Kindergarten EmergentStorybook Unit(2...

Reading Unit of Study Kindergarten -‐ Emergent Storybooks, Unit 2

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

Kindergarten

Emergent Storybook

Unit 2

6/15/2015


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 (Interactive Read Aloud) ......................................................................................................................... 9

Lesson Plans ............................................................................................................................................................. 10

Resource Materials Section

See Separate Packet


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

Background Section Abstract

In the previous unit children learned the procedures and routines needed to carry on with some independence as they begin building stamina. This unit continues with those routines and building stamina as students begin working on emergent storybook reading in a focused and concentrated way.

In this unit children will be reading emergent storybooks. Emergent storybook reading comes from Elizabeth Sulzby’s work on emergent literacy. The premise behind emergent storybook reading is that as students are exposed to the multiple readings of the emergent storybooks they begin to read these books on their own. Through these readings and familiarity of the emergent storybooks students begin to develop deeper understandings of the text, a strong sense of language and an increased desire to read independently. The first part of this units focuses on ways readers can read books using all they know to help themselves read. Early strategies like predicting and rereading are introduced. The way students read emergent story books develops over time; some children’s construction of the story will probably first involve looking at and commenting on each picture. Over time, all children learn to approximate and read the way the story sounds as if the child were reproducing the words and cadence of the text. The second part of this unit focuses on how readers study, think and grow ideas about books. They use their partners to talk about their thinking and share their understandings. The unit ends with readers trying different ways to read and share their books through retellings and acting out their favorite parts. This unit supports many of the Common Core State Standards, one of which states that students need to engage in many different ways of reading independently and in partnerships with purpose and understanding. This unit should include the opportunity to introduce book bags and shopping days. Students should have the chance to keep books until the next time they shop for new books. It is highly recommended that students shop for books (up to 5 emergent story books) outside of reading workshop. This will help with management and time. Students may shop for ‘Look Books’ or the teacher can continue to use the tubs from unit 1(adding new titles as needed). Since students will continue to have time allotted to read “Look Books” like the ones available in Unit 1, the teacher will want to decide how to help students differentiate between Star Books and Look Books.



Background Section

Background Information on Emergent Storybook Reading In schools across the country kindergarten teachers read and re-‐read special storybooks that are called "emergent storybooks." This is based on the work of Elizabeth Sulzby. To support emergent readers, teachers read aloud a few stories again and again. The children get to know the stories really well and soon begin to talk about the pictures and even tell the story to go with the pages. Some children will even point to the words and "read." All of this fosters a love of reading along with an emerging understanding of how reading works. Teachers may have heard emergent story books also referred to as Sulzby or STAR books. Emergent storybook reading has a procedure that needs to be followed. Please see the resource material packet for the step by step procedure. To prepare for emergent storybook reading teachers will need to search their classroom libraries for emergent story books that: 1. Have characters, a problem, and a solution 2. Have pictures that closely match what the text says on each page 3. Are highly engaging. The kind of books children love to hear again and again. 4. Are memorable -‐ often there is a refrain or repeated phrase that helps kids remember how the story goes. 5. Contain rich, beautiful, literary language (think fairytales or folktales as examples) Some examples of emergent storybooks that you might know:

• Caps for Sale • Three Billy Goats Gruff • The Gingerbread Man • Three Little Pigs



Resources and Materials Needed

Teacher Resources • Emergent story books read aloud four times throughout Unit 1, before Unit 2.

o None of the book titles suggested in these lessons is needed if you have title(s) which match the suggested book’s genre and characteristics. In other words, there are thousands of books that would work during demonstrations and throughout your mini-‐ lesson. The titles in lessons are all suggestions to help you make choices beyond our recommendations.

• Table top baskets that contain: leveled books, classics, favorites, counting, ABC, and informational. • Leveled library of books A-‐D initially, access to higher levels should you learn readers are reading at higher reading levels. (See

chart below). • Chart paper for anchor charts (See Resource Packet for Examples). • Post-‐it notes/Sticky notes • Easel or place to create charts • Meeting area • Teacher created conferring log (See Resource Packet for example.) Possible Book Selection Management Strategies This may be a good point in time to transition into students having their own individual book selections, below are a couple of suggested ways that you could manage this process. Book Baggies (teacher selected or partially selected by both teacher and student) Utilize as many books as possible. Readers might have wide text level ranges that allow easy reading. Baggies could include leveled readers, favorite series, Sulzby or Emergent Story books, “look-‐books” and informational text. Typically book baggies would have: Fountas and Pinnell Levels DRA Levels Number of Books

A-‐C level readers A-‐ 4 10-‐15 books

D-‐K level readers 6-‐20 6-‐10+ books

L-‐N level readers 24-‐30 5-‐8 books

O-‐Q level readers 34+ 2 chapter books, informational and favorites

These baggies will be altered each week (approximately) until shopping routines are taught. Exchanging of books should be done outside the reading workshop and with high teacher guidance. One suggestion is to allow readers to return books and select new books from crates out on tables organized by type of text (Levels, Emergent Story Book, and Informational). The class may be working independently as the teacher assists readers in small groups. Teachers will need to assign a quantity per reader, per crate (example: Select 7 books from A-‐C crate, 2 Emergent Story Books, 2 informational, 2 Choice). This method will only exist until shopping for just right reading is discussed once assessments help identify reading levels. Book Shopping (students have individual book boxes/bins filled with self-‐selected books) Students will need their own book boxes/bins. Teachers will want to build a library with a wide range of books including: leveled books, informational, number, alphabet books, Emergent Storybooks (Star Books), books grouped by author, series books, student favorite or themed books.



Resources and Materials Needed -‐ Continued Please see the resource packet for other book topics to add to your library and ways to organize your classroom library. Teachers will need to have 1000’s of books available to their students. Please refer to the table above to see the number of books that students should be shopping for each time they shop. Students that are reading at levels A-‐4 may need to shop 1-‐2 times a week to keep their interest in books that they are reading. Teachers may want to make a school-‐wide leveling system. Teachers may want to provide students with a shopping list to follow (see resource packet for sample). *These are suggestions based on practices utilized by workshop teachers and meeting objectives outlined by the Common Core Standards. Teachers should organize as they see fit given their resources. Professional Resources • Calkins, L. (2001). The Art of Teaching Reading. Boston: Allyn and Bacon. • Calkins, L. (2011-‐2012). A Curricular Plan for Reading Workshop, Kindergarten. 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. • Sulzby, E. (1985). Children’s emergent reading of favorite storybooks: A developmental study. Reading Research Quarterly,

Summer, 458-‐481.



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 to reading workshop, or new 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: 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). 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 workshops 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.



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 figure out how to read a story Session 1 Readers can read the books they already know and love in their own way Session 2 Readers use the pictures to name things they see and predict what will happen next Session 3 Readers can reread to help them think about the story Session 4 Readers connect one page to the next to tell the whole story by using the words and then… Concept II: Readers study books and grow ideas about books Session 5 Readers talk to their partners about their strong feelings Session 6 Readers talk to their partners about connections within books Session 7 Readers talk to their partners about how the characters are alike/different Session 8 Readers can think and say more about their books Session 9 Readers can provide evidence from the book about their thinking Concept III: Readers read emergent story books in different ways Session 10 Readers use their voices to sound like the characters Session 11 Readers choose a part of a story to act out Session 12 Readers read books like storytellers (voice, facial expression, gestures) Session 13 Readers celebrate their emergent storybooks by dramatizing their favorite books



Routines and Rituals: Building a Community of Independent Readers Reading workshops are structured in predictable, consistent ways so that the infrastructure of any one workshop is almost the same throughout the year and throughout a child’s elementary school experience (Calkins, 2005). One means of developing a community of independent readers is to implement routines and rituals that are consistent within and across grade levels. A few lessons in each launching unit are devoted to the management of a reading classroom. However, depending on student need and experience, additional lessons on management may be needed. Also, it is assumed that many of these routines and rituals go across curricular areas so they will be addressed and taught throughout the school day and not just in reading workshop. This shift in focus allows more mini lessons to be devoted to supporting students in cycling through the reading process and acquiring a toolbox of reading strategies. The following are a collection of routines and rituals teachers may want to review. Select based on students’ needs. Routines • Opening Routine • Mini-‐Lessons • Sending children off to work • Independent work time • Closing Routine or Share • Partnerships Opening Routine – Beginning Each Day’s Reading Instruction • Meeting area/ Room arrangement • Signal for students to meet for reading workshop • What to bring to meeting area • Partnerships at meeting area Mini-‐lessons – The Fuel for Continued Growth • Student expectations as they participate in a mini lesson • Partnership guidelines • How students sit during a mini-‐lesson and share

Sending Children Off to Work – Transition from Mini-‐lesson to Work Time • Expectation to “go off” and get started working • Dismissal options

Independent work time – Students working on their own • Assigned reading spots • Getting started • Students work initially without teacher guidance and/or conference • Nature of Children’s Work – Reading focus • Role of Mini-‐lesson • Conversations in Reading Workshop: productive talk, silent reading time & whole-‐class intervals for partnership talks • Signal for noise volume



Routines and Rituals: Building a Community of Independent Readers, Continued • 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.) 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 children can concentrate on using strategies for comprehension and having accountable conversation about the text. Students are asked to engage with the text by responding to one another or through jotting notes about their thinking. The teacher scaffolds children with the kinds of conversation they are expected to have with their partner during independent reading. This demonstration foreshadows the reading work that will be done in future mini-‐lessons and units of study. Since read-‐aloud is done outside of Readers Workshop the following planning continuum provides teachers with a map of possible foci within the read -‐aloud. This planning continuum aims to support teachers with upcoming strategies that will be taught in mini-‐lessons and future units of study. Read Aloud with Accountable Talk Planning Continuum

September October November

Unit of Study Launching the Reading Workshop

Emergent Story Book Pattern Books

Read Aloud Books

Utilize narrative and informational text equally making sure emergent story books are read 4 times per title.

Utilize emergent/Sulzby story books initially, use narrative and informational text the last weeks, as well as leveled readers, which include pattern books.

Utilize informational text and narrative, as well as leveled readers, which include pattern books.

Read Aloud Focus

● Readers love to read and reread their favorite books (Sulzby/Emergent Story books)

● Readers use the pictures to read stories in their own way, using a storyteller's voice

● Readers read informational text using a teaching voice

● Readers pay attention to details in pictures to help think about the text

● Readers read informational text and find gestures to help teach what was learned

● Readers act out characters feelings, actions, dialogue

● Readers connect pages by saying this page goes with this page because…

● Readers read using their best storytelling voice

● Readers voices match the characters feelings, actions and dialogue

● Readers find their way in stories by remembering what happens next

● Readers act out scenes from their favorite stories

● Readers faces show reactions to learning new information

● Readers talk with other readers about the books they are reading

● Readers make connections across stories and throughout a story

● Readers remember the way a book goes

● Readers notice and talk about story elements

● Readers retell across their fingers

● Readers tell other readers what they are learning from informational text

● Readers notice patterns in books

• Readers use the patterns in books to read the next page and the next page

• Asking “what’s going on here”



Lesson Plan Session 1

Concept Readers figure out how to read a story

Teaching Point Readers can read the books they already know and love in their own way

Materials

● A collection of previously read Emergent Storybooks and other books to help sustain reading minutes.

● Emergent Storybook for class demonstration

● Students should be sitting next to reading partner

Tips ● Students should have many emergent story books that they are familiar with prior to the start of this unit ● Mid-‐workshop teach is a great time to revisit management and routines of workshop. ● Extend private reading time by giving different kinds of books to read, possibly abc books (extend add to

this and move to first tips). ● Things to consider for conferring: solidify concepts about print, high frequency words, etc. ● Possible ideas for center/workstation time retell or act out favorite emergent story book.

Connection ● Readers I have noticed a lot of you picking up the books I have read-‐aloud and reading them on your own. These books have become oldies but goodies and you probably want to spend lots of time with these books! Well guess what? You're going to get a chance to do just that!

● Today I am going to teach you how you can read books you already know and love in your own way.

Teach ● Readers, I read the book Are you My Mother (or any other Emergent Storybook children have heard numerous times) yesterday and the day before and the day before that and I am going to read it again today. I love this book and I am going to use all that I know to read this book in my own way.

● Watch as I show you how I can read this book in my own way ● Teacher demonstrates reading in own way some pages of the book. Making sure to use intonation,

fluency and the cadence of the text. ● Readers, did you hear how I read Are you My Mother in my own way? I did not say I can’t read this story or

I don’t know how to read, instead I did my best and read the book in my own way. ● Readers can do just that, they can pick up a book they know and love and read it in their own way!

Active Engagement

● Readers let’s try this together. I am going to have you read a bit of the book Are You My Mother in your own way to your partner.

● First make sure you are sitting knee to knee with your partner. Next decide who will read first. ● Teacher may put the book on the document camera or hold up the book for the students to see ● Now the partner who is the reading first you can read these few pages to your partner. ● Showing new pages in the book have students change partners and partner B read to partner A. ● Wow, I did not hear one reader say, I can’t! Or I don’t know how! I heard readers reading in their own way.

Link ● Readers today when you go off to read your star books you can do what readers do, you can read your emergent storybooks in your own way.

Mid-‐Workshop Teaching Point

● Readers can I have you look this way. I want to tell you what Maya just did. She read one of her emergent story books from her book bin and then she did what readers do, she decided she would read more of her books in her book bin.



Partnerships ● Beginning in this unit, students will move into more formalized partnerships. Since teachers know more about their students at this time partnerships can be strategically assigned.

● Readers take turns reading their emergent story books in “their own way” with their partner

After-‐the-‐Workshop Share

● Readers today you learned that you are the type of readers that can pick up books they know and love and read in their own way. Remember tomorrow you can choose a emergent story book and read it in your own way too!



Lesson Plan

Session 2


Teaching Point Readers use the pictures to name things they see and predict what will happen next

Materials

● A collection of previously read Emergent Storybooks ● Emergent Storybook for class demonstration ● Chart Paper

● Readers Read and Think about Books – Anchor chart -‐ create during Mid-‐workshop or Share

● Marker ● Sulzby checklist-‐ See Resource Material Packet

Tips ● Mid-‐workshop teach is a great time to revisit management and routines of workshop. ● Extend private reading time by giving different kinds of books to read, possibly ABC books. ● Things to consider for conferring: solidify concepts about print, high frequency words, etc. teach into

Sulzby checklist. ● Possible ideas for choice time, retell or act out favorite emergent story book.

Connection ● Readers yesterday we were busy reading our emergent story books that we love and know so well in our own way. We did not say we can’t read, we did our best to read in our own way.

● Today I am going to show you something else readers can do to help them read their emergent story books or any other book. I am going to show you how readers can point to the pictures and say what they see to help them read and think about their book.

Teach ● Yesterday when I read the book Are You My Mother? I did my best and read it in my own way. Now I am going to read this book again and this time I am going to point to the pictures and say what I see to help me read and think about the book.

● Watch as I point to the pictures and say what I see to help me read and think about the story. ● Teacher touches the picture, I can see in the picture a mother bird and an egg, I could read this page like

this, Mother Bird was sitting on her egg. ● Teacher points to next picture, I see the mother bird looking at the egg moving, I bet she is wondering

why, I could read this page like this, oh, no the egg moved! ● Teacher points to picture, on this page I see mother bird flying away, I could read this page like this, So

Mother bird flew away. ● Readers did you see how as I turned each page, I pointed to the picture, (teacher uses gesture to show

pointing) I said what I saw (teacher uses gesture to show say) and then I used the pictures to help me read and think about the story? (Teacher gestures to head for thinking). This is how Readers read and think about their story. Readers use pictures, say what they see and then think and read.

Active Engagement

● Let’s see if we can show the steps that readers use to help them read and think about the story by making a chart.

● Teacher and students do the steps and use gestures together: 1. Point to the picture, 2. Say what I see 3. Read and think.

● Possibly create anchor chart during the time students are working or during share. ● Now turn to your partner and take turns showing them the steps readers use to help them think about the

story. (students should be using gestures)



Link ● Readers today and every day when you go off to read, you can help yourselves read and think about your books by pointing to the picture and saying what you see and thinking about the story.


● Readers, can I tell you what I saw Joe do today. He finished reading his emergent story book and he grabbed an ABC book from his bin and pointed to the picture and said what he saw. Readers can do that when they read any book.

Partnerships ● Readers can make a plan as to who will go first and who will go second

After-‐the-‐ Workshop Share

● Readers today we learned one way readers can help themselves read and think about the book is to point to the pictures and say what they see.

● Let’s review our chart and try this on another emergent storybook. ● Review chart and together model reading another emergent storybook pointing to pictures, say what

they see and think and read.

Please note: All charts should be co-‐constructed with students. Sample Chart

Readers Read and Think About Books by...

● Pointing to pictures

● Saying what they see

● Think and read



Lesson Plan

Session 3


Teaching Point Readers can reread to help them think about the story

Materials

● Emergent Story book to use for demonstration ● Anchor Chart-‐Readers Read and Think About Books by...

●

Tips ● This teaching point could be brought up again in multiple mid-‐workshop teaches and/or conferring with students.

Connection ● Readers, yesterday I watched so many of you pointing to the pictures and saying what you saw to help you read and think about the story. But sometimes even careful readers that point to the pictures and say what they see can forget what is happening in the story. Today I am going to show you something else readers can do to help them think about their story. Readers can go back to the beginning and reread their books to help them think about their story.

Teach ● I was reading this book Corduroy, and I was pointing to the pictures and saying what I saw but then I got to this page where Corduroy was going up the escalator and I thought, why is he going up the escalator? I forgot what was happening in the story. I had to do what readers do when they get lost or forget what is happening in the story, I had to go back to the beginning of the story and read it again.

● Watch me as I go back and reread to help myself remember why Corduroy was going up the escalator. ● Teacher goes back and rereads from the beginning. A little bear named Corduroy lived in a toy store. People

went to the store to buy things but no one bought Corduroy. A little girl said, Mom can I have that bear? Her Mom said, No he does not have a button.

● Oh, yeah I remember now, his button was missing and he needed to go find it. That is why he was going up the escalator! When I reread the story it helped me think about the story and remember what happened.”

● “Readers do this when they get lost or forget what happened in a story. They go back to the beginning and reread their books to help them think about their story.

Active Engagement

● Readers I thought we could add this strategy to our chart that we started yesterday on how Readers Read and Think about Stories by...

● Teacher rereads chart and adds “rereading” (It is important to add an icon) ● Readers I want you to close your eyes and picture yourself reading your emergent storybook. I want you to

pretend you are in the middle of your book and you forget what your book was about. I want you to think what could I do to help myself?

● Turn and tell your partner what you could try. ● Let’s read the chart how Readers Read and Think about Stories together.

Link ● Readers today and everyday if you are reading and you forget what you are reading or get lost you can Reread your book and think about the story.


● Readers, I want to stop all of you and have you look up for a second. I want to compliment all of you. You know what I noticed you all did when I sent you off to read; you quickly got your book bins, sat down and started reading. I thought to myself, wow look at these readers!



Partnerships ● Readers make plans with partners on who will read first. Partners take turns reading emergent storybooks


● Readers, give me thumbs up if when you were reading today you... Refer to anchor chart


● Pointing to pictures (icon)

● Saying what they see (icon)

● Think and read (icon)

● Rereading (icon)



Lesson Plan

Session 4


Teaching Point Readers connect one page to the next to tell the whole story by using the words and then…

Materials

● Emergent Storybook for demonstration. Sam and the Firefly was used as an example in this session.

●

Tips ● This work did begin in session 14 in unit 1-‐ Launching the Reading Workshop.

Connection ● Readers, you did such a great job noticing new things while you were rereading and using what you noticed to tell the story even better. As readers we are always thinking about the story so we can understand it better. Something else readers do to help them understand the story better is to connect or think about how one page helps you think about the next page.

Teach ● Watch as I read the story Sam and the Firefly. I am going to show you how I think about how one page connect to the next page which helps me to read my book like one whole story or even better.

● The moon is out and Sam wakes up. I want to play but no one said a thing. ● Now I am going to turn the page and I am going to think how does this page with Sam waking up and

wanting to play go with this next page? ● Hmm... I know Sam wants to play on this page and on this page he is looking for someone to play with; it

looks like everyone is asleep. Let me read this page, Sam looked all around but cow, and fox and dog and sheep were all asleep. That sounds right; he is looking for someone to play with and then finds everyone sleeping. Thinking about this page and how it goes with or connects to the next page helps me think about how all these pages go together. This makes me think that on the next page he is going to try and find someone else to play with.

● Readers let’s turn the page and see how the next page connects to what we have already read. Oh, it looks like there is no one at the lake to play with him either. On this page he wakes up he is looking for someone to play with, and then he finds the animals are asleep, no one is at the lake, I wonder if he will keep looking for someone to play with? Thinking about how these pages go together and connect help me understand my story better.

Active Engagement

● Turn to the next page. ● Readers take a look at these next pictures and turn to your partner and talk about what you see happening

on this page and how you think the next page will connect to this one. ● Let’s turn the page and turn and talk to our partner how these pages connect ● So Sam is looking for someone to play with and he sees some lights or fireflies and you said that I bet he is

going to play with these fireflies because Sam starts by wanting to play and across these pages he looks for someone to play with.

● So readers as we read we can think about how each page goes together to help us understand our stories even better.

Link ● Readers today and every day you can think about how each page goes together to help you understand your stories even better.


● Readers, I want to share with you what Michael noticed when he was reading. He noticed a word from our word wall chart in one of his books. We can use the words on our word wall to help us in our own books.



● Teachers may want to use Mid-‐workshop teaching point to work on concepts about print or additional areas needing support.

Partnerships ● Continue partnership routines


● Readers today we learned another way readers think and read their stories. They can think about connecting the pages and think about how the pages go together to understand the story. Let’s add this to our chart.


● Pointing to pictures (icon)

● Saying what they see (icon)

● Think and read (icon)

● Rereading (icon)

● Connecting the pages (and then)




Concept Readers study and grow ideas about books

Teaching Point Readers talk to their partners about their strong feelings

Materials

● Emergent Story book. The Three Billy Goats Gruff was used as an example in this session.

● Students bring an Emergent Storybook to the carpet

● Post-‐it notes or possible bookmarks to mark spot for partnerships

Tips ● This section is meant to guide students with ways to talk about books. Although the next few mini-‐lessons are about teaching specific things readers can talk about, the goal isn’t for every partner conversation to be about that day’s mini-‐lesson. You are teaching children possible ways to talk about books. You are supporting them towards independence as they decide in their partnership exactly what they want to talk about that day.

● Possible conferences would be to practice with a few students that struggle in partnerships, what they plan to share in their partnership.

● Teachers may want to teach students, outside of workshop, how to draw a simple symbol on the post-‐it to help them remember their thought about the page they are sharing.

Connection ● Readers I want to share with you something that I love to do when I read a book. I love to share parts that I found interesting in the book with other people. Like the other day, I was reading this great book and as I was reading I would read the parts of my book that I found really cool to my husband. Today I am going to teach you how you can share parts of your book that you have strong feelings about with your reading partner.

Teach ● When readers are reading they can have strong feelings or thoughts about their books. Sometimes they think parts are cool, or maybe they are confused about a part or there might even be an interesting fact. These are thoughts readers have and they can share them with others. One way we can share our strong feelings or thinking about books with our partner is to mark special pages in our books that we want to talk about with our reading partner.

● Watch as I show you how you can mark places in your books where you had a strong feeling that you want to share with your partner.

● When I was reading the book The Three Billy Goats Gruff, I loved the parts where the Troll would say, ‘Trip, Trop, Trip, Trop who's that crossing my bridge?’ I loved how it sounds each time I say it, and I want to share that with my partner. I want to make sure that I remember where the part that I want to share is so I am going to mark it with a post-‐ it so I can find it quickly when I meet with my partner. Another part that I want to share with my partner is the page where they tricked the troll. I thought it was really funny, I am going to mark that page too!

● Readers, did you see how I thought about the parts I had strong feelings about in my book and then I marked the pages I wanted to share with my partner with a post-‐it .Now when I meet with my partner I will be prepared to share with them some parts of my book where I had strong feelings. ”

Active Engagement

● “I am going to have you try this with one of your books. I am going to give you each a post-‐it. I am going to give you a few minutes to read through one of your books and think if there are some pages where you had a strong feeling in your book that you may want to share with your partner.”



● “Readers, it looks like you have found some parts to share with your partner, when you move into partnerships you are going to have a chance to talk and share this with your partner.”

Link ● “Today when you go off to read, you can take some more post-‐its and think about your stories and see if there are other parts where you had strong feelings that you would like to share with your partner.”


● “Readers can I have you look up here, as you are reading today make sure you have prepared for your partnership by marking a page or two that you would like to share with your partner.”

Partnerships ● Readers share the parts they had strong feelings about.


● “Readers, I heard many of you sharing parts of your book with your partners. Give me a thumb up if you shared a funny part? An interesting part? A question you had about the book?”

● “Wow you all had some strong feelings about your books, tomorrow I am going to show you some more ways you can talk about your books.”



Lesson Plan

Session 6


Teaching Point Readers can talk to their partner about how they made connections within a book.

Materials

● 2 well known Emergent storybooks for demonstration and active engagement-‐ Snowy Day and Caps for Sale are used in this session.

● Chart Paper

Tips ● This lesson is to help students understand how to put pages or parts of the book together not just to tell the story but to find parts that are similar and different.

● Possible ways to stretch students thinking during partnership conferences-‐ “What makes you think that? What do you think about that? Or why do you think it’s like that?”

● Students should have had demonstration and opportunities to make connections within books in read-‐aloud with accountable talk prior to this lesson.

● This section is meant to guide students with ways to talk about books. Although the next few mini-‐lessons are about teaching specific things readers can talk about the goal isn’t for every partner conversation to be about that day’s mini-‐lesson. You are teaching children possible ways to talk about books. You are supporting them towards independence as they decide in their partnership exactly what they want to talk about that day.

Connection ● Readers, I am really impressed with the work I have been seeing in partnerships. You have been working on problem solving with your partner, taking turns reading with your partner and talking about your stories together. Today, I want to show you another way you can talk about your books with your partners. I am going to teach you how Readers make connections in their books and they can talk about their connections or thinking with their partners.

Teach ● Watch as I think about some connections from a book we have read together. Remember when we were reading the book Snowy Day and we thought how Peter must really like the snow because he was always going out in the snow. We noticed how all the pages showed Peter in the snow and this made us think that Peter was excited about the snow and really liked it. We made this connection or thinking about Peter as we looked across the pages.

● Another thing we noticed about this book is that the beginning of the book and the end of the book are the same because Peter goes out in the snow at the beginning and end of the book. We connected how the beginning of the book was like the end of the book.

● Readers when we start connecting or thinking about how the pages of the book or parts of the book give us information and adds to our thinking we can share that thinking with our partners. I could say to my partner, on these pages I noticed that Peter is in the snow, it made me think that he must really like the snow.

● Readers did you see how when we start connecting or thinking about how the pages of the book or parts of the book give us information and adds to our thinking we can share that thinking with our partners?

Active Engagement

• Readers let’s try this with another book, let’s look at the book Caps for Sale. We know that Readers connect or think about how pages or parts of the book gives them information and adds to their thinking that they can share with their partners. Since we know this book so well, I am going to just flip through the pages and



as I flip through the pages I want you to see if there are some connections you are making across the book • Give me a thumb up if you made a connection within this book Caps for Sale. • Turn to your partner and tell them what you noticed. You can start by saying, “I noticed that in the book

Caps for Sale… • Teacher should listen in and highlight some thinking of partners. • One thing readers do to help them think about their books is to think about what is happening within their

books and what it makes them think about.

Link • Today when you go off to do your private reading, you can start thinking what would you like to share with your partner about your books. You can think about a strong feeling you want to share or a connection you made within your books.


• Readers can I have you turn this way. We are going to be moving into our partnerships shortly and I want to share with you something Sara shared with me, she said she noticed that in the book Caps for Sale the book started the same and ends the same. The peddler started out with hats on his head and in the end he has hats on his head. She connected the pages in her book and she is going to share that with her partner today. I also heard Louis laughing when he was reading the Three Billy Goats Gruff and he thought he would share with his partner the funny part of his book. We can share lots of things about our books with our partners. As you read be thinking about what you would like to share with your partner and you can use a post-‐it note to mark your spot you want to share.

Partnerships • Partners meet and share thinking/connections


• Begin -‐Ways we talk about books-‐ anchor chart • Readers remember yesterday we learned how to share your strong feelings about your books and today we

learned how to share your connections. I think we should start another anchor chart to help us remember the way readers talk about books.

Ways we talk about books ...

● Strong Feelings (icon)

● Connections across pages (icon)



Lesson Plan

Session 7

Concept Readers study and grow ideas about books.

Teaching Point Readers can talk to their partners about how characters are alike/different.

Materials

● Two books that were studied in Read-‐aloud that have similar characters. Noisy Nora and Peter’s Chair were used as examples in this session.

● Anchor Chart-‐ Ways we talk about books

Tips ● Alike and different could be as simple physical characteristics one is a girl and one a boy, act of drawing conclusions. Try and give several examples of alike and different to stretch students’ thinking.

● Possible ways to stretch students thinking during partnership conferences-‐ “What makes you think that? What do you think about that? Or Why do you think it’s like that?”

● This section is meant to guide students with ways to talk about books. Although the next few mini-‐lessons are about teaching specific things readers can talk about the goal isn’t for every partner conversation to be about that day’s mini-‐lesson. You are teaching children possible ways to talk about books. You are supporting them towards independence as they decide in their partnership exactly what they want to talk about that day.

Connection ● Readers we have been talking about different ways we can think and talk about our books. Refer to chart; we can talk about.... and... Today I am going to teach you another way you could think and talk about your book. You can think about the characters in your book and how they are similar or different to characters in other books.

Teach ● Readers think about how some characters in their books are alike or different from other characters in books they have read. Remember when we were reading the books Noisy Nora and Peter’s Chair? We noticed that the characters Nora and Peter were alike because they were both having some struggles with having a new baby in their house. We were making a connection across our books, we connected that the characters from two different stories were alike in the way they felt about a new baby brother or sister. We can also think about Nora and Peter being alike because they both get mad or upset in the story.

● We can also think about how characters are not the same or different. For example, we also noticed how even though Nora and Peter were not happy about their new baby brother or sister they acted differently towards their new baby brother and sister, Nora hid, and Peter ran away. Another example of how they are different is that Peter is a boy and Nora is a girl.

● So when readers read, they can think about how the characters in their book might be alike or different from other characters in other books they have read. This helps them understand their characters and books better.



Active Engagement

• Let’s try this together, let’s take a look at the characters from the books we have read, The Three Billy Goats Gruff and The Three Little Pigs. I want you to think about the characters in this story (the goats and the pigs, the wolf and the troll) and how they might be alike or different

• Turn to your partner and talk about some things you noticed about these characters. • I heard Josh and Noah say that they noticed that the wolf and troll are alike because they both want to eat

the pigs and goats. • Teacher can share a few other examples • So Readers another way we can talk about our books with our partners is by talking about the characters

and what is the same or different about them.

Link • Today when you go off and read you may want to use a post-‐it to mark the place in your books where you felt the characters in your books were the same or different.


• I want to share something Cami shared with me; she said she noticed that Corduroy and Sam from Sam and the Firefly both are looking for someone to be with how they really want a friend. She made a connection across her books and she is going to share that with her partner today.

Partnerships • Partners talk about connections with characters


• Add characters to chart-‐ Ways we can talk about books • Review ways partners can talk about their books • Readers, give me a thumb up if you talked about....


• Strong Feeling (icon)

• Connections across pages (icon)

• Characters (icon)



Lesson Plan Lesson 8


Teaching Point Readers can think and say more about their books

Materials

● Ways we talk about books-‐ Anchor Chart ● Post-‐its ● Emergent Story books-‐ The Three Little Pigs was used as an

example in this session.

● Students bring an Emergent Storybook to meeting area-‐ Ask students to bring one they really like or having been talking to their partner about

● Students should be sitting next to their partners

Tips ● The big idea about saying more is to get students to talk in more detail, offer text support or clarification. ● This session could be done over several days. ● A partnership chart could be created on ways to say more.

Connection ● Readers yesterday when I was having a partner conference with Allison and Jose, I heard Allison share a strong feeling she had about the monkeys in the book Caps for Sale. She said, I think the monkeys are being mean to the peddler. I was really interested in her thinking so I asked her to tell me more about her thinking. I said, ‘What makes you think that?”

● As readers we not only read our books but we talk about our books. We might tell how we feel or what we notice in a book and we can say more than just, I like this book. We can say why we liked it.

● Today I am going to teach you that as readers and partners we can push ourselves to think and say more about our books.

Teach ● Watch me as I think and say more about the book, The Three Little Pigs. When I was reading this book I put a post-‐it on the page at the beginning and ending of the story. I was thinking that the beginning of the book and the ending of the book are the same. I could say, these parts are the same. But I know that readers can think and say more about their books so I am going to try that.

● I might want to say why they are the same. I could say this part is the same because in the beginning of this book all the pigs are together and then by the end of the book they are together again.

● I could even say more about this part too. I could say I think the pigs are together at the beginning of the book and at the end of the book, because they are brothers and they love each other so much they did not want to be apart.

● Did you see how I didn’t just say the pigs are together at the beginning and end of the book I said more? I pushed myself to think about why these parts are the same and I said more.

● As readers and partners we can push ourselves to think and say more about our books.

Active Engagement

● Readers we are going to try this together. I asked you to bring a book that you either really like or have been talking to your partner about. I want you to hold it up so I can see you have one.

● Now that you have your book I want you to think about why you picked that book? Is it your favorite, did you connect the pages, had a strong feeling about the book or were you thinking about the characters? Turn and tell your partner why you picked that book. Try saying I picked this book because ...”

● Now I want you to push yourselves and see if you can say more. You can think about, what makes me think that way? Or why do I like this book so much?

● Now turn to your partner and see if you can say more.



● Teacher should be listening into conversations and whispering into partnerships. ● As readers and partners we can push ourselves to say more about our books by thinking why, or what

makes us think a certain way about our books.

Link ● Today as you go off to read you can push your thinking about your book by asking questions like, why do I think that way or what do I think about that, so you can say more about your books.


● Readers, I want you to stop and look up here. I was talking to Logan about the book he was reading. He was telling me how he thought the baby bird is not very smart in Are you My Mother?. I want to show you how I helped him push his thinking to say more about the book Are You My Mother? Watch as I ask Logan to think and say more about his book.

● Logan, what makes you think the baby bird is not very smart? ● Readers did you see how I helped Logan say more about his book. We are going to try this with our partners

today during partnerships.

Partnerships ● Just like we asked ourselves questions we can ask our partners questions like , what makes you think that way?, or what do you think about that?, why do you think that way?

● After you decide who will go first in your partnerships, I want partner A to share their thinking about their book. As your partner shares, decide if you can help push them to say more about their books


● Review anchor chart, Ways we talk about books, add say more ●


● Strong Feelings

● Connections across pages (icon)

● Characters (icon)

● Say more (icon)





Teaching Point Readers can provide evidence from the book about their thinking (textual support)

Materials

● Emergent Storybook with supportive illustrations that students know well for demonstration. Are You My Mother and Piggie Pie were used as examples in this session.

● Anchor chart-‐ Ways we Talk about Books

Tips ● May use student example from yesterday’s Mid-‐workshop teach or offer new example.

Connection ● Readers you have been working hard thinking and talking about what you think and feel about your books with yourselves and your partners. I heard many of you sharing favorite parts or your strong feelings.

● Today, I want to show you that as readers not only can we think and say more about our books but we can also show where in the story it made us think or feel that way. We call this book evidence.

Teach ● Readers remember yesterday when Logan shared his feelings about baby bird in Are You My Mother? He felt that the baby bird was not too smart because he thought lots of things that were not birds were his mother. Another thing Logan can do is to show us where in the book or give evidence where it shows this happening.

● I want to show you how he can study the pages to show or give book evidence why he thinks that way. ● Logan let’s look through these pages. You said baby bird was not very smart, so let’s see if we can find the

part that shows that. Hmm... I see on this page the bird asking a boat if he is his mother, and a dog and a plane. That does seem not too smart of the bird to ask these things if they are his mother. You might say the baby bird is not smart because on this page he is asking a boat if he is his mother.

● So not only can Logan say what he thinks about the character he can show us in the book where/why he thought that way. This is called book evidence.

Active Engagement

● Let’s look in the book Piggie Pie that we like so much. We had lots of thinking about this book. One thing we loved was how the piggies fooled Gritch the witch into thinking they were animals…I am going to turn a few pages and I want you to give me a thumb up if you notice a page that really shows us where Gritch the witch was fooled.

● I want you to turn to your partner and tell them which page showed where the piggies fooled Gritch. ● So not only can we talk about our books and our thinking we can also show where in the story this made us

think that way. Or give book evidence.

Link ● Readers today when you go off to read and you're thinking about your book and what you want to share with your partner I want you to use a post-‐it to mark the page/s in the book it made you think that way.


● Teacher may want to reinforce the mini-‐lesson or teach a routine or ritual.

Partnerships ● Readers work on sharing book evidence


● Readers, I want to have Noelle and Sara share with the group the work they during partnerships. When Noelle shared her book with Sara she used a post-‐it to mark the spot in her book that supports her thinking



about her book.


• Strong feelings (icon)

• Connections across pages (icon)

• Characters (icon)

• Say more (icon)

• Show evidence (icon)



Lesson Plans

Session 10


Teaching Point Readers use their voices to sounds like characters

Materials

● Anchor chart-‐ Readers Read and Think about books by… ● Emergent Storybook for demonstration. Corduroy was used

as an example in this session.

● Chart Paper to create new Anchor chart-‐ Readers make their reading interesting by . . .

Tips ●

Connection ● Readers I am so impressed how none of you are saying, “I can’t read these books.” Instead you are figuring out ways to read your stories. You know that when readers read and think about their stories they can point to the pictures and say what they see and if they get stuck they can reread the book from the beginning. Today I want to show you a way readers read their stories to make them more interesting or fun. Readers can think about the characters or the people in the story and make their voices sound like the characters. This helps make their reading more interesting and fun to read.

Teach ● I want you to watch me as I read one of our emergent story books Corduroy. Watch as I think about the character and how his voice might sound.

● Teacher reads, a bear named Corduroy lived in a toy store. People went to the store to buy things. No one bought Corduroy. A little girl wanted Corduroy.

Hmm… She looks so happy to see Corduroy, I bet she really wants Corduroy, I bet she says that to her Mom I bet she says it like this (Teacher reads changes voice to sound excited) Mom can I have this bear?

● She didn’t just say, “Can I have this bear?” No she was super excited about this bear and she wanted her Mom to know how excited she was.

● Watch and listen as I read a little more…

Active Engagement

● Readers I know we all know this book so well, do you think you could take turns with your partner and read this next page in Corduroy’s voice?

● Readers, I heard many of you say, I don’t have a button, or I need a button. I heard you say it just like Corduroy would have said it on this page. He was so sad and many of you made your voices sound sad just like Corduroy. That made your reading sound so interesting!

● Readers you can think about the characters or the people in the story and you can make your voice sound like the characters. This helps make your reading interesting and fun.

Link ● So readers when you go off to read you can think about the characters or the people in your story and you can make your voice sound just like the characters. This helps make your reading interesting and fun.


● Highlight a student practicing using his/her voice to sound like a character or teach a routine or ritual to meet the needs of your students.

Partnerships ● Readers take turns reading, thinking about the characters and making their voices sound like the character in the story.

After-‐the-‐ ● Readers I think we should start a new anchor chart to help us remember the ways we can make our reading



Workshop Share more interesting. Today we learned one way to make our reading more interesting is to change our voices to sound like the characters.

● Add to Readers make their reading more interesting by . . .

Readers make their reading interesting by . . .

Changing voice to sound like character



Lesson Plan

Session 11

Concept Readers read emergent story books in different ways

Teaching Point Readers choose a part of a story to act out

Materials

● Emergent Storybook for demonstration. The Three Billy Goats Gruff was used as an example in this session.

● Anchor Chart-‐ Readers make their reading interesting by . . .

● Student to help model steps for acting out a part of the story

Tips ● Teachers may want to do partnerships first prior to independent reading. ● Teachers may want to pick a student to help model ahead of time and practice the mini-‐lesson with the

model student. ● Partner acting may take place of independent reading for the day. ● Fairytales, folk tales may lend themselves to this work.

Connection ● Readers we have spent so much time with our emergent storybooks. We know them so well that we can do some fun things with our books. Today we are going to pick a part we want to share and act it out with our partner.

Teach ● Readers watch as I work with Derek to show you how you can pick a part you want to share and act it out. ● First (use gesture)we have to pick a book that we would like to act out ● Teacher and student select book ● Second (use gesture)we need to decide on a part we want to share ● Teacher and student select part ● Third (use gesture) we need to decide how we will act it out. We picked the part in the Three Billy Goats

Gruff where the goat crosses the bridge and the Troll says , who's that crossing my bridge? I know I can be the goat and Derek can be the troll. I can make loud stomping noises...

● Teacher and student act out part ● Readers did you see how we first (use gesture) we picked the book, second (use gesture) we picked our part

and third (use gesture) we decided on how we will act out our part.

Active Engagement

● Readers, I want you to turn to your partner and take turns telling each other the steps you will take to act out your part.

● Students tell each other the steps ● So first (use gesture) we pick a book, second (use gesture) we pick our part and third (use gesture) we

decide on how we will act out our part.

Link ● So Readers can make their reading interesting in so many ways, they can change their voice and they can act out their story. Today when you meet with your partner you are going to try picking a part to act out. I am going to have you meet with your partners first today so you can spend some time picking your parts and practicing the steps we did together during our lesson.

●


• Highlight a partnership that has picked a part and started their acting.



Partnerships ● Readers today when you meet in your partnerships you will pick a part of a book you want to act out with your partner.


● Readers, you worked very hard in your partnerships today, you decided on a book and picked a part you wanted to act out.

● Another thing you can think about and share with your partner is why you picked the part in your book to act out? For example Derek and I picked the part in Three Billy Goats Gruff where the goat crosses the bridge. I picked that part because I love how the words ‘trip trop, trip, trop’ sound. Derek picked the part because he likes how the goat tricks him to get across the bridge.

● Can you turn to your partner right now and share why you picked the part in your book to act out. ● Today we learned another way readers make their reading interesting. Let’s add that to our chart.


• Changing voice to sound like character

• Acting out their favorite parts



Lesson Plan

Session 12

Concept Readers read emergent story books in different ways.

Teaching Point Readers read books like storytellers (voice, facial expression, gestures).

Materials

● Emergent Story book. Caps for Sale was used as an example in this session.

Tips ●

Connection ● Readers, yesterday we did something fun with our books. We acted out parts of our books with partners. Today I want to show you another fun thing you can do when you read your books. You can read your book like a storyteller. A storyteller is someone who reads a book and makes their voice sound just like the characters in the story and they move their face and body to go along with the characters actions or feelings.

Teach ● Let me show you how I can be a storyteller when I read the book Caps for Sale. I want you to watch my body and listen to my voice as I read.

● First I am going to really study this page where the monkeys stole the peddler’s hat. Hmm...I bet he is really mad and frustrated that the monkeys have his hats; I bet he would sound like this...

● Teacher reads exaggerating her voice and gestures, to match the character ● Readers did you see how I changed my voice when I read this page and how I used my hands and face to

show how mad I was that the monkeys stole my hats? That is what storytellers do. They study the pictures and make their voice sound like the characters in the story and they move their face and body to go along with the characters actions or feelings.

Active Engagement

● We are going to try and do this together with the last page of this book. Now we know that the peddler is mad. He is so mad he pulls his hat off his head and stomps away. That’s when the monkeys give him the hats back. The peddler is happy again and marches off saying caps for sale!

● Let’s study this page and think about how the peddler must be feeling or what he might be thinking and then we will try reading this part together like storytellers.

● Turn and tell the person next to you how you think the peddler felt before we read this part together. ● Readers, in order to read like a storyteller we have to think about how the character might sound, how he

felt and what he might be doing with his body and face.

Link ● Readers when you go off to read today you can try reading like a storyteller. You can study your pages and make your voice sound just like the characters in the story and move your face and body to go along with the characters actions or feelings.


● Readers can I have you look this way, I want to share with you something I saw and heard Jonathan doing while he was reading. He was practicing being a storyteller, I heard him reading Corduroy and I could tell he was Corduroy because he made his voice sound just like Corduroy and his face looked really sad.

Partnerships ● Readers during your partnership work today I want you to share with your partner your best storyteller voice, face and gestures.


● Readers today we learned how we can read like a storyteller by studying the pages and thinking like the characters. You can do this with other books that you read. Let’s add this to our anchor chart.




• Changing voice to sound like character

• Acting out their favorite parts

• Reading like a storyteller




Concept Readers read emergent story books in different ways.

Teaching Point Readers celebrate their emergent storybooks by dramatizing their favorite books.

Materials

● Paper bags, paper plates, popsicle sticks, etc ● Construction paper glue

● Student’s book bins with emergent storybooks

Tips ● This celebration could take two days to complete. Teachers will need to plan how the creation time will work best in their room.

● Students may share with partner or small groups. ● Teacher may want to have a simple tea and cookie celebration or choose to celebrate in their own way.

Connection ● Readers we are finishing up our unit with emergent storybooks. We have learned that we can read books we know and love in our own way; we can share our thinking with our partners, and read our books in fun ways. Today you are going to pick one of your favorite books to share in a special way with others.

Teach ● Readers the first thing you need to do is to reread/look through your emergent storybooks to find your favorite. Watch as I show you.

● Hmm...As I look through my book bin I really see so many of these books that I like, but I am going to pick Sam and the Firefly.

● Next I need to decide how I will share my book. I can make a puppet, or I could act out my story or I could… If I make a puppet I could make Sam and the Firefly and show how they play together, or I could make a mask and be Sam.

● Then I need collect my materials. I have lots of materials here I could use... (Lunch bag, Popsicle stick, mask, etc.)

● Last, I need to practice the way I will share my book. (Teacher demonstrates practicing.)

Active Engagement

● Readers let’s go through these steps right now. ● First you need to pick the book you would like to share. Once you have decided turn and tell the person next

to you. ● Next you need to decide how you will share your book, will you make a puppet, act it out…once you have

decided turn and tell the person next to you. ● Now you need to think about the materials you will need. If you are acting out your story you may want to

make a mask, or you could… once you have decided turn and tell the person next to you. ● Lastly, you have to practice. Today I am going to have you practice by yourself and then when we move to

partnerships you will practice with your partner.

Link ● Readers, today you are going to go off and work on getting ready to share your favorite storybook with your partner. You have picked your favorite book, you have thought about how you will share your book and now you are going to get your materials ready and practice how you will share your book.


● “Readers can you look this way. I want to show you how Sara, got her materials together and now is practicing her story to herself.”



Partnerships ● Readers share their favorite storybook with their partner


● Readers you should all be so proud of all the hard work you have done with your emergent storybooks. You all knew that you could read these books and never said, “I can’t read this book”. You practiced reading in so many ways by yourself and with your partner. We are going to keep using these strategies every day that we read!

Kindergarten EmergentStorybook Unit(2...

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