first grade building a repertoire of strategies in mixed...

Reading Unit of Study 1st Grade: Building a Repertoire of Strategies in Mixed Genre, Unit 5

Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools

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First Grade

Building a Repertoire of Strategies in Mixed Genre

Unit 5 6/23/2015


Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools

Table of Contents

Background Section

Abstract ............................................................................................................................................................................... 1

Background Information ...................................................................................................................................................... 2

Sample Unit Section

Resources and Materials Needed ......................................................................................................................................... 3

Why a Script? ....................................................................................................................................................................... 5

Overview of Sessions – Teaching and Learning Points ........................................................................................................... 6

Routines and Rituals............................................................................................................................................................. 7

Read Aloud with Accountable Talk ....................................................................................................................................... 9

Lesson Plans....................................................................................................................................................................... 14

Resource Materials Section

See Separate Packet

Please note: A unit may have additional information under the background section.


1 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools

Abstract This unit will return readers to the important work of taking action and being their own problem solver. Through the use of varied genre, readers will practice and learn that solving reading tough spots takes perseverance and many strategies at times. Digital text is utilized in the unit of study (CCSS 1.7). Readers, and teachers alike, will likely find this work engaging, as long as the necessary technology to access the varied genre on-line exists. Digital text is not new to these readers; they have had lots of experience with this genre through television, cinemas, computers, and most recently, phones and tablets. Here, the unit builds in poetry, informational clips and story in an effort to showcase for readers how reading with feeling sounds, given the different genre. Each example will show off the feeling in the text, whether a story or poem, and will illuminate the reader’s passion and excitement for the topic with informational pieces. Partnerships continue to be matched by levels of readers. This is critical to the small group teaching that can be conducted when readers are matched needing similar skill and strategy instruction. Concept one, Readers use everything they know about reading to get through the tricky parts, teaches readers to use as many strategies as they can think to use at those points of difficulty. Readers will learn to see the importance of stopping to ask if their attempt looks right and makes sense before reading ahead. Readers will see pictures as an aid in helping them tell what the page might say before ever reading it, and also to see that reading should sound easy and smooth, not choppy and slow. Readers will take brave guesses at words and read to see if their guess fits what is happening. This first concept aims to build muscle around making attempts with unknown or hard parts and crosschecking those attempts before reading forward. Concept two, Readers reread to smooth out the rough parts, asks readers to check if their reading looks right and sounds right- making sense to make their reading smooth. Readers will see that it is important to reread from the beginning of the sentence at times, but it is equally important to reread large chunks of text, or the entire text, to gain learning or for enjoyment. The goal within this concept is to have readers understand that even though reading work has occurred, it is the responsibility of the reader to smooth out the reading for the greatest understanding and enjoyment. Concept three, Readers read to perform, asks Readers to think about what varied audiences might like to hear read and make selections based on reading interviews with others. Readers will spend lots of time reading and rereading to revise their reading, making their reading sound smooth and fluent, and also filled with the feeling of the piece. Readers will celebrate by reading in a performance setting by sharing practiced readings with others.



Background Information The work of this unit is centered on text levels G/H /I and above. Texts of varied genres are required throughout the unit. Readers will read stories, poetry, plays, reader’s theater pieces, informational texts, and songs, as long as there are resources to support this list at differentiated levels. Preparing a library of books that match the levels of the readers in the class, while also containing books of varied genres and student interests is essential. One way the library might be organized is by topic. Teachers may want to place books of varied genre on similar topics in a leveled crate for readers. If a student is shopping for H level books, they might shop from the H level crate of books all gathered around the topic of frogs. In this crate of texts, the student might find stories with frogs as characters, a poem about a frog, and an informational text featuring frogs. A second option for setting up the classroom library, and the easier option for most, is purely by level with mixed genres, forgoing the topical focus. In this instance, the teacher would simply make sure that the H level book crate held varied genres: poems, songs, plays, recipes, informational, and narrative texts at that level. Teachers may want to pull out a saved anchor chart from previous unit work on using strategies to solve words independently. This unit asks readers to think of themselves as their own problem solver. Any work with problem solving words should be connected here. This might be work tackled in word study, small groups, or a previous unit. First Grade Unit 2: Readers use Strategies to Solve Words is closely connected, and the anchor chart contained in this unit fits perfectly as this unit kicks off. Partnerships will be matched by reading levels. Partnership time will consist of reading to each other after readers have shared the work they have done from the mini lesson. In this way, readers start their partnerships by talking to each other and finish by reading with each other. If partners have reached levels J/K/L, it makes sense to adapt instruction to allow for more focus with growing conversation skills. Readers at these higher levels of text will not spend time reading to each other. They will spend their partnership time talking to each other. Having matched titles of books for higher leveled readers is important for the purpose of conversation.

Readers will spend much of their time throughout this unit growing skills to figure out hard words. Teachers will want to focus read

aloud with accountable talk on the upcoming unit, Readers use Series Books to Study Characters in Book Clubs. Introducing higher-

levels of text in read aloud, even though readers are reading just right text, aligns with the Common Core Standards. Read aloud

should center on the work of thinking clearly about longer, more complex books within and across a series. Read aloud, at this time,

can also focus on more informational text work at increasingly complex levels. Teachers may want to pull in topics from science or

social studies. Larger questions to ponder might be “Why do we think the author wrote this?” or “What lessons are we learning from

this author?” Varying the genre in read aloud, while focusing the work on comprehension, balances and aligns the work within the

unit of study.

The celebration for this unit centers around performing practiced reading. This may be done in a small-scale inclusive group to a

single classroom, or by inviting a broader audience- thinking of school staff or students’ family members. Another way to celebrate is

to have readers make a list of people they would like to read to and then think about the books they should practice with that

person in mind. Readers could make invitations for these people that might read “Mom, please meet me in my bedroom at 7:30 for

a special reading of The Gingerbread Man.” Another option is to use a buddy class within the school body to show off the reading

that has been practiced. Teachers will want to think about the celebration before session 18 arrives so that lessons and details can

be plotted along the way to support the event.



Resources and Materials Needed

Book List for Multiple Grades Character Focus or Series:

See Resource Packet Unit 5

http://readingandwritingproject.com/resources/classroom-libraries/current-classroom-libraries.html Organize crates of books by characters and levels. Crates by series (Bella and Rosie, Danny, Puppy Mudge, Henry and Mudge, Biscuit, Arthur, Curious George, etc.) will support the work in this unit. Readers should shop for titles as a partnership (like-titles), but should also shop for independent titles. Readers will utilize the strategies of this unit in any fictional text they are reading, however, they will build the strongest conversations around the same titles. If teachers have a lot of paired titles, readers can shop for numerous like-titles. If teachers have few paired titles, then the allocation of books between partners with like-titles will be limited.

● 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 texts. Typically, book baggies will 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

● 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 (e.g. Levels, Emergent Story Books, 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 the 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.

*These are suggestions based on practices utilized by workshop teachers, which meet objectives outlined by the Common Core Standards. Teachers should organize as they see fit, given their resources. Teacher Resources

Gallon-size plastic bag for every reader and the teacher

Plastic bag for every reader, filled with books from first grade reading May-June: Leveled books, classics, favorites, series, read-aloud books, informational titles, shared reading poems, songs

Abundance of chart paper

Abundance of 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

Teacher’s text for demonstrations in baggie: Leveled character trait book (matches readers’ baggies)

Large crates to hold individual bags after workshop (makes for easy cleanup and distribution

Book list for characters

http://readingandwritingproject.com/resources/classroom-libraries/current-classroom-libraries.html

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 suggested book titles in these lessons are needed if you have titles that match the suggested books’ genres and characteristics. In other words, there are thousands of books that would work during demonstrations and throughout your mini- lesson. The titles in these lessons are all suggestions to help you make choices beyond our recommendations.



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 per se, because they will have had time to study and gain procedural knowledge for many of the Common Core units of study. Also, many teachers feel a script serves as a guide for guest/substitute teachers or student teachers. Please view these scripts as a framework from which to work – rewrite, revise, and reshape them to fit your teaching style, your students, and your needs. Additional lesson information: Balanced Literacy Program (BLP) - A Balanced Literacy Program which is necessary to support literacy acquisition includes: reading and writing workshop, word study, read-aloud with accountable talk, small group, shared reading and writing, and interactive writing. Teachers should make every effort to include all components of a balanced literacy program into their language arts block. Reading and Writing 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 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 Teaching Point – 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).



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: Readers use everything they know about reading to get through the tricky parts Session 1 Readers use many strategies to get through hard parts Session 2 Readers stop and ask, “Does that make sense and fit with what is happening?” Session 3 Readers use the picture to tell what might be coming next before reading the text Session 4 Readers pay attention to what it feels like to read something the right way, and take action if it doesn’t feel right Session 5 Readers look at the first part of the word and the last part of the word Session 6 Readers make a guess when they encounter a new unknown word and keep going Session 7 Readers take the time to retell what they have read to check that it all fits together Session 8 Readers think about all the words that a word might be, guess and reread to see if it makes sense Concept II Readers reread to smooth out the rough parts Session 9 Readers check that reading looks right and makes sense and reread to make it smooth Session 10 Readers reread the entire text so they can learn and enjoy it Session 11 Readers help others by telling them to try rereading when something doesn’t seem right Session 12 Readers help others by stopping the reading and problem solving together when something doesn’t seem right Session 13 Readers reread together, making their voices really smooth Concept III: Readers read to perform Session 14 Readers prepare for performance reading by rereading and revising the way the reading sounds Session 15 Readers think of someone’s likes and prepare to read something that would interest them Session 16 Readers practice reading so that their reading has feeling in it Session 17 Readers coach other readers to help them read smoothly to prepare for performance reading Session 18 Readers celebrate their reading by reading aloud to others



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 Teaching Point

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.)



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



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 partner during independent and partner 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.



Reading Aloud and Reading Workshop Focuses Across the Year

Unit of Study December/January January/February February/March

Character Study Short picture books, stories that match levels of readers, and one-two short chapter books or more complex short stories. Shift into informational text the final week.

Readers grow Strategies Reading Mixed Genre The Reading Workshop Unit focuses on word solving so time in read aloud will work to elevate the strategies already learned working to higher levels of complexity with narrative and informational text. Utilize texts above current reading.

Readers use Series Books to Study Character in Book Clubs Books within a series, like Henry and Mudge or Biscuit with enough copies to join children into partners or another option, book clubs of three to four children.

Read Aloud Focus

Readers pay attention to who the story is about.

Readers pay attention to what the character does; recounting events across fingers using first, next, next, last.

Readers get to know the character by what they say and do and use their behaviors to make predictions as to what will happen next.

Readers share what they know with partners during read aloud.

Reading partners coach each other building conversation about the character.

Readers take extra time to think about confusing words and parts.

Readers think about characters’ feelings and can guess (inference) feelings based on pictures and words.

Readers imagine what they would do if they were the character; inference, predict

Readers notice what characters like and dislike

Readers follow characters’ feelings all the way through the story and then think about what the characters might have learned.

Readers compare characters from different stories.

Readers think about whether a character can teach themselves something about their life or

2 weeks - Continue to work on building strategies from the character study and informational text, especially those which require more complex thinking and talk

2 weeks – Look ahead to Unit 6, Readers use Series Books to Study Characters in Book Clubs. The work in this unit will soon be part of mini lessons and independent reading and partnerships.

Readers pay close attention to characters’ actions.

Readers think about the relationships of their characters.

Readers envision as they read to help them understand their stories.

Readers step into the shoes of their characters and envision what their feelings might be.

Readers use drama and role playing to act like their characters when talking with others.

Readers act out different parts of their stories to understand more.

Readers make guesses as to what their characters may be thinking or feeling.

Readers take on the tone and voice of their characters when reading.

Readers name the feelings of characters, but also why they may feel that way.

Readers think about characters’ traits.

Readers find the important moments in their stories and talk about them.

Readers use clues from the text to help them determine important parts.

Readers reread where something big



the world. happens in the story.

Readers reread to help them understand and to support their thinking.

Readers use speech or thought bubbles on their jots and notes inference character thinking and talk.

Readers grow theories about their characters based on characters actions.

Readers look for patterns in their characters and story elements.

Readers consider the problems of the characters and think about what these problems tell them about their character.

Readers think about what they already know about the character as they read forward.



Read Aloud Digital Text

National Geographic for kids Videos. The Empire Penguin.

http://kids.nationalgeographic.com/content/kids/en_US/videos.html?videoGuid=0698e4db-0f89-4a2b-a7f3-52e261205354

The Poetry Foundation. The Tropics of New York by Claude McKay http://www.poetryfoundation.org/features/video/289

Speakaboos: The Tortoise and the Hare. http://www.speakaboos.com/story/the-tortoise-and-the-hare

Informational Text

Ice Skating by Rose Lewis, Level H, www.pioneervalleybooks.com

Moving Snow by Kris Bonnell, Level G, www.ReadingReadingBooks.com

Blizzards by Kris Bonnell, Level G, www.ReadingReadingBookks.com

Skateboarding by Michele Dufresene, Level I, www.pioneervalleybooks.com

All About Beetles, by Michele Dufresene, Level I, www.pioneervalleybooks.com

Reading Safari Magazine Series: Level G-J. www.mondopub.com

Up High in the Air, Level G

Ribbit Ribbit, Level G

Otters, Level J

Diving Down, Level H Biography

Martin Luther King, JR., by Michele Dufresne, level I, www.pionervalleybooks.com

Rosa Parks, by Michele Dufresne, Level H, pioneervalleybooks.com Poetry




Otters, Level J

Diving Down, Level H

Narrative Story

Bed Time for Porcupine, by Michele Dufresne, Level G, www.pioneervalleybooks.com




Otters, Level J


Daisy’s Bell by Michele Dufresne, level G www.pioneervalleybooks.com

Dog Bones by Susie Piper, level I, www.pioneervalleybooks.com Plays




Otters, Level J

Diving Down, Level H Recipes






http://www.poetryfoundation.org/features/video/289

http://www.speakaboos.com/story/the-tortoise-and-the-hare

http://www.mondopub.com/

http://www.pionervalleybooks.com/







Otters, Level J


Choose an array of books, matching what readers are reading for mini lesson demonstration and read aloud, which include varied genre. Titles in BOLD are suggested in lessons throughout the unit



Lesson Plan

Session 1

Concept Readers use everything they know about reading to get through the tricky parts

Teaching Point Readers use many strategies to get through hard parts.

Materials

● Readers bag/bin of books: leveled “just right” text of varied genre featuring stories, informational text , poems, songs, and plays

● Partners may or may not have matching titles dependent on resources.

● Post-its

● Teacher’s bag/bin matching readers, with diverse levels and varied genre

● Anchor Chart “We are Word Solvers” From First Grade Unit 2 Resource Packet

● Ice Skating by Rose Lewis, Pioneer Valley Press, Level H –predetermine a few stopping places to stop and role-play using many strategies to get through the hard parts. Refer to “We are Word Solvers” anchor chart for ideas.

Tips ● Partners are paired by like-levels

● Asking that partners come to the mini lesson seated next to each other is helpful.

Connection Readers, we have so many strategies for solving hard parts of our text. Let’s look at our chart from Unit 2 “We are Word Solvers”. As readers read new and harder books, we must return to these strategies because they will help us read harder books.

But one more important tip I want to teach you today is that Readers use many strategies to get through hard parts.

Teaching ● Watch me. I have this book in my lap, Ice Skating by Rose Lewis. I’m going to pretend to be a first grader reading this hard book. It is longer and more challenging than the books I’ve been reading. So I will need to use many strategies to get through the hard parts. Watch me as I get through the hard parts. Try to keep track of what strategies I am using. I will ask you to list them with your partner when I am finished demonstrating.

● Read and stop at the predetermined places to show working through the tough spots by using many strategies. Refer to the “We are Word Solvers” anchor chart showing readers that the chart continues to remind you and them of the many strategies they know. Examples: Use what you know about words, use beginning, middle and end of words, asking, “What is this part about? What would make sense here?”

● Plan to stop two times. ● Page 4, “practice”, “Figure”, “gymnastics”, and “lifts” could be likely stops for demonstration.

Active Engagement

● Readers, now I want you to turn to talk to your partner and list what strategies you saw me using to get through my tough spots. You may look to our “We are Word Solvers” anchor chart to remind you, if needed.

Link ● Share a couple of listed strategies overheard from the partners talk. ● Readers, now is the time for us to remember that we have great big tool kits as readers. Instead of

hammers and nails in those took kits, we have asking, “What would make sense here?” We are using what we know about words. Those are our tools for reading.

● It is our job as readers to be our very own problem solvers and to use every tool we have to solve our own tricky parts. These reading tools or strategies will help you read harder and harder books.

● Today, when you work to solve a tricky part by using many strategies to get through that hard part, place a



flag on that page so that you can share what tools you used with your partner.

Mid Workshop Teaching Point

● Showcase readers who have flagged pages indicating getting through the tough parts. Share what readers have used to problem-solve on their own.

Partnerships ● Readers, today I would like you to share your flagged pages with your partner. List for them the many strategies you used to help you get through the tough spots.

After the Workshop Share

● Readers, I am going to leave our “We are Word Solvers” anchor chart out for the rest of this unit. We will refer to it but we will also add to our tool box as we learn new strategies to help us get through the hard parts.

● To be a problem solver you must be brave. I will continue to look for brave readers who are not afraid to try many strategies on their own to get through the hard parts.



Lesson Plan

Session 2


Teaching Point Readers stop and ask, “Does that make sense and fit with what it happening?”

Materials

● Post-its



● Ice Skating by Rose Lewis, Pioneer Valley Press, Level H

Tips

Connection ● Readers, throughout this unit we will be talking and learning about what to do when our reading is tricky. But sometimes our reading isn’t tricky. It is important to make sure that what we read is right even if the reading feels easy.

● Today I want to teach you that readers stop and ask, “Does that make sense and fit with what is happening?” (Could refer to “We are Word Solvers” anchor chart, because this work is listed there)

Teach ● Choose a page to demonstrate easy reading. However, plan to make an easy mistake and keep going even though the reading does not make sense or fit. Example: Ice Skating, page 8 saying “still bades” instead of “steel blades” or another likely substitution a first grader would make.

● Plan to continue reading, but then realize that you need to stop and ask, “Does that make sense and fit with what is happening?”

● Demonstrate and think aloud, showing how to reread the page while thinking about what should fit and what would make sense. Demonstrate using multiple strategies to get through the hard part.

Active Engagement

● Readers, I am going to read another section of Ice Skating. This time I want you to follow the words along with me and listen to my reading thinking about whether it makes sense and fits.

● If my reading is making sense, you can show me a thumbs-up sign. ● If you think I need to ask, “Does this make sense and fit what is happening?” will you show me the thinking

sign by tapping your forehead with your finger? ● I will be watching for your signs. ● Read page 10, substitute “Lean” for “learn” or “gide” for “glide” or “bounced” for “balanced”

Link ● Readers, I saw you giving me the thumbs up and I saw you giving me the thinking sign when my reading wasn’t making sense. Did you notice how I was reading as if it was really easy, and at first I didn’t stop to even think about what would make sense or fit?

● Readers do this all the time. We are reading and it feels easy, so we forget to constantly check if what we have read makes sense and fits.

● Today as you are reading in your just right books, flag a page if you use this strategy or tool of stopping to ask if what you have read makes sense and fits with what is happening.


● Share the process a reader is using to solve the tricky parts. List for readers, all the tools or strategies the reader has used to figure out the tricky part on their own.

Partnerships Remind readers to take turns showing their flagged pages for words they have solved on their own.




● Highlight a partnership that used your expected partnership procedures during the partnership time. List what was working in the partnership and how these partners are helping each other become stronger readers.



Lesson Plan

Session 3


Teaching Point Readers use the picture to tell what might be coming next before reading the text

Materials

● Post-its




Moving Snow, level G by Kris Bonnell, Reading Reading Books or choose a level G text for readers to “tell” the picture then read together during the active engagement. Cover the words, initially so readers will be forced to tell what they see in the picture.

Bed Time for Porcupine, Level G, by Michele Dufresne, Pioneer Valley Press, for Share time

Tips ● Readers reading at levels beyond G/H/I will need instruction at their levels. In many cases J/K/L readers will have less and less picture support. This particular lesson may not be useful for them. Make plans to differentiate instruction in small groups based on levels of readers.

Connection Readers, sometimes you will be reading along and realize that the next page looks even harder than the pages you’ve been reading. In those moments, we still need to be our own problem solvers.

If we look at our anchor chart “We are Word Solvers” I see that bullet 2 says, “Readers carefully look at the pictures”. I want to teach you another strategy that has you looking carefully at the pictures to solve hard pages.

Today I want to teach you that readers use the picture to tell what might be coming next before reading the text.

Teach ● Really watch and listen, now, readers, because I’m going to show you how I tell the picture to myself before I ever read the words. What I am going to show you is how I talk to myself about the picture. I will tell what is happening and going on. Then once I have done that, I will read the words.

● Watch me. ● Use page 16 and 17. Tell the picture. Example: I see two figure skaters skating together. They are holding

hands and it looks like they are spinning together. ● Now I am going to read this page. Read the page and demonstrate how you think about the picture as

you read. Use multiple strategies from previous lessons to show problem solving through the tricky page.

Active Engagement

● Readers, did you see how I first knew I needed to tell the picture to myself. As I was telling about that picture, the words from the text were being said. I said, “two figure skaters”, “together”, and “spin”. Saying these words from the picture helped me read the page.

● Now I want you to try this. ● I have put a page from Moving Snow up on our document camera. I have covered the words. This text is

about the different ways people move snow. Look at page 4 and 5 and tell your partner what you see in the picture. Say as much as you can about what you see because I’m going to have you read the words after.

● Practice with page 4 and 5 and page 6 and 7.

Link ● Readers, today, when you are reading your book, you have a lot of work to do. You might just be starting a



book; In that case, you are going to want to remember that we think about the text before we begin reading. You also know that we’ve been flagging pages where we have solved our own problems by using many strategies. And now, you have this added tool of telling the picture before reading the words.

● If you need to use this new tool, “telling the picture before reading”, please flag that page so that you can talk with your partner about how it worked for you.


● Showcase one or two exemplar samples of the work in progress as readers, read, think, flag and tell their pictures to help them problem solve.

Partnerships Ask partners to share the work they did within their text. Plan to confer with partners based on their talk and flags.


● Use a narrative text, like Bedtime for Porcupine, to demonstrate the teaching point within a story. Tell the pictures before reading. Highlight how many of the words you told to yourself were actually in the text.



Lesson Plan

Session 4


Teaching Point Readers pay attention to what it feels like to read something the right way and take action if it doesn’t feel right.

Materials

● Post-its



● Readers just right book bins for mini lesson


Tips ● Ask readers to bring their just right book bins to the mini lesson today

Connection ● Readers, today I want to give you a tip to help with the work we’ve been doing within our unit of study. ● Today I want you to think about the feeling you get when you are reading everything the right way. When

we know what it feels like when we are reading the right way, then we will be able to pay attention to the feeling we get when we are reading and it isn’t right.

● I’m going to show you how readers pay attention to what it feels like to read something the right way and take action if it doesn’t feel right.

Teach ● For example, when I started reading this new book here, Ice Skating, a few days ago, there were parts that were tricky for me. I had to use my tools or strategies to help me problem solve those tricky parts. But now, I bet if I read this book, I would feel differently as I read it.

● Let me read it and see how I feel as I read. ● Read a portion of the book with expression, intonation, pacing, and smoothness. Stop to think about how

you feel as you read. Comment on the many strengths you sense as you read. ● Readers, I hope you were listening to the way I felt as I read this book. I felt strong. I was able to use my

fastest pace. I was thinking about reading with expression and intonation. Like a news reporter who is reporting on ice skating.

● Readers, when I pay attention to what it feels like to read something the right way, then I can also pay attention to what it feels like when reading isn’t going the right way. If my reading doesn’t sound like this, I can say, “Wait a minute…I need to reread or problem solve, or work on this part.” If my reading doesn’t feel right, I need to take action to make it feel right.

Active Engagement

● Now, I want you to look through your book bin and choose a book from your bin that you believe makes you feel like you are reading the right way.

● Choose a book that makes you feel like you are a strong reader. Begin reading it softly to yourself, and I’m going to pay attention to what you sound like and what you have chosen.

● If you start to read your book and you really don’t feel like you are reading it the right way…you can reread, work on the bumps, or choose a different book out of your bin.

● I want you to pay attention to what it feels like to read something the right way and take action if it doesn’t feel right.

Link ● Readers, today as you read I want you to do the same thing we did together. Think about the feelings you get as you read your text. Ask yourself, “Do I feel like I am reading this book the right way?” If not, then do something about it. Use our strategies and spend time with that book or that page until you have that



feeling of reading something the right way. ● Today, if you come across a book that you have read and you know you feel as if you are reading it the right

way, I’d like you to put a post-it on the cover with a smiling face. Leave that book out on your desk so that as I confer with readers, I can see which books you feel you are reading the right way.

● If there is a book you feel like you need to work on because it doesn’t feel right, just draw a face with a straight face. That will show me that you know you need to take action in that book.


● Highlight the work around problems and talk with readers about problem solvers working toward solutions.

Partnerships Ask partners to share the work they did within their text. Plan to confer with partners based on their talk and flags.


● Readers, when we have that feeling creeping into us that our reading isn’t going the way it should, maybe you feel confused or uncomfortable, that’s an important feeling to notice. Maybe we feel that way because we don’t understand. Maybe we feel that way because there are a lot of tricky words. Maybe we feel that way because there are parts that are confusing.

● When we feel this “not right” feeling, we need to take action and do something about it. We need to think about all the strategies that we know, and use many of them to help us make our reading feel right.

● When one of our strategies helps us, we feel strong and proud, and then we pick up the pace and keep going.

● But if the strategy doesn’t help us make the reading feel right, then we choose a different strategy, trying something else.



Lesson Plan

Session 5


Teaching Point Readers look at the first part of the word and the last part of the word.

Materials

● Post-its



● Blizzards by Kris Bonnell, Reading Reading Books, Level G

● Reading Safari Magazine: Otters Level J, page 30, Poem- Who is She? Written by Sally Cole or New short poem or song for Share time

Tips ● Looking ahead for Session 18 you will conclude the unit with a performance reading celebration. Think in advance about whether students will read to someone in their own class or a buddy class. Prepare to send necessary invites and requests for needed supplies if necessary.

Connection ● Readers, if we look to our “We are Word Solvers” anchor chart, you will notice that in Unit Two, we worked on looking all the way through the word to solve those new or tricky words.

● You will see that our chart says, “Readers solve words by looking at the beginning, middle, and end of the word, thinking about what would make sense.”

● Today, I want to teach you that sometimes readers look at the first part and the last part of the word. (We will still want to ask if the word looks right and makes sense won’t we?)

Teach ● Let’s say I wanted to read this new book. Let’s pretend I do not know the title. I look at the cover and think about the picture, and I see a snowy day. But I know this book could not be called Snowy Day, because the title begins with a B. In fact, it begins with a BL, and I know those letters together blend to say “bl”. Now I want to look at the last part of the word. I’m looking at “a-r-d-s”. I know “ar” is in the word “car” and it says ‘ar’. Now I need to add the “d” and the “s”, so that last part would say “ARDS”.

● So I have now looked at the first part and the last part of the word. Let me put those two parts together. “BL – ARDS” and I need to think about what would make sense.

● Thinking about all the letters showing here… BL…ARDS…I’m thinking, “Blizzards.” ● Readers, did you see how I used the first part and the last part of the word and thought about what would

make sense?

Active Engagement

● Now it’s your turn to try listening and coaching. ● I’m going to start reading. I’m going to get stuck. I want you to say to me, “Look at the first part.” Once I

point and do that first part, I want you to say, “Look at the last part.” Then watch to see if I listen to your coaching.

● This is a choral response. Readers will just chime in together “Look at the first part” and “Look at the last part”, as the teacher gets stuck on words within the text.

● Places to stop: Page 2 “snowstorm” and “during”; Page 5 “blowing” and “whiteout”

Link ● Readers, you can help yourself by saying to yourself, “Look at the first part,” and “Look at the last part.” You can also become coaches to your partners by saying these two reminders when you are reading as partners.

● I will be listening for readers to say to themselves and to their partners, “Look at the first part,” and “Look at the last part,” as we are reading independently and in partnerships today.




● Showcase how readers are continuing to think about solving their own problems and tricky parts.

Partnerships Remind readers of the teaching point and demonstration.

Tell readers you are watching the kind of coaches they become.


● Readers, I chose a short poem for us to read together for our share time today. ● It is a challenging poem. It will allow us to work together and think about many strategies that we can try

to solve unknown words. ● Now, if you are the kind of reader who knows all the words, then I want you to help us when I stop at some

that I think might be tricky for us as a class. Do not tell us the word when I stop. I want you to think about one of our strategies that would help us solve the word as if the word were unknown.

● You may need to repeat these directions. At the unknown or “teacher stop” word, readers need to voice up a strategy that would help you solve the word, not say the word itself. No need to raise hands here. Let readers see that there are many different strategies that people are thinking about, and all of them may prove useful depending on the toughness.



Lesson Plan

Session 6


Teaching Point Readers think and try a new, unknown word, and then keep going

Materials

● Post-its



● Reading Safari Magazine: Otters Level J, page 30, Poem- “Large Dark Eyes” Written by Simone Santo or new short poem or song with possible unknown words to most

● Optional Strategy bookmark for each student- See Resource Materials Packet.

Tips ● Session 15 asks students to prepare a performance reading for a person on something that would interest them. This could be done with another first grade classroom or buddy class. The students will use the Reading Performance Interview Form (Resource Materials Packet). This should be done prior to session 15. Teacher should collect the book selected to perform and set aside to use in session 15.

● The strategy bookmark includes strategies worked on in this unit and in previous units. There is a sample bookmark in the resource materials packet that teachers may want to introduce in the link if needed.

Connection ● Readers, I have been watching and listening to you read. And sometimes you are reading along and you come to a word you have never seen before.

● When this happens, I see people doing different things. Some readers skip the new word. Some readers stop at the new word. Some readers try different strategies.

● Today, I want to teach you that readers think and try something when they encounter a new, unknown word, and then keep going.

Teach ● I’m going to read Large Dark Eyes by Simone Santo. It’s a poem. I’m going to read it as if I was a first grader. If you know the words I pretend to NOT know, please keep them to yourself. Remember, you are watching the way I act when I get to new words. I’m hoping you will notice that I think and try something and keep going.

● Read the poem. Stop and act stumped at “broad” and “silvery”. Demonstrate how you pause, then make a guess and keep going. Demonstrate how your guess at “silvery” helps you actually solve the correct word.

● Readers, do you notice how I didn’t let those new words make me stop reading entirely? I paused, I knew I didn’t know them, but then I tried the way they would sound, and then I kept reading.

Active Engagement

● Now I want you to practice this on your own. ● I will turn to page 20 in our Reading Safari Magazine. At the top of the page, I will enlarge for you a recipe.

I want you to read it to yourself. If there are words that are new to you, think about the word and try something and keep going.

● Remember, a recipe contains the list of ingredients and directions for making something to eat. ● Enlarge recipe for readers to read. ● Readers, turn and talk about your reading. Tell your partner if you made a guess with any of the words in

this recipe. Share your guesses.

Link ● Readers, sometimes when we make a guess and keep going, we actually figure out the new word. For example, when I made the guess of “slivery”, I kind of knew that wasn’t a word, so then I changed my guess to “silvery”. Silver can be color, right? “Silver whiskers” makes more sense than “slivery whiskers”.



● Be on the lookout for new words, pause, and make a guess, and keep going. Please do not let those new words stop you for a long time.

● Please flag the pages which have those new words. That way you can share them with your partner.


● Highlight the work that shows the work of the unit of study. ● Add today’s teaching point to “We are Word Solvers” chart

Partnerships Remind readers to share their flagged pages with their partners.


● Readers, another strategy that helps with new words is using your post-its to jot that new word, so you don’t forget about it. Once you have finished your reading and you come to partnership time, you can then ask your partner if they have ever seen the word or know what the word is or means.

● Once that new word is on a post-it, you can talk about that new word with me in a conference, or even take it home to your mom and dad.

● Every reader, no matter their age, comes across new words. We become smarter when we realize we are reading a new word and need to find out how to pronounce it and understand what it means.



Lesson Plan

Session 7


Teaching Point Readers take the time to retell what they have read, to check that it all fits together.

Materials

● Post-its



● Reading Safari Magazine: Otters Level J, page 2 -3 for demonstration

● Reader Safari Magazine: Up High in the Air, Level G, page 2-3 for active engagement

● Retelling Bookmark, Resource Packet Unit 2 and 5

Tips ● To scaffold lower level readers, teachers may want to consider using two books in active engagement. One book at a lower level done together with the class and a higher level book to do together in partnerships.

● Session 15 asks students to prepare a performance reading for a person on something that would interest them. This could be done with another first grade classroom or buddy class. The students will use the Reading Performance Interview Form (Resource Materials Packet). This should be done prior to session 15. Teacher should collect the book selected to perform and set aside to use in session 15.

Connection ● Readers, another way we can make sure we are using everything we know to get through our tricky parts is to think about what we have read and how that reading fits together.

● Today, I want to teach you that readers take the time to retell what they have read, to check that it all fits together.

Teach ● Watch me as I read, Sea Otters by Sally Cole, from our Reading Safari Magazine. I’m going to read page 3 and then I’m going to retell it to you to show you that I understand what I have read.

● Read page 3. Retell by ticking parts across fingers, showing and putting all the information together. ● Readers, this is not hard work, but sometimes you just don’t want to stop to think. Instead, you want to

read and read and read. But reading is thinking. We must stop to think about what we have read. One way we can do that is by stopping and retelling what we have read, to check that it all fits together.

Active Engagement

● Teachers have an option here of reading alongside the class or letting them take over the reading for themselves. Consider the levels of readers in the class. The important work is retelling and fitting all the parts together.

● Readers, now I’m going to enlarge for you a part of the story, Sally’s First Swing, from Reading Safari Magazine, Up High in the Air. This story is about a little girl named Sally who wants to try swinging on the trapeze like her friends Kate and Jack.

● Read page 3 to yourself, and then take the time to retell together as a partnership. Check to make sure that all of your reading fits together. Reread if needed.

Link ● Share what you overheard from partnerships retelling this portion of the story. ● Readers, you heard me retell the parts of my informational reading and you practiced retelling parts of

narrative reading or a story. We simply stop and restate what it is we have read. As we restate or retell, we are checking that we have all of the pieces fitting together.

● This work can be done if you are reading a poem, a song, or even a recipe. Today as you read be thinking about stopping and retelling your story.




● Encourage readers to try this work if they haven’t yet.

Partnerships Plan to confer and meet with small groups as needed.

Listen in and watch partnerships in action.

Notice and name coaching and work habits, as reading and talking take place.


● Teachers should highlight students that were stopping and retelling.



Lesson Plan

Session 8


Teaching Point Readers think about all the words that a word might be, guess, and reread to see if it makes sense.

● Post-its



● Dog Bones by Susie Piper, level I, Pioneer Valley Press

Tips ● For lower level readers, Teacher may want to do active engagement with the whole group and then repeat with partners.


Connection ● Readers, today I want to teach you a strategy that has three parts. ● Today I want to teach you that readers think about all the words that a word might be, guess, and reread

to see if it makes sense. (Could tick across three fingers the three actions)

Teach ● Watch me as I show you how I use these three actions all at one time to help me solve tricky words. ● I will make sure you can see the text that I am working on. ● Read page 2. Think about all the word possibilities for the word “giant” (great, gant, giant) , Make a guess

and reread to see if your guess makes sense. Do the same with words like “rawhide”, delicious”, “chewed” or “crunched”.

● Plan to demonstrate with at least two different words. ● Readers, did you notice how I first made a few guesses, then I went back to the beginning of the sentence

and reread with my guess and then I thought about whether my guess made sense?

Active Engagement

● Will you please turn and tell your partner, by tapping across three fingers, what are the three actions to this strategy?

● Watch for readers to tap fingers and say, “1. Think about what the word could be; 2. Guess; and 3. Reread to see if it makes sense.”

● Repeat the three actions for readers to check their own thinking.

Link ● Readers, sometimes we have to think about all the possibilities a word might be…then make a guess. But when we make that guess, we should always go back and reread to see if our guess makes sense.

● We do not have to go back to the beginning of the page to reread. Just go back to the last period and read from the beginning of that sentence to see if your guess makes sense.

● When you go off to read you can try this strategy.


● Showcase readers who used flags. ● Encourage readers in conferences and in small group meetings to use their repertoire of strategies to

problem solve tricky parts on their own.

Partnerships Remind readers to share their flags and any of the work they have done to help themselves with the hard parts.




● Readers, as I was working with different partnerships, I realized that we are really working on a lot of different thinking ways to solve tricky parts of our text.

● It’s important that we realize that we don’t solve our reading problems with just one try. There are going to be lots of places in our reading where we need to try many times to solve those tricky parts.

● We also can’t try to solve our problems over and over with the same tool or strategy. For example, I shouldn’t try looking at the first part of the word and the last part of the word 5 times! If that strategy didn’t help me, then I need to think of another strategy that I know…telling the picture, thinking about what is happening and what would make sense, making a guess… We need to put everything we know together to solve our own reading tricky spots.

● Let’s add it to our ongoing chart, “We are Word Solvers”.



Lesson Plan

Session 9

Concept Readers reread to smooth out the rough parts

Teaching Point Readers check that reading looks right and makes sense, and then reread to make it smooth.

Materials

● Post-its



● Reading Safari Magazine, Little River Otter, page 22 or another play or reader’s theater piece.

Tips ● Reading in mixed genre invites reader’s theater pieces and plays, as long as readers are supported by their level of text, shared and guided reading, or read aloud.


Connection ● Readers, I have a little tip for you today that puts the strategies we’ve been working on all together. ● Readers check that reading looks right and makes sense, and then reread to make it smooth.

Teach ● We read that book on skating about a week ago. I know figure skaters prepare a dance or a routine. They practice spins, flips, and lifts. They fall, they aren’t balanced, and they might trip, but they keep practicing those moves until their dance or routine is smooth.

● You might practice like that too, if you play a sport or dance. You practice moves and actions, hoping to make your kicks smooth, or your running smooth, or your throwing smooth.

● Readers are the same way. We might come to a part of our reading and have work on a word or two. We might have to slow down or stop to think about a part. But after we fix up our thinking or fix up the tricky words, we reread to make the reading smooth.

● Watch me as I show you how this might look. ● Read the play, Little River Otter. Plan to trip and stumble on parts and see the need to check to make sure

the reading looks right and makes sense. Reread these portions to make the reading smooth and fluent. ● Plan to demonstrate this work twice. ● Prep readers for the second demonstration by telling them to pay attention carefully, so that they can tell

their partner what they saw.

Active Engagement

● Readers, I’d like you to turn and talk to your partner about what you saw me do as I read the play, Little River Otter.

● Listen to readers talk about the work you did with the checking if parts looked right, made sense, and rereading to make the reading smooth.

Link ● Readers, today I want you to think about rereading to make your reading smooth after you have had to do some fixing up with tricky parts or hard words. Remember how it feels to read something well. Remember what you sound like when you are reading something easy, not too fast and not too slow.

● You need to reread the parts you have worked on to make them smooth. Please flag these parts, where you have worked to make the reading smooth. You will be able to go back and reread them to your partner.




● Talk about a reader’s process and highlight characteristics of their smooth reading once they reread (i.e. they read faster, with expression, with intonation, etc.).

Partnerships Ask readers to share parts of their text where they worked to make their reading smooth.


● Readers, I’m going to add this strategy to our anchor chart. It is important to remember that readers reread to make their reading smooth after doing reading work on the tricky parts.



Lesson Plan

Session 10


Teaching Point Readers reread the entire text so they can learn and enjoy it.

Materials

● Post-its



● Reading Safari Magazine, Little River Otter, page 22 or another play or reader’s theater piece.

● All About Beetles by Michele Dufresne, level I, Pioneer Valley Press

Tips ● Plan to ask a student to be your reading partner for session 11. Select a student who will easily talk in front of the class as your reading partner. Teachers may also decide to use a colleague if schedules allow for the partnership. Prep the partner by telling them that they are going to need to say, “Try rereading, that didn’t sound right.”

● This session could be done across two days using different genres.


Connection ● Readers, we’ve been working on ways to fix up our reading after we’ve used our reading tools or strategies. Sometimes when we’ve worked really hard on a part of our reading we start to sound like robots–slow and word by word, as if we are reading in slow motion.

● When this happens, we need to remember what it sounds like and feels like to read something well, so that we can learn what the author has written or enjoy the story, poem, or play.

● Today, I want to teach you that readers reread an entire text so they can learn and enjoy it.

Teach ● Watch me as I read Little River Otter first, doing lots of reading work. Then I’m going to remember what it feels like and sounds like to read something well so that I can enjoy the play. I’m going to have to reread everything I have read so that I can really enjoy the play.

● First, read as a first grader might-work on words, read word by word, in slow motion, choppy. ● Think aloud about how you had to do a lot of reading work and now you need to go back and reread the

entire part so that you can enjoy it. ● Next, read the play with different character voices, expression and intonation. Think of phrasing and pace,

as you try to make your reading sound like talking. ● Think aloud about how you were trying to reread the play to enjoy it and name the different elements that

made the reading improved as you reread. ● Readers, I did not read the entire play, nor did I reread the entire play, because I want to leave time for you

to read. But you will have more time to go back and read your entire book, once you realize the reading doesn’t sound smooth and easy.

Active Engagement

● Turn and tell your partner what I’d like to see the two of you doing in your independent reading work today. ● After you have done some reading work throughout your book, what do readers do? ● Listen in and coach



● Share with the class what is overheard that matches the teaching point.

Link ● Readers, today I taught you that it’s important to go back and reread an entire book or chapter sometimes when you have had to do a lot of reading work.

● Readers do this so that they can understand, learn, and enjoy what they are reading. ● If you find that you need to reread an entire book today, will you please use a post-it note and put the letter

“R” on it? Place that “R” on the front cover of your book. That will tell me that you tried our lesson today and I might want to talk to you about how it worked for you.

● Read All About Beetles by Michele Dufresne, level I, pages 2-5. Demonstrate the use of strategies taught throughout the unit to show utilizing a repertoire of strategies.

● Stop and think about how you sound slow and choppy. Admit you do not understand what you are learning about the beetle.

● Reread the part you read to learn. Think aloud about how you now understand.


● Showcase readers and their work. ● Confer and meet with small groups, as needed.

Partnerships Readers, please talk with your partner about the books you reread because of lots of reading work. Share with them how you improved your reading.


● Readers, we do this work of rereading an entire book, no matter the genre. I demonstrated today with a play, but I might need to do the same rereading work with a poem, or a song, or an informational book.

● In fact, informational books are usually so packed with words and information that rereading to learn becomes really, really important.

● Watch me as I work through this informational book.



Lesson Plan

Session 11


Teaching Point Readers help others by telling them to try rereading when something doesn’t seem right.

Materials

● Post-its




● Write the prompt “Try rereading. That doesn’t sound right.” On chart paper or white board.

Tips ● Session 11 through session 13, have partnerships meet before the independent reading time, as the lessons center on partner work.

● If students need to be refocused after partnerships teachers may want to pull students back to the carpet area before sending off to independent reading.


Connection ● Readers, the time we spend reading with our partners should be enjoyable, but it should also help us grow as readers. You and your partner have a special job with each other each and every day.

● Today, I want to teach you another way you can work with your partner. ● Today, I want to show you how readers help others by telling them to try rereading when something

doesn’t seem right.

Teach ● I asked Rachel to be my reading partner today. I’m going to read to Rachel. She is my reading partner. Her job is to listen to my reading. If she hears me reading and something doesn’t sound quite right, then she is going to say “Try rereading. That didn’t sound right”.

● Then I need to try rereading by going back to the beginning of the sentence (the last period) and rereading to see if I smooth out the work I was doing.

● Begin reading All About Beetles pages 6-7. Plan to show the use of reading strategies to fix up words that have been taught throughout the unit. Wait for Rachel to say, “Try rereading that didn’t sound right.”

● Play the role of her partner by saying, “Oh, okay, I will. Thanks, Rachel.” Then go back and reread, smoothing the reading work.

● Readers, do you see how Rachel was listening to me, and she waited for me to do my reading work, but then realized that my reading wasn’t sounding quite right? She asked me to go back and reread. This is what you and your partner are going to be listening for today.

Active Engagement

● Let’s practice. I am going to continue reading All about Beetles. This is a tricky book for me, so of course there will be some reading work for me to do.

● After I have done some reading work, I want all of you to be my partner and together say, “Try rereading, that doesn’t sound right.” I wrote this partner job right here for you to use.

● Read a small section of text. Use reading strategies at tricky parts. Wait for the class to say, “Try rereading, that doesn’t sound right.”

● Respond to them as a partner. “OH, you are right! I need to go back and reread. That didn’t sound like



smooth reading.”

Link ● Readers, today you learned that partners can have the special job of listen to our reading and reminding us to reread when our reading doesn’t sound right.

● I’m going to ask you to meet with your partners first today, so that you can listen to each other and ask each other to reread if needed.

● I will be watching and listening to the way partners work together to smooth out their reading with rereading.

Partnerships ● Partnerships are taking turns talking and reading to each other, listening for the opportunity to remind their partner to reread if needed.

Mid Workshop Showcase a partnership that has used the strategy “Try rereading. That doesn’t sound right.” Explain how they used courteous voices and polite ways to remind each other to reread.

Ask readers to move into independent reading places after partnerships.


● Readers, I want you to remember each and every day that partners are there to help each other. One way you can help your partner is by reminding them to go back and reread if something doesn’t sound right.



Lesson Plan

Session 12


Teaching Point Readers help others by stopping the reading and problem solving together when something doesn’t seem right.

Materials

● Post-its




● Write the prompt “STOP. Let’s figure this out together.” On chart paper or white board.

Tips Watch out for the partners who see themselves as helpful by doing all the problem solving for their partner. This partnership will need a conference or strategy lesson on ways to help without doing the work for the reader. This unit’s objective is for readers to take action on their own. A reading partner taking action for another is not helpful at this time. Teach the partner prompts to use to be the kind of helper that allows their partner to do their own heavy lifting.

This lesson uses a simple explain and example teaching method. It is a lower level of support than a demonstration, and moves more quickly. If teachers feel their class needs more support with working in this way, turn this lesson into a demonstration by asking a student to be your reading partner, and copy the instructional method in session 12. Unit writers are making assumptions that based on the demonstration in session 11; readers will understand that this lesson is much the same, with a different prompt to use in partnerships.

Session 15 asks students to prepare a performance reading for a person on something that would interest them. This could be done with another first grade classroom or buddy class. The students will use the Reading Performance Interview Form (Resource Materials Packet). This should be done prior to session 15. Teacher should collect the book selected to perform and set aside to use in session 15.

Connection ● Readers, yesterday we worked with our partners first before reading on our own. We will do the same today.

● Yesterday, partners helped each other by asking them to reread when it didn’t sound right. Today, I have another tip for partnerships.

● Today, I want to teach you that readers help others by stopping the rereading and problem solving together when something doesn’t seem right.

Teach ● I wrote a prompt for us to use here on our chart paper. ● It says “STOP. Let’s figure this out together.” (Point to chart) ● Sometimes you are reading. You are working on a word as you are reading to your partner. Your partner is

listening to all the reading strategies you are using and nothing seems to be working. Your partner waits a minute to see if you solve this problem on your own, but it’s really tricky, so the partner listening says, “STOP. Let’s figure this out together.” (Point to chart)

● This tip is a lot like my tip from yesterday. Partners need to be listening to the reading that their partner is doing and be ready to step in if needed. But we don’t want to step in too soon. We want to wait and see all the strategies our partner remembers to try.

● If nothing seems to be working, then we can use “STOP. Let’s figure this out together.” (Point to chart)



Active Engagement

● Let’s try this together to see if you understand what your job is today as a partner. ● I am going to read the next section from All about Beetles. ● I will have some reading work to do. I might get stuck. If I do, I want you all to use “STOP. Let’s figure this

out together.” ● Read page 8 and possibly 9, allowing the class to interrupt your trials to use the prompt. ● Remind readers to give you time to try many strategies before they stop you, if they are stopping you too

soon.

Link ● As you are working today, I will conference with readers; I’ll pay extra attention to how you deal with tough spots. Let’s be the kind of readers who take action for ourselves. I’ll also be listening for the ways partners stop each other. You have two ways, now. You can say, “Try rereading. That doesn’t sound right,” then you can say, “STOP. Let’s figure this out together.”

● Remember, if you stop your partner to help them figure out the tough spot, make sure you are doing that work together with both of you looking at the page and thinking about what strategy will help you out.

● We are moving into partnerships first today.

Partnerships ● Talk about readers who used the steps of this strategy to solve tricky words. ● Or, remind readers that they know a whole toolkit of strategies that need to be used to take action on their

own.


Readers, pay attention to whether your partner says, “Try rereading,” or “Stop, let’s figure this out together.” They may be trying to tell you that you need to solve a tricky word. You can do this work…and we have partners to help us.

You could also flag a spot where you partner could help you.


● Readers, I pulled forward our “We are Word Solvers” chart from Unit 2. We worked on a few strategies for partners to use back in that unit at the beginning of the year.

● Let’s review them so that when we are working on tricky parts as partners, we will remember all the ways partners can be helpful.

● Read the ways “Partners assist each other to read and understand” ● Add two new prompts to chart.



Lesson Plan

Session 13


Teaching Point Readers reread together, making their voices really smooth.

Materials

● Post-its




● Write the prompt “Wait. Let’s reread that part together making our voices really smooth” On chart paper or white board.

● During Read Aloud with Accountable Talk: Watch and listen to The Poetry Foundation’s Poem The Tropics in New York by Claude McKay. See tips below. http://www.poetryfoundation.org/features/video/289

Tips ● This lesson combines the active engagement with the teach component of the lesson. The lesson uses the instructional strategy of guided practice. This lesson offers less support than a full demonstration followed by active engagement. It is assumed that partners understand their role from previous lessons in this string of lessons and they are just adding another prompt to utilize as they listen to their partners.

● If teachers feel their readers would benefit from a full demonstration, change the instructional strategy to demonstrate, using a student as a reading partner, followed by active engagement where readers share with each other the expectation.

● During Read Aloud with Accountable Talk: Watch and listen to The Poetry Foundation’s Poem The Tropics in New York by Claude McKay. http://www.poetryfoundation.org/features/video/289. Think about what the poet is saying. Why is the man crying? How does the reader read the poem with feeling? When does the reader sound happy? When does the reader sound sad? Why? How does the reader do that? These questions are to set up the teacher to help demonstrate readers reading with feeling. These questions are intended to rouse conversation and instruction, not assessment of what is known without teaching from the reader.


Connection ● Readers, I have been so impressed with the work you are doing in your partnerships. You sound like teachers, really. You are listening to your partner and you are saying the kind of things a teacher would say to help your partner solve their own tough spots.

● Today, I want to teach you that partners can also help each other smooth out the reading once work has been done.

● I want to show you how readers reread together making their voices really smooth.



Teach /Active Engagement

● You, as a class, will be my reading partner for this lesson. ● I’m going to begin reading from All about Beetles. I will need to do some reading work, because you know

how tricky this book is. ● When I’ve finished my reading work and keep reading, I want you to all say, “Wait. Let’s reread that part

together, making our voices smooth.” ● Then we will go back and read it together, smoothly. ● Here I go. Read pages 10-13, allowing enough tough spots for readers to use the prompt and reread with

you.

Link ● Readers, you practiced today rereading together as partners to make the reading smooth. This can be done in each partner’s book, as you take turns reading aloud to each other.

● Make sure you are reading to each other those pages that have been tricky, so that you have some work to do together.

● We will meet in partnerships first, today. Then we will move into independent reading.

Partnerships ● Readers are reading in partnerships, and the teacher is listening for readers to use “Let’s reread that part together, making our voices smooth.”


● Highlight work that aligns with the expectations of the unit.


Remind readers of the mini lesson on coaching each other.

Or share a partnership that could demonstrate the teaching point.



Lesson Plan

Session 14

Concept Readers read to perform

Teaching Point Readers prepare for performance reading by rereading and revising the way the reading sounds.

Materials

● Post-its



● Reading Safari Magazine, Up High in the Air, level G, “Tigers on the Tightrope”, page 18.

● Skateboarding, by Michele Dufresence, level I

● During Read Aloud with Accountable Talk: Watch National Geographic Empire Penguins before session 16, http://kids.nationalgeographic.com/content/kids/en_US/videos.html?videoGuid=0698e4db-0f89-4a2b-a7f3-52e261205354

Tips ● Tomorrow’s session requires the Reading Performance Interview sheet students completed with their buddy class.

● This last concept could be organized with more partnership responsibility or it could be less dependent on the teacher’s choice and class needs and make up. Partnerships could work to perform together, which would require more collaboration and time in partnerships. This would lift the level of rigor in partnerships. Alternatively, individual readers could work to perform for their partners and listen to their partners for feedback and places in their reading to revise. Teachers need to consider their class when making these structural choices.

● During Read Aloud with Accountable Talk: Watch National Geographic Empire Penguins before session 16, for the purpose of listening to the reader’s excitement and passion for the topic: http://kids.nationalgeographic.com/content/kids/en_US/videos.html?videoGuid=0698e4db-0f89-4a2b-a7f3-52e261205354

● This session may take two days. ● For the after the workshop share, teachers may want to show a “news clip” if they feel they need more

support as to what this looks like. ● Session 15 asks students to prepare a performance reading for a person on something that would

interest them. This could be done with another first grade classroom or buddy class. The students will use the Reading Performance Interview Form (Resource Materials Packet). This should be done prior to session 15. Teacher should collect the book selected to perform and set aside to use in session 15.

Connection ● Readers, one of the great reasons for learning to take action in our own and learning, reading in smooth and fluent ways, is that readers love to read to other people. I bet someone in your life reads to you. Maybe your mom or your dad, maybe your grandma…I know I read to you all the time!

● When we read to others, we read in a way that is like a performance…like we are putting on a show. ● You are going to perform some of the reading that you have worked on over the last few weeks for each

other. ● Today, I want to teach you that readers prepare for performance reading by rereading and revising the way

the reading sounds.

Teach

● When I get a new book to read to you, I take it home and I read it to myself. I think about the way the characters will sound and the way that I need to make my voice sound as I read it. I practice reading the book before I read it to you.

● When my husband’s sister got married last year, she asked me to read a poem up in front of all of the







guests in the church. I didn’t just show up to the wedding and read the poem for the first time in front of everyone. It would have sounded awful. NO! I took that poem home and I practiced reading it every day. I read it in different ways. I practiced making my voice soft in places and I practiced slowing down in places. I practiced smiling as I read some parts. I wanted to make sure that I read the poem like a performance in front of all of her guests.

● I want you to watch me as I prepare for performance reading by rereading and revising the way my reading sounds.

● I’m going to practice a little part of Tigers on the Tightrope. Show readers what practicing performance reading looks like.

● Think aloud about what you believe will make a good performance read, given the genre and the story. Think aloud after reading about what needs to be changed in your reading. Think about saying words with more emphasis, or less. Think about reading and rereading with more feeling. Think about reading and rereading with characters in mind.

● Readers, you have watched me practice Tigers on the Tightrope as I get ready to share this reading as a performance or show. I really did a lot of rereading and revising as I thought about what my reading should sound like.

Active Engagement

● Now I want you to think for a minute. What did I think about as I read and reread? What was I trying to make better?

● Turn and talk to your partner about what I was trying to make better as I reread. ● Listen in and coach as needed. ● Share some of what is overheard with the class.

Link ● Readers, today you will read just as we normally do, but today, I want you to think about what you might read and perform for your partner or for our class.

● Listen to yourself read. Then reread and revise that reading to make it better, thinking about how you might read it and put on a show with your reading. Flag the part you are going to perform.

● I will be listening to you practice, stopping to talk with you about how this work is going.


● Highlight readers who are showing that reading and rereading and revising the reading is paying off by making their reading better.

Partnerships Have readers share the reading they practiced and reread/revised for their partner.


● Readers, during the lesson today, I read a play showing you how I might read and reread, revising my reading to make it better.

● But I can also practice performance reading with informational text, too. ● Each night, when I watch the news, I am watching a news person read informational text. They are reading

to me what happened across the world that day. ● When I read informational text thinking about a performance, I think about the newsmen and women. ● Listen to me read Skateboarding by Michele Dufresne and see if I can make myself sound like a

newswomen. ● Read. Revise if needed, thinking about tone and pace and emphasis. Make your reading sound like a news

report on skateboarding. ● Let readers talk about what made your voice sound like a newsperson. Have them turn and talk.



Lesson Plan

Session 15


Teaching Point Readers think of someone’s likes and prepare to read something that would interest them.

Materials

● Post-its



● Skateboarding, by Michele Dufresne, level I

Completed Reading Performance Interview Forms

Books collected from Reading Performance Interviews

During Read Aloud with Accountable Talk: Watch and listen to The Tortoise and the Hare, before session 16: http://www.speakaboos.com/story/the-tortoise-and-the-hare

Tips ● Readers can think about special people in their class or buddy class to interview. Interviewing their partners and choosing a text to practice for them is a simple alternative.

● A quick strategy group could meet after the mini lesson, if readers do not have an interview form from home. In this way, they can ask their partners before setting off to read what they like to read about.

● During Read Aloud with Accountable Talk: Watch and listen to The Tortoise and the Hare, before session 16, to think about the feeling the reader puts into the reading of the story.: http://www.speakaboos.com/story/the-tortoise-and-the-hare

Connection ● Readers, one of the great things about practicing for a performance is that we can think about the people for whom we would like to perform. Maybe you’d like to have a reading performance for your mom or dad, or grandma, or principal.

● When we think about these special people and performing for them, we should probably think about what these special people like, so that we can choose to read something that would make them happy.

● Today, I want to teach you that readers think of someone’s likes and prepare to read something that would interest them.

Teach ● Many of you brought back your Reading Interviews that tell what people like. Today, I’d like you to think about these special people that you interviewed and see if you have books or poems or plays that you can practice that would interest them.

● I’m going to show you one example. I interviewed the people I work with. I asked Principal _______ what he/she liked to read about. I wrote down what they told me. I also asked my teaching partner Mr. _____ and he said he liked to read about ___________.

● Now, I need to think about whether I have any books, or if I have read any books that would interest these special people.

● Dig through your stack of books and pull out a book that would interest each special person you’ve considered. Talk with the class about why you would want to practice reading the book in preparation for reading it to each special person.

● Readers, do you see how I am using my Reading Interview? I am thinking about what my special people told me they liked to read about, and then I’m finding books or text that I can practice reading to them.

● This is your work today. Once you have located a text that would interest your special people, I want you to practice reading it for them.





Active Engagement

● Turn and talk to your partner about what your job will be today during independent reading time. ● Listen in and coach as needed. ● Replay the directions or steps to this process as needed.

Link ● Readers, we are thinking about reading, but we are also thinking about performing. Performing for special people in our lives. Think about these special people as you prepare to read what they would like. Think about how impressed they will be with your reading and selections.

● I will be listening to you as you practice for your performances.


● Ask a reader who has been practicing to share a bit of their reading. Make sure to choose a reader you have heard, so that they will showcase smooth reading, like a performance.

Partnerships Ask readers to share what they would read to their special people and why. Ask partners to listen to each other read those special selections and remember how partners can help each other.


● Readers, you are going to have the opportunity to perform your practiced reading in just a few days. I hope you are thinking about how to make your reading sound smooth and polished.

● Tomorrow we will learn ways to add a little feeling to our reading.



Lesson Plan

Session 16


Teaching Point Readers practice reading, so that their reading has feeling in it.

Materials

● Post-its



● Daisy’s Bell by Michele Dufresne, level G, Pioneer Valley Press or another short story with feeling

● All About Beetles by Michele Dufresne, Level I, Pioneer Valley Press

● Teachers will reference the digital text work from previous days

● Poetry Foundation: www.poetryfoundation.org. Tropics in New York, by Claude McKay. ( Session 13)

● National Geographic Empire Penguin: http://kids.nationalgeographic.com/content/kids/en_US/videos.html?videoGuid=0698e4db-0f89-4a2b-a7f3-52e261205354 (Session 14)

● Speakaboos: The Tortoise and The Hare: http://www.speakaboos.com/story/the-tortoise-and-the-hare (Session 15)

Tips Teachers are not showing the digital literacy titles again today. They are only referenced. These works should have been utilized outside of the reading workshop on previous days.

Connection ● Readers, another tip I can give you before you perform your reading is to make sure you read your text with the feeling.

● Today, I want to teach you that readers practice reading so that their reading has feeling in it.

Teach ● Readers, remember over the last couple days, we have listened to readers reading information to us and stories and poetry. Whether a reader is reading information or poetry or stories, the reader thinks about reading the text with feeling. We listened to the different readers in the videos and named the ways readers add feeling to their reading. ( Remind students of what those feelings were)

● Today, I want to read to you. I am going to read with feeling. See if you can pay attention to what I am doing with my voice to practice reading, so that the reading has feeling in it.

● Read Daisy’s Bell pages 2-7 by Michele Dufresne, level G, Pioneer Valley Press or another short story with feeling.

● Make sure to add emphasis, excitement, anger, worry, and joy to your voice throughout the reading. ● Name for readers the different feelings you were able to use in the story, and tell how you made your

voice show or sound like those feelings.

Active Engagement

● Now readers, we will read the next page together with feeling. Let’s first read it with all of our voices just to get the words out. Then we will practice a bit to add the feeling.

● Read the page together. Then ask readers to work with their partners to practice the reading to add feeling in it.

● Listen as readers read with feeling.

Link ● Readers, today in your reading, practice reading your text and adding feeling to it. If it is informational, add excitement and passion for the topic. If it is a poem, think about the topic and add feelings that go with that topic. If it is a story, follow the feelings of the characters and the story’s action.

● You will need to do lots of rereading to practice adding feeling to your reading. ● Please flag pages were you know you have found places to add reading with feeling. You can mark those

http://www.poetryfoundation.org/






flags with a heart shape. We typically think of a heart shape as having loving feelings, or a broken heart as having sad feelings. We’ll just use a heart shape to show we have found a place to add feelings to our reading.


● Showcase a reader who has performed with feeling throughout a story. List for other readers what made that reader’s voice have feeling.

Partnerships Partners share the reading they practiced that shows feeling in it.


● Readers, something I forgot to mention in today’s lesson is that when we read with feeling, people can actually see those feelings in our face, and then they hear it in our voice.

● I’m going to read the last part of Daisy’s Bell. I want you to watch my face as I read the book with feeling. I’m hoping you will be able to tell the feelings from my face and voice.

● I am going to leave the last page for you to read, so that you can practice matching your face and voice to the feelings in the book. So, watch my face and listen to my voice carefully.

● After demonstrating, ask the class to read with you on the last page, and then practice that page making their voices and faces match the feelings. This can be done all together or with partners.



Lesson Plan

Session 17


Teaching Point Readers coach other readers to help them read smoothly to prepare for performance reading

Materials

● Post-its



● Martin Luther King JR. by Michele Dufresne, Level I, www.pioneervalleybooks.com

● Rosa Parks, by Michele Dufresne, Level H, www.pioneervalleybooks.com

Tips ● The link in this lesson allows readers the freedom to decide how they would like to practice on this final practice day before the performance demonstration. If the freedom of choice is too much for the group, then keep the reading workshop structure as it typically is, with independent reading followed by the partner coaching time.

Connection ● Readers, we have learned so many ways to take action on our own, to solve our own tough spots and to read smoothly. I look at our anchor chart and I walk around our room, and I say, “These readers are doing this work!”

● So today, I want to teach you that readers coach other readers to help them read smoothly to prepare for performance reading.

Teach ● I’m going to read from the biography, Martin Luther King, Jr. A biography is a true account of a person’s life. This book happens to retell the life of the famous and important American man, Martin Luther King, Jr.

● As I read, I want you to think about what you would say to me to coach me, to help me read smoothly to prepare for my performance reading.

● Read with different problems for example: Read too slow and choppy. Read without truly solving a word and go on with your reading, lacking meaning. Read without feeling. Read trying to solve a word over and over again the same way.

● After each problem, pause and ask the class to turn and talk and share how they would coach you to help. What would they say if you were their reading partner?

● Take someone’s advice that is overheard from listening in. Share the advice. Try it. Keep reading. Do this 3-4 times, until you feel the class understands that they are coaching you to help you practice and prepare for your performance.

● Readers, you have so many wonderful tips as coaches to help me prepare for my performance reading. This is a way that partners can help each other get ready for their performance reading, which will occur tomorrow.

Active Engagement

● Turn and talk to your partner. What will you and your partner need to do to help each other get ready for the performance reading today? Think about how you helped me.

● Listen in, and share what is overheard that matches the response you’d expect.

Link ● Readers, you only have today left to pick your text and practice it. You may have today to practice with your partner. You may choose to spend more time on your own, and then meet with your partner. You may decide to meet with your partner and get some coaching, and then practice on your own. I’m going to leave the “by myself reading time” and the “partner reading time” up to you, as long as you are making wise

http://www.pioneervalleybooks.com/

http://www.pioneervalleybooks.com/



choices.

Mid Workshop Teaching Point

● Comment and highlight how different students are choosing to work in order to prepare for their performance.

Partnerships Listen to the coaching, and share some of what is overheard that is helping within the partnership.


● Readers, this time I am going to read from another biography, about a famous and important American woman. I am going to read a biography called Rosa Parks. I won’t read all of it right now, but as I read, I want you to think about what my coach probably told me that has me reading the way I am. Think about what I am using that is making my reading like a show or performance. I will stop and let you list what you think my reading partner told me that helped me.

● Read with feeling and expression. Stumble on a word but take action quickly and pick up the pace. Make your reading a performance.

● Allow readers some time to talk about what you practiced and what was coached.



Lesson Plan

Session 18


Teaching Point Readers celebrate their reading by reading aloud to others

Materials

● Post-its



Tips ● Please step away from having children listen to 28 children individually share one at a time to the entire class. This structure, although historic and traditional, zaps engagement for all involved.

● This celebration should not take days of class time, nor should it take any more minutes than a typical workshop.

● If teachers feel the need to demonstrate the protocol for their chosen reading performance structures, then a lesson should allow for that demonstration in lieu of this one.

Connection ● Readers, when I am really proud of something like a room I painted, or a chair I’ve built, or a book I’ve read, I usually want to show off that accomplishment. I typically call in my husband or one of my sons and I say, “Hey, you guys! Come look at the finished room.” Or I might say, “Take a look at this chair I built. Sit in it and try it out.” I want to share what I have done with others.

● Today, I want to teach you that we celebrate by sharing what we have done with others. This is the same with reading.

● Today, I will show you that readers celebrate their reading by reading aloud to others.

Teach ● You have so much to be proud of. You know how to take action on your own to solve tricky parts. You know how to reread for all kinds of different reasons, and you know that your reading should sound smooth and easy. You know that your reading should have feeling that matches the topic or the story’s actions. You really have so much to share.

● So, as you set off to share your reading, remember all that you know, and make sure you show off that reading as you read to others, so that they can see all that you have done.

● The continuation of the language here will be dependent on how you have chosen to celebrate. If you are sharing with a buddy class, the rest of the teaching and active engagement might have readers thinking about how they will conduct themselves throughout the sharing time.

Active Engagement

● Allow readers to process how their performance reading should go. List what they need to be thinking about.

Link ● Make sure to explain again the expectations and why they are important.

Partnerships ● These will either be classmate to classmate, buddy to buddy, or first grader to guest.

Mid Workshop Interrupt the performances to note what is working well.


● This time should be used to reflect on how the sharing or the performance reading felt. Allow readers to think about how they have grown and of what they are proud.

first grade building a repertoire of strategies in mixed...

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