Read Aloud & Independent Reading: The First 20 Days of ...
The First 20 Days of Reading: 2nd Grade
This pacing guide is intended to be extended, condensed, or modified according to your students’ needs. Please continue to revisit and support all skills and concepts that are introduced in the first few weeks through the balanced literacy model (See attachment). Our ultimate goal is for students to become proficient in using these skills independently.
As you prepare to implement the First 20 Days of Reading, please keep in mind that it will be necessary to be flexible with your 90-minute reading block. Based on each day’s lessons, you may find you need extended time for one component as you put systems in place. Use your judgment, based on your students’ needs to adjust instructional time dedicated to each balanced literacy component.
Day 5 of each week has been designed to be a day to bring together all of the week’s objectives. This will provide time for both teachers and students to practice and discuss all skills and strategies.
Throughout these 20 days, remember to work-in time for assessments (TPRI, Tejas Lee, DRA, EDL). Students can be pulled for assessments as your class is reading independently and working in centers.
| |
|Read Aloud, Shared Reading & Independent Reading |
|Day |Minilesson |Key Concepts |Learning Outcomes |Resources Needed |
|Day 1 |Read Aloud |Readers read and share their thinking|Students learn the rituals, routines,|Chart – Listeners Look Like/Sound |
| |We are all members of a community of |about their reading. |and schedule of Reading Workshop so |Like |
| |readers. | |they can establish consistent meeting| |
| | | |procedures and habits. |Text Selection |
| |Independent Reading |Our classroom library is organized in|Students will explore and learn how |Chart – Our Classroom Library |
| |Introducing the Classroom Library |a specific way to help us select a |to maintain their organized classroom| |
| | |variety of books for reading. |library. | |
| |Areas to Highlight: |We are all responsible for taking | |Organized classroom library |
| |Browsing Boxes* |care of our classroom library. | | |
| |Author collections |Readers choose books in many | | |
| |Genre collections |different ways. | | |
| |Topic collections |Books can be easy, “just right”, or | | |
| | |challenging for a reader. | | |
| |*Browsing Boxes are baskets of |Readers should choose “just right” | | |
| |leveled texts with a variety of |books most of the time. | | |
| |genres | | | |
| | | | | |
| |Allow students to practice selecting | | | |
| |a text and returning it to its | | | |
| |appropriate location in the library. | | | |
|Day 2 |Read Aloud |Readers have many different thoughts |Students will learn that as readers |Text Selection |
| |Readers make their thinking public in|as they read. |we are capable of thinking in many | |
| |a Reading Community |Readers can talk about their |different ways and sharing our | |
| | |thinking. |thinking with others. | |
| |Teacher assigns thinking/talking | | | |
| |partners for “Turn and Talk” during | | | |
| |Read Aloud and/or Shared Reading. | | | |
| | | | | |
| |Allow time for students to practice | | | |
| |the strategy several times with their| | | |
| |assigned partners. | | | |
| | | | | |
| |Teacher and students model and | | | |
| |practice “Turn and Talk” so they know| | | |
| |the classroom’s routine for speaking | | | |
| |and listening about books. | | | |
| | | | | |
| |*Continue practicing the turn and | | | |
| |talk strategy throughout the | | | |
| |following weeks. | | | |
| |Independent Reading |Readers choose books in many |Students use several different kinds |Read Aloud: Leo the Late Bloomer or |
| |Choosing a “just right” book |different ways. |of information to help them choose |Little Louie the Baby Bloomer by |
| | |Books can be easy, “just right”, or |books. |Robert Kraus |
| |(Teacher models and students |challenging for a reader. | | |
| |practice) |Readers should choose “just right” |Students think carefully about book |Use Goldilocks analogy to establish |
| | |books most of the time. |choices. |criteria for choosing “just right” |
| |Teaching Tip: This is a lesson that | | |books (For an example of a criteria |
| |will be revisited and reinforced | |Readers have criteria to judge |chart, see Reading Essentials by |
| |throughout the year as children grow | |whether a book is “just right” for |Regie Routman, Appendix E page A-6 |
| |as readers. | |independent reading. |and A-7) |
| | | | | |
| |Teacher models using 3 different | | |Chart – Choosing a “Just Right” Book |
| |authentic examples that are truly | | | |
| |easy, “just right”, or challenging | | |Organized Classroom Browsing Boxes |
| |for the teacher. | | | |
| | | | | |
|Day 3 |Read Aloud |Readers identify the title, author, |Students will learn that previewing a|Text Selection |
| |Text Features/Previewing a Book |illustrator, etc… of a book and ask |book before reading will support | |
| | |themselves ‘What do I know now?’ |their understanding of the text. | |
| | |before reading |Students will learn how to use | |
| |Teaching Tip: Text features may |Readers have specific ways of |specific strategies for previewing a | |
| |include title, author, illustrator, |previewing books before reading to |book prior to selecting it for | |
| |illustrations, synopsis, etc… |activate prior knowledge, gather |independent reading. | |
| | |information, and make connections to | | |
| |Teacher discusses text features and |support meaning of the text. | | |
| |models previewing a book. | | | |
| |Shared Reading |Readers reread text to build fluency.|Students will learn the value of |Text Selection |
| |Building Fluency | |rereading familiar text. | |
| |Independent Reading |Readers have specific ways of reading|Students will establish criteria for |Chart – Independent Reading Looks |
| |Enjoying Independent Reading in our |during independent reading time. |quality independent reading. |Like/Sounds Like (Generate criteria |
| |Classroom | | |with students.) |
| | | | | |
| |After reading, select a few students | | | |
| |to share reflections on how they met | | | |
| |the criteria during independent | | | |
| |reading. “How did the criteria help | | | |
| |you develop your reading habits?” | | | |
|Day 4 |Read Aloud |Readers have specific ways of |Students will learn that readers |Text Selection |
| |Review Text Features/Previewing Text |previewing books before reading to |preview a book before reading. | |
| | |activate prior knowledge, gather |Students will learn how to use | |
| | |information, and make connections to |specific strategies for previewing a | |
| |Teacher models previewing a book and |support meaning of the text. |book prior to selecting it for | |
| |discusses text features. | |independent reading. | |
| | | | | |
| |Shared Reading |Readers reread text to build fluency.|Students will learn the value of |Text Selection |
| |Building Fluency | |rereading familiar text. | |
| |Independent Reading |Readers can self-evaluate during | Students will learn that they will |Chart – Independent Reading Looks |
| |Evaluating Independent Reading in our|independent reading so that we are |be held accountable for their text |Like/Sounds Like |
| |Classroom |always doing our best. |selections and behavior during | |
| | | |independent reading. | |
| |“How did I do as a reader today?” | | | |
| | | | | |
| |Refer students to the criteria chart | | | |
| |as a tool for self-evaluation. | | | |
| | | | | |
| |After reading, ask students to | | | |
| |self-evaluate their independent | | | |
| |reading using the criteria chart. | | | |
| |“How did the criteria chart help you | | | |
| |develop your reading habits?” | | | |
|Day 5 |Read Aloud/Shared Reading |Readers use more than one strategy at|Students will learn that we can use a|Text Selection: Using a Big Book or |
| |Bringing It All Together! |a time when they read. |variety a strategies as we read. |other shared reading text, review and|
| | | | |connect the skills introduced this |
| |Review: | | |week. |
| |Text Features/Previewing a Book | | | |
| |Building Fluency | | | |
| |Independent Reading |Readers are all responsible for |Students will revisit how to maintain|Chart – Our Classroom Library |
| |Bringing It All Together! |taking care of our classroom library.|their organized classroom library. | |
| | |Readers should choose “just right” |Readers have criteria to judge |Chart – Independent Reading Looks |
| |Review: |books most of the time. |whether a book is “just right” for |Like/Sounds Like |
| |Classroom Library Procedures and |Readers have specific ways of reading|independent reading. | |
| |Expectations |during independent reading time. |Students will revisit criteria for |Chart – Choosing a “Just Right” Book |
| |Independent Reading Procedures and | |quality independent reading. | |
| |Expectations | | |Organized classroom library |
| |Choosing a “just right” book | | | |
| |
|Read Aloud, Shared Reading, Independent Reading & Literacy Centers |
|Day |Minilesson |Key Concepts |Learning Outcomes |Resources Needed |
|Day 6 |Read Aloud |Making predictions as we read helps |Students will learn that readers |Text Selection: Choose a text that |
| |Making Predictions |us understand the story. |naturally make predictions as they |supports the weekly comprehension |
| | | |read. |focus, found in your IPGs. |
| |Teaching Tip: | | | |
| |This would be a good week to begin a | | |Generate the beginning of a |
| |literature unit/author study to | | |predicting anchor chart with |
| |promote student text connections and | | |children. (See sample chart on |
| |in depth literature study. Kevin | | |left.) |
| |Henkes is a great first author study | | | |
| |to analyze character traits and build| | | |
| |community. | | | |
| | | | | |
| |Model making predictions. Ask | | | |
| |questions such as, “Given what the | | | |
| |author has told us already, what do | | | |
| |you think is going to happen in the | | | |
| |story?” | | | |
| |Shared Reading |Readers use strategies to solve |Students will learn a problem solving|Text Selection |
| |Reading Strategy – Beginning Sounds |unknown words such as using beginning|strategy when they encounter a | |
| | |sounds. |reading roadblock. |Chart- What do readers do when they |
| |Remember to imbed the IPG Weekly | | |come to a reading roadblock? |
| |Comprehension Focus. | | | |
| | | | |Introduce and model using the |
| |Teaching Tip: | | |strategy and add to chart with |
| |Teacher may choose to use the same | | |students. (See sample to the left.) |
| |shared reading text for the duration | | | |
| |of each week to highlight the | | | |
| |different teaching points. | | | |
| |Independent Reading |We have an organizational system we |Students learn how to manage their |Chart – Independent Reading Looks |
| |Introducing our Individual Book |use to store and maintain our |own independent reading materials. |Like/Sounds Like |
| |Boxes/Bags |independent book choices. | | |
| | | | |Student book boxes/bags |
| |Literacy Centers |Readers and writers follow specific |Students learn to refer to and follow|Chart-What do Literacy Centers Look |
| |Guidelines for our Literacy Centers |guidelines to work together and help |the classroom guidelines for literacy|Like/Sound Like? |
| | |one another do our best learning. |centers. | |
| |Teaching Tip: | | |Create an “I Can” chart for each |
| |Over the next few days you will be | | |literacy center introduced today. |
| |explicitly introducing literacy | | |Introduce the Literacy Center icons |
| |centers one at a time. The goal for | | |for each explored center. |
| |today is to establish procedural | | |Establish and practice a noise level |
| |systems for working in centers. | | |system and attention signal. |
| |Remember, students need to have an | | |Establish and practice procedure for |
| |opportunity to practice rotating | | |“What to do if you have a |
| |between centers as well exploring the| | |question/problem” (i.e., Ask 3 before|
| |centers. | | |me.) |
| | | | |Students will practice going through |
| |Teaching Tip: Teachers may choose to| | |the centers introduced today. |
| |introduce one or more centers per | | |Establish and practice the rotation |
| |day. | | |system. |
| | | | | |
| |Teacher and students will revisit | | | |
| |these expectations often and revise | | | |
| |as needed. | | | |
|Day 7 |Read Aloud |Making predictions as we read helps |Students will learn that readers |Text Selection: Choose a text that |
| |Review Making Predictions |us understand the story. |naturally make predictions as they |supports the weekly comprehension |
| | | |read. |focus, found in your IPGs. |
| | | | | |
| | | | | |
| | | | | |
| |Model making predictions. Ask | | |Add to and revisit the predicting |
| |questions such as, “Given what the | | |anchor chart with children. (See |
| |author has told us already, what do | | |sample chart on left.) |
| |you think is going to happen in the | | | |
| |story?” | | | |
| | | | | |
| |Shared Reading |Readers use strategies to solve |Students will learn a problem solving|Text Selection |
| |Reading Strategy – Review Beginning |unknown words such as using beginning|strategy when they encounter a | |
| |Sounds |sounds. |reading roadblock. |Chart- What do readers do when they |
| | | | |come to a reading roadblock? |
| | | | | |
| |Remember to imbed the IPG Weekly | | |Model using the strategy and review |
| |Comprehension Focus. | | |chart with students. (See sample to |
| | | | |the left.) |
| | | | | |
| | | | | |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| |Literacy Centers |Readers collaborate and/or work |Students will learn the expectations |For each center teachers need to… |
| |Continuing to Introduce Literacy |independently in specific ways in |and procedures for working |Explain materials and activity. |
| |Centers |each center in order to do their best|successfully in one or more literacy |Model the center activity with a |
| | |learning and thinking. |centers. |student. |
| |Teaching Tip: |Readers and writers keep track of |Students learn that they are held |Provide clear expectations and |
| |As part of your center introduction, |their work in literacy centers. |accountable for doing their best work|procedures using an “I Can” chart. |
| |establish student accountability by | |in literacy centers. |Provide guided practice. |
| |modeling and posting an example of a | | |Provide time for students to practice|
| |completed student work product. | | |independently. |
| | | | |To reinforce successful center |
| |For example, in the Listening Center,| | |experiences for all students, provide|
| |students may draw a picture or write | | |time for students to share and |
| |words about the beginning, middle and| | |self-reflect using the “I Can”. |
| |end of the story. | | | |
| | | | |Guiding Questions: |
| |For example, in the Writing Center, | | |“What is working well?” |
| |students may write a letter to a | | |“What needs to be improved?” |
| |friend, teacher, parent or continue | | | |
| |working on a story from Writer’s | | | |
| |Workshop. | | | |
| | | | | |
|Day 8 |Read Aloud |Making predictions as we read helps |Students will learn that readers |Text Selection: Choose a text that |
| |Making and Adjusting Predictions |us understand the story. |naturally make and adjust predictions|supports the weekly comprehension |
| | |Adjusting our predictions also helps |as they read. |focus found in your IPGs. |
| | |us understand the story. | | |
| | | | | |
| | | | | |
| |Model making predictions. Ask | | |Revisit the predicting anchor chart |
| |questions such as, “Given what the | | |with children. (See sample chart on |
| |author has told us already, what do | | |left.) |
| |you think is going to happen in the | | | |
| |story?” | | | |
| | | | | |
| |Shared Reading |Thinking about meaning helps readers |Students will learn another problem |Text Selection |
| |Reading Strategy – Thinking about |to solve unknown words. |solving strategy when they encounter | |
| |Meaning | |a reading roadblock. |Chart- What do readers do when they |
| |“Does that make sense?” | | |come to a reading roadblock? |
| | | | | |
| | | | |Model using the new strategy and add |
| |Remember to imbed the IPG Weekly | | |to the chart with students. (See |
| |Comprehension Focus. | | |sample to the left.) |
| | | | | |
| | | | | |
| | | | | |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| |Literacy Centers |Readers collaborate and/or work |Students will learn the expectations |For each center teachers need to… |
| |Continuing to Introduce Literacy |independently in specific ways in |and procedures for working | |
| |Centers |each center in order to do their best|successfully in one or more literacy |Explain materials and activity. |
| | |learning and thinking. |centers. |Model the center activity with a |
| |Teaching Tip: |Readers and writers keep track of |Students learn that they are held |student. |
| |As part of your center introduction, |their work in literacy centers. |accountable for doing their best work|Provide clear expectations and |
| |establish student accountability by | |in literacy centers. |procedures using an “I Can” chart. |
| |modeling and posting an example of a | | |Provide guided practice. |
| |completed student work product. | | |Provide time for students to practice|
| | | | |independently. |
| |For example, in the Word Study | | |To reinforce successful center |
| |Center, students may write the words | | |experiences for all students, provide|
| |that they made. | | |time for students to share and |
| | | | |self-reflect using the “I Can”. |
| |For example, in the Big Book Center, | | | |
| |students may hunt for and write words| | |Guiding Questions: |
| |with the IPG phonics focus skill. | | |“What is working well?” |
| | | | |“What needs to be improved?” |
|Day 9 |Read Aloud |Making predictions as we read helps |Students will learn that readers |Text Selection: Choose a text that |
| |Review Making and Adjusting |us understand the story. |naturally make and adjust predictions|supports the weekly comprehension |
| |Predictions |Adjusting our predictions also helps |as they read. |focus, found in your IPGs. |
| | |us understand the story. | | |
| | | | | |
| |Model making predictions. Ask | | | |
| |questions such as, “Given what the | | |Revisit the predicting anchor chart |
| |author has told us already, what do | | |with children. (See sample chart on |
| |you think is going to happen in the | | |left.) |
| |story?” | | | |
| | | | | |
| |Shared Reading |Readers use strategies to solve |Students will learn another problem |Text Selection |
| |Reading Strategy – Review Thinking |unknown words such as thinking about |solving strategy when they encounter | |
| |about Meaning |the meaning. |a reading roadblock. |Chart- What do readers do when they |
| |“Does that make sense?” | | |come to a reading roadblock? |
| | | | | |
| |Remember to imbed the IPG Weekly | | |Model using the strategy and review |
| |Comprehension Focus. | | |the chart with students. (See sample|
| | | | |to the left.) |
| | | | | |
| | | | | |
| | | | | |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| |Literacy Centers |Readers collaborate and/or work |Students will learn the expectations |For each center teachers need to… |
| |Continuing to Introduce Literacy |independently in specific ways in |and procedures for working | |
| |Centers |each center in order to do their best|successfully in one or more literacy |Explain materials and activity. |
| | |learning and thinking. |centers. |Model the center activity with a |
| |Teaching Tip: As part of your center|Readers and writers keep track of |Students learn that they are held |student. |
| |introduction, establish student |their work in literacy centers. |accountable for doing their best work|Provide clear expectations and |
| |accountability by modeling and | |in literacy centers. |procedures using an “I Can” chart. |
| |posting an example of a completed | | |Provide guided practice. |
| |student work product. | | |Provide time for students to practice|
| | | | |independently. |
| |For example, in the Buddy Reading | | |To reinforce successful center |
| |Center, students may work together to| | |experiences for all students, provide|
| |complete a reading response and their| | |time for students to share and |
| |reading log. | | |self-reflect using the “I Can”. |
| | | | | |
| |For example, in the Computer Center, | | |Guiding Questions: |
| |students may work on | | |“What is working well?” |
| |. | | |“What needs to be improved?” |
|Day 10 |Read Aloud/Shared Reading |Readers use more than one strategy at|Students will learn that we can use a|Text Selection: Using a Big Book or |
| |Bringing It All Together! |a time when they read. |variety a strategies as we read. |other shared reading text, review and|
| | | | |connect the skills introduced this |
| |Review: | | |week. |
| |Beginning Sounds | | | |
| |Thinking about Meaning | | |Chart- What do readers do when they |
| |“Does it make sense?” | | |come to a reading roadblock? |
| |Making and Adjusting Predictions | | | |
| | | | |Continue to model all strategies |
| |Teaching Tip: | | |introduced and encourage active |
| |Strategies from week one will also be| | |student participation. |
| |integrated as part of your natural | | | |
| |conversation. | | | |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| |Literacy Centers |We are ready to be independent |Students celebrate the grand opening |Chart-What do Literacy Centers Look |
| |GRAND OPENING!!!! |learners in our literacy centers. |of literacy centers and work |Like/Sound Like? |
| | | |independently in their center/centers| |
| | | |while teacher monitors. |After center time, conduct a whole |
| | | | |group class meeting to reflect on |
| | | | |what went well and what needs |
| | | | |improving. Modify and adjust charts |
| | | | |as needed. |
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|Read Aloud, Shared Reading, Independent Reading & Literacy Centers |
|Day |Minilesson |Key Concepts |Learning Outcomes |Resources Needed |
|Day 11 |Read Aloud |Readers can understand characters by |Students will learn that |Text Selection |
| |Thinking About Character |noting what they say, think, do, and |understanding a character helps them | |
| | |feel. |comprehend the story. |Character Graphic Organizer |
| |Shared Reading |Readers use strategies to solve |Students will learn a problem solving|Text Selection |
| |Reading Strategy – Review Thinking |unknown words such as thinking about |strategy when they encounter a | |
| |About Meaning |the meaning. |reading roadblock. |Chart- What do readers do when they |
| |“Does it make sense?” | | |come to a reading roadblock? |
| | | | | |
| |Remember to imbed the IPG Weekly | | |Model using the strategy and review |
| |Comprehension Focus. | | |the chart with students. (See sample|
| | | | |to the left.) |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| | | | | |
| |Consider highlighting an author or | | | |
| |genre from your classroom library to | | | |
| |motivate students to read widely. | | | |
| |Literacy Centers | | | |
| |Revisit, Revise, add Rigor as needed | | | |
|Day 12 |Read Aloud |Readers can understand characters by |Students will learn that |Text Selection |
| |Review Thinking About Character and |noting what they say, think, do, and |understanding a character helps them | |
| |Introduce Making Connections with |feel. |comprehend the story. | |
| |Characters |Readers make connections to |Students will learn that readers | |
| | |characters in text as they read. |naturally make connections to their | |
| |Model making connections. Ask |(text-to-self) |own lives as they read. | |
| |questions such as, “What do you |Readers can talk about their | | |
| |already know about…?” |connections. | | |
| | | | | |
| |Highlight text-to-self connections. | | | |
| | | | |Generate the beginning of a |
| | | | |connections anchor chart with |
| | | | |children. (See sample chart on |
| | | | |left.) |
| | | | | |
| |Shared Reading |Readers use strategies to solve |Students will learn another problem |Text Selection |
| |Reading Strategy – Look for Chunks |unknown words such as looking for |solving strategy when they encounter | |
| |within a Word |familiar chunks inside unknown words.|a reading roadblock. |Chart- What do readers do when they |
| | | | |come to a reading roadblock? |
| |Remember to imbed the IPG Weekly | | | |
| |Comprehension Focus. | | |Model using the new strategy and add |
| | | | |to the chart with students. (See |
| | | | |sample to the left.) |
| | | | | |
| | | | | |
| | | | | |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| |Literacy Centers | | | |
| |Revisit, Revise, add Rigor as needed | | | |
|Day 13 |Read Aloud |Readers can understand characters by |Students will learn that |Text Selection |
| |Review Thinking About Character and |noting what they say, think, do, and |understanding a character helps them | |
| |Making Connections with Characters |feel. |comprehend the story. | |
| | |Readers make connections to |Students will learn that readers | |
| |Model making connections. Ask |characters in text as they read. |naturally make connections to their | |
| |questions such as, “What do you |(text-to-self) |own lives they read. | |
| |already know about…?” |Readers can talk about their | | |
| | |connections. | | |
| |Highlight text-to-self connections. | | | |
| | | | | |
| | | | |Generate the beginning of a |
| | | | |connections anchor chart with |
| | | | |children. (See sample chart on |
| | | | |left.) |
| | | | | |
| |Shared Reading |Readers use strategies to solve |Students will learn another problem |Text Selection |
| |Reading Strategy – Look for Chunks |unknown words such as looking for |solving strategy when they encounter | |
| |within a Word |familiar chunks inside unknown words.|a reading roadblock. |Chart- What do readers do when they |
| | | | |come to a reading roadblock? |
| |Remember to imbed the IPG Weekly | | | |
| |Comprehension Focus. | | |Model using the new strategy and add |
| | | | |to the chart with students. (See |
| |Remind students readers naturally | | |sample to the left.) |
| |combine several strategies to solve | | | |
| |unknown words. Model using a | | | |
| |combination of strategies and | | | |
| |encourage students to do the same. | | | |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| |Literacy Centers | | | |
| |Revisit, Revise, add Rigor as needed | | | |
|Day 14 |Read Aloud |Readers can understand characters by |Students will learn that |Text Selection |
| |Review Thinking About Character and |noting what they say, think, do, and |understanding a character helps them | |
| |Making Connections with Characters |feel. |comprehend the story. | |
| | |Readers make connections to |Students will learn that readers | |
| |Model making connections. Ask |characters in text as they read. |naturally make connections to their | |
| |questions such as, “What do you |(text-to-self) |own lives they read. | |
| |already know about…?” |Readers can talk about their | | |
| | |connections. | | |
| |Highlight text-to-self connections. | | | |
| | | | | |
| | | | |Generate the beginning of a |
| | | | |connections anchor chart with |
| | | | |children. (See sample chart on |
| | | | |left.) |
| | | | | |
| |Shared Reading |Readers use strategies to solve |Students will learn another problem |Text Selection |
| |Reading Strategy – Look for Chunks |unknown words such as looking for |solving strategy when they encounter | |
| |within a Word |familiar chunks inside unknown words.|a reading roadblock. |Chart- What do readers do when they |
| | | | |come to a reading roadblock? |
| |Remember to imbed the IPG Weekly | | | |
| |Comprehension Focus. | | |Model using the new strategy and add |
| | | | |to the chart with students. (See |
| |Remind students that readers | | |sample to the left.) |
| |naturally combine several strategies | | | |
| |to solve unknown words. Model using a| | | |
| |combination of strategies and | | | |
| |encourage students to do the same. | | | |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| |Literacy Centers | | | |
| |Revisit, Revise, add Rigor as needed | | | |
|Day 15 |Read Aloud/Shared Reading |Thinking about your thinking is a |Students will learn that as readers |Text Selection: Using a Big Book or |
| |Bringing It All Together! |skill that is developed through |we are capable of thinking in many |other shared reading text, review and|
| | |practice. |different ways. |connect the skills introduced this |
| |Review: | | |week. |
| |Thinking About Character | | | |
| |Making Connections (Text-to-Self) | | | |
| |Does That Make Sense? | | |Chart- What do readers do when they |
| |Look for Chunks | | |come to a reading roadblock? |
| | | | | |
| |Teaching Tip: | | | |
| |Strategies from week one and two will| | | |
| |also be integrated as part of your | | | |
| |natural conversation. | | | |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| |Literacy Centers | | | |
| |Revisit, Revise, add Rigor as needed | | | |
| |
|Read Aloud, Shared Reading, Independent Reading & Literacy Centers |
|Day |Minilesson |Key Concepts |Learning Outcomes |Resources Needed |
|Day 16 |Read Aloud |Readers consider the reasons why an |Students will learn that authors make|Text Selection |
| |Author’s Purpose |author chose to write a particular |conscious decisions about what to | |
| | |piece. |write and how to write a particular |Chart – Author’s Purpose |
| | | |piece. | |
| |Shared Reading |Readers use strategies to solve |Students will learn to monitor their |Text Selection |
| |Reading Strategy – Go Back and Reread|unknown words such as rereading to |reading by rereading to maintain | |
| | |maintain meaning |meaning when meaning breaks down. |Chart- What do readers do when they |
| |Remember to imbed the IPG Weekly | | |come to a reading roadblock? |
| |Comprehension Focus. | | | |
| | | | |Model using the new strategy and add |
| | | | |to the chart with students. (See |
| | | | |sample to the left.) |
| | | | | |
| | | | | |
| | | | | |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| | | | | |
| |Consider highlighting an author or | | | |
| |genre from your classroom library to | | | |
| |motivate students to read widely. | | | |
| |Literacy Centers | | | |
| |Revisit, Revise, add Rigor as needed | | | |
|Day 17 |Read Aloud |Readers consider the reasons why an |Students will learn that authors make|Text Selection |
| |Review Author’s Purpose and Introduce|author chose to write a particular |conscious decisions about what to | |
| |Reading Response |piece. |write and how to write a particular |Add to Chart – Author’s Purpose |
| | |One of the ways readers think about |piece. | |
| | |their reading and make their thinking|Students learn basic elements of a |Chart – A Quality Reading Response… |
| |Teacher models writing a reading |public is writing about the books |quality reading response so they can | |
| |response that connects with the |they read. |think critically and write about | |
| |comprehension focus. | |books they are reading. | |
| | | | |Provide sentence stems (See sample on|
| | | | |left.) |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |Shared Reading |Readers use strategies to solve |Students will learn to monitor their |Text Selection |
| |Reading Strategy – Go Back and Reread|unknown words such as rereading to |reading by rereading to maintain | |
| | |maintain meaning |meaning when meaning breaks down. |Chart- What do readers do when they |
| |Remember to imbed the IPG Weekly | | |come to a reading roadblock? |
| |Comprehension Focus. | | | |
| | | | |Model using the strategy and review |
| | | | |the chart with students. (See sample|
| | | | |to the left.) |
| | | | | |
| | | | | |
| | | | | |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| |Literacy Centers | | | |
| |Revisit, Revise, add Rigor as needed | | | |
|Day 18 |Read Aloud |Readers consider the reasons why an |Students will learn that authors make|Text Selection |
| |Review Author’s Purpose and Review |author chose to write a particular |conscious decisions about what to | |
| |Reading Response |piece. |write and how to write a particular |Add to Chart – Author’s Purpose |
| | |Understanding an author’s purpose |piece. | |
| | |supports a reader’s comprehension. |Students will learn that |Chart – A Quality Reading Response… |
| |Teacher facilitates a shared writing |One of the ways readers think about |understanding an author’s purpose | |
| |of a reading response that connects |their reading and make their thinking|prepares them for reading and | |
| |with the comprehension focus in order|public is writing about the books |understanding the text. | |
| |to gradually release the |they read. |Students learn basic elements of a | |
| |responsibility to the students. | |quality reading response so they can | |
| | | |think critically and write about | |
| | | |books they are reading. | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |Shared Reading |Readers use strategies to solve |Students will learn to monitor their |Text Selection |
| |Reading Strategy – Review Go Back and|unknown words such as rereading to |reading and are introduced to | |
| |Reread |maintain meaning |rereading as a strategy for |Chart- What do readers do when they |
| | | |maintaining meaning. |come to a reading roadblock? |
| |Remember to imbed the IPG Weekly | | | |
| |Comprehension Focus. | | |Model using the strategy and review |
| | | | |the chart with students. (See sample|
| | | | |to the left.) |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| |Literacy Centers | | | |
| |Revisit, Revise, add Rigor as needed | | | |
|Day 19 |Read Aloud |Readers consider the reasons why an |Students will learn that authors make|Text Selection |
| |Review Author’s Purpose and Review |author chose to write a particular |conscious decisions about what to | |
| |Reading Response |piece. |write and how to write a particular |Add to Chart – Author’s Purpose |
| | |Understanding an author’s purpose |piece. | |
| | |supports a reader’s comprehension. |Students will learn that |Chart – A Quality Reading Response… |
| | |One of the ways readers think about |understanding an author’s purpose | |
| | |their reading and make their thinking|prepares them for reading and | |
| | |public is writing about the books |understanding the text. | |
| | |they read. |Students learn basic elements of a | |
| | | |quality reading response so they can | |
| | | |think critically and write about | |
| | | |books they are reading. | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |Shared Reading |Readers use strategies to solve |Students will learn to monitor their |Text Selection |
| |Reading Strategy – Review Go Back and|unknown words such as rereading to |reading and are introduced to | |
| |Reread |maintain meaning |rereading as a strategy for |Chart- What do readers do when they |
| | | |maintaining meaning. |come to a reading roadblock? |
| |Remember to imbed the IPG Weekly | | | |
| |Comprehension Focus. | | |Model using the strategy and review |
| | | | |the chart with students. (See sample|
| | | | |to the left.) |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| |Literacy Centers | | | |
| |Revisit, Revise, add Rigor as needed | | | |
|Day 20 |Read Aloud/Shared Reading |Thinking about your thinking is a |Students will learn that as readers |Text Selection: Using a Big Book or |
| |Bringing It All Together! |skill that is developed through |we are capable of thinking in many |other shared reading text, review and|
| | |practice. |different ways. |connect the skills introduced this |
| |Review: | | |week. |
| |Author’s Purpose | | | |
| |Go Back and Reread | | | |
| | | | | |
| | | | | |
| |Teaching Tip: | | | |
| |Strategies from week one, two and | | | |
| |three will also be integrated as part| | | |
| |of your natural conversation. | | | |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| |Literacy Centers | | | |
| |Revisit, Revise, add Rigor as needed | | | |
[pic]
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Thoughts That Come to Mind When I Predict
• I think…
• Oh no!
• I predict that…
• I wonder if…
• I know what’s going to happen!
What Do Readers Do…?
• Get your mouth ready
What Do Readers Do…?
• Get your mouth ready
• Think, “Does that make sense?”
• Look for chunks
What Do Readers Do…?
• Get your mouth ready
• Think, “Does that make sense?”
• Look for chunks
What Do Readers Do…?
• Get your mouth ready
• Think, “Does that make sense?”
• Look for chunks
Student Accountability in Literacy Work Centers
Decide on how your students will keep track of their work in literacy centers. (Work folders, learning logs, response journals, etc.)
Accountability at literacy work centers can be determined from student’s work products, discussion participation, and teacher anecdotal notes.
Student accountability work products should be adjusted throughout the year as students learn and internalize new skills and strategies.
Model and discuss these expectations.
What Do Readers Do…?
• Get your mouth ready
• Think, “Does that make sense?”
• Look for chunks
• Go back and reread
What Do Readers Do…?
• Get your mouth ready
• Think, “Does that make sense?”
• Look for chunks
• Go back and reread
What Do Readers Do…?
• Get your mouth ready
• Think, “Does that make sense?”
What Do Readers Do…?
• Get your mouth ready
Thoughts That Come to Mind When I Predict
• I think…
• Oh no!
• I predict that…
• I wonder if…
• I know what’s going to happen!
Thoughts That Come to Mind When I Predict
• I think…
• Oh no!
• I predict that…
• I wonder if…
• I know what’s going to happen!
Thoughts That Come to Mind When I Connect
• That reminds me of…
• I remember when….
• That’s like…
• I felt that when…
• This story is like…
What Do Readers Do…?
• Get your mouth ready
• Think, “Does that make sense?”
What Do Readers Do…?
• Get your mouth ready
• Think, “Does that make sense?”
What Do Readers Do…?
• Get your mouth ready
• Think, “Does that make sense?”
• Look for chunks
• Go back and reread
What Do Readers Do…?
• Get your mouth ready
• Think, “Does that make sense?”
• Look for chunks
• Go back and reread
Sentence Leads For Reading Response Journals
o I think the author wrote this because…
o The author was trying to…
o I like the part when ___ because…
o (Character, Place, Event) reminds me of ___ because…
o I think…
o In the story…
o I wonder…
o If I were the author I would…
Things to Consider:
1. How will students organize their work from literacy centers?
2. Where will completed products be placed?
3. Will students turn in every work product?
4. What will students do with incomplete work?
Remember these Guiding Statements:
Our literacy centers are organized in a specific way to help us do our best learning and thinking.
We are all responsible for taking care of our literacy centers.
Students will learn how to maintain, use, share, clean up and manage materials appropriately in literacy centers.
“Thinking and Talking With a Partner”
• Partners use quiet voices
• Partners take turns talking
• Partners listen to one another
• Partners respect each other’s thinking
Thoughts That Come to Mind When I Predict
• I think…
• Oh no!
• I predict that…
• I wonder if…
• I know what’s going to happen!
Thoughts That Come to Mind When I Connect
• That reminds me of…
• I remember when….
• That’s like…
• I felt that when…
• This story is like…
Thoughts That Come to Mind When I Connect
• That reminds me of…
• I remember when….
• That’s like…
• I felt that when…
• This story is like…
Sentence Leads For Reading Response Journals
o I think the author wrote this because…
o The author was trying to…
o I like the part when ___ because…
o (Character, Place, Event) reminds me of ___ because…
o I think…
o In the story…
o I wonder…
o If I were the author I would…
Sentence Leads For Reading Response Journals
o I think the author wrote this because…
o The author was trying to…
o I like the part when ___ because…
o (Character, Place, Event) reminds me of ___ because…
o I think…
o In the story…
o I wonder…
o If I were the author I would…
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