First Grade Launching the Reading Workshop Unit 1 7/1/2015

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Table of Contents Abstract... 1 Background Information... 2 Sample Unit Section Resources and Materials Needed... 4 Why a script?... 5 Overview of Sessions Teaching and Learning Points... 6 Routines and Rituals... 7 Read Aloud with Accountable Talk (Interactive Read Aloud)... 9 Lesson Plans... 10 Resource Materials Section See Separate Packet Please note: A unit may have additional information under the background section.

Abstract Launching the reading workshop in first grade is all about the excitement of and the pressing importance to do all that readers know to do already as readers. Our role as teachers will be to gather our class around an inspiring spirit, guided by support and encouragement to become powerful readers. We will want our readers to see that they are already part of a larger reading community. They come to us with literary knowledge and know-how, and we ll want to help them to see that they can build upon and extend their foundation by reading, thinking, and talking. The first concept in this unit is Readers stretch themselves to read with stamina and focus. This line of work will lead teachers and readers to see that each and every day we stretch ourselves to become even better than the previous day. The work at hand will have teachers timing minutes read, as well as demonstrating ways that readers can stay focused on print and meaning making. You may even decide to challenge another first grade to see which class can increase their minutes read with focus. You will teach readers that daily, as you keep records of number of books read and number of minutes spent reading. We will not set demands without thoughtful demonstrations that are based on readers previous experiences with reading workshop classrooms and structures. It will be important to begin quickly by assessing informally. This will help to determine who is already reading above grade level expectations, who needs support with staying focused, and who does or does not understand the routines and procedures. This will allow teachers to keep layering instructional moves, while also differentiating based on readers needs. The second concept in this unit is Readers envision the way their books go in their minds, and revise them as they read on. Here we will implore eyes on the print and minds on making meaning. The teaching points within this concept will ask readers to consider the pictures the words help make in their minds and push them to see beyond the pictures on the page. Readers will spend time flagging pages with post-its where words created vivid pictures and movies so that they can share their findings with reading partners. This work will help readers see that the words on the page and the readers thinking stay closely connected. The last concept in this unit, Readers build stamina and focus by sharing reading and thinking with others, shifts much of the work into beginning partnerships that are based on quick observations and assessments. It is not necessary to do a formal DRA or Benchmark assessment to assert that these two readers are reading at similar levels and using similar strategies. Initially, partnerships may last day by day, a few days, or a week at a time. However, as you near the last concept, consider forming lasting partnerships until the unit concludes, based on your informal or formal assessments. This will allow readers to read and think with partners at similar reading levels, adding to the minutes of appropriate reading time across the day and week. We will encourage partnership stamina and focus in ways similar to independent reading time, by teaching first grade readers ways to read with partners, ways to talk with partners, and ways to think with partners. 1

Background Information It is assumed that readers are part of an aligned school-wide reading workshop structure. Kindergarten readers were reading for a minimum of 30 minutes daily in June. Your first grade readers have a year of workshop structures to lean on. Quickly announce before you call readers to the meeting area your expectations for gathering for the mini-lesson. Remind them that they will gather every day, just like last year. Some readers may need additional lessons concerning procedures for transitioning, sitting, listening, etc. Work with them through strategy groups and conferences to acquire these skills. (See Kindergarten Unit 1 for support) Unit one: Launching a Reading Workshop aims to build a community of readers who understand that reading and talking for long stretches of time is important for reading growth. It is critical that you teach what your students need, based on your observations and assessments. Additional lessons on decoding by stretching and blending, using word wall words, one-to-one, and looking all the way through words are examples of lessons that have not been woven into this launching unit, but certainly will be needed in a first grade classroom for some readers. By utilizing conferences, small groups, mini-lessons, mid-workshop teaching, and share time you will meet the needs of your students. Shared reading is an additional instructional strategy and can be a separate part of your day and part of a balanced literacy program where more time is devoted to letter-sound work, spelling patterns, high-frequency words, word structures, and strategies for problem solving (Calkins, A Curricular Plan for Reading Workshop, 2011). All of which will preface Unit Two. Each of these structures is designed to demonstrate, introduce, reinforce, or extend skills and strategies. The impossible job of uncovering what every first grade classroom needs for instruction is not impossible, if the teacher employed embraces the idea that they are the decision maker concerning what is a priority for their class Begin to meet in conferences and small groups right from the start. Readers will quickly come to expect your activity of moving around the room, and they will understand that everyone will meet with the teacher one-on-one and in smaller groups, no matter the level. It also sets an authentic purpose for a quiet, independently working, group of readers. In other words, Our room must remain quiet (not silent), so that readers and the teacher can meet together. Charting reading minutes is important across this first unit of study. If kindergarten classes were reading 30 minutes in June, start your chart at 30 minutes. Encourage meeting those minutes and exceeding them daily. If they are not met initially, try to influence the quick attainment of the previous year s goal by demonstrating and explaining how to read with focus. As readers grow more minutes as a class, chart that increase visually. The visual data will encourage group effort. Some teachers use the visual of steps with a star or reader that climbs...others use a clock with a moving arrow, like a stopwatch. The idea of reading for 10 or 15 minutes, independently here, does not value or honor the readers your students were 3 months previously. Alternatively, if readers are having difficulty during the independent reading time, use your mid-workshop interruption more frequently to explain and demonstrate expectations. Remind students that you know what they learned in their previous year of reading workshop. Again, teach readers in small groups and as individuals in conferences, if the readers needing support represent a third or less of your class. Additionally, in order to meet the stamina and focus expectations, your readers will need to be matched to the book quantities and levels suggested below. Some suggestions for preparing reading collections for readers to begin their work starting the very first day of school are: Prepare Kindergarten book baggies before school starts. Find out from the Kindergarten teachers the titles, levels, series, etc. that students were reading, so that books are familiar reads. Even better,ask kindergarten teachers to have Kindergarten readers prepare their own baggies on the last day of school. 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- 4 10-15 books D-K level readers 6-20 6-10+ books L-N level readers 24-30 5-8 books O-Q level readers 34+ 2 chapter books, informational and favorites 2

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. Tips for shopping Readers in first grade move from table crates to private bins Teacher guides choice by pointing out leveled baskets and number of books students can choose Private bins may consist of leveled books and favorites Guided reading books may go in private bins For management, it is important to shop once a week to revise private bins, this should be done outside of workshop time Bin contents should change with unit focus and as students needs change Partners may have duplicate titles Numbers of books may vary in bins ( see chart above) Create anchor charts to remind readers of expectations as they shop *These are suggestions based on practices utilized by workshop teachers and meeting objectives outlined by the Common Core Standards. Teachers should organize as they see fit given their resources. 3

Resources and Materials Needed Teacher Resources Gallon size plastic bag for every reader and the teacher If possible, plastic bag for every reader, filled with books from kindergarten reading May-June: Leveled books, classics, favorites, series, read-aloud books, informational titles, shared reading poems, songs Teacher s text for demonstrations in baggie: Leveled books, classics, favorites, series, read- aloud books, informational titles, shared reading poems, and songs from Kindergarten libraries May-June (matches readers baggies) Many books, of mixed genres, that match the books that students were reading in Kindergarten May-June: Leveled books, classics, favorites, series, read aloud books, informational titles, shared reading poems, and songs stored in crates, organized by the 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) Chart paper Post-it/sticky notes in all kinds of shapes and sizes Easel Meeting area Markers Pens or pencils for readers stored in baggies Post-its/sticky notes stored in baggies Read Aloud books for use in demonstrations Two puppets Assessment checklist- See Resource Materials Packet Professional Resources: Calkins, L. (2001). The Art of Teaching Reading. Boston: Allyn and Bacon. Calkins, L. (2011-2012). A Curricular Plan for Reading Workshop, First Grade. Portsmouth, NH: Heinemann. Collins, K. (2004). Growing Readers: Units of Study in the Primary Classroom. Portland, MA: 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. None of the book titles suggested in these lessons are needed if you have titles which match the suggested books genres and characteristics. In other words, there are thousands of books that would work during demonstrations and throughout your minilesson. The titles in lessons are all suggestions to help you make choices beyond our recommendations. 4

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 are included. 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 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 that 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, 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 that 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). 5

Overview of Sessions Teaching and Learning Points Alter this unit based on students needs, resources available, and your teaching style. Add and subtract according to what works for you and your students. Concept I: Session 1 Session 2 Session 3 Session 4 Session 5 Session 6 Session 7 Session 8 Concept II: Session 9 Session 10 Session 11 Session 12 Session 13 Concept III: Session 14 Session 15 Session 16 Session 17 Session 18 Session 19 Session 20 Readers stretch themselves to read with stamina and focus. Readers reconnect with familiar books by rereading with memories, smiles, and laughter. Readers sound like storytellers by rereading familiar books. Readers get their reading muscles ready by settling into a workable reading spot. Readers use pictures and words together to think about the way their books go. Readers set goals for their reading by counting how many books or pages they ve read. Readers step back into reading when a distraction occurs. Readers stay focused on reading, even with distractions, by stepping back into books and rereading parts. Readers reread books over and over in order to gain a better storytelling voice or more thinking time, or to learn something new. Readers envision the way their books go in their minds, and revise as they read on. Readers begin to make pictures in their minds about how their book may go by looking at the cover, reading the title, and looking over a few pages. Readers make a tiny movie in their minds before and during their reading, by using their imagination. Readers change their movies in their minds by reading words on the page. Readers list what they already know before reading informational text, by using the cover, titles, and pictures to help create pictures in their minds of what the text will say and be about. Readers change and grow their thinking in informational text by paying attention to the details in print and pictures. Readers build stamina and focus by sharing their reading and thinking with others. Readers add reading minutes to their day by reading and talking with reading partners. Readers make decisions with their reading partners by thinking how they d like their partnerships to go. Readers find ways to help each other by making sure our partners understand their books. Readers help their partners in places where they are stuck, by reminding them of the strategies they already know. Readers make choices of things to talk about, both during and after reading their books Readers can stretch their partners to think about what we ve learned from our reading by asking, What have you learned from that book? Readers celebrate all they have worked toward by sharing their learning with others 6

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 needs 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). 7

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 8

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 that 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 partners during independent and partner reading. This demonstration foreshadows the reading work that will be done in future mini-lessons and units of study. Since the 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 Readers Take Action to Problem Solve Informational Reading Read Aloud Books Utilize Narrative and Informational Text Equally Utilize Narrative and Informational Text equally, initially. Lean towards more informational text last week Utilize Informational text initially, and Narrative Strong Character text last week Read Aloud Focus Readers stop to think about the words to make pictures in their minds, and they revise them as they read on. Readers consider author s intent/message/lessons. Readers think about the way the text will go before they read the word, before and during reading. Readers reread books over and over in order to gain a better storytelling voice, to have more thinking time, or to learn something new. Readers begin to make pictures in their minds about how their book may go by looking at the cover, reading the title, and looking over a few pages. Readers make a tiny movie in their minds before and during their reading, by using their imagination. Readers change their mind movies by reading words on the page. Readers list what they already know before reading informational text, by using the cover, titles, and pictures to create pictures in their minds of what the text will say and be about. Readers change and grow their thinking in informational text by paying attention to the details in print and pictures. Readers think about the way the text will go before they read the words, before and during reading. Readers consider genre before, during and after reading. Readers watch themselves to make sure words and pictures match the meaning making, and pause to think if more thought is needed. Readers think about the purpose for reading this text. Readers name what is important about text after reading. Readers learn from informational text. Readers use titles and subtitles to say what the text is mostly about. Readers weave text feature information into understanding the importance of text. Readers see more than the information on the page (prior knowledge and environment). Readers learn from informational text. Readers weave text feature information into understanding the importance of text. Readers see more than the information on the page (prior knowledge and author s purpose). Readers read more than one book on a topic and compare information. Readers think about author s purpose and talk about possibilities. Readers use character traits to notice character feelings and how they change. Readers learn from characters. 9

Lesson Plan Session 1 Concept Readers stretch themselves to read with stamina and focus. Readers reconnect with familiar books by rereading with memories, smiles, and laughter. Materials Teacher s text for demonstrations in baggie: Leveled books, classics, favorites, series, read alouds, informational titles, shared reading poems, and songs from Kindergarten libraries May-June (matches readers baggies). Many books of mixed genres that match the books students were reading in Kindergarten May-June: Leveled books, classics, favorites, series, read alouds, informational titles, shared reading poems, and songs. Large table crates to hold individual bags after workshop (makes for easy cleanup and distribution). Growing Reading Minutes Anchor Chart- See Resource Materials Packet. Gallon-size plastic bag for every reader and the teacher Tips This unit does not teach a routine each day until students can sit, open a book, and can come to the carpet independently. Rather, the intent of this unit is for first graders to be immersed in the act of reading and for the teacher to observe carefully to see what the students can already do. Management, routines, and rituals should be taught based on observations of student needs throughout this unit. Please see the section regarding routines and rituals for further suggestions. Some students may not be conventional readers at this point in their reading lives and their reading may look different from others. Remember to adjust this unit based on your students needs. For recommended times of each structure, please see the resource materials section. A note on partnerships: Partnerships begin in this first session. The intent is to get students to begin talking to others about their books. If students need additional support concerning how to turn and talk, additional sessions may be added. Please see the Resource Material Packet for Assessment Checklist to be used during the unit. Talk with kindergarten teachers, if possible, to select titles utilized from the 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 tabletops, so that readers can select from numerous titles during independent reading. The hope is that readers will see familiar text or familiar concepts represented in the baskets that they will have access to. Adding shared reading titles to bins and basket will add to choices for books. 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). If you plan to use the suggested celebration in Lesson 20, send a letter inviting school community members. Partnerships will meet, but are not established partnerships just yet. To your readers, feel free to call them partnerships, or buddies, or friends...we ve referred to them in different ways to show variations. Once you ve established reading levels and matched each reader with a reader at or near the same level, set long-term partners in motion. It is from that point on that we will refer to all work with our matched readers as partnerships. Share Time Suggestion: http://www.storylineonline.net/ Is a collection of classics and newly published stories read aloud by actors who are part of the Screen Actors Guild Foundation. This will be used for session 2. Show or listen to a read-aloud of one of your favorites that demonstrates storytelling reading for 10

readers to notice. The first day, just let kids watch and listen for enjoyment. Connection Teach Active Engagement Link Mid-Workshop Readers, we are gathered today for our very first day of reading workshop! I have been looking forward to this day all summer long, and I ve spent a lot of time thinking about you. I ve even talked with your kindergarten teachers! I went through baskets and baskets of books, looking at what you were reading last year, and thinking about all the things those books told me about what you could already do as readers. Do you know what these books told me? That you are readers! That s what those books told me. They told me that you knew that every page was important and that you had all kinds of ways to help yourself when reading gets a little tricky! As I looked through your books from last year, I found myself smiling and even laughing, because some of the books you were reading, I have also read. I also remembered reading them with my own sons and with my readers who are now in second grade. I sat with books all around me, thinking about how the titles, stories, and the information in them reminded me of the times in my own reading life, and that s what I want to teach you today. I want to show you how, even though you ve been away from some of your books for a short time, as a reader, you can always reconnect with familiar books, books you ve read, by rereading them with smiles, memories, and even laughter. Watch me as I show you how I reconnect with some familiar books from my baggie. You all have a baggie just like this one, with your name on it. See this one says Mrs. xxx. Watch as I put my hand in and pull out a book, OH! I love this one! I remember this one! I read this one with a small group of children who were working on practicing character voices last year. I m going to read it again just like we were practicing it, with real character voices. (Read title and a small section with a character s voice) Did you see what I did, readers? I pulled out my first book, it made me smile, I remembered who I read it with and what we were practicing, and then I practiced it. You will have time to read the entire book that you pull from your bag. I only read a little, so that I could save time for you and your reading. Watch this last time carefully. I want you to really pay attention to how I reconnect with my books. Think about what you see me doing and thinking, once I ve pulled the book from my baggie. (Pull another book from baggie. Reconnect with a slightly different rationale. Show facial expressions, think aloud, show pure joy, and begin reading. Readers, I didn t even want to stop reading this one, but I had to, so that you could talk with someone near you about what you saw me do. Will you please turn and tell another first grade reader what you saw me do? Assist readers in turning and talking with other children. Step from your teacher chair to listen in to their conversations and to extend or support their noticings. Readers, I was talking with Ellie, and she said that first I chose a book, and then I tried to remember it. I read the title and started reading. As I read, I remembered that it was the book on how to keep an earthworm farm. Ellie said, You remembered that parts were sort of gross, but you learned that earthworms are a good thing, not just gross. And Joe said, Even though you remembered reading that book a lot before, you were still going to reread it and see if you remembered all of it. Ellie and Joe were really watching me reconnect with my baggie of books. Now it s time for me to send you to your seats for your own reading time. I will deliver your baggies to you when I see that you are quietly ready for first grade independent reading in your seat. As soon as you get your bag, don t waste a minute! Carefully pull out just one book from your beloved collection, remember to smile, laugh, and read it! Read it all the way through, page by page. If you really love it, read it a second time. I will set the reading minutes timer for 30 minutes, just like your minutes last year. Let s read with soft or no voices, to ourselves. I ll come around to conference so that I can learn even more about you as a reader. Readers, I hate to ask you to stop reconnecting with your books, but I just had to tell you what I was noticing 11

as you read. Stop readers during independent reading time, either if you see their focus starting to slip or about 15 minutes into independent reading. Tell the class how the workshop procedures are working or offer tips for procedures. Additionally, explain what is working with the day s teaching point. Celebrate with the class how they are readers and how they are reconnecting with familiar books. Readers, one more thing that I didn t mention in our lesson today is that you will always have time, every single day, to read and talk with a partner. So, as we finish our independent reading minutes today, I d like you to think about what you will tell other readers about your baggies of books. Will you show and read to them your favorite book? Will you show or read them the book you remember most? Will you read and show someone the book that was tricky, but now is easy? Partnerships After the Workshop Share Readers, I am so impressed with the readers I see here in this classroom. I can t wait to plan our reading work together! Right now, we are going to move into our partnership time. Once I get to know all of you as readers, I will partner you with someone to meet with every day, for many days. But for now, I d like you just to turn to someone sitting next to your shoulder. (Assist readers in turning to someone close by) I d like you to each take turns talking about the books in your baggie and reading them a little bit. I will continue to meet with partnerships as you read and talk. Let s pretend Evan is my partner, I m going to sit right here beside him. I might say, Evan, let me show you my favorite book from last year. I loved it because it always says, NO David! When David is doing bad things. I ll read it to you. (Start reading a bit to Evan) After I read my book to Evan, then Evan is going to take his turn to tell me about his book and read to me. Let s turn to our shoulder buddies, and let s talk and read. (Plan to stop partnerships when readers appear ready or volume increases; might last 5 minutes or less) Readers, today we met for our very first FIRST GRADE READING WORKSHOP! You learned that readers reconnect with familiar books by rereading with memories, smiles, and even laughter. I absolutely loved seeing Curtis and Marc laugh at the fact that when they partnered up, they realized that a lot of their books were the same. They not only reconnected with their books, but they really connected with each other. They realized that they were reading a lot of the same titles last year and that they liked the same book the best. Reading workshop is going to happen here every day, and I m so glad about that, because you showed me today that you have a lot of reading know-how, a lot of reading muscle already. I m just imagining what hard workers you are going to be this year. 12

Lesson Plan Session 2 Concept Readers stretch themselves to read with stamina and focus. Readers sound like storytellers, by rereading familiar books. Materials Read aloud from yesterday or earlier in the day that showcased expressive reading. Happy Birthday to You! by Dr. Seuss is used as an example Growing Reading Minutes- Anchor Chart- See Resource Materials Packet http://www.storylineonline.net/ (for best sound and viewing, open in Google chrome or Firefox) Love you Forever, by Robert Munsch is used as an example Tips Share Time Suggestion: http://www.storylineonline.net/ Is a collection of classics and newly published stories read aloud by actors who are part of the Screen Actors Guild Foundation. The day before this lesson, before the school day s end, show or listen to a read aloud of one of your favorites that demonstrates storytelling reading for readers to notice. The first day, just let kids watch and listen for enjoyment. You can then show the clip again, during the share time of this lesson. This time, create inquiry or research before the clip. Ask readers to listen with their ears tuned in to storytelling reading. How does the reader make us know they have practiced and read that book over and over? Begin to meet in conferences and small groups right from the start. Readers will quickly come to expect your presence moving around the room, and they will understand that everyone will meet with the teacher one-on-one and in smaller groups, no matter the level. It also sets an authentic purpose for a quiet, independently working group of readers. Conferring during these first days may be for research purposes only and may complement conferences. Depending on your students workshop experience, additional strategy groups may be needed to support students needing more direction in how to talk to a partner during partnerships. Having partnership conferences is another way to support partnership talk during this time. Connection Readers, I have a little pile of books here in my lap. They are here because each of these books happens to be a book that I have read many times, so many times that I can t even tell you the number of times. Readers reread books all the time. I bet you might have a book at your house or at your grandma s house that Mom or Dad or Grandma has read to you many, many times. This book, titled, Love you Forever, by Robert Munsch was given to me when I had my first son. It s a story about a little boy growing up and how his mom always tucks him in by saying (recited without reading), I ll love you forever, I ll like you for always. As long as I m living, my baby you ll be. I can turn to that page and show you where it says that...it s right here, but did you notice how I just knew those words without even reading this book? It s like knowing all of the words to a favorite song. You hear that song so many times that when you hear it, you just start singing it, right? Well, this book has been such a favorite that I see the cover and I just start thinking, I ll love you forever. I ll like you for always... This book actually always makes me cry a little, too. Good tears... It s very touching for a mommy, and especially for a mommy with sons. One of the great things about reading familiar books is that we readers get the chance to sound like storytellers. Storytellers are readers that make their voices go a little faster, sound like the characters, make their voices loud in places with lots of action, and make their voices sound scared because they read a scary part. When readers read familiar books, they can sound like storytellers. You can sound like a storyteller reading too. Today, that is what I want to show you. I want to show you how you can reread your familiar books and 13

sound just like a storyteller. Teach Active Engagement Link Mid-Workshop Partnerships One of the other books on my lap is Happy Birthday to You! By Dr. Seuss. My oldest son has always loved Dr. Seuss. I bet you know Dr. Seuss. One Fish, Two Fish Red Fish Blue Fish or Green Eggs and Ham...Well, I have read this book, Happy Birthday to You! to my son every year on his birthday for the past 7 years. Some of those readings have even happened in his school, because I ve asked to read to the class on his birthday. I have read this book many, many times. But here s the interesting part. This book is not easy to read. It has all kinds of tricky, made-up, Dr. Seuss kinds of words. AND it also has this rhythm and rhyme, so you really have to watch for all the periods and commas. I remember the first time I read it, I thought, This is not easy That didn t sound right! I actually practiced it a few times before I ever read it to my son s class. But now that it is familiar, I read it with little trouble. In fact, there are parts I just know without even looking at the words. I m going to read a little to you. See if you can think about what is making me sound like a storyteller as I read. Is it my speed, my volume, my facial expressions? (Read first 4 pages) Did you notice what I was trying to do to sound like a storyteller? Here on the first page, I knew the picture showed the man in Katroo, blowing his birthday horn, so I said, HAPPY BIRTHDAY TO YOU! loud like a horn. Look at all the exclamation marks on this page. I think there are 3...and only 3 sentences, so I knew I had to make my voice sound excited to celebrate a birthday. When I said, Wake up! I think I startled you with how quickly and loudly I said it. I knew that part, so I could really say, Wake up! in a fun way. Do you see that I know this book really well, because I have reread it lots of times? I can really sound like a storyteller when I read it, because it is familiar to me. Now I want you to play a little game with me. I m going to read a little more from Happy Birthday to You. When I sound like a storyteller, I d like you to give me a silent cheer. It looks like this (Demonstrate arms up cheering, and yelling with no sound). When you think I DON T sound like a storyteller, I want you to tap your head with your thinking finger like this (Demonstrate tapping forehead with pointer finger, as if you need to think). That will tell me that I had better think about my reading. Ready? Here I go. Either silent cheer or think about it. (Read a bit like a storyteller and like a reader struggling. Allow enough reading so that readers can cheer and tap thinking fingers a few times.) Readers, you were really paying attention to how I sounded like a storyteller vs. when I sounded like I had never tried this book. I m so glad that you were paying attention, because I want you to practice sounding like a storyteller today. You will pull a book from your baggie, you will read the title, maybe even turn a few pages to remind yourself a little as to how familiar you are with it, and then, as you read, see if you can push yourself to sound like a storyteller when you are reading your books. Maybe you will sound like a storyteller on one page or two. Or maybe you will sound like a storyteller from the beginning to the end. Today, we are listening to ourselves rereading our familiar books, sounding like our moms, dads, and teachers. We are practicing sounding like a storyteller as much as possible, because these books are familiar to us. I will make my way around to do conferences and maybe even a couple of small group meetings. We will be very busy. I will set the timer when I see you have all gathered your baggies. Readers, stop reading for a moment. I d like you to listen to Jack read this one page. Didn t you just hear storyteller reading? I heard a loud, mad reading voice, and then I heard a quiet, sad reading voice. Jack really knows this book. He said he even has it at home. When we are familiar with books, we can read them with our best storyteller voices. This time could also be used to teach a procedure, routine or expectation. Meeting with a shoulder buddy is coming just after independent reading, so spend the next minutes of this time really finding a book where you know you sound like a storyteller reading it. You can then share that book and read it to your shoulder buddy. Readers, it is time to shoulder up and share your reading with a partner. Please turn to that person nearby and tell them about the books you read like a storyteller, and then read those books to them. If you are not 14

reading, you are listening, which means you are looking at the person who is reading. You are not fussing with your own books. So, if you are not reading, please put your books in your baggie so that the reader has your full listening attention. (Coach/demonstrate for partners) After the Workshop Share See suggestions in tips - http://www.storylineonline.net/ OR Readers, I m going to read to you the story I read aloud yesterday, but just a small part. I want you to think about what I am doing that is making my reading voice sound like a storyteller. Think, How is she making that story sound so good? Then I m going to ask you to talk about your ideas a little. Listen as I read.(read) Now, please turn and tell your shoulder buddies nearby what you found made my voice sound like a storyteller...like I had practiced over and over. (Listen in, support, and carry your book with you to show parts you were thinking about) Readers, you learned a lesson today that will be with you the rest of your life: When you read to yourself or to others, because readers do both, it s important that we use our storyteller voices. We can easily do that if the book we are reading is familiar to us and we ve practiced. I hope that every day you will take a little time to do just that: practice using your storyteller voice just like I did (or just like the actor, if using the website). 15

Lesson Plans Session 3 Concept Readers stretch themselves to read with stamina and focus. Readers get their reading minds ready by settling into a workable reading spot. Materials Growing Reading Minutes- Anchor Chart- See Resource Materials Packet Teacher baggie with books for demonstration Read connection and adjust to own interest Large table crates to hold individual bags after workshop (makes for easy cleanup and distribution) Tips Decide what spots will be off limits to readers, if allowing the choice of reading spots around the room. All readers should be in plain view as you confer and meet with groups. Some teachers prefer to preplan possible reading spots with stickers or decals on the floor ( Pick a place where you see a decal. ). Others demonstrate the thinking behind choosing. Choosing a spot is an optional part of this lesson. Many talented workshop teachers require that reading spots are at table tops and desks. Many others utilize reading spots or nooks. Reading spots around the room require responsible use of materials and expectations. This option can be taught and tried, and may be changed if needed. We want readers to sit where they will get the most reading work accomplished. Choice lifts levels of engagement for some, while for others it creates chaos. Know your class. Know your readers. Reading in nooks or spots around the room may or may not work for all individuals. Differentiate for your readers. For the mini-lesson connection, if you are not into golf, choose a different sport that requires choosing a course and settling in before the actual sport (swimming and running could be other options). Musicians could use choosing songs and settling into playing. Some teachers include beanbags or special chairs in their classroom arrangement. We suggest working them into a different day s expectations. Think about how they will be shared, rotated, and cared for. The term workable spot was chosen over comfortable spot because the reading in a reading workshop is rigorous and active, whereas comfortable is more suitable for beach and/or leisure reading. There is a difference. An optional anchor chart could be created on What Makes a Good Reading Spot. See Resource Material Packet for an example. Connection Readers, I love to golf. In fact, I was able to spend a lot of time on the golf course this summer. I was doing some thinking last night, and I realized that golfers are a lot like readers, really! You see, before I head out to golf, I first think about where I would like to golf. Which course? Is it going to be the one with all the rivers and ponds? I lose lots of balls there, because my shot isn t always so good. Is it going to be the one that s really hilly? Honestly, I typically decide to go to my favorite course, which has a little water and a few hills. I can really play a good game there. I think it s perfect for me. When I get there, I don t just walk out and hit a ball and start my golf game. NO! That would not set me up to do my best. There are a lot of things that golfers do. I might arrange my clubs or I might wipe grass off of golf balls and clubs. (Out of chair demonstrating) I might take a few clubs out and swing them as if I was hitting a ball, but I m really not hitting anything. I m just getting ready. Golfers get ready after choosing their course, before actually setting off to golf. And readers get ready too. Readers, today I want to show you how readers pick a workable spot to read in, and after they get there, they spend a few minutes settling in. Just like golfers chose a course and settle in with clubs, you will get 16

your mind ready to settle in with your books. Teach Active Engagement Link Mid-Workshop (Dramatization) So, I m a first grade reader and I just learned that my teacher is going to let me chose a spot to read somewhere in our classroom. (Teacher is going to be up walking with her baggie deciding on a space) I am so excited about that. I get to pick my spot for reading. I m thinking that I might like to sit over by the round table on the floor, because it s by the window. Oh, no, I think I want to sit here in the middle, where there is lots of space. I have to make a smart choice, because I m going to come here every day for reading time to settle in. Ok. I m going to sit here. Now, I need to settle in and get ready. Readers settle in by taking out all of their books from their baggies. Watch me (dump books neatly, carefully, and quickly from the baggie). They then arrange their books quickly, and then they choose the top book. But I m still settling, so I can read the title, look over the pages and pictures, and think about the story or information, all before I ever even read. I m ready to read now, so I will read my book to myself. (Turn each page reading to self in a whisper voice or no voice.) Then, when I have read that book, I will place it back into my baggie. So now I see I ve read one book, and I still have my others to read. It s just like the golf course, really. Once you play one hole, you move on to Hole 2, and then 3... Readers, did you see the reading work that we must do today? You are going to pick a spot around the room, where you would like to read. If you d like to stay in your seat because you like it there, that is fine, too. Then, once you are in your spot, I want to see you settling in by taking all of your books out of your bag and arranging them for a moment. Decide which book you wish to read first, and so on. Next, take a minute to settle into that first book. Read the title, look at the pictures. And THEN READ. I think picking out reading spots will be the trickiest step in all of this, so let s do a little thinking about where we see ourselves moving to. Please close your eyes and picture yourself with your baggie of books walking around the room. You are looking for a workable spot for you to do your best reading work. You move past our door and walk across our rug. You are now past the bookshelf and you are searching for the spot that will give you enough space to settle in. You need enough space to pile your books and to sit and read, read, read. Do you see yourself choosing a spot? Keep your eyes closed. Your spot can t be under tables. It can t be under desks or easels, andit can t be outside of our door. If you want to sit in a chair, make it YOUR chair, not someone else s. Think about our classroom and where you see yourself sitting. You can open your eyes now. The good news is that if your spot really doesn t help you become your best, or if you or I decide it is not workable for you, then we can always consider a change. So, I m going to set the timer for 3 minutes. In that amount of time, you will walk to get your book baggie and then you can walk around considering a reading spot to work in and settle into. I will give you a little reminder when you only have one minute left to choose. If you can t decide today, then you can sit in your seat at your table. Remember, if you like to sit in a chair to work, those are good working spots, too. Just remember (listing across fingers), Step 1 is choosing your spot; Step 2 is settling in, by dumping and piling your books; Step 3 is settling into your first book, by reading the title and looking at pages before reading; and Step 4 will be to read. Then, remember to place the book that you read back into your baggie. That way I will know what you have read and what you still have to read. You can settle into each and every book before you read it, just like I try to settle into each and every hole on the golf course before I play it. Go ahead and gather your baggies, and then I will set the timer for 3 minutes. Readers, we have had a lot of activity in workshop today. But I am so impressed with the way you chose reading spots in 3 minutes or less. You then so quickly and quietly dumped your books and arranged them the way you wanted to read them. Readers, I saw that you spent a few moments settling into your first book, and then your second book, and then your third book. You ve already been reading for 15 minutes, so I m sure that we are going to pass our reading minutes from yesterday. I will continue to meet with conferences and small groups as you read. Remember to read with your storyteller voice, if you are rereading familiar books. 17