reader’s workshop! - wordpress.com file01.08.2012 · reader’s workshop! reading rocks! reading...
TRANSCRIPT
www.lessonplansos.blogspot.com
Rockin’ Reader’s
Workshop!
Reading Rocks!
Reading Rocks!
www.lessonplansos.blogspot.com
Rockin’
Reading Workshop:
Mini-lesson
Independent reading
Time (Independent and partner reading)
Closing/sharing
T
T
T
www.lessonplansos.blogspot.com
Mini-Lesson!
Your teacher teaches you a
strategy or a skill about what
good readers do when they
are reading!
www.lessonplansos.blogspot.com
Independent Reading:
Independent and partner Reading Time
Good readers read just-right books
independently and with partners.
During this time, good readers: - Work in guided reading groups and in a
reading conference with the teacher - Write about what they are reading - Read a just right book independently - Talk about books with other readers
- Read fluently with a partner - Participate in reading partnership meetings
www.lessonplansos.blogspot.com
Closing! Your teacher reviews the
mini-lesson and reinforces the
concept/strategy/skill. Good
readers share what they
learned today.
www.lessonplansos.blogspot.com
Structure of Independent Reading Workshop!
p Mini-lesson (about 10 minutes) All reading workshop sessions begin with the teacher teaching a reading
mini-lesson. During each mini-lesson, the teacher explicitly models or
demonstrates a very specific reading skill or strategy, which is called the
teaching point. Students practice the skill or strategy on their own or
with a partner, which is called active engagement.
p Independent reading time with instruction (45-60 mins.)
(Independent/Private reading and Partner reading time) Readers are engaged in reading just- right books then they choose at
their independent reading level. Readers practice the skill/strategy that
the teacher taught during the mini-lesson. The teacher provides
instruction during reading conferences and guided reading groups. Readers
also write about what they are reading in their reader’s notebooks, talk
about books with other readers, buddy read to practice fluency, meet in
literature groups and reading partnerships, and read independently.
p Closing/share time (about 5 minutes) The teacher meets with all the readers as a whole group and reviews the
mini-lesson. Readers share what they learned about reading and what
they learned about themselves as a reader.
www.lessonplansos.blogspot.com
p Good readers have the daily opportunity to read
just-right books.
p Good readers know how to go shopping for
just-right books.
p Good readers know how to handle books with
care.
p Good readers are part of a community of
readers and show respect for them.
p Good readers engage in reading partnerships
and have daily discussions about books.
p Good readers think about what they are
reading and can share their thinking with their
peers.
Good readers guidelines for Independent reading workshop
www.lessonplansos.blogspot.com
Making Marvelous Mini-lessons!
The mini-lesson is a time when the teacher directly instructs the whole class on a skill, strategy, or habit that they need to learn and use during independent work. Mini-lessons are brief, explicit teaching opportunities that follow a certain “architecture” (Calkins* 2001):
The making of a marvelous mini-lesson:
1. Make a connection! Connect today’s lesson with yesterday’s lesson, an ongoing unit of study or concept, students’
work, or an experience outside of school.
Teacher talk: “Last week we learned...” or “Remember yesterday when we...”
2. Teaching point/Explicit Instruction! Teach the new strategy/skill and explicitly demonstrate or model the strategy/skill.
Teacher talk: “Watch me when I show you...” or
“Today I am going to read part of this story to you and I am going to teach you…” or
“Watch me as I...”
3. Active engagement/Guided Practice! Children try out a skill or strategy with a text, act like researchers when they watch a
demonstration, plan work out loud, or imagine trying a skill or strategy.
Teacher talk: “Now it’s your turn to...” or “Turn and talk to a partner. What are you
thinking/did you notice/did you learn?”
4. Link to their independent daily reading and
ongoing learning! Teacher talk: “When you are reading today, I would like you to remember/try/practice...”
ABCDEABCDE
Source:
N
N
N
N
N
N
www.lessonplansos.blogspot.com
Mini-lesson MUSTS!
-Mini-lessons are MINI!!!! Less than ten minutes is an ideal amount of time to
teach the mini-lesson!
-Keep it simple! Teach ONE concept/skill/strategy per mini-lesson.
Teacher Tips: - Write your teaching point for the mini-lesson on the chalkboard, white board,
or a dry erase board. To help you stay on- task and remain clear about the
purpose of the lesson, refer to the board throughout the lesson. This will benefit
you and your students!
-You might want to keep your read a-loud time separate from your mini-
lesson. I used to read a story (that correlated with the mini-lesson) and teach
the mini-lesson during the same block of time. As a result, the students had a
difficult time staying focused for that long of a time and my mini-lessons were
not so “mini!” Now, I do the read aloud the day before the mini-lesson and I simply
refer back to the story during the mini-lesson. (Or, you could just schedule your
read aloud time earlier in the day and before you start RW).
-I often have teachers walk into my classroom during RW and ask me how the
kids are so focused, quiet, on-task, and engaged. No, I did not get all the “good”
kids :) . I use a workshop approach to also writing so the students are familiar
with the expectations because they are the same. Most importantly, I take a
considerable amount of time in August and September to focus my mini-lessons
on the management (expected behaviors of readers) of RW.
www.lessonplansos.blogspot.com
Making Every minute count!
(Don’t you love how the experts tell you how you are supposed to organize your day so that you fit everything in!? Here is a REAL
teacher’s schedule-mine!!!)
9:05-9:15 Attendance, lunch count, homework/assignment
notebooks check-in While I am doing this, the students may read ANY book at ANY level
9:15-Reading Workshop begins with a mini-lesson
9:25-Indpendent Reading Time
Students are practicing the mini-lesson during private and partner reading. During this time, I
meet with three guided reading groups. (2-3 groups for 15-20 minutes and individual reading
conferences)
10:30-Word study/Grammar/Spelling
10:45-Writing Workshop (Mini-lesson, writing process,
writing conferences)
12:05 Lunch/Recess
12:40-12:50 Word study/ grammar
12:50-1:20 Planning Period
1:20 Bathroom Break
1:30 Guided Math
2:30 Science/Social Studies/ Health
3:05 First Bell
3:15 Dismissal
www.lessonplansos.blogspot.com
Mini-lessons
Primary
Intermediate readers!
for
And
www.lessonplansos.blogspot.com
Skill/Strategy/
Concept
Mini-lesson Independent
Practice
Sharing/
Discussion
Structure of Reading Workshop
What is Reading Workshop? *Hold up posters and explain.
Self select 2-3 books that interest you from the basket.
Share one of the books you chose to read and why.
Self selecting books to read
Good readers know how to take a book out of the basket, handle it with care, and then put it back in the correct spot. (spine in correct spot, facing forward)
Self select a book and return books properly so we all can find and use them easily.
Share how you take care of the books.
Self selecting books to read
Books can be easy, just-right, or challenging for a reader. Good readers select just-right books that fit like a glove!
Students wear their just-right gloves and self-select a just-right book to read. Students use criteria to determine just- right books.
Share a book that is just- right for you. Describe how you know it is a just-right book.
Turn and talk to another reader
Good readers talk to other readers about the books they are reading.
Students independently read and share their thinking about the book with a partner.
Class discussion about “turning and talking.”
Suggested Mini-lessons for Starting Reading Workshop!
**Some mini-lessons may be taught over the course of several days, depending on the needs of the students.
www.lessonplansos.blogspot.com
Gathering for a Mini-lesson
Show students where the meeting spot is and model the correct behavior for listening.
Students demonstrate the correct behavior for the mini-lesson.
Share what you learned about the correct behavior for the mini-lesson.
Real Reading vs. Fake Reading
Real readers move their lips as they read the words, think about their reading, stay focused, & do not rush.
Students demonstrate that they are real readers by using good reading behaviors.
Students share what behaviors are real reading behaviors.
Just-right reading spot
Good readers choose a just-right book to read in a just-right spot in our classroom.
Students find a just„right spot in the classroom to independently read.
Share your just-right reading spot.
Reading Partnerships: How to have a good discussion
Good readers stay focused and talk about the book, listen to each other, and have thoughtful discussions.
Students talk with their reading partner in a “mock meeting.”
Reflect on your reading partnership meeting.
Reading Partnerships: How to work with reading partners
Reading partners work together to solve problems (disagreements, absent partner) that may arise during reading.
Students work with their reading partner and discuss how they handle situations that may arise.
Share the resolutions you came up with.
Reading Partnerships: How to stay focused on reading
Good readers talk only about the book they are reading. Good readers keep each other focused.
Students will have an on-task discussion with their reading partner.
Students will share how they did at their meeting with the class.
www.lessonplansos.blogspot.com
Reading Partnerships: Buddy Reading
Readers sit side by side with the book in between them.
Practice buddy reading the correct way.
Show the class how you sit when you are buddy reading.
Reading Partnerships: Buddy Reading
Partners learn the job characteristics of being the listener and the reader.
Each partner reads one page (or paragraph) and then switches jobs. Each student is the reader and listener.
Students share the job characteristics of being a listener and a reader.
Book nooks Readers will get their book nooks and learn how to take care of them.
Readers will organize their book nooks in a way that works for them.
Students share how they plan to use their book nooks.
Noise Level Establish a system that will monitor the noise level during reading workshop.
Reading partners demonstrate the appropriate noise level that was agreed upon.
Students discuss how to remain at an appropriate noise level throughout the entire RW.
Shopping for books
Readers choose 1 or 2 just-right books and 1 or 2 other books to put in their book bin on their designated shopping day.
Students go shopping on their designated day and choose their just-right books.
Students share the books they chose and how they know they are just-right.
Reading chosen books until it is time to change
Good readers stay focused on reading the books until it’s time to go shopping again.
Students read their self-selected books and problem solve if they are “finished early.”
Students share how they stay focused on reading their self-selected books.
www.lessonplansos.blogspot.com
No interruptions during guided reading groups/ conferences
Good readers do not interrupt the teacher when he/she is working in guided reading groups or conferences.
The teacher meets with GR groups and the students practice being independent during that time.
The students address any problems they experienced and how they solved them.
Good readers think about what they are reading
Good readers think when they are reading. (I wonder..., I think..., Why did..., I don’t understand...)
Students think about their reading.
Students share their thoughts about their book with a partner.
Good readers write sticky notes about their reading
Good readers write about what they are reading (I learned..., Why did..., This reminds me...)
Students write one sticky note during their reading.
Students share their sticky note with a partner.
Learning about different genres
Good readers have a balanced reading “diet” and read different genres. *Genre chart
Students read a book that is a genre that is new for them.
Students share the new genre they selected and share their thoughts.
Keeping a record of your reading
Good readers keep a list of books they’ve read so they can evaluate the breadth of their reading.
Students fill out their reading log correctly.
Students ask questions they have about the reading logs and share their logs.
Checking for understanding as you read
Good readers notice when the text doesn’t make sense to them.
Monitor your understanding as you read today.
Students share their confusion/ thoughts with a partner.
Schema- prior knowledge
Good readers activate their schema (prior knowledge) before reading a new book.
Students write their schema about the book they are reading.
Students share their schema and their book with a partner.
www.lessonplansos.blogspot.com
Book browse
Readers take a book browse through the book before they start to read-picture walk, blurb on the back, the cover.
Students browse their book before they begin to read.
Students share their predictions and thoughts they had during their browse.
Making text to self connections
Good readers read the text and think about how it reminds them about their own life.
Students attempt to make a connection with the text.
Students share: I read... This reminds me of... This is a ... connection.
Making text to world connections
Good readers read the text and think about how it reminds them about something else in the world (a movie, a friend, school).
Students attempt to make a connection with the text.
Students share: I read... This reminds me of... This is a ... connection.
Making text to text connections
Good readers read the text and think about how it reminds them of another text.
Students attempt to make a connection with the text.
Students share: I read... This reminds me of... This is a ... connection.
Good readers ask questions as they read
Good readers ask: What if? Why did? I wonder why?
Students write their thick questions as they are reading.
Students share their questions with a partner.
Making predictions
Good readers predict to stay interested in the story.
Students predict what will happen and write their predictions.
Students read their predictions to a reading partner.
www.lessonplansos.blogspot.com
Use the mini-lessons in this resource only as a
guide when planning reading workshop. The
reading behaviors, weaknesses, personalities
and learning styles of your students should be
the determining factor of what your mini-
lessons should be!!
Final note
on mini-
lessons!
www.lessonplansos.blogspot.com
’ :
Mini-lessons Taught!
Date
Mini-lesson/ Topic
Reflections/ Observations
www.lessonplansos.blogspot.com
Date
Mini-lesson/ Topic
Reflections/ Observations
www.lessonplansos.blogspot.com
Reading
Workshop!
Mini- lessons!
www.lessonplansos.blogspot.com
Marvelous Mini-lessons!
date Mini-Lesson Taught
www.lessonplansos.blogspot.com
We included a few different options of how you can keep track of your reading
workshop mini-lessons. My students write the mini-lesson and start the sentence
with, “Good readers…”. I also refer to these mini-lessons as our learning targets.
Posting the mini-lessons in this fashion allows students to refer to them during
independent reading and also helps keep me accountable for my mini-lessons. Also, the
administrators always stop to look at the mini-lessons chart when they are observing,
and are very impressed with our work! :)
(We also included another mini-lesson tracker and included it in a PDF in this zip file!!)
Picture of Mini-lessons for Reader’s Workshop
www.lessonplansos.blogspot.com
p Mini-lesson (about 10 minutes)
All reading workshop sessions begin with the teacher teaching a reading mini-
lesson. During each mini-lesson, the teacher explicitly models or demonstrates a
very specific reading skill or strategy, which is called the teaching point.
Students practice the skill or strategy on their own or with a partner, which is
called active engagement.
mini-lessons to teach your readers at the beginning of the year:
*Real readers rock! Students learn the difference between fake reading and real reading!
Note: To be considered a “true” mini-lesson, this activity would be
broken up into several days, depending on the grade that you teach.
*Just-right books fit like a glove!
Students learn about just -right books by bringing in their favorite
gloves from home! Note: Depending on the grade you teach, this lesson
might take place over the course of a couple days.
*Retelling Students use the graphic organizer to learn how to retell a fiction
story. The organizers can be used throughout the year!
www.lessonplansos.blogspot.com
Real Readers Rock! Are you a rock star reader???
Rock N’
Read!!
* I read the entire reading time!
* I stayed in one reading spot
the whole time!
* I read “just right” books!
* I was engrossed with my
book!
* I used sticky notes to write
about my thinking!
* I respected the readers around
me!
www.lessonplansos.blogspot.com
I am a
rock star reader!
I am a
rock star reader!
www.lessonplansos.blogspot.com
I think about other things and daydream when I am reading.
I take my time with my book and really enjoy it.
I pretend to read when the teacher is watching.
I stay focused and am engrossed with the book I am reading.
I read all the parts of every page.
I make noise and distract other readers around me.
I read the pages slowly to make sure I understand what I am
reading.
I whiz through the pages.
I change my book several times.
I take care of my books.
I can’t talk about the book to my friend or teacher.
I think books are boring.
I am not careful with my books.
I understand what I read.
I stay in one good reading spot and I am focused.
Hey rock stars!
Read the sentences below. Copy the sentences
that describe a rock star reader on the attached
page. (Throw the fake reader sentences away!)
www.lessonplansos.blogspot.com
Rock Star Reader Rules:
Rock Star:____________ Date: ___________
www.lessonplansos.blogspot.com
A just right book fits you like a glove! Lesson overview: Tell your students to bring in their favorite pair of
gloves/mittens that FIT THEM JUST RIGHT!!!! When all students have
their gloves, you are ready to teach this lesson! Begin by sharing your
gloves with the class and telling them why you love your gloves so much:
they keep my hands warm when I am walking my dog, they are my
favorite color, they are not too bulky, etc. Ask the students to share
why their gloves are just right for them-accept all responses. Next,
explain to them the idiom “fits like a glove” and its meaning. Hold up some
books that you are currently reading and demonstrate how those books
“fit you like a glove.” Then, the students will select a book they are
reading and explain why it “fits them like a glove.” For example, they are
interested in the topic, they can read almost all the words and they
understand what is going on in the story. After each child has a chance
to share their thoughts with a partner they are ready to wear their just
right gloves and read a just right book during private reading time!
Warning: Your students will not want to take their gloves off after
teaching this lesson!! In fact, even though I taught this lesson in October,
my students insisted on keeping their just-right reading gloves all year
long in their desk!! I was happy to oblige even though we got a few weird
looks from other teachers/students who walked into our classroom
when we were reading and wearing our just right gloves! :)
The kids loved the attention!
www.lessonplansos.blogspot.com
5 Star books!
Do you have a just right book?
l l l l l
l Do you think the book will be interesting and exciting?
l Can you talk to a friend about the book because you understand what is going on?
l Can you read almost all the words on a page?
l Is this a new book that you have not read already?
lAre you engrossed with the book?
www.lessonplansos.blogspot.com
Pictures of students reading a just- right book that fits them like a
glove!
www.lessonplansos.blogspot.com
A just-right book fits like a
glove!
www.lessonplansos.blogspot.com
A just-right book fits like
a glove!
What book did you read today during independent reading? Why it is just-right for you?
//////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////
www.lessonplansos.blogspot.com
Mini-lessons
for retelling a story: -Good readers can identify the setting of a story.
-Good readers can identify the main character and supporting
characters.
-Good readers can retell a story with transition words (first,
then, second, next, finally, in conclusion, at the end.)
-Good readers share their emotions and feels about the plot
when they retell the story.
-Good readers go back to the story to support their thinking
and ideas.
-Good readers can participate in a group discussion about a
retelling of a story. (such as in a literature group)
www.lessonplansos.blogspot.com
Good readers can give a summary about a story that they read. For a fiction story, you can use this magic formula to write a great summary! Read the formula below:
Somebody...Wanted...But...So...
Retelling Graphic Organizer
Somebody… Wanted…
But…
So…
Reader: Date:
www.lessonplansos.blogspot.com
Retelling
Book Title: _________________________
Author: ________________________
Genre: ________________________
Now, write a paragraph retelling the story using as many details as possible!
////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////
www.lessonplansos.blogspot.com
p Independent work time with instruction
(45-60 mins.)
At this time, readers are engaged in reading just-right
books. They select these books from a classroom library
and are aware of how to choose a book at their
independent reading level. Readers practice the
skill/strategy that the teacher taught during the mini-
lesson. The teacher provides instruction during reading
conferences and guided reading groups. Readers also write
about what they are reading in their reader’s notebooks,
talk about books with other readers, buddy read to practice
fluency, meet in literature groups and book buddy meetings,
and read independently.
Activities to use with your readers during this time:
- Reader’s Notebook and Reading Binder
-Independent Reading Rubric
-Book Buddies Booklets (included in this file)
-Fiction/Non-Fiction Reading Contracts (included in this
file)
www.lessonplansos.blogspot.com
Partner Reading! Teacher Assigned, ability based
partnerships where students read and discuss the book together
Book buddies and reading partnerships are another component of this part of
reading workshop. When selecting reading partners, Kathy Collins (author of
Growing Readers) suggests several benefits for using teacher assigned, ability-
based partnerships. This means that two strong readers are placed together and
two weaker readers are placed together. Kathy also recommends keeping
partners together for long term (a couple of months). Hence the term
partnerships!
The teacher is the one who assigns the reading partners! Before I read
Kathy’s book, I had my students choose their partners every day. After much
reflection, I realized that they spent way too much time choosing a partner. It often
became a popularity contest and my students frequently had “hurt feelings” if
someone did not want to read with them. I realized teaching mini-lessons about
how to choose a reading partner was not the best use of our time. I have noticed a
big difference since I have switched teacher assigned, ability-based partnerships!
If you are having a hard time with this concept, Kathy suggests relating it to
your life. Here is an example that actually use with my students! I have run 2
marathons! :) For both marathons I had a different training partner which was at
the same ability as me. We ran our long runs together, supported each other, and
crossed the finish line together. It would not have been beneficial to train with a
friend who was a super fast runner or with a friend who walked the entire race.
Keep this in mind when you making reading partners! Share YOUR real life story
with your students…I guarantee they will remember it!
www.lessonplansos.blogspot.com
I still allow my students to choose their reading partners for the first few
weeks of school. However, after a few mini-lessons, I assign reading partners
and then reassign them every couple of months
Primary teachers can benefit from using reading partners in their classroom.
Reading partners read a book that is at their just-right reading level and a book
they mutually agree on. You can get double copy books from your library or
Scholastic book orders. Or, you can just teach the students how to share the book
and read the book together.
Reading partners are assigned as I learn more about my students as
readers. For example, I might have one girl who is an F&P instructional reading
level of P and another girl (or boy!!) who is an F&P instructional reading level of
Q. They also have a common interest of reading mysteries and their
personalities complement each other. They will make perfect partners!
Reading partnerships and book buddies are a great way to get your students
TALKING about books! It provides your students with the opportunity to
discuss literature in a meaningful and engaging way.
I begin the year by implementing book buddies with my ability based reading
partners. The buddies DO NOT read the book aloud together, like they would
to practice their reading fluency. Instead, buddies meet over the course of a
couple of weeks and read the assigned portion of the book independently. I
begin book buddies with my students around November and we usually read
about 3 books total during our Book Buddy Meetings. This takes place over the
course of a couple of months. After the students are comfortable working
with different readers and they learned how to stay focused and on task
during Book Buddies, I then introduce literature groups with my students!
Reading partnerships is when I have my ability-based reading partners
read the book aloud together, practicing their fluency, and then of course,
having a discussion about the book! I do this daily for 15 minutes.
www.lessonplansos.blogspot.com
Snapshots of some good readers! These two girls show how good readers sit and
read during a reading partnership. They are side by side and are sharing one copy of
the book. One student is reading aloud at a time. These good readers also know to
take notes about their reading and their discussion. (We had many mini-lessons
about how good readers read together effectively!)
www.lessonplansos.blogspot.com
Importance of Providing Time
Every Day for Students to Work with Ability-Based Reading Partners:
1. Students learn to problem solve, communicate, and
work cooperatively with their peers.
2. Students have the opportunity to reread texts which
improves reading fluency.
3. Students have authentic opportunities to integrate
reading and writing.
4. Students have the opportunity to have in-depth
conversations with their friends about the texts
they are reading.
5. Students’ reading stamina improves and they are
spending quality time reading just-right books.
6. Students are held accountable during reading
workshop time.
7. Students foster a LOVE for reading!!
www.lessonplansos.blogspot.com
Mini-lessons for reading
partnerships: *Good readers sit side by side and elbow to elbow. Good readers place the book in the
middle with each child holding it.
*Good readers work together to choose a book to read and take turns reading.
*Good readers know how to solve problems when they are reading.
*Good readers stay on task and keep the discussion focused on the book.
*Good readers encourage each other and treat each other with respect during a
reading partnership.
*Teaching Tip: take pictures of your readers when they are
modeling correct reading behaviors! You can then email them to
their parents or even hang them up on the chart paper that you
use for the mini-lessons…talk about motivation! :)
www.lessonplansos.blogspot.com
Book
Buddy
Bookmark
STOP
at
page
___
__
for
the
next
m
eeti
ng
STOP
at
page
___
__
for
the
next
m
eeti
ng
STOP
at
page
___
__
for
the
next
m
eeti
ng
STOP
at
page
___
__
for
the
next
m
eeti
ng
Book
Buddy
Bookmark
STOP
at
page
___
__
for
the
next
m
eeti
ng
STOP
at
page
___
__
for
the
next
m
eeti
ng
STOP
at
page
___
__
for
the
next
m
eeti
ng
STOP
at
page
___
__
for
the
next
m
eeti
ng
Book
Buddy
Bookmark
STOP
at
page
___
__
for
the
next
m
eeti
ng
STOP
at
page
___
__
for
the
next
m
eeti
ng
STOP
at
page
___
__
for
the
next
m
eeti
ng
STOP
at
page
___
__
for
the
next
m
eeti
ng
Book
Buddy
Bookmark
STOP
at
page
___
__
for
the
next
m
eeti
ng
STOP
at
page
___
__
for
the
next
m
eeti
ng
STOP
at
page
___
__
for
the
next
m
eeti
ng
STOP
at
page
___
__
for
the
next
m
eeti
ng
E Book Buddy Bookmarks e
www.lessonplansos.blogspot.com
My name ________________ date _____________
My buddy’s name ________________ date _______
Skill:
My partner and I were prepared for
our meeting and had all of our materials.
My partner and I each completed the
reading.
My partner and I each had a turn to
share our thoughts about the book.
My partner and I worked as a team to
become awesome readers.
**What else do you want your teacher to know?
Book Buddies Self-Reflection!
= Yes, we did a great job at this!
= We could have done better at this!
= We need help with this!
www.lessonplansos.blogspot.com
We are two students who are working together in a
reading partnership. A reading partnership is when
two students read the same text and meet
frequently to discuss what they read.
By participating in our reading partnership meetings,
we agree to the following expectations:
* We will stay on task and talk about the book. * We will come prepared to all meetings.
* We will use quiet voices. * We will cooperate with our buddy, even if we do not
share their opinion. * We will be polite, listen to each other, and wait for
our turn.
If you agree to the expectations listed above, please
sign your name on the dotted line and write the date next to your name!
Signatures of Book Buddies:
X _____________________ X _____________________
Book Buddies Bond!
ABCDEABCDE
www.lessonplansos.blogspot.com
We are two students who are working together in a
reading partnership. A reading partnership is when two
students read the same text and meet frequently to
discuss what they read.
By participating in our reading partnership meetings, we
agree to the following expectations:
* We will stay on task and talk about the book. * We will come prepared to all meetings.
* We will use quiet voices. * We will cooperate with our buddy, even if we do not
share their opinion. * We will be polite, listen to each other, and wait for our
turn. If you agree to the expectations listed above, please
sign your name on the dotted line and write the date next to your name!
Signatures of Book Buddies:
X _____________________ X _____________________
Book Buddies Bond! (a copy of the bond for home)
ABCDEABCDE
www.lessonplansos.blogspot.com
Book Buddies Booklet!
my Name: __________________________
my Buddy’s Name: ______________
Book Title: ___________________
Author: ___________________
www.lessonplansos.blogspot.com
Meeting! Meeting date: ______________
Possible topics to discuss:
_____ Take a book browse. _____ Make predictions about the book. _____ Share your schema about the book. _____ What prior knowledge do you have about the topic? _____ What are your thoughts about this book? _____ Have you read any books by this author?
My Meeting Notes: (Please write about what you discussed at your meeting today!)
For the next meeting, let’s agree to STOP at this page: ______________________________________________
ABCDEABCDE
st
www.lessonplansos.blogspot.com
Meeting
Meeting date: ______________ Possible topics to discuss:
_____ Take a few minutes to discuss what you read. Make sure each reader had a chance to share. _____ Share any connections you made with the book. _____ Share any questions that you have about what you read. _____ Share how you feel about what you read.
My Meeting Notes: (Please write about what you discussed at your meeting
today!)
For the next meeting, let’s agree to STOP at this page: ______________________________________________
nd
www.lessonplansos.blogspot.com
Meeting
Meeting date: ______________
Possible topics to discuss:
_____ Take a few minutes to discuss what you read. Make sure each reader had a chance to share. _____ Share any connections you made with the book. _____ Share any questions that you have about what you read. _____ Share how you feel about what you read.
My Meeting Notes: (Please write about what you discussed at your meeting
today!)
For the next meeting, let’s agree to STOP at this page: ______________________________________________
rd
www.lessonplansos.blogspot.com
Meeting
Meeting date: ______________ Possible topics to discuss:
_____ Take a few minutes to discuss what you read. Make sure each reader had a chance to share. _____ Allow each reader the opportunity to read their favorite passage aloud. _____ Share something that you visualized about the story. _____ Share how you feel about what you read.
My Meeting Notes: (Please write about what you discussed at your meeting
today!)
For the next meeting, let’s agree to STOP at this page: ______________________________________________
th
www.lessonplansos.blogspot.com
_______ Meeting Meeting date: ______________
Possible topics to discuss:
_____ Take a few minutes to discuss what you read. Make sure each reader had a chance to share. _____ Share any connections you made with the book. _____ Share any questions that you have about what you read. _____ Share how you feel about what you read.
My Meeting Notes: (Please write about what you discussed at your meeting
today!)
For the next meeting, let’s agree to STOP at this page: ______________________________________________
www.lessonplansos.blogspot.com
Final Meeting!
Meeting date: ______________ Possible topics to discuss:
_____ Take a few minutes to discuss what you read. Make sure each reader had a chance to share. _____ What was the author’s purpose for writing this book? Please discuss. _____ Would you recommend this book to a friend? Explain why or why not. _____ Be sure to spend some time celebrating your success! You are your partner did a great job working together!
My Meeting Notes: (Please write about what you discussed at your meeting
today!)
Please let your teacher know that you finished your book!
www.lessonplansos.blogspot.com
Book Buddies!
Buddies: Book Title:
www.lessonplansos.blogspot.com
Caption: Enlarge and laminate poster. Students then write their buddy and book title on the
poster. :)
www.lessonplansos.blogspot.com
Reading Partnership
Agenda!
1. First, read part of the book together. Practice
reading with expression! Don’t forget to take turns
being the listener and the reader!
2.Second, discuss what happened in the book with
each other.
-What were your thoughts about the story?
-Did you have any questions?
-Did you make any connections?
CD AB
ABCDEABCDE
www.lessonplansos.blogspot.com
Reading
Partnership
Notes! My name: __________ My partner: __________
Meeting date: ______________
Comments:
Meeting date: ______________
Comments:
Meeting date: ______________
Comments:
Meeting date: ______________
Comments:
Meeting date: ______________
Comments:
CD AB
www.lessonplansos.blogspot.com
My name ________________ date _____________
My reading partner’s name ___________ date _____
Skill:
My partner and I took turns reading.
My partner and I looked at each other
when we were talking.
My partner and I each had a turn being
a listener and a reader.
My partner and I worked as a team to
become awesome readers.
**What went well this week?
**What can you do better with next week?
Reading Partnership
Self-Reflection!
= Yes, we did a great job at this!
= We could have done better at this!
= We need help with this!
www.lessonplansos.blogspot.com
Idea for Private
Reading Time: Reader’s Contracts!
When I first started Reader’s Workshop, I used reader’s contracts during
the independent reading time. I was not ready to let my first graders “just
read” for the duration of the time, so I created reader’s contracts. As the
students were reading, they also filled out one of the graphic organizers in
the contracts. Some students finished one a day and some students
finished one in a couple of days. Now that I teach third grade, I only use
reader’s contracts with about 5 of my students. These students benefit
greatly from the reader’s contracts because it helps them stay more
focused and less likely to bother other students. I have also found that my
I.E.P students do well with reader’s contracts because it gives them
another option, besides silent reading, to work on and is something they can
do by themselves.
You may decide to use the graphic organizers during a shared reading time
or even guided reading groups. Just remember…use the graphic organizers
several times as a class so the students know what the expectations are.
To use the graphic organizers, I staple the cover page and then all the
graphic organizers together. I pass out the contracts and the students
complete them at their own pace. As they complete each graphic
organizer, they shade that one in on the cover page. A finished contract
would have all 9 graphic organizers shaded in and completed.
www.lessonplansos.blogspot.com
For Fiction
Books!!!
www.lessonplansos.blogspot.com
F Reader:_____________ E
Connections Use sticky notes to make: -text to text connections -text to self connections -text to world connections
Visualize What movie is your mind making as you are reading? Draw the picture your mind is creating.
Schema Write about your schema before you start reading a new book.
Venn Diagram Compare and contrast yourself to the main character in the story.
Retelling Write a retelling of what happened in the story.
Questions Write thick questions that you have about the story you are reading.
Journal Entry Pretend that you are the main character in the story you are reading. Write about your experiences.
Author Write a letter to the author of the story you are reading.
Book Review What do you think of the book you are reading? How would you rate it?
Reading Workshop:
Fiction Books
ABCDEFGABCDE
www.lessonplansos.blogspot.com
p
p
p
p
p
p
Questions, questions, questions!
p Book Title _________________ p Author ____________
As you are reading your book, think about what THICK questions you have.
THICK questions start with:
What if...? What would happen if...? What might...?
Why did...? Why is...? What caused...?
www.lessonplansos.blogspot.com
Letter to the author!
p Book Title _________________ pAuthor _______________
When writing your letter, you might want to include the following:
- your favorite part of the book
- questions about what happened in the book
- questions about the author
- questions about writing the book
When you are done with your letter, draw a border around the letter that matches the theme of the book.
//////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////
www.lessonplansos.blogspot.com
Book Title _____________________ Author _______________________
Journal Entry
p Book Title ________________ p Author __________________
1. Who was the main character in the story?
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Pretend that you are the main character in the story. What happened to you
today?
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. How would you feel if these events happened to you? Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________ ________________________________________________________________
4. What is the best thing about being the character in the story? Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
5. What is the worst thing about being the character in the story? Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
www.lessonplansos.blogspot.com
Book Title _____________________
Author _______________________
Whe
n yo
u re
ad, y
ou v
isua
lize
wha
t is
hap
peni
ng in
the
sto
ry. V
isua
lizin
g m
eans
tha
t yo
u ar
e cr
eatin
g m
enta
l imag
es in
you
r
min
d. W
hat
mov
ie is
you
r m
ind
mak
ing
as y
ou a
re r
eadi
ng t
oday
? Dr
aw t
he p
ictu
re t
hat
your
min
d is
cre
atin
g.
www.lessonplansos.blogspot.com
Remember to use this pattern for making connections:
In the story… (tell what you read)
This reminds me of… (write your connection)
This is a… (type of connection)
Page number:
Page number:
Page number:
Making Connections!
A A
www.lessonplansos.blogspot.com
Schema is background knowledge. It is all the experiences that you, the reader, have had
that make up who you are and what you know and believe. Good readers use their schema
to understand the story.
itle of ook: _________________ uthor: ____________
**Before you start reading the book, what is your schema? What do you know about the topic?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
**In the space below, draw a picture and write down any new schema you have after reading the book.
____________________________________________________________________________________________________________________________________________________________
D y chema E
My new schema:
www.lessonplansos.blogspot.com
Venn diagram: Compare yourself to the main character of the story!
ook itle: ______________ uthor: ___________
My name: Main character’s name:
BOTH!
www.lessonplansos.blogspot.com
When you are writing a retelling of a fiction story, remember to use this pattern
to help you:
Somebody, Wanted, But, So In the space below, write a paragraph (4-5 sentences) about what
happened in the story. Don’t forget to add details!
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Retelling of the story
itle of ook: _________________ uthor: _______________________
www.lessonplansos.blogspot.com
Directions: what do you think of the book you are reading?
Complete the book review below!
Book Review!!
itle of ook: ____________________ uthor: ___________________________
This was my favorite part of the story:
These are my thoughts about the
main character:
Would you recommend this book to a friend?
Why or why not?
I give this book: NNNNN
Main Character:
Friend I would recommend this book to:
www.lessonplansos.blogspot.com
For Non-fiction
Books!!!
www.lessonplansos.blogspot.com
H Reader________________ G
Non-Fiction books
Fact/Opinion Write four facts and four opinions
that you have about what you read.
Vocabulary Find 4 words that
you are not familiar with in your book.
Look up each definition in the
dictionary.
Connections Use sticky notes to
make: -text to text connections
-text to self connections
-text to world connections
Comic Strip Create a comic strip
that explains something that you
learned while reading.
Main Idea/ Details
Write the main idea of the book and
supporting details.
Advertisement Create some
place/setting that is described in your book. Create an advertisement to
invite people to visit that place.
Features of Non-Fiction
Identify examples of the features of non-fiction text in your
book.
V.I.P. (Very Important Points) Determine what were the most
important parts of what you read.
Questions Write thick
questions about the story that you are
reading.
ABCDEFGABCDE
www.lessonplansos.blogspot.com
Feature: Definition: Example:
Pictures, maps, and diagrams
Diagrams have labels to indentify its parts; maps show where something is located at; pictures give details about how the object looks in real life
Headings and Subtitles
Words or phrases that tell what a section of the text will be about
Charts, tables and graphs
Information that is organized in a graphic organizer and gives information about the text
Special type of print
Makes a word stand out as important by putting it in: Italic print Underlined Bold print Highlighted
Glossary Is located at the back of the book and gives an alphabetical list of the important words in the story and their definition
Table of Contents
Is located at the front of the book and gives a list of information that will appear in the text
Captions Small text found next to a photograph that gives important details
y Features of Non-Fiction Text y
www.lessonplansos.blogspot.com
Book Title ___________________ Author ___________________ As you are reading your book, think about what questions you have. Remember to think of THICK questions. THICK questions start with:
What if...? What would happen if...? What might...? Why did...? Why is...? What caused...?
Thick questions do not have a “yes” or “no” answer!
L questions! L
www.lessonplansos.blogspot.com
In the story…(tell what you read)
This reminds me of…(write your connection) This is a…(type of connection)
Text to Text
Text to Self
Text to World
Making connections
ABCDEFGABCDE
www.lessonplansos.blogspot.com
Advertisement Pick a place/setting that is described
in your book. Create an advertisement or a brochure inviting
people to visit.
www.lessonplansos.blogspot.com
Write down four words that you are unfamiliar with. Look up each word in the dictionary and write the definition of that
word. Next, use that word in a complete sentence. Unfamiliar Word: Definition in dictionary: My new sentence:
1.
2.
3.
4.
5.
Vocabulary!
www.lessonplansos.blogspot.com
Write a fact about the topic that you are reading about. Then,
write an opinion about the fact that you wrote.
FACTS OPINIONS Example: Blue whales are the
largest animals ever to have lived on Earth!
Example: I think blue whales are the coolest animal to ever
live on Earth!
1.
2.
3.
4.
i Facts and Opinions i
www.lessonplansos.blogspot.com
(Very Important Points!)
After reading, determine what the most important points were and write them in complete sentences.
DE V.I.P. DE (
V.
I.
P.
H
L
A
www.lessonplansos.blogspot.com
Create a comic strip that explains something you learned about while
reading. Use dialogue bubbles to show what the characters are saying.
Complete all six panels using your crayons to colorfully illustrate your idea.
Write the title of
your comic strip
here!!
y Comic Strip! y
EFGABC EFGABC
www.lessonplansos.blogspot.com
Directions: Write the main idea of the book and
supporting details. Write the page number of the detail that supports the main idea of the text.
Main Idea!
Supporting detail: Supporting detail:
What is the main idea?
Supporting detail:
Supporting detail:
EFG
ABC
EFG
ABC
www.lessonplansos.blogspot.com
Reading Celebrations! We have lots of reading celebrations
throughout the year! Here are some ideas:
-Reading Workshop Contract Signing Party
-Grand Opening of Classroom Library!
-Mystery Readers
-Calling all Bookworms: Reading Celebration (during the month of
March we hold several reading raffles!)
-Caution: Library under Construction!
Other ideas:
-Invite younger (or older!) students into your classroom and let your
super star readers amaze them with their awesome reading abilities.
-Music makes everything special!
-Treats and snacks make everything even more special! :)
www.lessonplansos.blogspot.com
Reading Workshop contract signing Party:
Enlarge the Reading Workshop Contract poster at your local office supply
store. Laminate the poster to use year after year. Now, you are ready to party!
Bring out some “special” glittery pens or markers. Present and read the contract
together as a class. While some grand music is playing in the background, have one
student at a time come up and sign the contract. Have everyone clap when they
have their signature on the contract! Bring out some cookies and enjoy!
www.lessonplansos.blogspot.com
Official Reading Workshop
contract! As great readers, we agree to...
- Read books at our just right level
- Think as we are reading
- Work with reading partners
- Work with our teacher in guided
reading groups
- Work hard, try our best, and have a
PASSION for reading!!!!!!
www.lessonplansos.blogspot.com
Mystery Readers! What better way to foster a love of reading with your
students than to have guest mystery readers visit your
classroom!?!? Your students will LOVE to have their family
members surprise them with a special visit to read to the
class! To implement this year-long celebration of reading,
begin by explaining the mystery readers program at your
Parent/Curriculum Night. Send home the sign-up sheet
and you are ready to go! Just remember to add the dates
on the sign-up sheet before you send it home!
www.lessonplansos.blogspot.com
Mrs. Clause even brought cookies n’ milk
for her mystery reader day!!!
www.lessonplansos.blogspot.com
Mystery Reader: Please knock 3 times
when you arrive. Do not
open the door! I will come
and get you shortly.
www.lessonplansos.blogspot.com
Dear relative/friend of ____________________,
Your Mystery Reader date is _________________. Please mark this secretly on your calendar since this will be the only reminder you will receive. If you need to cancel, please let me know as soon as you can. Please arrive at our door no earlier than _________. A sign will be posted on our door with your instructions. Please keep in mind that your time slot will last roughly 10-15 minutes.
Thanks,
Dear relative/friend of ____________________,
Your Mystery Reader date is _________________. Please mark this secretly on your calendar since this will be the only reminder you will receive. If you need to cancel, please let me know as soon as you can. Please arrive at our door no earlier than __________. A sign will be posted on our door with your instructions. Please keep in mind that your time slot will last roughly 10-15 minutes.
Thanks,
Dear relative/friend of ____________________,
Your Mystery Reader date is _________________. Please mark this secretly on your calendar since this will be the only reminder you will receive. If you need to cancel, please let me know as soon as you can. Please arrive at our door no earlier than _________. A sign will be posted on our door with your instructions. Please keep in mind that your time slot will last roughly 10-15 minutes. Thanks,
www.lessonplansos.blogspot.com
Dear Family, I would like to invite any parents, older siblings, grandparents, relatives, or other special people to surprise your child by being a “Mystery Reader” this year. Students will LOVE having their family, friends, and relatives visit our classroom to share in our learning by reading a favorite story aloud to our class (please bring in the book you will be reading). Mystery Readers will visit us on Fridays ____________ and will read a picture book of their choice (please bring this with you on your scheduled day). The entire book and Mystery Reader time will run 10-15 minutes depending on the length of the book. The role of the Mystery Reader is to remain anonymous until he/she enters the classroom. This is supposed to be a surprise, so even your own child cannot know that you will be reading to their class!
If you can find a date that works for you, please sign up to be a Mystery Reader. A list of the many open dates to choose from is included. Please indicate your top three dates (if possible) that will work for you so I can accommodate the most people. If you are interested, please send back the enclosed sheet in a “top secret” envelope to school with your child. I will get back to you as soon as I can to confirm your official Mystery Reader date. If you are not able to come, it’s ok!! We will be sure to have you join us in our classroom for another activity!
Please drop me a “secret” note if you have any further questions. Sincerely,
CALLING ALL
MYSTERY READERS!
www.lessonplansos.blogspot.com
Month
Reader’s Name and Email Address
Student’s Name
www.lessonplansos.blogspot.com
Mystery Reader Facts: I will read the facts you submit on the morning of your Friday as small clues to who the Mystery Reader is. Please list 5 facts that describe you below. I will start with clue #1 and end with clue #5. As you get closer to clue #5, one option is to make your clues a bit more revealing so that your child starts to recognize some of the information in the clues. Another option is to be completely discreet! You choose!
1. 2. 3. 4. 5.
Please remember… *Return only the calendar and fact sheets and keep the letter as your reference for instructions and time. *A confirmation note will be coming with your scheduled date.
Thanks for Volunteering!
www.lessonplansos.blogspot.com
Grand Opening of Classroom Library!
You have practiced placing bins of books on student’s
desks/tables. They have learned to choose a just- right book
out of that basket. They have listened attentively to all your
mini-lessons on the classroom library and how it is organized.
Congratulations! Your readers are ready for a grand opening of
the classroom library! Bring out the balloons, party hats, the
streamers, the celebration signs, invitations, treats…anything
that screams “CELEBRATION!”
www.lessonplansos.blogspot.com
We wrote a letter to our principal and asked him to come to our grand opening of our classroom library! Of course, he came! I also had him cut the caution tape for the grand
opening! It is now officially open and ready for reading!
www.lessonplansos.blogspot.com
Welcome! Grand
Opening! All readers invited!
www.lessonplansos.blogspot.com
Congratulations! You are officially invited to the grand opening of our classroom library, which is...
tomorrow!!!
All readers are welcome!
I can’t wait to celebrate with you!
Congratulations! You are officially invited to the grand opening of our classroom library, which is...
tomorrow!!!
All readers are welcome!
I can’t wait to celebrate with you!
www.lessonplansos.blogspot.com
Reading Raffle! Want to REALLY see your students get
exciting about reading?? Host a reading raffle!!!!
Purchase some inexpensive books or use your
Scholastic bonus points to purchase some books.
Prior to the raffle, pass out reading raffle tickets
when you see your students engaged in awesome
reading behaviors. The more tickets they have, the
better chance they have of winning! Then, hold a
reading raffle!!!
(If you are interested in this idea, it is part of our
Bookworm Reading Celebration file on TpT.)
www.lessonplansos.blogspot.com
Caution: Library under Construction!
At the beginning of the school year, when I am teaching mini-lessons
about reader’s workshop procedures and its importance, I have my
students help me set up my classroom library. In the past, I used to have the
books organized by Fountas and Pinnell levels and this would be done before
the students even stepped foot into the classroom. These days, I now
have my students play an integral role in helping decide how our classroom
library is set up. They work in groups to clean the bookshelves and book
bins and then work together to decide on how to organize the books. I love
having the students participate in this part of the classroom set up- after
all, THEY are the ones who will be reading the books in classroom library,
not the teacher!!!
Attached is a sign that you can put up on your empty bookshelves, for
the beginning of the year. On the first day of school, my students always
ask, “What does that mean?” They immediately learn that creating a
classroom library is a work in progress which requires their help!
www.lessonplansos.blogspot.com
Caution: Library under Construction!
Please come back again
soon!
www.lessonplansos.blogspot.com
Hip, Hip, Hooray! Some new books came today!!
Every month, I use my bonus points to buy some new
books through Scholastic book orders. When the shipment
arrives, I put up a couple of these signs by our classroom
library. The students get so excited because they know that
new books are being added to the library!
I first place the new books in a bin that is labeled “Hip,
Hip, Hooray!” Then, after a few weeks, I add them to the
correct level/section in the classroom library. This ensures
that all students will have the opportunity to read/preview
the books, even though it may not be at their “just-right”
reading level.
www.lessonplansos.blogspot.com
Hip, Hip,
Hooray! Some really cool new
books came today!!
www.lessonplansos.blogspot.com
Thank You!!! Thank you very much for purchasing this file. We
hope after reviewing this file you will be rockin’
reading workshop in your classroom this year!
Sincerely,
Melissa and Nicole, Lesson Plan SOS Teachers
www.lessonplansos.blogspot.com
ww.lessonplansos.com
Did you love this resource?
That is the icing on the (cup)cake for us! Tell us by posting a comment on
our TpT store or by sending us an email at:
Graphics:
Thistle Girl Designs (official member)
Scrappin’ Doodles (commercial use fonts)
Lettering Delights (commercial use fonts)