Reading Unit of Study Kindergarten: Launching the Reading Workshop, Unit 1 Kindergarten Launching the Reading Workshop Unit 1 6/15/2015

Transcription

1 Kindergarten Launching the Reading Workshop Unit 1 6/15/2015

2 Table of Contents Background Section Abstract... 1 Background Information... 2 Sample Unit Section Resources and Materials Needed... 3 Why a script?... 4 Overview of Sessions Teaching and Learning Points... 5 Routines and Rituals... 6 Read Aloud (Interactive Read Aloud)... 8 Lesson Plans... 9 Resource Materials Section See Separate Packet Please note: A unit may have additional information under the background section.

3 Abstract Unit one in Kindergarten is our chance to invite children into the world of reading so, that by the end of September, they see themselves as part of a larger reading community and also see themselves as readers in that community. The hope is that readers will acquire confidence around selecting books, develop a sense of story and meaning through reading pictures across books and gain information as well as find numerous ways to talk and read with other readers in reading partnerships. These are all habits readers share no matter what their age. This unit will inspire a love for reading while balancing the teaching of reading process work. In this unit and all that follow, teachers will demonstrate that reading is always about thinking about the text while their eyes are busy looking at the text. Over time readers will use pictures and words to read their text page by page to build their reading stamina. In narrative text, readers can become the characters through pictures, which will add engagement and liveliness, but will also set kindergarteners in the shoes of their characters ultimately helping them to think about the meaning making that runs along narrative print. In informational text, readers will learn to acquire as much information as possible about their topics of interest through pictures, photographs and diagrams and in turn teach others all they have learned. Partnerships will meet the very first day of reading workshop, however these meetings, initially will be randomly selected by readers or the teacher. Possibly, just partnered by who is sitting nearest. Partnerships may feel short lived and casual within the first weeks of unit one. However, near the third to fourth week, once we have had the time to get to know our readers a little deeper, partnerships will lift in rigor and importance by having a partnership that lasts across numerous days or weeks. Emphasis will be placed on partnerships by having partners meet after the mini- lesson with independent reading following. Readers will learn strategies for planning, sustaining and utilizing their partnerships. Readers will see that it is essential to share their reading and thinking with others. The conclusion of Unit one is marked by a celebration when students reflect and/or share their work and growth as readers. The purpose is to pull this community of readers together and take stock of all the learning before turning a corner toward unit two. Although most of your Kindergarteners will not be conventional readers at this time of year, the intent of this unit is that they recognize themselves as people who read, share reading and share their thinking through talk! Important Note: As you move through this unit you will want to insert instruction about procedures, management and expectations for reading workshop as needed. This instruction could take place during the mid- workshop teach or during the share. This unit will not teach students how to sit on the carpet day one and then on subsequent days teach students how to hold a book and turn the pages. Rather, this unit will immerse students into the act of reading and ask teachers observe their students behaviors and make teaching decisions based on these observations. 1

4 Background Section A teacher can expect that there will be a wide range of behaviors for reading, thinking and talking within the reading workshop. A kindergarten reader may be entering school for the very first time, or may have been in a school- like setting for years. Given the readers who enter your door, it will be important to think about how you want your classroom arranged to help with the routines and procedures outlined in the unit. The belief is that every reader has lived a reading life. For some, that reading life is extensive even for a five year old and for others their reading life may be speckled with success with reading environmental print or recognizing a letter. It is important that all readers are invited, given their previous reading life, to join this literate community. Access to books is going to be critically important. This unit is built with the assumption that readers have access to 5-10 books of varied genre and type (Leveled books, Emergent/Sulzby/STAR Storybooks, Informational, Series, Favorites, Counting books, ABC books, etc.) every day. Quantity really does matter here. The more books we can allow readers to choose during the independent reading time, the longer readers will read. This makes time for conferences, small group work and differentiated reading support. It is recommended, however, that teachers think about the need for a separate small group time outside of the reading workshop if most readers are working on letter recognition and sound correspondence. Until most readers are reading at levels C+, small group work during Choice Time or Literacy Stations may be needed, outside of reader s workshop time, to support early literacy skills such as: letter recognition, and sound correspondence. At the beginning of the year, teachers may choose to have crates of books at the students tables for book selection. However, students will eventually move to having individual book baggies as the months progress. Possible ways to organize book crates at the beginning of the year: Kindergarteners at the beginning of the year will most likely will be selecting books out of crates or bins that may be at their tables or in designated spaces. After students begin to understand the process of selecting books, they can begin to move to private book bins. Crates can consist of Sulzby, favorites, shared reading poems, etc. Independent reading will be structured and planned to read books in the crates with an appropriate purpose Once students move to individual book bins they can begin to select books from the classroom library. The following provides information as to how to use book baggies and the number of books students should be selected at various reading levels. 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 Levels DRA Levels Number of Books A- C level readers A books D- K level readers books L- N level readers books O- Q level readers chapter books, informational and favorites These baggies will be altered each week (approximately) until shopping routines are taught. 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. 2

5 Resources and Materials Needed Teacher Resources: Teacher s favorite text: leveled books, classics (nursery rhymes), favorites (Curious George, Make Way for Ducklings, etc.), counting books, ABC books, informational books, etc. in a basket that matches readers tabletop baskets used for demonstrations. Table top baskets that contain: leveled books, classics, favorites, counting, ABC, and informational. Leveled library of books A- D initially, access to higher levels should you learn readers are reading at higher reading levels. Emergent/Sulzby story books read aloud four times throughout Unit 1, before Unit 2 Chart paper for anchor charts (See Resource Packet for Examples) Post- it notes/sticky notes Easel or place to create charts Talk with preschool teachers if possible to select titles utilized from previous school year or survey parents as to favorite books before school begins. Plan to arrange these titles along with your favorites in mixed bins/baskets on table tops so that readers can select from numerous titles during independent reading. Your hope is that readers will see familiar text or familiar concepts represented in the baskets they will have access to. Meeting area Teacher created conferring log (See Resource Packet for example.) Teacher created letter to parents and students asking students to bring in a few of their favorite books in a Ziploc baggie for first few days of workshop. None of the book titles suggested in these lessons are needed if you have titles which match the suggested books genre and characteristics. In other words, there are thousands of books that would work during demonstrations and throughout your mini- lesson. The titles in lessons are all suggestions to help you make choices beyond our recommendations. Professional Resources: Calkins, L. (2001). The Art of Teaching Reading. Boston. Allyn and Bacon. Calkins, L ( ). A Curricular Plan for Reading Workshop, Kindergarten. Portsmouth, NH: Heinemann.for first few days of workshop. Collins, K. (2004(. Growing Readers: Units of Study in the Primary Classroom. 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. 3

6 Why 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 reading coach for teachers. Teachers, whether new to the teaching to reading workshop, or new 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, shared reading and writing, and interactive writing. Teachers should make every effort to include all components of a balanced literacy program into their language arts block. Reading and Writing workshops 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- lesson- A 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 The 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 Work- Partnership 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 Component Each 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). 4

7 Overview of Sessions Teaching and Learning Points Alter this unit based on student needs, resources available, and your teaching style. Add and subtract according to what works for you and your students. Concept I: Session 1 Session 2 Session 3 Session 4 Session 5 Session 6 Concept II: Session 7 Session 8 Session 9 character. Session 10 Session 11 Session 12 Session 13 Session 14 Concept III: Session 15 Session 16 Session 17 Session 18 Session 19 Readers build useful habits for a lifetime of reading. Readers choose books they want to read and share those books with others. Readers use their imagination to build adventures. Readers care for books by picking them up by the spine and selecting them and putting away carefully. Readers change their voice volume to fit their reading job. Readers read every day and know ways to read for longer and longer stretches of time. Readers make a plan for books to read based on what they feel like reading and learning about. Readers use pictures and words to read their books Readers read words they know by looking, pointing and saying one word at a time. Readers read the words they know and have ways of sharing their word knowledge with partners. Readers pretend to be the characters in their books by studying the pictures and acting out the Readers use pictures and think about what they already know to read and talk about informational text Readers use gestures to teach the information they ve learned in informational reading. Readers read informational text by sounding like an expert. Readers read and sound like a storyteller when reading a book they know well. Readers read text by connecting what is repeated in pictures and words and by using the word THEN... Readers share their reading and thinking with others. Readers make plans for their time together by taking turns talking and reading. Readers make plans for their time together by choosing what to talk about; acting out characters or teaching informational text. Readers use familiar parts and words they know to help other readers read on. Readers show interest in what others are saying by looking at the person and saying something back. Readers celebrate their reading success by sharing it with others. 5

8 Routines and Rituals: Building a Community of Independent Readers Reading 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. Kindergarteners may need additional sessions on management and routines. The following are a collection of routines and rituals teachers may want to review. Select based on students needs. Routines Opening Routine Mini- Lessons Sending children off to work Independent work time Closing Routine or Share Partnerships Opening Routine Beginning Each Day s Reading Instruction Meeting area/ Room arrangement Signal for students to meet for reading workshop What to bring to meeting area Partnerships at meeting area Mini- lessons The Fuel for Continued Growth Student expectations as they participate in a mini lesson Partnership guidelines How students sit during a mini- lesson and share Sending Children Off to Work Transition from Mini- lesson to Work Time Expectation to go off and get started working Dismissal options Independent work time Students working on their own Assigned reading spots Getting started Students work initially without teacher guidance and/or conference Nature of Children s Work Reading focus Role of Mini- lesson Conversations in Reading Workshop: productive talk, silent reading time & whole- class intervals for partnership talks Signal for noise volume Mid- Workshop Flexible reading groups (strategy or guided reading) Teacher conferences Productivity early in the year, later in the year (expectations) 6

9 Routines and Rituals: Building a Community of Independent Readers, Continued 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 Session Signal to meet Share session at meeting Area Celebration of Growth Partnership Routine Being an Effective Partner It is recommended that several mid- workshop teaching points focus on teaching students how to build effective partnerships. Turning and Talking discussing something with a partner per teacher s guidance Who goes first? Compliments can be helpful when they are specific Constructive suggestions people can be sensitive about their work, so it s best to ask questions or give suggestions in a gentle way One helpful way to listen (or read) a partner s work is to see if everything is clear and makes sense How partners can help us when we are stuck Effective questions to ask partners If 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 partner 7

10 Read Aloud with Accountable Talk (Interactive Read Aloud) Read- 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 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 of possible foci within the 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 Continuum September October November Unit of Study Launching the Reading Workshop Emergent Story Book Readers Use Strategies to Read Read Aloud Books Utilize narrative and informational text equally making sure emergent story books are read 4 times per title. See Resource Material Packet for information on Emergent Storybook Reading. Utilize emergent/sulzby story books initially, use narrative and informational text the last weeks, as well as leveled readers, which include pattern books Utilize informational text and narrative, as well as leveled readers, which include pattern books Read Aloud Focus Readers love to read and reread their favorite books (Sulzby/Emergent Story books) Readers use the pictures to read stories in their own way, using a storyteller's voice Readers read informational text using a teaching voice Readers pay attention to details in pictures to help think about the text Readers read informational text and find gestures to help teach what was learned Readers act out characters feelings, actions, dialogue Readers connect pages by saying this page goes with this page because Readers read using their best storytelling voice Readers voices match the characters feelings, actions and dialogue Readers find their way in stories by remembering what happens next Readers act out scenes from their favorite stories Readers faces show reactions to learning new information Readers talk with other readers about the books they are reading Readers make connections across stories and throughout a story Readers remember the way a book goes Readers notice and talk about story elements Readers retell across their fingers Readers tell other readers what they are learning from informational text Readers notice patterns in books Readers use the patterns in books to read the next page and the next page Asking whats going on here 8

11 Lesson Plan Session 1 Concept I Readers build useful habits for a lifetime of reading. Readers choose books they want to read and share those books with others. Materials Teacher s favorite text: story, informational books in a basket that matches readers tabletop baskets Create Anchor Chart with catchy title: We are Readers - Add teaching points and icons to help remind readers of the teaching. Not all teaching points need to be added. See examples of charts in Resource Packet Table top baskets that contain: leveled books, classics, favorites, counting, ABC, and informational (See Teacher Resources) Copy of teacher created conferring log Tips The intent of this unit is for kindergarteners to be immersed in the act of reading. The pace of this unit may feel rushed but the intent is not to rush the reading instruction. Pretend reading is o.k. at this point in their reading lives. Students are not expected to be readers at the end of this unit. Remember to adjust this unit based on your students needs. Note on partnerships- partnerships begin in this first session. The intent is to get students to begin to talk to others about their books. If students need additional support on how to turn and talk additional sessions may be added. The MAISA writing unit 1- Oral Language is a nice companion unit to do alongside this unit since it works specifically on partnerships and talk. Please see the Resource Material Packet for Assessment Checklist to be used during the unit Talk with preschool teachers if possible to select titles utilized from previous school year or survey parents as to favorite books before school begins. Plan to arrange these titles along with your favorites in mixed bins/baskets on table tops so that readers can select from numerous titles during independent reading. Your hope is that readers will see familiar text or familiar concepts represented in the baskets they will have access to. More baskets and books makes for easier management and selection Teacher could quantify how many books readers choose to get started ie Select 3 books and place them on your table Prewrite anchor chart title We are Readers (or your own title) and teaching point on large post- it or paper to add to anchor chart daily Plan to send letter home inviting parents to end of unit celebration if you are inclined to do so. See Session 19 Expect that independent reading time, at this time, will only last 3-5 minutes based on the stamina of your students. Partnership time will also be very brief during this initial unit. Teachers may want to have a lesson or demonstration prior to this session regarding book handling. Book baskets could be made available outside of Readers Workshop time to allow students time to become familiar with books. Based on book resources. Connection Readers, we are just getting to know each other and I am so excited to be meeting for our first day of reader s workshop! Being a reader, means that you have so many choices to make about the kinds of books or text you ll read, for the rest of your life. It reminds me of how my family and I love to go out for dinner. There are so many choices for restaurants! Some days we feel like eating at our favorite place, 9

12 where everyone already knows what to order before we even arrive. Some days we feel like trying something new; we might try a new pizza place or new steakhouse and we really don t know what we ll find before we open the door. We have all these choices. So as a family, we stop and think (tap head, looking up) What do we feel like eating? Choosing books is like that. Readers have all these choices (gesture to your favorites in basket or hold up thinking aloud and taping your head) to make about which books they would like to read. Some days, readers feel like reading their favorite, familiar stories...the ones they ve read many times. But on other days, readers feel like trying something new, maybe a text they have never read before. When readers make choices for their reading after some thinking about what they feel like reading, they will likely enjoy themselves as they read. Today I want to show you how readers make choices for the books they want to read so that you, too, can enjoy the books you choose to read. Teach Watch me as I show you how I make choices for the books I want to read. I m going to show you what it looks like to be a reader making choices. Wow! There are a lot of book choices in this basket, I see a book about snakes, another about kites...oh I see my favorite book from when I was little, The Little Red Hen. (Pause, Tap head to show thinking) Hum, what do I feel like reading? I think I will start with The Little Red Hen, I know that story so well, it was read to me many times. When I m finished reading The Little Red Hen, though, I really want to go back to read the book about Kites. I love flying kites! Readers, did you see how I was thinking about the books in the basket and I was thinking about what I felt like reading. I was so happy to see a favorite book I knew but I was also happy to read something else that was new to me about kites. Just like choosing restaurants, readers think about what they want to read or feel like reading and make choices for their reading. Active Engagement Now I d like you to practice thinking about what you d like to read and make a choice based on the books I m going to show you. You are going to have to think, just as I did, you might even tap your head to show me that you are thinking about the choices you have. (Teacher holds up several pre- selected books and begins placing them on the easel ledge.) Think to yourself, do I want to read a book I see that is a favorite? Think, do I want to read a book where I will learn something new? Think, do I want to read this book I ve never seen before? Tap your head as you are thinking and when you ve made a choice, just point to the book you d like to read first, (option could be to number books using post- its, have children show with fingers the numbered book of choice) if these were the books in your basket. (Pause and wait for readers to think, tap heads and finally point at the display of a few mixed genre text that would interest your students are lined up on your easel, lap or ledge). I see Ellie pointing to the fairy tale Snow White, I see Evan pointing to the book about dirt bikes, many of you were pointing to the book about puppies. Did you see how you stopped and thought, tapping your head. You were thinking about what you d like to read. Readers do that all the time. They think about what they feel like reading before they choose a book. You are going to do this work on your own today during independent reading. Link Today, I showed you what it looks like to be a reader making choices for what you would like to read. You watched me and then you tried it. You all thought (tapping head) about your choices and then pointed to the book you felt like reading. Back at your seats, you have baskets filled with all kinds of books. You will need to be polite and take turns as you and your reading friends think about what you would like to read. When you have made a choice about a book you d like to read. Pull it out of the basket, set it flat on your desk and begin to turn the pages. When you are finished reading your first book put it carefully back in the crate, and you can make another choice. 10

13 Mid- Workshop I ll be watching and taking notes (show conference records) as you work on your own to make choices. I ll watch for readers who stay at their table, near their basket, think, and choose a book and begin to read it. I may even stop to talk to you about why you chose the book you are reading. Is it a favorite? A new one? Are you excited for what it is about? I am so interested in seeing the choices you make and learning about you as a reader! Readers please look this way, I was just talking with Ethan, and he shared that he thought about reading a book he knew, it was The Three Little Pigs, but instead he chose to read this book on monster trucks because he had never read this book. He might want to read The Three Little Pigs, after he finishes this book on monster trucks. He will just carefully put the monster truck book back in its crate and pull his second choice. As a reader, he is thinking about what he would like to read and making choices for what he will read first, and second and next. You will forever have choices to make about your reading. Readers choose books they want to read every day. This time could also be used to teach a procedure, routine or expectation. Partnerships You may need to pull students back to meeting space. Have them bring a book to share. Readers, every day in reading workshop we will talk with other readers about the reading we are doing and the reading work we are trying, for today, will you just share with the person sitting close to you, one book you chose to read and tell them why you decided to read it. Why did you feel like reading that book? Tell your neighbor and show them the book. You probably read more than just one book...but tell your partner about one of the books you read, you might say I read this book because I love Cinderella or I read this book because my favorite thing to do is swim and this is book all about swimming. Readers share the books they choose and why they choose them...will you try this now, talk with your partner about your book. I will come and listen in. After the Workshop Share Readers, today you made all kinds of choices for your reading time. I saw Joe reading a book about race cars but then he chose a Curious George book. And I saw, Anna reading Cinderella but I also saw her reading a book about horses. They were making choices for their reading time and reading books they wanted to read. I wrote that down (holding up conference notes) because as you were making choices, I was learning about you as readers. An important thing to remember about this work is that you might not have gotten the time today to read every book you wanted. Will told me that he didn t get to read the Lego book that Brayton was reading. That is going to happen. You might have to wait until the next day or even the next, because there are a lot of readers here, wanting to read our books. You might have to be patient and wait for that favorite book or new book to become available from another reader...that happens to readers all the time. Let s create a chart to help us remember our work as readers. Charts should be co- constructed with students Sample Anchor Chart WE ARE READERS! Readers make choices 11

14 Lesson Plan Session 2 Concept I Readers build useful habits for a lifetime of reading. Readers use their imagination to build adventures. Unfamiliar big book or picture book (Rain Talk by Mary Serozo is used as an example in this session) We are Readers- Anchor Chart Materials Tips Lessons can always be rearranged based on observations from previous lessons. Management lessons could be more of a priority than this lesson s teaching point. Management lessons should be woven with reading habits that build process; alternating focus across the unit is helpful. Management lessons can be easily woven into the mid- workshop teaching point, conferences, strategy groups or share time. This lesson should not be the first time your students are turning and talking to each other. Other areas for this work would be during Read Aloud with Accountable talk or during writers workshop. This teaching point could be reinforced during shared reading. Based on your classroom needs you could repeat this lesson over another day or use mid- workshop teach to reinforce. Connection Readers, when I was a little girl, my dad built a tree house for me and my sister in a backyard tree. We loved to climb up that tree and sit in this little wood house above the grass and shrubs. We would pretend to be mommy s living in a house taking care of our babies. Or sometimes we would pretend that we were lost in a forest and running from the yard monsters (which were actually big daddy- long- leg spiders) who were living in our tree. Our tree house helped us imagine or pretend big adventures. We really weren t mommies and there really weren t yard monsters. We made it up using our imaginations and the tree house, our dolls and the living creatures we saw. You can do this as a reader with the books you read, too. Yesterday you chose books you wanted to read and I noticed that some readers would turn pages quickly, barely looking at the pictures and text. Readers were skipping pages or just looking at the cover and putting the book back without actually taking the time to read it in a way that built the story (This could be dramatized). But, I want to teach you that readers can use their imaginations to build adventures in the books they are reading. Teach Readers, I want you to watch me as I show you how I choose my book and then use my imagination to build an adventure in a book I have never read by 1. Turning every page carefully 2. Looking at the picture. 3. Thinking about an adventure I could imagine. Watch and listen as I tell you my adventure because you are going to try this, too. (Use a big book or text that would be unfamiliar to readers) Oh, I want to read this book. I have never read it. Ok, I need to use my imagination to build an adventure... First (use gesture with finger for first)i have turn each page carefully, Second(gesture)look at each page carefully and third(gesture) think about an adventure I could imagine. I am going to start right here looking at the cover. I see a girl and rain and a dog and she s holding an umbrella...so it is rain... (turn cover and each title page) Let me see, there is a girl looking up at rain falling...she has an umbrella on her arm...ok here is my adventure...jenny looked up and saw that it was raining (turn page, pause a bit and talk about picture but make the story creation look appear thoughtful but simple) She was on a walk with her dog Gus when it started to rain. She thought about opening her umbrella, but it was a warm day and she liked the cool drops of 12

15 water on her skin... Readers, do you see how I am first turning each page carefully, second I am looking at the pictures and third I am using the pictures to make an adventure in my mind. I m looking at the pictures and thinking about what is happening and I m using my imagination turning every page as I read. If I were to read the words here at the bottom, my adventure may not match exactly, but as we are learning to become stronger readers, we can choose new books and read them by using our imagination; turning every page, look at the pictures thinking carefully about what would make sense from the picture. Active Engagement Now it is your turn to try this work. I am going to turn the next page of this story and I want you to think about the next part of this adventure. When you have an idea for what is happening in this adventure, show me a thumbs up (Give thinking time, wait for most thumbs to go up). Now readers, I d like you to turn and tell the person sitting next to you what your adventure idea was. (Teacher is up off of teacher chair and listening into readers conversation). Readers, I heard so many imaginations working. I heard Derek say that Jenny walked through her backyard getting very wet and I heard Logan s imagination when she said that Jenny s dog was thirsty and stopped to get a drink from the raindrops. You were making up an adventure using the pictures and reading a book you had never read. Didn t it sound like a real story? We were readers, using our imagination, turning every page carefully, looking at the pictures to make an adventure. Link As you are reading, I will be watching for readers who are doing this work. You ll see me taking a few notes about what I see and hear and I m hoping I will hear quiet voices imagining adventures to themselves from their pictures. You can do this! You can look through your basket of books, choose a new book, and think to yourself, what adventure do I see or imagine from these pictures? You might choose a book and realize you know the words on the page and you may decide to just read the words in the book. But there will be books that are new to you or just a little familiar so I want you to try this work remembering to turn every page carefully...from the front all the way to the very last page, look at the pictures to make an adventure. This is what readers do. Mid- Workshop Readers, I have heard so many of you using your imagination and you are building adventures by looking carefully at the pictures, turning every page. If you haven t tried this yet, please do so quickly, because we will be meeting with other readers to talk about the books we chose and how we were able to build an adventure from the pictures. This time could also be used to teach a procedure, routine or expectation Partnerships Readers, today with your neighbor, will you each share the book you read using your imagination. Tell your partner which book it was and tell them a little about the adventure you created from the pictures as you turn every page. Be sure to compliment turn taking and talking. After the Workshop Share Today you watched me use my imagination to read this book (hold up demonstration text), making up my very own adventure using the pictures, just like I use to use my imagination with my sister in our tree house. I then watched all of you and I listened as you, too, used your imagination to build adventures. I m going to add to our chart We are Readers. We ll add Readers use their imagination to build adventures I already wrote this on my big pink post- it note and sketched a little person thinking up the adventure and turning every page to remind us that we must do this work on every page as we read. Charts should be co- constructed with students Sample Anchor Chart WE ARE READERS! Readers make choices Readers use their imagination to build adventures 13

16 Lesson Plan Session 3 Concept I Readers build useful habits for a lifetime of reading. Readers care for books by picking them up by the spine and selecting them and putting away carefully. Basket of books with mixed genre that looks like the ones readers are selecting from; well organized Basket of books mixed genre that looks like the ones readers are selecting from except it is a mess (books hanging out, upside down, turned backwards, piled etc.) Make sure it is a basket you made up and not one from the students tables. (Intentionally: no hurt feelings here) Hidden from class Materials Book with torn page or cover Empty crate Chart We are Readers add, Readers Care for Books Basket labeled Book Hospital with hospital icon Tips This is a management lesson. Many may be needed or few depending on your group. Either way they can and should be woven into all the instructional structures of your workshop teaching (ie: Share Time or Mid- Workshop). Some classrooms will need more lessons specifically teaching routines and procedures, while others will need less. Watch your class for signs that routines and procedures need to be taught. Small group and individual instruction on routines and procedures is always an option if the majority of the class does not need the lessons. There is no need to wait to meet with individuals or small groups. For example, if you notice a few children do not understand the front and back of the book after this lesson, pull them for a strategy lesson to teach how we identify these concepts of print, tomorrow. Management teaching- points can be moved into a conference, strategy group, or mini- lesson based on your students needs If only a few readers need the skill the teaching does not belong in the mini- lesson time slot. Connection Readers, I was so excited to share our second day of Reading Workshop with you yesterday. I wrote down lots of information about you as readers. I learned so much about what you like to read and wanted to read. I was even asking readers what other kinds of books they d like to see in our classroom, as I conferenced I made a little list so I could be on the lookout for those books to add to our classroom book baskets. Our classroom book baskets are really important to the work we do in reading workshop. They hold the books and text we will select each and every day. And, if I am really honest, I have to tell you (voice lowers, serious) I was a little sad yesterday after I looked at our book baskets and saw a basket that looked like THIS (hold up messed up basket) after independent reading time. (Look shocked, gasp) You see, readers who care about reading, also care for the books and baskets and all the tools we ll use in the Reading Workshop. Today I want to teach you how readers show they care about their reading by taking care of the books they use during our reading workshop. You know how your family takes such good care of you...that is because they love you. We will show we love our reading time and our books when we take care of them. You can see I added Readers Care for Books on our We are Readers Chart. See the little person hugging a book...i drew that to remind us. Teach So (pulling out hidden messy basket) we can all see this really messy basket of books. It looks like no one cares about these books. They are upside down, they are hanging out of the basket...they might fall to the floor! These books are piled...oh I hope that one on the bottom isn t torn or squished...it will need our book hospital (very mournful), but if readers take special care of the books in our classroom, hardly any books will have to visit the hospital. 14

17 Let s look at a crate of books that really shows that the readers care about their books. Look at this crate. The books are all standing on their bottom edge, they are facing out so readers can see them, all the spines of the books (hold up show spine) are on the same side...none are falling out or piled high. This crate really looks like the readers were taking care of the books during their reading and talk times. Active Engagement Now readers, I d like you to pay special attention to me. Watch me closely as I care for my books. I have an empty crate and a pile of books I read that need to be put away. I want you to watch as I put each book away. If I put it away like I care about the book I want you to hug yourself, because we know hugs show we care. You will hug yourself silently like this (show gesture). If I put a book away and I forgot to care for it, then I d like you show me silently that you are shocked and disgusted. It might look like this (demonstrate silent shock and disgust body language and facial expression) Ready. Show me care (model with: hug) show me shock and disgust (model with shock or disgust) Proceed to place one book at a time in your empty basket, varying the correct and incorrect way to handle and put away books. Watch for readers gestures. When they show shock and disgust, change your book so it is correctly placed. Link Readers, thank you for helping me put away all my books with care. Look how nice these books look when I thought about the fact that I was a reader who was going to love reading and show that I loved it by caring about my books. We also need to demonstrate the same care when we select a book (demonstrate holding the book carefully by the spine and moving books carefully to make a selection). I will be watching today for readers who know this. Remember we are still building adventures but when you are reading and building that adventure make sure you are caring for the books when putting them back. Mid- Workshop Readers, stop. Quickly! I want you to watch Anne as she selects her books. Think about what she is showing us. She is slowly pulling the books out of the basket, she has two hands on that book...it s certainly not going to fall to the floor. I see she placed it carefully down on her table. Did you see that? Anne is the kind of reader who cares about books! Partnerships Readers, yesterday you shared a book you had read with a partner. Today, I d like you to watch Justin put these books away. Once he has them all put away, I d like you to talk with a partner about what you saw that shows that Justin is the kind of reader who cares about books. Watch. Now talk. After- the- Workshop Share Readers, when we started our workshop this morning, you giggled a bit when I said the book had to go to the Book Hospital. And that is a funny thought, isn t it. A book at the hospital, but our classroom really does have a Book Hospital. (Hold up crate with label) Sometimes, accidents happen, even though you are trying your best to take special care of our books. Pages might tear or you might find a really old book whose cover is detaching. If you find books in our classroom that need extra care like tape or staples, you do not have to tell me, You can care for that book yourself by sending it to the Book Hospital to get better. When I have a little extra time or a parent helper comes in, I will make sure those books are taken care of and returned to their life in our classroom library. You can also help remind each other that we care for books in this classroom because we love to read. You might say politely, Remember we love to read, so please take care of that book. It is really important that we care for each and every book as best we can so that we have lots of books to read across our year together. Charts should be co- constructed with students Sample Anchor Chart WE ARE READERS! Readers make choices Readers use their imagination to build adventures Readers care for books 15

18 Lesson Plan Session 4 Concept I Readers build useful habits for a lifetime of reading. Readers change their voice volume to fit their reading job. Materials Familiar text chosen for demonstration We are Readers- Anchor Chart Shared reading poem or song or rhyme (something well known by readers based on it read aloud or used during shared reading) this lesson uses The Happy Birthday Song on chart paper. Tips Kindergarten readers will more naturally read out loud whether conventionally reading or reading pictures. It is the teacher's job to help keep the noise of reading at a volume that allows for each reader to hear themselves and also hear the teacher during conferences and small group work. Some teachers assign a number to the approved volume level (0: No voice, 1: Whisper, 2: Soft partner hears 3: Group work 4: Emergency or Outside Voice) Charts and demonstrations support the follow through. Some teachers utilize a picture demonstrating small to large (kitten, cat, lion) to help readers picture the appropriate voice volume. Readers conventionally reading beyond a level D, may receive conference or small group teaching that nudges the reader to silent or the in my head reading that older readers utilize. This small, but sometimes, challenging next step ultimately helps with fluency and comprehension Connection We have had a busy week of reading workshop. And by now, you have probably noticed that every day we come together for reading workshop like we are now, for our mini- lesson. I do almost all the talking and you are quiet and listeners. Your job is to be a watcher and listener and so you do not use your voice unless I ask you to. This helps you know what to do during independent reading. During independent reading voices can be heard and during partnerships, voices can be heard. But when we are back together for our Teaching Share, it is really quiet again and I am doing most of the talking and you are listening. Although, sometimes I ask you to talk quietly to a partner. As a reader, you must know what kind of voice to use depending on what kind of work you are doing. Today I want to teach you that readers think about their voice volume or how soft or how loud their voice should be based on what they are working on as a reader. You match your voice to the reading job. This helps every reader in our classroom by creating a room where people can read and think and talk, when we have chosen the most appropriate voice. Teach As readers we have been making up adventures based on the stories you were reading. There were times when I had to stop the class and remind you to use a whisper voice. When readers are reading to themselves they usually choose a whisper voice to do their reading work. Watch me as I read with a whisper voice... (Demonstrate) Did you notice that you could barely hear me? In fact, maybe if you were off to the side or near the back, you didn t hear me. Let s pretend now, that I need to talk with my partner during partnership time. Joe will you come stand beside me? (Demonstrate having a partnership conversation with Joe, with a little louder voice) Listen and watch me as I talk to Joe. Think about what is happening to my voice volume. Is it softer or louder than my independent reading voice? (no hand raising, just answer this) It s louder isn t it? Did you notice my voice was loud enough for Joe to hear, but not loud enough to hear across the room? 16