establishing routines

Establishing Routines with Anchor Lessons

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http://www.primarygraffiti.blogspot.com/

Acknowledgements My county has written district anchor lessons. I’ve adapted the lessons to fit my needs for success with Daily 5. Many resources used were compiled from the professional books listed below…

Reconsidering Read-Aloud by Mary Lee Hahn Chapter 1: The Roles of the Teacher Chapter 3: Building Classroom Community Chapter 4: General Strategies Learning Under the Influence of Language and Literature: Making the Most of Read Alouds Across the Day by Lester L. Laminack and Reba M. Wadsworth Shared Reading: An Effective Instructional Model http://www.eduplace.com/rdg/res/literacy/em_lit4.html Growing Readers by Kathy Collins, pg 83-85 Traffic Patterns and Reading Spots The Best Place to Read by Debbie Bertram, Susan Bloom, and Michael Garland The Daily Five: Fostering Literacy Independence in the Elementary Grades by Boushey and Moser Literacy Work Stations: Making Centers Work by Debbie Diller Guided Reading Basics by Lori Jamison Rog Guided Reading: Good First Teacher for All Children by Irene C. Fountas and Gay Su Pinnell

Establishing Readers Workshop

Common Core Standards: SL.K.1 Participate in collaborative conversations with diverse partners about topics and text in small and large groups. SL.K.1.a Follow agree-upon rules for discussions. Essential Question: What makes a good listener? Establish the Transition: Readers Workshop Song (Tune of “I’ve Been Working on the Railroad”)

It is time for Readers Workshop

We do it every day It is time for Readers Workshop

It is not a time to play Every day we are getting smarter

By reading things in school It is time for Readers Workshop

Reading is really cool! (Shout) Hey!

Readers Workshop Song! (Tune of “I’ve Been Working on the Railroad”)

It is time for Readers Workshop We do it every day

It is time for Readers Workshop It is not a time to play

Every day we are getting smarter By reading things in school

It is time for Readers Workshop Reading is really cool!

(Shout) Hey!

Establishing Readers Workshop

Lesson: Using Miss Bindergarten Gets Ready for Kindergarten by Joseph Slate. Before reading, discuss what it means to be a good listener. Using a t-chart, label one column student and one column teacher. Prepare chart in advance and add illustrations during lesson to maximize discussion time with the kids! Introduce the book… This story is about how a Kindergarten teacher and her students got ready for Kindergarten. How did you get ready for Kindergarten?” Allow time for responses. Remind the students to listen to the story exhibiting qualities of a good listener.

students teacher

I can sit still on my spot I can keep track the reader

I can listen to the story I can keep hands still

Establishing Read Aloud Behaviors Common Core Standards: SL.K.1 Participate in collaborative conversations with diverse partners about topics and text in small and large groups. SL.K.1.a Follow agree-upon rules for discussions. SL.K.1.b Continue a conversation through multiple exchanges. SL.K.2 Confirm understanding of the text by asking and answering key questions. Essential Question: What should the student and teacher do during a Read Aloud? Establish the Transition: Readers Workshop Song (Tune of “I’ve Been Working on the Railroad”)






Establishing Read Aloud Behaviors

Lesson: Using the good listeners t-chart, encourage students to use illustrations to read the chart of I can behaviors. Acknowledge positive student behaviors but avoid “I like” statements. Example: I like how Joey is sitting. Instead model thinking… Joey is showing the correct way to sit with hands to himself as he is listening. Explain that In order for you to be able to learn from what I am reading, we must think about how to be a good listener. Remember to prepare additional choices on the chart in advance..

Ask students to think about the teachers behaviors during a read aloud.

students teacher

I can sit still on my spot I can keep track the reader

I can listen to the story I can keep hands still I can ask questions

I can look at the pictures I can think about the story

Establishing Read Aloud Behaviors Lesson: Guide discussion as students describe what an adult is doing while reading a book. Record!! Introduce the story by reading the title, author, and illustrator. Begin reading The Kissing Hand by Audrey Penn. Using positive behaviors, read a few pages before pausing and noting good listening and reading behaviors of both the student and teacher. Continue reading a few more pages with poor behaviors before having a discussion on poor behaviors (reading softly, not showing pages). Complete the read aloud with appropriate behaviors but stop periodically to think aloud. When reading about how the mother raccoon comforted her child raccoon, you remember a time you were comforted as a child.

Encourage students to think how they’ve been comforted by their mother

students teacher

I can sit still on my spot I can keep eyes on the reader

I can listen to the story I can keep hands to myself

I can ask questions I can look at the pictures I can think about the story

I can sit still in front of the class I can read the story

I can speak loudly and clearly I can display pictures for listeners

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Establishing Shared Reading Behaviors Common Core Standards: SL.K.1 Participate in collaborative conversations with diverse partners about topics and text in small and large groups. SL.K.1.a Follow agree-upon rules for discussions. SL.K.1.b Continue a conversation through multiple exchanges. Essential Question: How can shared reading help me become a better reader? Establish the Transition: Readers Workshop Song (Tune of “I’ve Been Working on the Railroad”)






Establishing Shared Reading Behaviors Lesson: Explain shared reading is a kind of reading that will help us become better readers, practice reading skills and strategies, and gather information. Use the refrain from Three Little Pigs as an example for shared reading. Chart the refrain in advance.

Wolf: Little Pig, Little Pig, let me come in! Pig: Not by the hair of my chinny, chin, chin!

Wolf: Then I’ll huff and I’ll puff and I’ll blow your house in

Read The Three Little Pigs. After reading, point to the words of the refrain and explain their reading the conversation between each pig and the wolf. Point to the words of the charted refrain as you read the parts. Use expression while reading! Reread the story and allow students to share in the reading of the refrain! Discuss and chart behaviors of shared reading.

students teacher

I can sit still on my spot I can keep eyes on the chart

I can read the story with my teacher

I can sit in front of the class I can read the story to the kids

I can point when to cue kids to read

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Read w

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Establishing How to Read a Book

Common Core Standards: RL.K.7 Describe the relationship between the illustrations and the story. RI.K.5 Identify the front cover, back cover, and title page of the book. Essential Question: How do we look at parts of the book to help us understand the story? Establish the Transition: Readers Workshop Song (Tune of “I’ve Been Working on the Railroad”)






Establishing How to Read a Book

Lesson: Explain to students that there are different parts to a book. Discuss the cover, which has a picture that shows a little about the book, the title or name of the story, and the author and/or illustrator’s name. Also explain to students that when beginning the book, they should begin at the cover holding the book so that the picture and words are right side up. The back of the book should be sitting on their lap or on the table when they begin to read. Then discuss the pages between the front cover and back, where the words are located and how the pictures tell the story. Model with both big and standard size books! Use Skippyjon Jones by Judy Schachner . It’s best to use a standard size book for this lesson! You’ll model and practice choosing books with students in a later lessons. Explain that you’ll start with the front cover of the book. Discuss how you know it is the front. “I see a cat with really big ears. Maybe this cat is who the story will be about. I see these big letters on the top of the book, Skippyjon Jones. This must be the title. Before I start reading, I want to make a prediction or guess what this story will be about. I think this story will be about a cat that gets in trouble with a houseplant and makes friends with a small bee. I made this prediction based on the picture on the front cover.

Establishing How to Read a Book Now we have to read the story to see if the prediction is correct. “Model reading” the story, thinking aloud and making up a story that matches the pictures that are shown. As you read, show the pictures to the students as you would during a Read Aloud or Shared Reading experience. Remind students that the pictures can help them while they read. „”Read” several pages to the students stop and have selected students practice “reading” the next few pages. Guide them to give responses that are appropriate for the pictures. You will want to have read the story prior to the lesson to tell a story that is similar to the actual story. It is important not to read the story exactly as it is written. The purpose of this modeling is to show that all students can read, even if they do not know the words on the page. Prepare chart in advance and add pictures while students are developing ideas for How to Read a Book.

How to Read a Book • I can hold the book carefully • I can look at the cover, pictures, and title • I can make a prediction •I can turn the pages slowly and carefully •I can read using pictures or words •I can close the book and return it carefully

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Establishing a Favorite Place to Read Common Core Standards: RL.K.7 Describe the relationship between the illustrations and the story. RI.K.5 Identify the front cover, back cover, and title page of the book. Essential Question: Why is having a favorite place to read important? Establish the Transition: Readers Workshop Song (Tune of “I’ve Been Working on the Railroad”)






*Prior to the lesson, explain acceptable spots for students to read*

Establishing a Favorite Place to Read

Lesson: Using How to Read a Book anchor chart, discuss the order in which students should read a book. Explain that today the kids will discuss their favorite places to read a book. Take a few minutes and explain your personal experiences with reading at home. Your dialogue may be as follows, but make it personal to you. “When I am at home and I feel like reading, I always go to the same spot. I like to curl up on my couch with a blanket and a good book. I always pick the same spot because it is comfortable and there is a reading lamp close by. This is my favorite spot because I can sit and think only about the story I am reading. I keep the TV off and try to stay away from other distractions. When I am in my special reading spot all I think about is reading. I am going to read this book until I am finished. I will not get up and find another book. Do any of you have a special reading spot at home where you like to read?” Facilitate discussion about students’ favorite reading spots. This discussion can build background knowledge that they can then relate to the importance of a reading spot in the classroom.

Establishing a Favorite Place to Read

Walk around the room showing students the different spots that they can choose as their favorite place to read. Be sure to keep spots away from high traffic areas, like the sink or water fountain. Also, be sure that favorite reading spots are not too close together. Students may also choose to read at the tables, so point out the chairs around the room as possible reading spots. After you have described all reading spots return to the front of the room. Allow students to choose and move to their favorite place to read. You may do this alphabetically, randomly, or in another manner. After all students have chosen a favorite place to read, the teacher will circulate around the room asking each child why their space is a good place to read. After all students have had a chance to respond, bring the students back to the gathering area using your previously established routine.

For additional support read… Growing Readers by Kathy Collins, pg 83-85 Traffic Patterns and Reading Spots The Best Place to Read by Debbie Bertram, Susan Bloom, and Michael Garland

Establish How to Choose a Favorite Book

Common Core Standards: RL.K.5 Recognize common types of texts (storybooks, poems) RL.K.7 Describe the relationship between the illustrations and the story. Essential Question: How do I choose a book when I would like to read? Establish the Transition: Readers Workshop Song (Tune of “I’ve Been Working on the Railroad”)






Establish How to Choose a Favorite Book

Lesson: Today I am going to teach you how to find a book that is just right for you to read in your favorite place. I have told you before about how much I like to read, and where I like to read. Whenever I need a new book, I go to a bookstore or the library. These are places where I can find all different kinds of books. When I go to the library I have to think about what I would like to read about. Sometimes I like to read about animals, and sometimes I like to read about different places. I know there are authors that I really like and will sometimes look for books by that person. There are lots of different ways for me to select a book that is just right for me. Today we are going to talk about how we can select a book that is just right for reading. Explain how the library is organized- all the books in one basket are alike in some way. Show students various baskets, telling them how all the books are alike. For example, you may have baskets about animals, science, nonfiction, fairy tales, poetry, math, ABC books, favorite authors/illustrators, etc. Tell students that the library is organized in this way to make it easy for everyone to find a book they would like to read.

Establish How to Choose a Favorite Book Dismiss a few students at a time to go to the classroom library.. Students may choose a book and then return to their spot on the carpet and hold their book awaiting all students to make their selections. If students would like to quietly read through their books while others are looking they may do so. After all students have returned to the carpet, facilitate a discussion stating why each student chose their particular book. While students are listing why they chose their book, record their ideas on chart paper. Your chart may appear as follows:

Students will be reading from one of their favorite reading spots, chosen during the previous lesson. Review

routine established in Lesson 1 for moving into work time, appropriate behavior during work time.

Selecting a Book

•The pictures are pretty. •The story looks funny. •It’s all about animals. •The book has trucks. •I read it before. •It looks easy to read.

Author Bins

Establish Using Individual Book Bags

Common Core Standards: RL.K.5 Recognize common types of texts (storybooks, poems) RL.K.7 Describe the relationship between the illustrations and the story. Essential Question: What is an individual book bag and how do we use them? Establish the Transition: Readers Workshop Song (Tune of “I’ve Been Working on the Railroad”)






Establish Individual Book Bags Lesson: We’ve discussed where we read, how we read, what we read during our previous discussions. Now I want to share where I store my special books. I store my books on bookshelves at home similar to the way we store books here in class. When I’m reading special books and magazines, I store them away from my other collection so they won’t blend in with the other books. I have a book box under my table, next to the couch. When I’m on the couch, I can grab my books easily.

Discuss special places kids store their books at home!

Show students an example of an individual book bag. {Jumbo Ziplock Bags} Explain to students that they will each get their own individual book bag with their name on it. Tell students that this is a place where they can keep the books they are reading or are going to read. Explain to students how they will choose books for their book bags, when they will get to trade books (every few weeks, after conferencing with teacher, etc), where their book bags will be stored (in cubbies or in a box/bin in the room, etc), how to care for the books and book bags, and when students will get opportunities to use their individual book bags.

Establish Individual Book Bags

Place one or two book baskets at each table. Make sure that each basket has a variety of topics, genres, themes, etc. The students will use these baskets to pick their books initially. Once the book bags have been established and in use, students with have the library or leveled book baskets from which to choose. Explain to students that they are going to pick three books to place in our individual book bags. Remind students of the things discussed when talking about choosing a book. Model for students how you would pick a book and place it in your book bag, and then pick two more books and put them into your book bag. Think aloud as you model. After you have chosen three books and placed them in your book bag, show students where the book bags will be kept and place your bag in the appropriate place. Tell students that they will now get a chance to pick their books; after they have chosen three books for their book bags they are to place their book bag in the proper place for storage, and then return to the carpet.

Establish Individual Book Bags

Dismiss students to their tables to choose three books. Walk around discussing with students the kinds of books they are putting in their book bag. Discuss with students why it is important to have an individual book bag. As students are finishing choosing, they should place their book bags in the storage place and return to the carpet. Once all students have returned to carpet continue with guided practice. Once all students have chosen, create a chart with the kids. Here is a sample…

Using Individual Book Bags

•I can store books in the bag •I can store books I’m reading or want to read •I can take care of the books •I can use the bags during independent reading •I can keep my bag in the storage bin/cubby •I can practice reading and rereading my books •I can talk with my teacher about books practiced •I can switch out books after I conference

Establish Reading Logs

Common Core Standards: RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Essential Question: Why do we keep track of what we read? Establish the Transition: Readers Workshop Song (Tune of “I’ve Been Working on the Railroad”)






Establish Reading Logs Lesson: Briefly discuss why it is so important that all students read daily. Describe the different times the students read throughout the day, not just during Readers Workshop. Explain to students that since we will be reading so many books we will be keeping a log of all the books we read so we can remember the titles and authors of all the stories.

Share example of the log on chart paper. Take time to explain the log and all it’s parts. Each line is for a book you will read this year and model expectations. Using I Like Myself by Karen Beaumont, point out the title, author, and any other information that is relevant for the reading log form. Explain to the kids that they’ll be writing in their own logs, keeping track of all the books they read.

Read the story aloud, modeling fluency and pausing to check for comprehension. After reading, allow a few students to respond to the story for reflection. Explain to students that we must now record this book on our reading log sample chart. Review the information that needs to be recorded on the reading log. I see several words on the cover of the book, but I notice that this group of words is much bigger than the other group of words. Point to the words that are the title. Let me read these words. „”I Like Myself.” This is the title of my book. I am going to copy these words onto my log.” Model how to copy the title from the book onto the appropriate space on the reading log.

Allow students to practice recording same book

Establish Reading Logs

The next six pages include differentiated reading logs to assist all learners toward meeting the standard. Provided are copies for homework and Daily 5!

Homework Reading Log Directions: To encourage independence, have students color in a box for each day of

the week you child reads a book. When the log is complete, please return to class.

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Name

Classroom Reading Log Color in a box for each day you read a book.

Monday Tuesday Wednesday Thursday Friday

Name

Homework Reading Log Directions: To encourage independence, have your child write the date and title of

the book read each night of the week. Please return on Monday.

M

T

W

Th

Day Date Title

Name

Classroom Reading Log Record the date and title of the book read in class.

M

T

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F

Day Date Title

Name

Homework Reading Log Directions: To encourage independence, have your child write the date, title, and

author of the book read each night of the week. Please return on Monday. Date Title Author

Name

Classroom Reading Log Name

Date Title Author

Record the date, title, and author of the book read in class.

Establish Behaviors for Partner Reading

Common Core Standards: SL.K.1 Participate in collaborative conversations with diverse partners about topics and text in small and large groups. SL.K.1.a Follow agree-upon rules for discussions. SL.K1.b continue conversations between multiple exchanges. Essential Question: What should partners do when reading together? Establish the Transition: Readers Workshop Song (Tune of “I’ve Been Working on the Railroad”)






Establish Behaviors for Partner Reading Lesson: Briefly review the different types of reading that we have talked about so far, Read Alouds and Shared Reading, both involving the teacher. Explain to students that partner reading (Read to someone) is when two students (partners) sit together and practice reading, helping each other as they go.

Describe some of the ways to read with a partner: whisper reading is when the partners will whisper quietly; choral reading is when both partners read at the same time or together; echo reading is when one partner reads, then the other partner repeats, or echoes, what the first partner read; taking turns is when the partners take turns reading the story or pages; and silent reading is when the two partners will read silently and then will discuss the story after both have finished.

Explain to students what partner reading should look like: sitting side by side (elbow to elbow or shoulder to shoulder), holding the book between two partners, taking turns reading quietly, talking about the story, and continued practice.

Amanda from One Extra Degree has wonderful freebie poster. Click image to link.

http://oneextradegree.blogspot.com/2011/04/our-book-recommendation-board-revamped.html

Establish Behaviors for Partner Reading Select a student to help model good reading behaviors. Discuss these behaviors with student in advance. Create a chart and add expectations as it’s modeled. Chart is entitled, “Read to Someone”. 1st Partners will need to choose a book. A small bin will be provided near each partner for their choice. Add Choose a book to the chart. Remind the students about sitting EEKK (elbow to elbow, knee to knee). Add Sit EEKK on the chart. Explain the book should be between both of you or hold individual books to that both can see. Add Book between partners on the chart. Model reading with a partner. Add When I read, my partner listens AND When my partner reads, I listen on the chart. Last model book discussion with partners. Add Turn and talk on the chart. Be sure to add clip art or draw icons for students to “Read” independently at a later time.

Read to Someone

•I can choose a book •I can sit EEKK •I can place book between my partner and I •I can listen when my partner reads •My partner can listen as I read •I can turn and talk about the book

establishing routines

Documents

readers workshop

readers workshop

individual

individual

favorite reading

classroom

special reading

readers workshop