readers…Get their minds ready to read- (cover, title, pictures, text features)Use text features to understand - (labels, pictures/photographs, headings)Use a teaching voicePause and think about their text Retell across their fingersAsk questions of each otherLesson Plans, Session 9 Concept Readers read, process and think about informational text Teaching Point Readers study the pictures to understand what the page is teaching themMaterialsInformational book with pictures that support the textPost-it note flagsAnchor chart- Informational Readers… (See resource material packet)Student’s book bins or baggies with informational textTipsPictures/Photographs in informational books can support the information on that page, a section of that page or even a word. The demonstration below is showing how it helps readers to understand the information on that page. Teachers may want to give several examples of how pictures/photographs help. ConnectionReaders, do you know what I love about informational books? I love the pictures! The pictures are so beautiful and colorful. But not only are these pictures great they are helpful too! We have spent our last few lessons really thinking about what the words in our books are trying to teach us. Today I want to teach you that informational readers can also study and read the pictures in order to help them understand what the text is trying to teach them. TeachReaders, in the book Riding Bicycles the author says to use hand signals to let the drivers of cars know what you are doing. As I was reading this, I wasn’t really sure what hand signals I should use. Then I studied the picture and asked myself, “What is this picture teaching me about the types of hand signals bike riders should use?” I looked real closely at the pictures and then read that page again and realized what it meant. Bike riders can use their hands to show different things. If you put your hand down like this, it means to stop and if you put your hand up it means right turn. I can see how this would be helpful for drivers of cars if bikers used these signals. This picture helped me understand what the author was trying to teach me about signals.Show another example with a graph or diagram or chart. Let me show you another example of how studying the pictures can help you understand what the text is trying to teach you. On this page, it doesn’t have any words just pictures with labels. So I have to study the picture and think “what is this picture trying to teach me about bikes?” Hmm…the label says this bike is low to the ground and this bike is for two people and this bike pull things. As I study these pictures it makes me think that there are different kinds of bikes. Since this book is about riding bicycles this makes sense.Readers did you see how I looked hard at the pictures and thought “what is this picture trying to teach me?” Then I thought about what the picture is teaching me and what I have read to try and understand even more about that page. Active EngagementLet’s try this together. I am going to turn to another page and read. I am going to have you study the picture here on this next page and I want you to think about “what is this picture trying to tell me?” Study, turn and talkReaders I heard you saying that this picture shows what a dangerous trick might look like. The words told us that doing tricks on bikes can be dangerous but the picture teaches you what a dangerous trick would look like. LinkReaders, today as you read I want you to be thinking about studying your pictures, and asking yourself, what is this picture trying to tell me? Making sure you are thinking about how the pictures help you understand what you have read. As you read, flag some places where you studied the picture and it helped you better understand what you have read.Mid-WorkshopTeaching PointIf needed Teacher may want to demonstrate how to place flags on pictures that helped them understand the text better.As we get ready to move into partnerships I want to make sure you have some places where you have flagged how you used the pictures to support your thinking about the text. You will share those places with your partner.PartnershipsShare how pictures supported…When I read this part I wasn’t sure… but the picture taught me…After-the-Workshop ShareAdd to anchor chart and reviewInformational Readers…Get their minds ready to read- (cover, title, pictures, text features)Use text features to understand - (labels, pictures/photographs, headings)Use a teaching voicePause and think about their text Retell across their fingersAsk questions of each otherStudy the pictures to learn moreLesson Plans, Session 10 Concept Readers read, process and think about informational text Teaching Point Readers make a picture in their minds to understand everything that is happeningMaterialsInformational books to demonstrate making a picture in their minds and acting out using gestures (Gestures = mid-workshop teaching point)Anchor chart- Informational Readers… (See resource material packet)Student’s book bins or baggies with informational textTipsActive engagement uses guided practice. The teacher is going to lead the readers to the thinking needed for movie making. Depending on class, readers could turn and talk quickly multiple times, instead of once at the end of the guidance.Making a picture in their minds was introduced in Unit 1. It is referenced in this session. If this was not done during Unit 1, it may be necessary to elaborate more as to how to make a picture/movie in one’s mind. ConnectionYesterday we studied the pictures in our informational books to learn more. Sometimes we need to make pictures in our mind from the words we read to help us better understand our books. When we read fiction books, like Henry and Mudge, we learned how to make pictures in our heads. We can do this with our informational books too! Today I want to show you how readers can make pictures in their minds to imagine how things change, or move, or act in order to understand their topics better. TeachWatch me as I show you what it looks like to make a picture in my head as I am reading. When I am finished, you will have time to practice doing it too. In this book Spiders by Michelle Dufresne, it says that some spiders wrap the insect up in silk and then kill the insect before they eat it. I am going to picture what that action might look like. Well first I picture the spider moving around and around the insect; I can picture it moving fast so the insect doesn’t get away. It moves around the insect with its silk to wrap it up tightly so it can’t move. Then it moves in for the kill. I can really picture how a spider gets it prey. Do you see how I used the words to imagine how the spider moved? Let me picture another part of this book. On this page it talks about how some spiders hide and chase their food. I am going to picture how this spider moves to get its prey. I am picturing the spider kind of camouflaged next to a leaf waiting for an insect and then when it sees one how it quickly chases it and catches it. I am really picturing in my mind how a spider moves. Readers, do you see that I added lots of thinking to make a picture in my mind? I added what I saw, like the spider sitting by a leaf waiting and was thinking about how the spider moves because that’s what I was seeing.Active EngagementNow it is your turn. Take a look at this book, called Hermit Crabs by Michelle Dufresne. I am going to read these first few pages so in your mind you can begin picturing what the author is describing. It says that hermit crabs live inside their shells. As hermit crabs get bigger they have to move out of their shells and find a bigger home. Can you picture what that might look like? Take a few minutes and see if you can get a picture of that in your mind. Turn and tell your partner about what you are picturing.LinkReaders, today, I want you to make movies in your mind to help yourself imagine how things change, or move or act. I am going to be coming around to see if you can share some of these movies.Mid-WorkshopTeaching PointReaders I want to show you that after you have a movie in your mind about how your subject changes, or moves or acts you can act this part out with your partner using gestures. For example, in the book Riding Bicycles it talks about using hand signals to show a driver what you are doing. I closed my eyes and pictured those signals of how to stop or turn, but now I can share these signals too. Watch, if you want to turn left you need to hold your hand like this… or in the book about Spiders, it describes how a spiders quickly wraps silk around its prey, then kills and eats it. I made a movie in my mind about what that looks like but if I wanted to show someone what that looks like I could do this…PartnershipsReaders, I hope all of you now have a book on top of your bag, or maybe even a couple of books, that you were able to read while using your imagination to make movies in your mind. I’d like you to share those books today with your partner. You will greet each other; decide who will be the first reader, read, talk and act out your movie in your mind. Tell your partner about the movie in your mind when you get to the talk part of our procedure. Then, try acting it out using gestures. Then switch. Partners who are listening, you can make your own movie in your mind as you listen to your partner reading. Use the pictures and words you see and hear to create a movie as you listen.After-the-Workshop ShareHighlight a partnership that demonstrated using gesturesAdd to anchor chart- Informational Readers…Informational Readers…Get their minds ready to read- (cover, title, pictures, text features)Use text features to understand - (labels, pictures/photographs, headings)Use a teaching voicePause and think about their text Retell across their fingersAsk questions of each otherStudy the pictures to learn moreMake pictures in their mindsLesson Plans, Session 11 Concept Readers read, process and think about informational text Teaching Point Readers react to information presented in books MaterialsInformational text that would support a reaction Post-it note flagsStudent’s book bins or baggies with informational textTipsYou may consider having students code their reactions (surprised = !, What? = ?, funny = )ConnectionOne of my sons loves to read National Geographic books. One in particular that he loves is the Weird but True series. Whenever he reads these books he is either laughing or making comments like, Mom listen to this…Wow that is cool, I never knew that, no way, or gross! He does what readers do sometimes when they read. He is reacting to his book. Today I want to teach you that as readers we can have reactions or feelings about our books and we can explain why we had those reactions. TeachReaders as I was reading this book Sharks by Gail Gibbons, I found myself reacting a lot. I am going to read some of these pages to you where I had some reactions or feelings and explain to you why I felt that way. I want you to watch as I show you how I react and how I explain that reaction.On this page, it says that a dwarf shark is only six inches long. Wow, that is so interesting I thought all sharks were big! On this page it says that mako sharks can swim up to 43 miles an hour! No way, that is as fast as car! I bet it would be hard to get away from a mako shark. Readers did you hear how I had some reactions to the information in my book? I said things like, no way or Wow! I also explained why I felt that way. Maybe it was new information, or it is just different from what I thought. Readers can do this when they read. They can react to the information and explain why they reacted that way. Active EngagementThis is a pretty cool book, so I am going to read more. As I read I want you to be listening and thinking if you have any reactions to the information I have read. As you react, think about why you felt that way so you can explain it to someone. Teacher reads some more pages. Readers give me a thumb up if you had some feelings or reactions to some of this information. Turn to the person next to you and tell them about your reaction and why you reacted that way. LinkReaders, we know that we not only take in information from our books as we read, but we also think, wonder and react. Today as you are reading, I want you to flag some spots that you had a reaction or feeling about. Be thinking about why you had that feeling so you can explain this to your partner during partnerships. Mid-WorkshopTeaching PointReaders can I have you look this way. I want to share with you a reaction Henry had as he was reading this book called Spiders. He was studying the page with a black widow and he said, “Ooh, yuck! I would not want to see one of those spiders they are sooo dangerous you could die if you get bit!” Henry had a reaction and he explained why. Then he stuck a sticky note (with code) or flag there so he can share this later with his partner. PartnershipsShare some spots they noted/flagged with reactions. Teacher may need to coach into the explanations if partnerships need more support. After-the-Workshop ShareDemonstrate with another book how readers have reactions or feelings to books they read. Lesson Plans, Session 12 Concept Readers read, process and think about informational text Teaching Point Readers ask and answer questions about the text as they read and jotMaterialsPost-it notes/flagsPen or pencilAnchor chart- Informational Readers… (See resource material packet)Student’s book bins or baggies with informational textTipsDo not allow students to become too preoccupied with jotting on sticky notes. The goal is to write just enough to hang onto their thinking. You may decide to use symbols as well as phrases to track thinking.Consider videotaping a quality partnership talk to use as an example during your share time.ConnectionReaders, I have to tell you about what happens to me a lot when I am reading. I really enjoy reading when I crawl into bed at night and I really like reading books on how children learn, but every time I am in bed reading these types of books, my brain gets all stirred up with things the authors are saying. I start thinking and wondering and I come up with questions or things that the book made me think about or that I want to study more about, sometimes I just want to share this thinking with some of my other teaching friends. What I do to catch my thinking is I use a post-it note and mark down parts I want to share or think more about. Readers I am wondering if there are things you have learned over the past days few days that have really made you think and wonder about too? Well this is what readers do. They don’t just take in all the information they read in their text and move on. They also think, wonder and ask questions about what they have read and sometimes grow bigger ideas. Readers today I am going to show you how readers can pay attention to these thoughts in their heads and keep track of their thoughts and questions.TeachAs we are reading our brains start moving with all the new stuff we are learning. That is a good thing, but if we do not capture that thinking we might forget or not be able to share our thinking at a later time. So one way we capture that thinking is to jot it on a post-it so we can share or go back to it at a later time. Jotting means that I just write down a few words or a symbol to help me remember my thinking. Readers as you read things in your books you might ask things like, “this makes me wonder…this makes me think…this is just like…this surprises me because…this makes me want to know…”Let’s see how this works. I want you to research what I do as I show you how I pay attention to what I have read and jot down my thinking and questions. Listen to me think aloud and notice the way I jot my thinking on my post-its in this book called Sharks by Gail Gibbons.Active EngagementSharks lived more than 400 million years ago, before dinosaurs walked the earth. Most were only 3 feet long but later sharks grew to be bigger. Hmmm... I wonder how come they grew bigger later on. I am going to put a post-it right here and I am going to write “How come?”(or jot a question mark). I am going to keep reading. Shark skeletons are not made up of bone but a softer material called cartilage. This makes me wonder, are fish made of cartilage too? I am going to post that question, I am going to post “are fish made the same way?” Sharks breathe by drawing water into their mouths as they swim. Hmmm... this makes me think they are a lot like fish. I am going to post that “just like fish”. Readers I want you to turn and talk about some of the thinking and wonderings I posted in my book. I want you to think about questions I asked, what I jotted, etc. LinkToday as you read I want you to stop and jot down a few words or symbols to remember your thinking and questions on your post-its and be ready to share your work with your partner.Mid-WorkshopTeaching PointTeacher may want to use mid-workshop to address management of post-it notes if needed or possibly highlight some exemplar post-its.PartnershipsReaders today as you meet with your partner; I want you to share some of your jottings. Maybe your partners can see if they can either add to your questions/thinking or possibly even offer answers.After-the-Workshop SharePreselect a partnership that demonstrated talk and questioning. Readers, I want to have Spencer and Caleb share their partnership talk with the group. I want you to watch and listen as Spencer shares his thinking and wonderings and how Caleb responds.Did you see how Caleb added to his question by saying….Lesson Plans, Session 13 Concept Readers problem solve when they encounter content specific words Teaching Point Readers use strategies to problem solve tricky words (msv)MaterialsInformational big book or book large enough for demonstrationAnchor Chart- We are Word Solvers (Created in Unit 2, see resource material packet) or other word solving anchor chart started in classStudent’s book bins or baggies with informational textTipsThis session builds on Unit 2 (Readers use Strategies). Additional sessions on strategy work may be needed.For the teach portion of this session, pre-plan words that will be covered to predict using meaning, structure and visual. ConnectionReaders sometimes as we are reading our informational books we may be coming across some new words that we have never seen before. We know from our last unit that we need to be the kind of readers who try to solve words and then ask, “Does this make sense with the book?”, “Does this sound like it fits in the book?”, “Do the sounds match the word I’m saying?” As we read informational text we need to think about slowing down at tricky words and checking to make sure they really are the words we think they are. Today, I want to show you that you can use all the things we have learned to problem solve tricky words in our informational books too! TeachDemonstrate by reading and stopping at covered words, predict incorrectly (example = noise for honking). Think aloud “that makes sense it must be noise”…then pull part of the post it off the word…”oh no…this word starts with an “H”. It can’t be noise. I can’t tell. I must look all the way through the word. Pull more of the post-it away stretching and saying “I know the word “on” so I know “hon” “I see “ing” with a “k” at the front…let me try this word from beginning, to middle to end and think about what would make sense.Continue to read and solve using multiple strategies to uncover the unknown words.Replay your actions and talk about why stopping to check that you have solved the word correctly helps make your reading make sense all the way from beginning to end.Active EngagementReaders, now, I’m going to turn the page. We are going to read the words together, when we get to a covered word, I’m going to ask you to use a strategy to predict what the word might be. Remember, we are asking, “Does this make sense with the book?”, “Does this sound like it fits in the book?”, “Do the sounds match the word I’m saying?” Let’s try.Ask readers to turn and talk over their predictions with their partners. Move the post-it part way and ask them to use another strategy, thinking about the questions we askAllow readers to try the three or so words you have planned for. Recap what you heard them predict and how they worked through the words cross checking before giving up.LinkReaders, this is not easy work. You need to watch yourself, stop yourself before reading on, and check to make sure what you solved is the right word. Remember to ask, “Does this make sense with the book?”, “Does this sound like it fits in the book?”, “Do the sounds match the word I’m saying?” These are the questions I might ask you as you solve words during conferences and small groups. Please continue to flag pages where you have tried to solve words.Mid-WorkshopTeaching PointUse this time to reinforce today’s teaching point or demonstrate needed strategies with management or previous teaching. PartnershipsAsk partners to share their work from today’s lesson and then complete their reading partnership procedures.After-the-Workshop ShareShare readers experiences with cross-checking unknown words observed during conferences and small groups. Readers take action to solve words, but then they do their best to make sure they chose the right word before reading more. I loved seeing readers linger, which means spend more time, thinking about their word solving. Lesson Plans, Session 14 Concept Readers problem solve when they encounter content specific words Teaching Point Readers can find parts of words to help them figure out wordsMaterialsInformational big book or other book large enough for class demonstrationAnchor Chart- We are Word Solvers (Created in Unit 2, see resource material packet) or other word solving anchor chart started in classStudent’s book bins or baggies with informational textTipsThis session is a repeat of session 7 in Unit 2. Finding parts of words need to be reinforced in all parts of your balanced literacy day. ConnectionJust like when we get to a word that is tricky in our fiction books we can look for parts of the word we know then go back to the beginning of the word in order to problem solve a tricky word in our informational books. Readers yesterday we were trying to use some things we know to help ourselves figure out tricky words. We (review anchor chart created in Unit 2, used in session 13). Another thing we can do when we come across a tricky word is to see if we can find the parts of the word we know to help us figure out that word. We do this when we read any kind of book and it can also help us with our informational books too.TeachI have the book Red Eyed Tree Frog on the easel. I have covered some of the words, because I want you to watch me as I read and stop at those covered words. I’m going to make myself look and say each part of the word from the beginning to the middle to the end and then think about what would make sense. I want you to watch me, because then you are going to try this work.Each page should have a covered word. Once at the covered word. Say, “I don’t know this word, let me look at the beginning, the middle and the end. Move the post-it slowly as you look and say the parts. The stretching and blending should be more natural looking at beginning PARTS and middle PARTS, not individual letter sounds Demonstrate 2 or 3 times. Replay what readers saw you do by naming what you did and how it helped you as a reader.Active EngagementNow, readers, I have left some covered words for you to solve. We will read the page together, and then when we get to the covered word, I will move my post-it slowly from beginning to middle to end. Think about what would make sense as you work to solve each word. Allow readers to choral read with your support, but leave the covered words for them to problem solve on their own or with their partner. Listen for success and struggles. Readers struggling to stretch and blend will need more support with this work in small groups.Do not feel you need to finish the text.LinkReaders, wow! You were really using that strategy to look at the beginning, middle and end of words and think about what would make sense. You can use this strategy on your own. In fact, you might even like to take a post-it and cover part of the word so you are only looking at the beginning then the middle then the end. Some readers will even use their thumb that way. They will cover the word with their thumb and slide it from the beginning to the middle to the end of the word, thinking, does that make sense?Mid-WorkshopTeaching PointUse this time to reinforce today’s teaching point or demonstrate needed strategies with management or previous teaching.PartnershipsAsk partners to share their work from today’s lesson and then complete their reading partnership procedures.After-the-Workshop ShareReaders, I loved how I say Ethan using his thumb to cover a long, unknown word in his book and I also saw Jaden with a post-it, sliding across the page. These are ways you can push yourself to solve unknown words on your own. I will be meeting with small groups, too, over the next few days to really make sure you are taking action to solve for yourself.Lesson Plans, Session 15 Concept Readers problem solve when they encounter content specific words Teaching Point Readers figure out words what words meanMaterialsInformational text that demonstrates how to use text features to understand meaningAnchor Chart- We are Word Solvers (Created in Unit 2, see resource material packet) or other word solving anchor chart started in classStudent’s book bins or baggies with informational textTipsConnectionTeachReaders, remember when I was reading the book Riding Bicycles? I read the page that says, “Use hand signals to let drivers in cars know what you are doing.” When I first read that page I wasn’t really sure what the word signals meant. I could read the word but I thought what does the word signals mean? Well one thing I can do to try and understand this word is to reread this part and think about what I have been reading so far and if maybe another word might fit there. Well I have been reading about being careful on bikes and this word kind of looks like the word sign. Let me reread and try using the word sign and see if that helps me understand this better. Use hand signs to let the drivers in cars know what you are doing. Hmm... I am starting to think it means to do things with my hands. I also notice that the word signal is in bold print. I know that means it could be in the glossary. Let me check and see if that helps. It says a signal is a hand or body movement. Now let me reread and see if that helps me understand this word. Use a hand movement to let other drivers know what you are doing. Hmm…that is starting to make sense. Now if I look at the picture I can also notice that they are using hand signals in the pictures. And they are moving their hands different ways. So the picture helped me make sense of the word too. Readers I didn’t just settle for reading the word signals, instead I thought about what the word meant by rereading, using the pictures and the glossary.Active EngagementI want you to try this with me. I am going to read another page and I want you to try thinking about what the word means, by rereading and thinking what other word might fit there, checking the picture and maybe we could use the glossary. LinkReaders, today as you go off to read, remember readers don’t just settle for figuring out a tricky word instead they want to find out what the word means! They can reread, use the picture or even the glossary. Mid-WorkshopTeaching PointUse this time to reinforce today’s teaching point or demonstrate needed strategies with management or previous teaching.PartnershipsAsk partners to share their work from today’s lesson and then complete their reading partnership procedures.After-the-Workshop ShareConsider sharing examples of students who used the context to gain meaning.Lesson Plans, Session 16 Concept Readers problem solve when they encounter content specific words Teaching Point Readers can jot down the tricky words and work with their partner to help figure out the wordsMaterialsPre-selected student to demonstrate how partners help with tricky wordsPost-it notes/flagsAnchor Chart- We are Word SolversPrepare for last concept by creating book clubs, see tips in session 17Find some upper grade students to demonstrate talking and listening in book clubs for session 18TipsThe goal of this session is that partners help each other figure out tricky words, not just tell each other the words.ConnectionReaders, sometimes when readers have tried everything they know to figure out a word and they still do not know what the word means, they can place a flag by that word and try and figure it out with a partner. Today I am going to show you how you can use your partner to help you figure out a tricky word.TeachReaders I am going to be Evan’s partner today. I want you to watch and research what I am doing as a partner to help him figure out a tricky word. I had Evan put a flag next to a word that was tricky for him when he was reading yesterday. Model with a student in a fishbowl. (Teacher and student in center, rest of class seated around the partnership)I’ve asked Evan to help me with the mini lesson today. He is going to be my partner. Yesterday, Evan had a tricky word he was trying to problem solve in his reading. As his partner I am going to try and help him with his tricky word. Evan what word was tricky for you? (Student shows a word that was tricky). Let’s go through our chart and see if I can help. First have you tried all the things you know …(Teacher walks through some of strategies used so far looking at anchor chart)Active EngagementStudents turn and talk about what they noticed as they researched the partnershipReaders did you see how I helped Evan using our chart to figure out his tricky word? I did not tell just tell him the word we worked together. You can do this with your partner too.LinkGive tips to help this work take off on its own during partnerships Today in partnerships, if you had a tricky part that you flagged with a post-it note please share that with your partner. Remember sometimes talking with our partners help us figure out tricky parts even better than when we are by ourselves.Mid-WorkshopTeaching PointReaders, can I have you look this way. I want to remind you that you can try all the things you know to figure out a tricky word then once you have tried everything you know and still can’t figure out the word then you flag it with a post-it to see if your partner can help you! If you come to a word you can read, but you don’t know what it means, you can flag it to work on with your partner.PartnershipsWatch for use of the teaching point strategy. You may want a partnership to demonstrate their conversation during the share time.After-the-Workshop ShareUse a “fishbowl” viewing structure to watch a partnership in action. If there were numerous good examples/partnerships then feel free to set up numerous viewing groups instead of one for the entire class to watch. Readers may watch exemplar partnerships in small groups. Debrief with the group strengths observed and offer suggestions.Lesson Plans, Session 17 Concept Readers compare and contrast a topic across multiple texts Teaching Point Book clubs make plans about their topics and what parts they want to closely exploreMaterialsText sets around topics at similar readability level- enough for number of partnerships and to offer choiceFolders for book clubsYou may assign readers to clubs based on book availabilityThis session may be broken into two days (ex. First day-pick a topic, second day- make a plan)Find some upper grade students to demonstrate talking and listening in book clubs for session 18TipsThis last concept solidifies work already done within this unit and reminds students that the strategies and thinking they have done so far can be used with any book. Since this is the first time students will be working in book clubs it will be important to reinforce routines, rituals and habits taught with partnerships. Additional lessons may be needed to support these routines. Conferring into book clubs can support, taking turns talking, listening effectively and coming prepared.Another option would be to do this last concept with partners instead of book clubs. Prior to starting this last concept, teacher should form book clubs and give clubs time to choose a name for their club, and create a club folder to store post-its and thinking. To create book clubs you will want to combine two partnerships of similar reading level This last concept utilizes text sets around different topics. Book clubs select topics of choice (given materials available). This work will support the collaborative study of many texts and allow students to compare and contrast information within these texts. Teachers may want to create text sets around topics that had been popular and set book clubs up around these topics. There are multiple ways to set up book clubs within the Reading Workshop Structure. The structure of workshop below is just one possibility.If your library is big enough you will want clubs to self-select topics instead of assigning a topic.Teachers may want to look to kindergarten classrooms for additional books to support text sets.ConnectionReaders we have been studying informational texts and thinking and growing our ideas. We are going to continue this work together. We are going to begin book clubs. Book clubs are a way we can gather with others and talk and share our thinking around a similar topic. Today I am going to show you how we can make a plan with our book club around the topic we want to study and think about what we might want to study about this topic. TeachYou will notice that I have put together text sets around lots of different topics. I have some on families, schools, amphibians, animals, etc. Within these sets are lots of different books around that topic. The first thing a book club will need to do is to decide on the text set they want to study. For example, maybe a club will pick the text set about mammals. This is a cool topic to study and there is so much to study about mammals. Or maybe a club might pick…Next book clubs will have to decide what parts about this topic on mammals they will want to read more closely. They might say things like…“let’s read our books and collect all the information on where mammals live, or important things to know about mammals…as we read we can jot our big ideas or questions about that topic on post-its.”So when we start our book clubs we have to make a plan. We have to first decide on the text set we want to study and then make a plan for what we want to read more closely.Active EngagementRight now I am going to have you do just this first part. I have all the text sets up here for you to see. I want you to turn and face your book club members and decide which text set you want to study. Book clubs may want to come up with their first and second choices just in case.(Reminders may be needed that sometimes the topic you want to study is not what the rest of the club wants to study)When you have decided you can send one person up to grab the text set. Now I am going to have book clubs make a plan for what you want to read more closely. Teacher will need to move about at this time to support clubs having difficulty thinking about what to explore more closely. LinkReaders move into book clubs first then independent reading to begin jots, and post-its for tomorrow’s book clubMid-WorkshopTeaching PointInterrupt to demonstrate student posting their thinking based on the planBook ClubsBook clubs, you have selected your text sets and now you need to decide what you want to explore more closely. Many of your books have lots of interesting things to explore but try to pick one or two things to explore so as you read you can jot your big ideas or questions about that topic on post-its.”When you are in your independent reading you will be using this plan as you read and jot so you will be ready to talk in your book clubs tomorrow. Partnerships decide on what they want to read about more closely and make a plan for post-itsTeachers may want to confer with clubs that may be trying to focus on too many things. Demonstrate how to focus on big categories by possibly using headings to direct their focusIt may be helpful for teachers to share out topics and big ideas. Teachers could post these on the board, ex: The Pirate Book Club is going to study mammals and as they read they will look closely and jot about…After-the-Workshop ShareBring reading club baskets and sit near partnersReaders, I walked around today and noticed that some book clubs were having some problems making a plan together; they wanted to study so many things. But then they decided that they would just study two things and that as they read if they found more things to study they would add that to their plan. Readers our book clubs are just like working with our partners. We have to care, listen and take turns in our book clubs too. Tomorrow we will be using your big idea jots to talk in our book clubs. I would like you to get with your book club and make sure you have your jots and put them in your book club folder so you will be ready to talk about your big idea jots tomorrow. You may want to write your name on the back of your post-it so you know “who” the post-it it belongs to.Give students time to place post-its in club folder.Lesson Plans, Session 18Concept Readers compare and contrast a topic across multiple textsTeaching Point Book clubs work on listening and understanding each otherMaterialsBook club basketsBook club foldersUpper grade students to demonstrate talking and listening or use another adult to demonstrateChart paper to create anchor- Make your club talk rock- or other catchy titleTipsThe “teach” is giving an example of doing this work with an adult. If an older book club is demonstrating you may need to prepare them for the teaching point of listening and speaking.You may want to videotape a club that is doing an exemplary job of talking and listening about their topic to showcase for following years book clubs.ConnectionReaders’, working in book clubs is big work. I have been a part of many book clubs and the part that I look forward to the most is when we get together to talk about what we have read and our thinking. Yesterday, your book clubs read your books and made a plan to study some areas in your books more closely. You jotted some of your big ideas or questions and thinking on post-its and put them in your book club folders. Today you are going to talk about your thinking. I am going to show you how book club members can talk about their ideas and questions while the other book club members work on listening and understanding what their partners are saying. TeachHave readers sitting next to book club partners.Readers today I asked Mrs. Smith to help me show you how we can talk about our ideas and questions and grow our thinking. The books we have been reading are about families and schools. We made a plan to study the different types of families and schools. Yesterday we jotted some of our thinking and questions. Today, I am going to show you how we can talk about these jots. Just like you have a club folder, we have a folder too. I want you to watch as we pick a post-it from our folder and talk about it. I want you to notice how we take turns, how we listen and think about what each other is saying. First we will each pick a big idea post-it. Next we will decide on who will start first (teacher and guest decide).Then we need to talk about our post-its.This post-it says some families live together. I know that in the book I was reading it said that in some countries families live together like here on this page… (Teacher, continues to talk a bit more, with guest listening facing speaker, perhaps leaning in).Teacher asks partner a question like, “Did families live together in your book?”Give time for partner to respond.Now that I have talked about my post-it we can repeat this with another post-it.Teacher and guest continue demonstrating talking around the next post-it idea or question.Readers did you see how we first picked a post-it, next decided who would talk first, then took turns listening and speaking about the post-it?Active EngagementYou are going to do this too! Let’s make a chart so that when you go off to your book clubs to talk long you will remember what this looks like. Teacher co-constructs Make Your Club Talk Rock!- anchor chart (icons or real pictures demonstrating this work is suggested)1. Pick a post-it2. Decide who goes first 3. Talk about the post-it4. Listen 5. Next person talksLinkReaders, remember today you can make your book club talk rock! I will be coming around and watching as book clubs take turns talking and listening!Mid-WorkshopTeaching PointBook clubs, can I have you look this way. I want to share with you some more ways you can talk about your post-its. As a listening partner you could add to what your partner is saying. You could say, I agree with what you are saying because… Partners can also ask things like… Is there anything else you want to add? Partners can even have a different thought and share their thinking too.Book ClubsReaders move into clubs following mini-lessonAfter-the-Workshop ShareHave reading clubs sit near partnersShare a snippet of a strong conversation Have students name what they noticedLesson Plans, Session 19 Concept Readers compare and contrast a topic across multiple texts Teaching Point Book clubs use language to help compare and contrast information across textsMaterialsBook club basketsPost-it notesMake your club talk rock anchor chartTipsTeacher may want to demonstrate this session using a book club that may be having difficulty with their conversations or thinking around their books.This session may need to be repeated over a few sessions in order to allow opportunities for readers to compare and contrast information across books.ConnectionWow, readers I was so impressed with the way your book clubs talked long about your post-its yesterday. You were spending time thinking and growing each other’s ideas. I also noticed that as you were talking some groups were noticing that some of their books gave similar information but some books gave a little bit different information. Today I want to teach you that as we read more than one book about a topic we can start to compare and contrast the information we learn and build our learning about that topic.TeachReaders, I have a book club basket in front of me and I want to show you how you can think about how the books in your baskets may give you similar information, while others may be a bit different. As I looked at the books in this basket about dogs, I read in this book that dogs are great pets. The picture shows people caring for dogs and playing with them. However, in this book the picture shows a dog not looking so nice and the label says this dog is a stray. So this book shows how dogs can be pets but this book shows how sometimes dogs do not have homes. The difference between this book and this other book is that in this book it gives information about dogs as pets but in this book it tells what can happen when dogs are not cared for. After reading both of these books it is making me think that most dogs are meant to be pets but when dogs are not cared for they may have to live on the streets. I read these two books and compared the information from one book to the information in the other. I used words like the difference between this book and this book is…. If I wanted to share this information with my book club I could jot on a post-it something like...dogs are pets, and on this one, dogs on streets.As readers you may start to notice that even though books might be about the same topic, the information inside of them may be different. Active EngagementLet’s try this together Give another example. In this basket it has books about artic animals. I noticed that these two books are about artic animals. Let me read a bit of this book and I want you to be thinking about what this book is telling you about how artic animals keep warm in the snow and ice. Turn and talk.This book shows how most of the animals are big and fat and this keeps them warm.Let’s read a few pages of this next book. Think about what this book is sharing about how animals keep warm in the snow and ice. Turn and talk. In this book it talks about how the fur and feathers keep these animals warm. So both these books give information about how artic animals stay warm. After reading both of these books it is making me think that most artic animals stay warm with the help of their fur, or their feathers or by a layer of fat. I got some of my information from this book and some from this book and I can share this information I learned from both books. We read these two books and compared the information from both books. We said words like what’s the same about these two books is… then I thought about the information I learned. I can write this on a post-it note so I can share my thinking with my club.LinkReaders as we start to read lots of books about a topic we will start to notice that different books can teach us different things about the same topic. We can read across our books and think about how our books might give us similar information or different information and think about the information we learned. We can share this information by using words like… (Create chart of possible prompts to compare and contrast and read together)The difference between _ and _ is _What’s the same about these two___ is _____Unlike the ___ in this book the ____ does (doesn’t)______Today as you go off, you will read first. Then you will use post-its to jot what is the same or different in order to be ready to talk in your book club.Mid-WorkshopTeaching PointMay need to use the mid-workshop teach to reteach or reinforce the mini-lesson. Use to shift into book clubs, and review prompts. Book ClubsThis session may require coaching or modeling how to compare or contrast. Closely monitor clubs that may need support. This support can be shared during share time. After-the-Workshop ShareHave book clubs sit togetherDemo, strong conversation using the prompt or model a strategy for whole class that was taught during partnerships conference, demo, have clubs try it Collect post-its in book club foldersLesson Plans – Sessions 20 and 21ConceptReaders compare and contrast a topic across multiple textsTeaching PointBook clubs prepare and celebrate their learning by sharing their big ideasMaterialsBook club basketsPoster board, markers, ipads, etc. (see tips)Chart or board to write steps to celebrating new learning-see teach belowTipsThis session is not about creating a project rather it is about the process of discovering new information and sharing that information.There are many possible ways for book clubs to share the information they discovered. Students could show a question they posed about their topic and next to the questions have pages open in their books that demonstrate how it helped them answer. Students could share what they have learned orally, on posters, ipads, etc. They could share with their own class, other book club groups, or other classes. Teacher may want to take pictures or videotape and use as examples for following years.ConnectionReaders, I am just so excited about all the great work you all did in this unit. We not only read informational text, we asked questions, we wondered and grew ideas. Today as we wrap up this unit we are going to share our great work with others. TeachWe gained some really interesting, new learning in this unit. Now we are going to share this information with others. I am going to show you some possible ways to share your learning but you might even think of a better way. I was thinking about the book club that calls themselves the Wizards. In this group they studied books around the topic of sharks. They found out that there are many kinds of sharks. Some are the same and some are different. That is really important learning that they may want to share. So they may decide to take their new learning and create a poster or a big book or a chart to share this learning. The first thing their book club would have to do is…Think what do we want to share?How will we share it?Make a plan (Joe creates the picture, Eli does the color, etc.)Active EngagementI want you to turn into your book club and think about these things…Turn and talk with book clubs, what do we want to share, how will we share it and make a planLinkSo today when we move into our book clubs we will begin putting together our new learning in a way so that we can celebrate with others.Remind readers of the ways we care and cooperate with and for our partners.Move to clubs first. Mid-WorkshopTeaching PointShare out some plansBook ClubsClubs will work on their plan for sharing new learning.After-the-Workshop ShareBook Clubs prepare to share new learning with others. ................
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