Readers’ Workshop Unit of Study Year-long Planner



Readers’ Workshop Unit of Study Year-long Planner: Grade One

|Month |Unit of Study |Key Focus Lessons |

|September |Launching Readers’ Workshop |What is Readers’ Workshop? |

| | |Procedures & routines for RW |

| | |Introduce classroom library |

| | |Turn & talk |

|October |Retelling |Telling stories about our lives |

| | |Retelling simple stories |

| | |Story structure |

| | |Story elements |

|November |Monitoring for Meaning / Being a Word Solver |Stop and think while reading |

| | |Readers ask M, S, V questions |

| | |Use fix-up strategies at the word and passage level |

|December |Creating Sensory Images |Making mind movies |

| | |Using 5 senses |

| | |Use sensory image to understand |

| | |Our sensory images are different |

|January |Making Connections |What is schema? |

| | |What is your schema? |

| | |Using schema to understand |

| | |Making meaningful connections |

|February |Asking Questions |Questioning before, during, & after reading |

| | |Purposes of asking questions |

| | |Some questions have answers |

|March |Inferring |Using schema, text, & picture cues |

| | |Making predictions and looking for evidence in text |

| | |Some questions aren’t explicitly answered – readers infer |

|April |Genre Study: Nonfiction |What is nonfiction? |

| | |Characteristics of nonfiction |

| | |Differences between fiction & NF |

| | |Using nonfiction conventions |

|May |Author Study |Building schema for an author |

| | |Making text to text connections |

| | |Review grade 1 comprehension strategies as needed |

|June |Review of Strategies through a genre study such|Review grade 1 comprehension strategies as needed |

| |as fairy tales | |

Launching Readers’ Workshop Unit Calendar: Grade One

|Monday |Tuesday |Wednesday |Thursday |Friday |

|What is Readers’ Workshop? |What is an anchor chart? |We are all readers. |Getting to know our classroom library |How to take care of books |

| | | | | |

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| | | | | |

|What kind of reader are you? |How to turn and talk about a favorite |How do we listen? |Respecting other readers |What is a book bag? |

| |book | | | |

| | | | | |

| | | | | |

| | | | | |

|Choosing a just right book |Choosing a reading spot Day 1 |Choosing a reading spot Day 2 |Why do readers leave their spot? |How do we swap books? |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|What is an independent reading |Growing a conversation |How to partner read |Building stamina |Readers think as they read. |

|conference? | | | | |

Retelling Unit Calendar: Grade One

|Monday |Tuesday |Wednesday |Thursday |Friday |

|What is retelling? |Retelling helps you understand |Readers retell stories from their own |Good readers stop, think, and remember|Good readers retell familiar stories |

| | |lives. |elements of a story. |and nursery rhymes with pictures. |

|Good readers retell familiar stories |Good readers can retell another |Good readers use the names of |Good readers can identify the setting |Good readers can name the problem and |

|and nursery rhymes without pictures. |person’s story. |characters in their retelling. |in a story. |solution of a story. |

| | | | |Day 1 |

|Good readers can name the problem and |Good readers can identify the |Good readers can identify the |Good readers can retell a story in the|Good readers can retell a story in the|

|solution of a story. |structure of a familiar story |structure of a familiar story |correct sequence with pictures. |correct sequence without pictures. |

|Day 2 |(beginning, middle, & end) using |(beginning, middle, & end) without | | |

| |pictures. |pictures. | | |

| | | | | |

|Good readers use language that helps |Good readers find and use important |Good readers find and use important |Good readers practice retelling with |Good readers practice retelling by |

|them describe the sequence of the |language from the text in their |language from the text in their |partners. |illustrating story elements. |

|story (first, next, then, last). |retelling. Day 1 |retelling. Day 2 | | |

Monitoring for Meaning Unit Calendar: Grade One

|Monday |Tuesday |Wednesday |Thursday |Friday |

|Good readers are thinkers. |Good readers listen to their inner |Good readers leave tracks of their |Good readers make mental pictures to |Good readers stop when they no longer |

| |voice. |thinking. |increase understanding. |have a mental picture of the text. |

| | | | | |

|Good readers stop reading when they |Good readers stop reading when they |Good readers notice when something |Good readers stop, think, and react to|Good readers stop, think, and react to|

|are unfocused. |are confused. |doesn’t make sense. |nonfiction. |nonfiction. |

| | | |DAY 1 |DAY 2 |

|Good readers stop when a word doesn’t |Good readers ask themselves three |Good readers use pictures to make |Good readers sometimes skip and |Good readers use sounds and chunks to |

|make sense. |questions. Does it look right? Sound |meaning of text. |unknown word, read on to the end of |figure out unknown words |

| |right? Make sense? | |the sentence, and then go back to | |

| | | |figure out the unknown word. | |

|Good readers use word families (word |Good readers reread when their reading|Good readers reread when their reading| | |

|patterns) to figure out unknown words.|doesn’t make sense. |doesn’t make sense. | | |

| |DAY 1 |DAY 2 | | |

Creating Sensory Images Unit Calendar: Grade One

|Monday |Tuesday |Wednesday |Thursday |Friday |

|What are sensory images? |Sensory images help us to better |Readers see pictures in their minds |Readers hear sounds in their minds |Readers smell things in their minds |

| |understand and remember the story. |based on words and pictures from the |based on words and pictures from the |based on words and pictures from the |

| | |text. |text. |text. |

|Readers imagine the feel of things in |Readers imagine the taste of things in|Readers create sensory images to help |Good readers create sensory images to |Good readers create sensory images to |

|their minds based on words and |their minds based on words and |them understand and remember what they|feel like a participant in the story |clear up confusion. |

|pictures from the text. |pictures from the text. |are reading. Begin anchor chart “Why |which makes reading more fun. |Add to anchor chart. |

| | |Readers Create Sensory Images” |Add to anchor chart. | |

|Good readers create sensory images to |Good readers create sensory images |Good readers create sensory images |Recording our sensory images using |Everyone creates different sensory |

|help them with retellings. |that are full of detail. |that are full of detail. |illustrations |images based on their schema. DAY 1 |

|Add to anchor chart. |DAY 1 |DAY 2 | | |

| | | | |Reading With Meaning, |

|Reading With Meaning, | | | |Debbie Miller, pg. 93 |

|Debbie Miller, pg. 93 | | | | |

|Everyone creates different sensory |Readers show evidence to support their|Readers show evidence to support their|Readers change their sensory images as|Readers change their sensory images |

|images based on their schema. DAY 2 |sensory images based on the text |sensory images based on the text |they read based on the text. |based on the conversations they have |

| |and/or their own schema. DAY 1 |and/or their own schema. DAY 2 | |with others. |

|Reading With Meaning, | | | | |

|Debbie Miller, pg. 93 | | | |Reading With Meaning, |

| | | | |Debbie Miller, pg. 89 |

Making Connections Unit Calendar: Grade One

|Monday |Tuesday |Wednesday |Thursday |Friday |

|What is making connections? |What is schema? |What is your schema? |Good readers use their schema to |Readers have different schema. Day 1 |

| | | |better understand a story. | |

| | | | | |

|Readers have different schema. Day 2 |Readers use their schema before they |Readers use their schema while they |Readers use their schema after they |Readers make text-to-self connections.|

| |read. |read. |read. | |

| | | | |Day 1 |

|Readers make text-to-self connections.|Readers make text-to-text connections.|Readers make text-to-text connections.|Readers make text-to-world |Readers make text-to-world |

| | | |connections. |connections. |

|Day 2 |Day 1 |Day 2 |Day 1 |Day 2 |

|Making meaningful connections |Making meaningful connections |Schema changes as we’re reading |Schema changes as we’re reading | |

|Day 1 |Day 2 |Day 1 |Day 2 | |

| | | | | |

| | | | | |

| | |See Debbie Miller chart, page 68 | | |

Asking Questions Unit Calendar: Grade One

|Monday |Tuesday |Wednesday |Thursday |Friday |

|Readers ask questions. |Readers look for answers to their |Readers look for answers to their |Why do readers ask questions before, |Good readers ask questions while |

| |questions in the text. Day 1 |questions in the text. Day 2 |during, and after their reading? |taking a picture walk to become |

| | | | |familiar with the format of the book. |

| | | |Start anchor chart | |

|Good readers ask questions to predict |Good readers ask questions to predict |Good readers ask questions to revise |Good readers ask questions to clarify |Good readers ask questions to clarify |

|what will happen next. Day 1 |what will happen next. Day 2 |their predictions based on evidence |meaning at the word level. Day 1 |meaning at the word level. Day 2 |

| | |from the text. | | |

|Good readers ask questions to clarify |Good readers ask questions to clarify |Good readers ask questions to clarify |During and after reading text, good |During and after reading text, good |

|meaning at the word level. Day 3 |meaning at the passage level. Day 1 |meaning at the passage level. Day 2 |readers talk about their questions and|readers talk about their questions and|

| | | |answers with others. Day 1 |answers with others. Day 2 |

|During and after reading text, good |Some questions cannot be answered in |Good readers can ask questions before,|Good readers can ask questions before,| |

|readers talk about their questions and|the text. |during, and after reading nonfiction. |during, and after reading poetry. | |

|answers with others. Day 3 | | | | |

Inferring Unit Calendar: Grade One

|Monday |Tuesday |Wednesday |Thursday |Friday |

|What is inferring? |Inferring through oral games and/or |Inferring through oral games and/or |Inferring using the cover of a book |Inferring using illustrations during a|

|Make anchor chart |riddles |riddles | |picture walk |

|BK+TC=I |DAY 1 |DAY 2 | | |

|Strategies That Work, pg 141 | | | | |

|Predicting what will happen in the |Inferring using wordless picture books|Inferring using wordless picture books|Word level inferring using our |Word level inferring using picture |

|text (inferring) by using background |DAY 1 |DAY 2 |background knowledge (schema) |clues and text clues |

|knowledge (BK) and text clues (TC) | | | | |

|Reading with Meaning, Debbie Miller, | | |Reading with Meaning, Debbie Miller, | |

|pg 112 |See |See |pg 109-110 | |

| |readinga- for wordless books |readinga- for wordless books | | |

|Word level inferring using rereading |Word level inferring by talking about |Recalling our questions and inferring |Recalling our questions and inferring |Inferring theme, moral, and/or |

| |the text with others |the answers DAY 1 |the answers DAY 2 |author’s message |

|Inferring theme, moral, and/or |Using poetry to infer |Using poetry to infer | | |

|author’s message | | | | |

Nonfiction Genre Study Unit Calendar: Grade One

|Monday |Tuesday |Wednesday |Thursday |Friday |

|What is nonfiction? Show several NF |Review anchor chart. Sort fiction and|Readers know the difference between |Readers notice and remember |Readers learn new vocabulary about the|

|books. |nonfiction books and discuss how we |nonfiction and fiction. |information when they learn something |topic when they read NF. |

| |decided. |Create anchor chart. Reading With |new in nonfiction. | |

|Begin anchor chart “What do we notice | |Meaning, Debbie Miller, | | |

|about nonfiction?” DAY 1 | |Pg 144-147 | | |

|Nonfiction conventions: Using |Nonfiction conventions: Using captions|Introduce conventions notebook |Nonfiction conventions: Using types of|Nonfiction conventions: Using the |

|photographs and illustrations to find |and labels to find new information |(optional) |print (bold, italics) to determine |table of contents to preview and |

|new information | | |what is important in NF text |locate information in NF text |

| | |Reading With Meaning, Debbie Miller, | | |

| | |Pg 148-150 | | |

|Nonfiction conventions: Using the |Readers think about what they already |Readers think about what they already |Readers ask questions before and while|Readers ask questions before and while|

|index and glossary to locate |know (schema) about the topic before |know (schema) about the topic before |they read NF. DAY 1 |they read NF. DAY 2 |

|information in NF text |they begin to read. DAY 1|they begin to read. DAY 2| | |

|Readers locate specific information in|Readers locate specific information in|Readers share their new knowledge with|Readers share their new knowledge with| |

|NF text. |NF text. |others. |others. | |

|DAY 1 |DAY 2 |DAY 1 |DAY 2 | |

| | | | | |

|Reading With Meaning, Debbie Miller, |Reading With Meaning, Debbie Miller, | | | |

|Pg 150-151 |Pg 150-151 | | | |

Author Study Unit Calendar: Grade One

|Monday |Tuesday |Wednesday |Thursday |Friday |

|Introduce author |Examine multiple books by the author |Examine multiple books by the author |Review making text to self connections|Review making text to text connections|

| | |and create anchor chart | |Day 1 |

| | |“Characteristics of books by ___” | | |

|Review making text to text connections|Review creating sensory images as we |Review creating sensory images as we |Review retelling |Review retelling |

|Day 2 |read |read |Day 1 |Day 2 |

| |Day 1 |Day 2 | | |

|Review asking questions |Review inferring the author’s theme |Inferring how characters can change in|Celebrating and/or sharing our |Celebrating and/or sharing our |

| |and/or message |text |favorite authors |favorite authors |

| | | |Day 1 |Day 2 |

Strategy Review Through Fairy Tale Genre Study Unit Calendar: Grade One

|Monday |Tuesday |Wednesday |Thursday |Friday |

|Introduce genre of fairy tales |Characteristics of fairy tales: there |Characteristics of fairy tales: good |Characteristics of fairy tales: |Characteristics of fairy tales: |

| |are both good and evil characters |character has a problem because of |setting – long ago, far away land, |magical elements & special numbers 3, |

| | |evil character |living happily ever after |7 |

| |Begin anchor chart | | | |

|Review retelling using important |Review retelling in the correct |Review retelling using vocabulary, |Review monitoring for meaning at the |Review monitoring for meaning at the |

|details from the fairy tale |sequence |language, and/or quotes from a fairy |word level |passage level |

| | |tale | | |

|Review making text-to-text connections|Review making text-to-text connections|Review creating sensory images |Review creating sensory images |Review asking questions before, |

|using two different versions of the |using two different versions of the |Day 1 |Day 2 |during, and after reading |

|same fairy tale. |same fairy tale. Compare/Contrast | | | |

|Day 1 |Day 2 | | | |

|Review asking and answering questions |Review how readers must infer answers |Review how readers must infer answers |Celebrating and sharing our favorite | |

|from a fairy tale |to questions asked |to questions asked |fairy tales | |

| |Day 1 |Day 2 | | |

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