Reading Unit of Study 2nd Grade: Launching the Readers Workshop, Unit 1 Second Grade Launching the Reading Workshop 06/5/2014

Transcription

1 Second Grade Launching the Reading Workshop 06/5/2014

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 with Accountable Talk... 8 Lesson Plans Resource Materials Section See Separate Packet Please note: A unit may have additional information under the background section.

3 Abstract Second graders are welcomed into the world of BIG TIME READERS. Most of these readers are reading I/J/K (Fountas and Pinnell) reading levels or higher and will have to make decisions for problem solving while using speeded action. They will learn that some of the strategies they once used in kindergarten and first grade aren t as well suited for their reading growth at current text levels. Concept 1 will ask second grade readers to think of themselves as BIG TIME READERS who make their own decisions. It may feel odd to invite readers on the first day of school to show what they already know about workshop and reading, but the rewards of this invitation will be plentiful. Plan to watch and listen for the kinds of readers in the group. Take notes as readers settle in, read, flag, and jot based on previous experience. They will begin logging reading and setting goals for reading more pages across days and weeks. Concept 2 asks readers to step into thinking about text from the minute the text is picked up and into conversations long after the book is put down. Readers learn to use what is already known about books and texts to make BIG predictions about the way text will go. Readers learn that revisiting text by rereading entire books can aide in making more meaningful connections to how all the pieces of the text fit together, which will offer greater ease when thinking about author's purpose or message. Concept 3 organizes readers into like-level partnerships. Readers reading the same, or about the same, level will be paired for thinking and conversation. Readers learn to care for their partner by coming prepared to partnerships, listening well, and helping problem solve. They will come to see that a reading partner is an important person, as partners help each other gain reading stamina and focus. Partners will not read aloud to each other, except to reread for fluency, to prove a point, or to act out character voices. They certainly can read a favorite part or a part that is important but choral, echo, and reading page by page aloud are pushed aside to allow readers more time for thinking and talking. At these levels, it is more important that readers learn to read silently to themselves and read aloud when needed in partnership, given their conversation or plans. Concept 4 shows readers that they can take speeded action to solve problems. Teachers may want to review first grade strategy charts for alignment but also cross out and revise those strategies that are no longer useful (always pointing to words, reading out loud). Readers will delight in the idea that they are more grown up readers and are using the strategies of BIG TIME READERS. The problem solving lessons emphasize stopping in the midst of text when stuck, being your own problem solver, rereading word parts, and thinking about the meaning of text. Jotting and flagging notes, in the midst of independent reading, where problems aren't solved, gives an authentic strategy and elevates the need for partners to help. The unit, like all units, ends with a celebration. Empowering readers to see how far they have come is the theme. Suggestions are listed in session 19. 1

4 Background Information This unit assumes that second graders have prepared bags of books near the end of first grade to use in their first unit of study in second grade. This can be set up with your first grade teaching team. It is nice if readers themselves think about who they are as readers and prepare their own bags of just right reading materials. If this was not done, teachers can still prepare bags based on the levels of text the first grade team assessed in May/June. Bags of books with mixed genres, lengths, and levels of books, should be prepared for readers for the very first lesson in this unit. Books are critical to the reading workshop. Readers may start the first week with bags from first grade, but as reading levels are learned, teachers will want to use leveled table top crates or leveled libraries to help point readers in new directions. Readers bags of books will change weekly during several times across the unit of study. Although there is not a mini-lesson on how to shop for books, as teachers find that they know their readers level of text and readers shopped in first grade, there is no reason to keep the library closed. It is suggested to teach a just right book lesson coupled with shopping procedures and then open the library. Remind readers of what they already know about shopping for their own books. Teacher guidance can still play a role here, as readers learn the books of their new library and grow accustom to reading for long stretches each and every day. Crates of books, matching your second grade reader s levels that are prepared and available on table tops for quick shopping, should be present. If readers have made jumps in levels over the summer or experienced summer slide, to lower levels these crates of books will make for easy shopping. These crates represent a leveled classroom library, but until the teacher has the time to assess current levels and teach a bit on shopping procedures, it is helpful to work from a makeshift library of sorts. Readers can simply exchange books read from crates you have prepared. Readers have had two years of reading workshop structures and units of study as foundations stepping into this year. Teachers may want to take the time to review the Kindergarten and First Grade units for their own professional knowledge and use what they know and move forward. It is helpful to have in mind what was accomplished across past units as teachers plan ahead for their second graders. Most likely, there will be readers below and above grade level thus looking into units of study below and above grade level is always a smart idea for differentiating instructional moves and setting individual goals. Partnership work should follow the work of the unit of study. Partnerships at this time should be focused on talking about books rather than reading books to each other. This work is meant to support the needs of the students and moves from what readers notice, to what they wonder, to thoughtful theories supported by text, to revised and/or confirmed theories supported by text, to connecting themes around social issues. Learning is evident in the talk. A note about texts suggested throughout the unit: When planning your mini lessons there are thousands of text choices that might make more sense for your readers depending on the level of readers, their prior knowledge, and interests. The suggestions aim to show mini-lesson texts that are either at or above grade level, knowing you have both kinds of readers in your class. Of course, there will also be readers below grade level, too. Differentiating by reviewing the kindergarten and first grade units may be helpful. Book Buzz Knowing a little about a book a friend has read is a lot like taking the advice from the same friend to see a new movie, try a new restaurant or travel to a new location. Children, too, make recommendations on all kinds of things they love; songs, food, movies, and games. The "Book Buzz" hopes to expand this natural act of recommendations to include books, too! Teachers should model book recommendations in whole class gatherings. Teachers can also call attention to to showcase book recommendations and reviews from around the world. The work with a book buzz will serve many purposes. When readers take on the responsibility to suggest books to each other their opportunity to use the skills and strategies aligned to the CCSS Speaking and Listening standards and their knowledge of literary elements is put into play. 2

5 Resources and Materials Needed Gallon size plastic bag for every reader and the teacher or book boxes, individual book containers, etc. Plastic bag for every reader filled with books from first grade reading May-June: Leveled books, classics, favorites, series, read alouds, informational titles, shared reading poems, songs Teacher s demonstration texts in baggie: Leveled books, classics, favorites, series, read alouds, informational titles, shared reading poems, songs, from first grade libraries May-June (matches readers baggies) Many books mixed genre that match the books students were reading in first grade May-June: Leveled books, classics, favorites, series, read alouds, informational titles, shared reading poems, songs stored in crates organized by type of text. Essentially, a classroom library in crate form. (Helps with movement of books to readers and teacher guidance with selection of books) Large crates to hold individual bags after workshop (makes for easy cleanup and distribution) Abundance of chart paper Abundance of post-it/sticky notes in all kinds of shapes and sizes Easel Meeting area Markers Timer Pens or pencils for readers stored in baggies Post-its/sticky notes stored in baggies Notebook (not part of unit 1 but for differentiated small groups of conference work.) Read Aloud books for use in demonstrations Old charts from grade one if possible Professional Resources: Calkins, L. (2001). The Art of Teaching Reading. Boston: Allyn and Bacon. Calkins, L. ( ). A Curricular Plan for Reading Workshop, Second Grade. Portsmouth, NH: Heinemann. Collins, K. (2004). Growing Readers: Units of Study in the Primary Classroom. Portland, MA: Stenhouse Fountas, I. & Pinnell, G.S. (2005). Leveled Books, K-8: Matching Text to Readers for Effective Teaching. Portsmouth, NH: Heinemann. 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 profession, new to reading workshop, or new to some common core standards, may benefit from having detailed lesson plans. The goal is that in time teachers will no longer need a script 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 workshop are only one part of a balanced literacy program. The MAISA unit framework is based on a workshop approach. Therefore, at other times teachers will need to include the other components to support student learning. Reading Workshop Components: Mini-lesson- A mini-lesson is a short (5-10 minute) focused lesson where the teacher directly instructs on a skill, strategy, or habit that students will need to use during independent work. A mini-lesson has a set architecture. Independent Reading, Conferring, and Small Group Work - 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. 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 Session 10 Concept III: Session 11 Session 12 Session 13 Session 14 Session 15 Concept IV: Session 16 Session 17 Session 18 Session 19 Readers make decisions. Readers show all that they know about being in charge of their reading by settling in, reading, jotting if necessary, and talking to partners. Readers decide if a book is just right for them by reading a page and counting on fingers trouble spots and by listening to whether their reading is smooth. Readers use bookmarks to keep their reading place and reread portions near the bookmark to resume reading with understanding. Readers decide to reread to figure out characters. Readers keep logs and use them to set goals. Readers make plans to meet their reading goals. Readers think before, in the midst of and after reading text. Readers think big thoughts about their books before even starting the first page by keeping in mind what they know about the way books go. Readers get themselves ready to read by asking, What kind of book is this, what do I have to do when I read books that go like this? Readers think the whole way through their story to fit the pieces of the story togetherhttp:// After finishing books, readers reread them over and over, gaining more understanding. Readers care about talking with others, in order to grow their reading and thinking. Readers use their partners to celebrate, solve tricky parts, and do things for each other. Readers react and respond to each other. Partners help to grow reading and thinking. Readers recommend books to each other by including the title, a bit about the characters or topic and why they think their partner would like it. Readers invent new ways to talk about their books by deciding what they will do when they get together next time. Readers take action to solve problems Readers stop in the midst of reading if something doesn't make sense and ask, What can I do to fix this part? Readers take speeded action to solve a word by choosing strategies to try and rereading. Readers use speeded action to reread, look at word parts and think what would make sense? to solve word problems. Readers celebrate after a lot of hard work and growth. 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. 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) What to do if you need assistance Example: Three before me (Students must ask three students before asking the teacher.) 6

9 Routines and Rituals: Building a Community of Independent Readers, Continued 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 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 to possible foci within read -aloud. This planning continuum aims to support teachers with upcoming strategies that will be taught in mini-lessons and future units of study. Read Aloud with Accountable Talk Planning Continuum September October November Unit of Study Launching the Reading Workshop Character Unit Informational Read Aloud Books Utilize Narrative and Informational Text Equally, initially. Turn to narrative strong character text final week. Utilize Narrative strong character books, initially. Turn to informational text final week. Utilize Informational text initially. Turn to series reading or varied genre narrative the last week. Read Aloud Focus Readers think about how the title, chapter titles, the blurb on the back and the story fit together. Talk about different genres-what they are. Readers have big thoughts about books before they begin reading the first page. They say how the book may go and think about authors intent or message. Readers pay attention to the pieces of text and how they fit together, like a puzzle. Readers, stop to think, making their picture clear, checking whether the pieces of text fit together, and revise thinking if needed. Readers pay attention to characters wants and troubles. Readers think about character traits and feelings. Readers think about what their character is trying to tell them. Readers make notes and charts to help keep track of character actions, dialogue and feelings and what these say about their character. Readers know characters can lead them to bigger thinking about author s message. Readers follow characters actions dialogue and feelings through the entire story. Readers know characters typically struggle or have a problem, and they read forward with that in mind. Readers bring more to the text than just the words and pictures informational text. (prior knowledge, inference, visualization, connections) Readers have ways of finding meanings to unknown words by thinking about the topic and using the words around it. Readers think about other words like the tricky word and connect that knowledge to unlock meaning. Readers can read more than one book on a topic and compare and contrast the information. Readers know jotting and talking about informational reading adds more understanding. 8

11 Readers finish books and then stop to think about the BIG IDEAS. Author s message or intent. Readers reread books, noticing new thoughts because of smooth reading and clearer pictures in mind, leading them to better understanding. Readers think about the words they are reading and let the words create more meaning by visualizing and inferring. Readers stop to talk to themselves or jot about tricky parts before reading on. Readers have lots of ways to solve tricky words, including drawing on word meanings. Readers are always asking, Does this make sense? and holding what they already know as they read forward. Readers pay attention to characters wants and troubles. Readers think about character traits and feelings. Readers think about what their character is trying to tell them. Readers, ask, Has this character changed? Why? Readers know informational text is read with a different voice that conveys the meaning of the text. (Sound like a scientist or news reporter) Readers know that they can become smarter by reading informational text. Readers weave text features into their reading to learn more. Readers read and then retell what the text is about. Readers bring more to the text than just the words and pictures informational text. (prior knowledge, inference, visualization, connections) Readers can use gestures and their voice to teach others about their informational reading. 9

12 Lesson Plan Session 1 Concept Readers make decisions. Readers show all that they know about being in charge of their reading by settling in, reading, jotting if necessary, and talking to partners. Materials Prepared bags of books from first grade May-June levels passed up to second grade class. Post-its in every bag Pen or pencil in every bag Teacher s own baggie of books matching levels and varied genre in readers bags to be used for mini-lesson demonstrations for modeling the mini-lesson. Optional: Crate of books on every table matching the levels of readers coming to you. Varied genre: Chapter long and short, series, favorite picture books, poetry, leveled readers, informational text of all kinds. (Talk with first grade teachers or devise a way to communicate May-June reading levels of readers). Tips Please see the Resource Material Packet for Assessment Checklist to be used during the unit. Please see background section for what partnerships should look like in Reading Workshop. You are leaning on the fact that readers have two years of Reading Workshop structures and procedures behind them. Remind them quickly of their work previously. Plan to look for them to show, on this first day, all that they know already. Take notes/ watch and listen for What is known? 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. See section on Routines and Rituals for possible teaching points. This lesson is more Explanation and Examples with a bit of demonstration as you explain. The rationale is that readers know that the explaining and showing is review from first grade. Explanation with Examples is an instructional strategy useful for reviewing skills or strategies. Demonstration is for new and/or complex skills or strategies. The crate of books on tables is for convenience today. If teachers notice a readers bag of books is off in levels because of tremendous growth, they can dip into the crates prepared for this situation. Send letter for end of unit celebration if celebration involving community is utilized.(lesson 19) Send Letter and Contract for take home reading log and books (Lesson 6) Letters and contracts not provided in unit or resources. You may choose to use your own leveled library if you do not have the opportunity to gather bags of books from first grade. The point of this lesson is to observe and gather information about the routines they know. Based on the information gleaned from this lesson regarding student knowledge of routines an additional session on routines may be needed following this session. Connection Readers, welcome to second grade reading workshop! This is really a big deal...you may not have known it before you sat down, but second grade reading workshop is really a workshop for big time readers. Readers who already know so much about reading, thinking about their reading, and talking about their reading. Some of the things we do this year will feel a little like last year. For example, we are gathered together for our mini lesson, right? But there are so many new and exciting things we BIG TIME 10

13 READERS are going to tackle because we are not beginning readers anymore. I spoke with your first grade teachers. They shared charts with me. They showed me logs you were keeping, and levels you were reading. In fact, that baggie of books you put together last year is here waiting for you to open and begin your second grade reading journey. So today, I really only have one tiny thing to teach you. I want to teach you that a big part of being in second grade is that you get to make a lot of decisions for yourself as a reader. You already know how to pick just right books, you know how to pick a quiet place to work, and you know that once you get to that spot you read, read, and read! You also may stop to jot an idea about some bit of thinking. You have post-its already ready and a pen in your bag, too. So that you can decide right away if you need to jot down an idea to share with a partner, OHHH! And you know so much about talking with other readers, how to sit close and talk quietly, how to talk from post-its, how to reread parts to show where your thinking came from. Whewww! That is a lot of skill and strategy you already know. So today, let me teach you about the decisions you will make for yourself so that you can get going as Big Time Readers in second grade! Teach Readers, you are going to show me today all that you know about being in charge of your own reading by settling in, reading and jotting if necessary. I have a baggie of books that looks just like yours, here in my lap... Do you remember making these baggies at the end of first grade? You did that so that you could step right into second grade and become that BIG TIME READER. So, today, you will gather your baggie and then select a place to read. This is your decision. You may walk the room for a few seconds but I m counting on you to use what you know about good places to read and think and make a responsible decision for yourself. Maybe you will sit here on the carpet, maybe by the door or windows. If someone is already in a spot you were considering, you will have to make a decision for yourself, where else could you sit and read? You might even decide that you d like to sit in your own seat! Once you are sitting, I d like to see you settle in. You know how to settle in (demonstrate sequence a bit by taking our books, post-its, pen when you get to that part). You might look at the books in your bag, read the blurb on the back, or flip through a few pages of each. Maybe you decide to read a little of each book, a page or two, to get a feel for the writing. Take your time to settle in, I ll be watching how you do this. Then, I m watching for you to decide on one of your books to read. You may decide as you are reading that you should jot a note about the main character or some thinking you ve had. I m hoping you will show me, if you decide to jot your thinking on post-its. Each bag has a pen ready to jot your thinking, should you decide to show me you know this is part of reading work. Active Engagement Readers, you have just listened and watched a bit for the expectation for today s reading workshop. I am counting on you to be the BIG TIME READERS I have heard so much about from your first grade teachers. I want you to think for a moment about what I am asking you to do. You have a lot of decisions to make how do you see yourself moving in our classroom...quietly? Do you see yourself looking quickly for a place to sit and read? Do you like to sit in a chair, by our door, on the carpet? Picture yourself moving, deciding on a spot. What are you going to do if someone is there, too close to you...huh? I wonder if you remember what readers look like during independent reading time. I ll be watching and taking notes. This is your chance to show me! Now close your eyes. You are holding your bag, you take out your books, you spend a few minutes settling in think about what you will do first, second, and then you decide to read...and you may decide to jot... and read, read, read. Do you picture yourself? Do you remember what it takes to focus in and settle and get your mind on your print and your mind thinking? Link Readers, the decisions today are all yours because you are already BIG TIME READERS. This is a year you will see that you have lots of decisions to make for yourself as a reader. When you were in younger grades, teachers or people might have told you where to sit, what to read, how to jot. This year is different. Because you are a second grade reader, you will be making so many decisions for yourself. Now, I d like you to gather your bags and show me what you already know about making decisions that 11

14 help you do your very best reading. I m going to set our timer for 30 minutes I know you were reading even longer last year but I want to make sure that we save time for partnerships, today. If you decide to jot as you read, you will have notes to share with a partner, should you decide to use them. Mid-Workshop Readers, I knew I would not be disappointed. It is as if we have been in our reading workshop for weeks and weeks. You have shown me that you know to move quietly from the mini-lesson, to a reading spot. Once you are seated, you stay right in that spot without moving, except to turn pages, adjust a bit and jot. So many of you have already started reading that very first book...which is really making me think about tomorrow s lesson. I better be ready for you because I see that you really are already BIG TIME READERS! If you can explicitly name readers showing the objectives of this day s lesson, do so. Have readers look over and see that they look like readers who know what independent reading time looks like. This time could also be used to teach a procedure, routine or expectation Partnerships Readers, our timer has rung. And it is time for partnerships. Today, I am going to ask you to make a decision about who to talk to based on where you are sitting. We want to move quickly into our talking time, so it wouldn t make a lot of sense to walk all the way across the room to partner up quickly, just look for someone who is nearby. I will help a bit to make some connections. But I am looking to you to show me that you know the way readers partner up to talk about their books and jots. Once you get with your partner, decide again...who will go first, what will you talk about, will you do any rereading? It s all your decision...let s partner up. You may need to help readers who seem lost, maybe because they are new to your school or have fear of approaching others this first day. (A group of three is fine, if you have odd numbers. Like leveled readers is not a need today). After the Workshop Share Readers, wow! What BIG TIME READERS YOU ARE! I am really going to have to get my act together to keep up with your reading and thinking. We are going to be able to do so many neat and challenging studies with our reading because of how prepared and knowledgeable you are about what reading looks like and what a reader does with thinking and talking. Please shake the hands of a few readers beside you and tell them, I really like how we. But know... this is only the beginning of greatness! 12

15 Lesson Plan Session 2 Concept Readers make decisions. Readers decide if a book is just right for them by reading a page, counting trouble spots and listening to whether their reading is smooth. Materials Could borrow a chart from first grade teachers Choosing Just Right Text as a reminder that this is already known. Hard to read book or magazine and just right piece of text for you: Scientific Suggestion: 1. ion 2. n-rock-another-clue-to-a-once-water-richplanet.html?ref=nationalaeronauticsandspaceadministration Tips If links do not open, try and cut and paste into browser or using a different browser. Additional lessons may be added on choosing just right books if needed. Remind students that tricky parts might also be parts they do not understand, not just parts they cannot decode. Readers have had lessons choosing just right books in previous grades. Again this is a bit of review but important groundwork for establishing readers who make responsible decisions with book choices. It is better if you can show the text you are reading on smart board, document camera, or overhead. The use of repeated gestures can increase the chances of mini-lessons sticking. If needed practice turn and talk at other times throughout the day. Also come up with a signal to end conversations. Be thinking about assigning reading partners. Connection Readers, when I was a second grade reader myself, my teacher told me what books and stories to read. In fact, all the way from kindergarten to high school, every teacher I had, told me what books or stories or articles to read. I never made choices or decisions for my reading unless my mom or dad took me to the library or the bookstore. I don t think I made many decisions at all as a reader...believe me... I wish I could have. Now, that I m all grown-up I make all of my own reading decisions. Sometimes, I m asked to read something to learn more about teaching or to stay connected with my staff. But most of the time, I make my own decisions. I choose things I want to read and things I know I can read well -- I can read the words and understand them. It might be really hard for me to read a doctor s book with all the long names for medicine and body parts. So...I don t read doctor's books. I read books where I know most of the words and understand what I am reading. I can picture it in my mind. Your reading life is going to be a lot like my reading life now, not like the one I lived in second grade. You are going to make many of your own decisions. Today I want to teach you that readers choose just right books by reading a portion and counting on their fingers trouble spots. (5 finger test) They also watch and listen to themselves to make sure the reading they are trying out is smooth. If readers count too many trouble spots --5 or more--or our reading isn t smooth, or we don t understand what is happening, we make a decision to select a different book or text. Watch me as I 13

16 show you how this might look for you. Teach I have this piece from the NY Times, called Flywheel; I want you to listen to me read it. It is a piece of text about machinery useful to outer space travel. I really am not well read on space travel, I don t read a lot about this topic. I m already uncertain about what a Flywheel is? I think I will already count on one finger that I don t have a picture of a Flywheel in my mind as one trouble spot; I can t do any thinking about what I might already know... (Show one finger from fist extended). I ll read and see if this is a just right piece. Read your piece enough to show that it is tricky and is going to take a lot of rereading, research and maybe even conversation to understand. Be sure to show that there were 5 trouble spots. This piece really is not just right for independent reading. I need to talk to someone about what this article means. And as I watched myself and listened to myself, I found that I was not reading in a smooth way like I do when I read aloud to you or read to myself. Many teachers have a just right book chart. This may be used here, a new chart may be created if needed. See Resource Materials Section for a sample chart. Active Engagement I m going to read another piece called, Martian Rock another Clue to a Once Water-Rich Planet. This time as I read, pay attention to my fingers and whether I use 5 fingers for trouble spots and listen for smoothness. I ll share my thinking with you, too so you can judge whether I understand the text. When I m finished reading, I m going to ask you to talk with a shoulder buddy about my reading and whether you felt this piece was just right or too easy or too hard. Read piece, showing that there are a couple trouble spots but many more smooth and understandable ideas right from the beginning. Share your thinking before and during the read. Do not read the entire piece, for it will take too long. Ask readers to turn to a close by shoulder buddy (no movement) and talk about their observations. Get off your teacher chair and listen into the conversation briefly. Just enough to capture those readers who understand this piece was just right. Readers, I was listening to Ellie and Evan. I heard them say that even though I counted a couple fingers, my reading was much smoother. Just about every time I stopped to think, I had a picture in my mind so I could make sense of what I was reading. Thumbs up if you were thinking the same things, that this was more of a just right text for me than the first. Link Today, I want you to pay close attention to your reading. You will, again, choose a reading spot, settle in, read, think, and jot about your thinking. But I want you to try out your books in a way that has you spying on yourself. Make sure you get that free hand out, make a fist. If you have a trouble spot that you can t solve, put one finger out and so on. If you're reading doesn t sound smooth, pay attention to that. Your reading should sound like yourself when you are talking and what you read should make sense to you. If you find that you have books in your bag that are too hard, (demonstrate) please use a post-it and write the letter H or Hard. I will be conferring and meeting with small groups, so you may make some new decisions as we consider whether the books we chose last year are just right for us. I ll still take my notes as I did yesterday. I m still very interested in learning what you already know about being a reader. Mid-Workshop Readers, I just want to stop you a minute. I was reading with Ethan, and he told me before he even began reading that he felt like everything in his bag was too easy! He shared with me that we practiced reading a lot this summer and that his mom took him to the library and even let him buy new books online. When I listened to him read, I couldn t count any trouble spots. He could retell all the parts. He read smoothly. Books can be too easy, too. Then we have to make new decisions for books to read. I ve placed Ethan by a crate of books where he is making some new decisions for books in his bag. If you find that you have books that are too easy, use a post-it note and write the letter E or EASY on it. As I come to meet with you this week, we will take a look at those books that are too easy and too hard. Partnerships Readers, I would like you to again, meet with that same person(s) as yesterday. In time I will match you with 14

17 a partner that you will work with for a long time. But for now, just for ease, take out partner with that person close by. Please spend some time talking with that partner about what you found as you tried out your books. Share with them whether books were too hard or too easy. Certainly share with them those books that were just right. I will continue to partner conference and pull a couple partnerships together for small group work as you talk. After the Workshop Share Readers, sometimes, it is hard to deal with the feelings you might have when you realize a book is too hard for you. You might feel sad or angry. You see your friends reading it or your brother, and you think I can read that book, if they can. But we all very different people. We all learn in different ways at different times. I remember when my son learned to ride his two wheel bike with no training wheels. He was 3. Our neighbor was 8, and she still was using her training wheels. I know she felt sad and a little angry that my son was so young and could ride a bike without training wheels. But when she realized he could, she asked her dad if he would help her every single night to ride that bike without the training wheels. And guess what? All that practice paid off. It was just a short few days and she was riding her bike without the training wheels. I promise you that if you have books in mind that you want to read, that are too hard, if you let me teach you, show you, I will do my very best to help you reach your goals. I want you to be able to make your own decisions as BIG TIME READERS. But our decisions have to be good ones for us. Reading books that are just too easy or too hard are not going to help us reach those new challenges. So try not to get sad or angry with books that are too hard right now. My guess is if you practice reading a lot at home and at school you will change those books from too hard to just right. 15

18 Lesson Plans Session 3 Concept Readers make decisions. Readers use bookmarks to keep their reading place and reread portions near the bookmark to resume reading with understanding. Materials Prepared post-it reread back from bookmark Readers Reread To- Anchor chart See tips below(resource Materials Packet) Teacher book for demonstration of bookmark. Paintball Blast by Jake Maddox was used for demonstration. Tips Procedures and processes should be consistent from year to year. The Readers Reread anchor should have begun in Kindergarten and First Grade. If teachers in previous grades have not used a Rereading anchor chart, it is recommended that these skills be reviewed and a chart created. See below for a sample of possible strategies that could be on the anchor chart. Simply using a post-it for a bookmark is fine. Some teachers create bookmarks with strategies already learned from first grade, as a refresher. Any time you can notice a reader in your class acting in strategic way, that you have not taught, use these opportunities to teach the class or other readers close to that reader s reading level the same behaviors. Give credit to your readers! Our readers can showcase much more than we can dream up at times, pay attention to the way they work and problem solve. Their successes become our content for mini-lessons, conferences, and small group work. The use of repeated gestures can increase the chances of mini-lessons sticking. Connection Readers, yesterday I noticed Anna reading and when it was time to partner up I saw her put a post-it note in her book to keep the place where she stopped reading so that she could begin reading there again, where her bookmark was, when she had time to read it again. This is something most readers do, and maybe, you, too have already started to put a post-it note in your book to keep your place in a book that is longer. Today, I want to teach you that it is not enough to put your bookmark in and then begin reading again from the spot that you left off. It is important that readers spend time rereading before starting on new parts and pages. This way your mind is really thinking about the text you read before the bookmark and you can carry that thinking with you as you read forward. Teach I want you to really listen to what I say because I will ask you to explain what you see to a partner when I am finished. Let s say that I am a second grader and I m reading Jake Maddox s Paintball Blast. I ve never read this book before, so I read the blurb and I read over the chapter titles, look at a few of the pages, I begin reading on page 5 where chapter 1 begins. Chapter 1 is called, Center Station hmm? (Read first 3 paragraphs) OH, independent reading is over, I must place my bookmark here on page 6. This story is really action filled. I will continue reading it tomorrow, for sure. So now it is tomorrow...did everyone get a good night s sleep? : ) It s reading time. Oh, my Jake Maddox book...my bookmark...i didn t get very far...where did I leave off...oh yeah, right here after this first paragraph on page 6. (Begin reading without rereading) oh, wait, what are they talking about? Nothing, Max was free and clear and he was at Center Station. I think I better reread a bit and think about what was happening. I m going to go back, actually, to the beginning of this chapter because I didn t get very far. I need to get back in the action of the story (pretend to read quietly to yourself 16

19 but loud enough for readers to hear you, with the rereading part). Oh yeah, Max was playing paintball, and he was running for Center Station...that must be a safe zone or something, now when I read on (read forward) I totally get it...it s not a safe zone, he was running for the hidden shelter...where he can really see where everyone else is. He s in the best spot now, he can probably get people without them even knowing...i ll have to read on and see... Active Engagement Readers, did you see how marking my place helped, but rereading before the bookmarked place even helped me more? As you read longer and longer texts with bigger and bigger words, it is going to be important that you reread a portion back from where your bookmark is. This is true in storybooks and informational text. Will you please turn and tell a shoulder partner first what you saw me do and then talk about why it is important? I ll listen into your conversations so that I can share some of your ideas. Link Readers, I heard Jack and Karin say that they first saw me reading. Then reading time was over so I put in my post-it bookmark. Then it was the next day. I first just started to read without any rereading, but then I really didn t know what was going on and I remembered that it was important to read back from the bookmark and think about what had already happened. This is what I want you to make sure you do if you are using a bookmark to keep your place. If you are not reading longer books just yet, you can still reread the blurb or the beginning portion of the book before you reread the entire book again. Rereading can help us a lot with understanding but also with making our reading sound better, which also helps with understanding. Mid-Workshop Use this time to highlight what is working within your reading workshop or support what needs tweaking. You can use this time to help with routines and procedures or to reinforce the teaching objective. Partnerships Ok, readers, it is time to move to partnerships. Our timer has sounded and that tells me that we have been reading for 30 straight minutes! Please mark your page where you are leaving off for today. (Wait) Now, when you get together with your partner, the same one, show them where your bookmark went in, tell them what was happening at the point and then talk a little bit about where you think you ll begin reading tomorrow. Remember, you plan to back up and reread. Teaching Share Readers, rereading is so important to reading and understanding. We reread for SO many purposes. I thought I would share the chart you may remember from past years. See, you learned about rereading in kindergarten and in first grade. We will add our new idea of rereading back from bookmark on this chart. I have a feeling this rereading chart will grow. In fact, if you see yourself rereading, let me know. I d like to see if rereading helped you in different ways than the ones we already have charted. (Add lesson idea to rereading chart). Note: Anchor charts should be co-constructed with students. Icons are important to add to every chart. Please see resource material packet for possible icons. Sample Anchor Chart Readers Reread To Sound like a storyteller To find our place and thinking when we ve been distracted To teach you to remember that readers reread to use a better storytelling voice To think a little more To learn something new To understand what we read before starting a new part or page 17