Unit 1 Launching Reading Workshop Grade: Lessons: Duration ...€¦ · Unit 1 Launching Reading...

Unit 1 Launching Reading Workshop Grade: 1st Content Area: Foundations

Lessons: 10 Duration: 10 days Date Created/Revised: June 8, 2020

Enduring

Understanding

Reading workshop helps us become better readers.

Essential

Questions

Why and what do we read? What do readers do during reading workshop?

How can we share personal ideas in whole group conversations and with varied partners? How do we answer questions as we read and support our thinking with evidence?

Stage 1

What do we want students to know?

Standards:

I.2: Transact with texts to formulate questions, propose explanations, and consider alternative views and

multiple perspectives

R.4.1: Read grade-level texts with purpose and understanding.

R.5.1 Ask and answer who, what, when, where, why, and how questions to demonstrate understanding

of a text; use key details to make inferences and draw conclusions in texts heard or read. R.8.2 Use front cover, title page, illustrations/ photographs, fonts, glossary, and table of contents to locate and describe key facts or information; describe the relationship between these features and the

text. R.12.1 Classify literary texts according to characteristics of a genre.

R.3.2: Read independently for sustained periods of time to build stamina.

C.1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express

one’s own views while respecting diverse perspectives.

Factual Knowledge

Students will know

the purposes for reading to

books and the routines for

reading workshop.

Procedural Knowledge

Students will be able to explain

the purposes for reading to

various texts and follow the

routines of reading workshop.

Conceptual Knowledge

Students will understand

how to use reading workshop to

become better readers by giving a

reason for reading to various texts.

Stage 2

How will we know that students understand what has been taught and what should they be able to do?

Assessments:

F&P text assessment, observation

Projects/Research:

Extensions/Differentiation:

Stage 3

What daily instructional strategies, activities, and resources will be used to facilitate student learning?

Strategies: Mini Lessons, Teacher modeling, Guided Practice, Independent Practice

Resources/Materials: Classroom library with books sorted by topic/genre/author and/or text level,

individual book boxes for students to store their books

1 Book will be referenced later in reading and/or writing units 2 Book has a questions/teaching point sheet and/or unit file located on OneDrive

Stage 4

Lesson Plans

These lessons are organized to be taught simultaneously in order to lay the foundation for Reading Workshop routines at the same time as introducing Interactive Read Aloud (IRA) for comprehension. This

doesn’t mean that they are taught together, at the same time, just that each lesson could be taught at different times during the same day.

Lesson 1- Foundations Lesson 1- IRA

DLO

I can tell where our class meeting place is and

the procedures for getting there.

DLO

I can tell why people read.

Standards

C.1: Interact with others to explore ideas and

concepts, communicate meaning, and develop

logical interpretations through collaborative

conversations; build upon the ideas of others to

clearly express one’s own views while respecting

diverse perspectives.

Standards

I.2: Transact with texts to formulate questions,

propose explanations, and consider alternative

views and multiple perspectives.

Vocabulary

Vocabulary

book/text

* Introduce class meeting spot and procedures

for getting there.

* Discuss importance of class meetings each

day, develop list of rules as a class for how

students should behave during meeting (sitting

correctly, body controlled, eyes on speaker,

listening ears, etc.)

Book Suggestions:

The Best Place to Read

The Best Story1

Listen, Buddy

* Hold up any fiction book and ask students why

we read.

* Chart students’ reasons for reading

* Add to chart types of things people read

(newspaper, magazine, menu, etc.)

Review today we learned why people read.

Book Suggestions:

Back to School books

School’s First Day of School2

First Day of School

Hooray for First Day!

How Will I Get To School This Year?



DLO

I can tell 3 ways to read.

DLO

I can tell parts of a book and the purpose for

reading fiction books.

Standards

I.2: Transact with texts to formulate questions,

propose explanations, and consider alternative

views and multiple perspectives

Standards

RL.11.1 Identify the author’s purpose—to explain,

entertain, inform, or convince.

Vocabulary

Vocabulary

purpose/reason, fiction

* Model for students each way that you can

read a book:

(1) reading the pictures (illustrations tell a story),

(2) reading the words,

(3) retelling a familiar/known book.

* Create a chart for the three different ways to

read a book.

Book Suggestions:

Any favorite back to school or familiar books

(books that you read yesterday, or classic books)

Goldilocks and the Three Bears

Three Little Pigs

Pancakes1 (wordless book)

Good Dog, Carl (mostly wordless book)

How to Read a Story (illustrations match text)

* Review reasons for reading on chart from

previous lesson

* Review parts of a book (from kindergarten)

* Explain that our reason for reading this book

today is for enjoyment

* Read aloud any fiction book

Book Suggestions:

Back to school books, friendship books

First Day Jitters

Time for School Mouse!

Phonics: Look for opportunities throughout books

you read to point out/have students find

Letterland phonics skills

Unit 1: short a



DLO

I can tell how our books are organized and how

to take care of them.

DLO

I can tell the parts of a book and the purpose for

reading nonfiction books.

Standards

Foundations

Standards

RL.11.1 Identify the author’s purpose—to explain,

entertain, inform, or convince. I can tell the

purpose for reading fiction books.

Vocabulary Vocabulary

table of contents, heading, glossary/index,

* Model for students opening a damaged book,

losing pages, missing pages etc., and discuss the

importance for caring for books.

* Take class on a tour of the classroom library.

Discuss how the classroom library is organized

(alphabetically, by theme, numerical order, color

coded, or by levels, etc.)

* Create a book bin for broken books. Model

how to put a "broken book" into the bin. “Book

Hospital” is on option for labeling the bin.

Books Suggestions:

Mr. Wiggle's Book

Read it, Don't eat it!

Manners with a Library Book

What Happened to Marion’s Book

Who's Afraid of the Big Bad Book?

* Review that readers always have a purpose or

reason for reading a book.

* Explain that some books are not meant to be

read to just entertain us.

* Show nonfiction book, have students discuss

what they think our purpose is for reading this

book (learn facts or something new)

* The author wrote the book to teach us about a

topic, and sometimes we don’t read a nonfiction

book from beginning to end.

* Review parts of a book and point out

differences on nonfiction book (table of

contents, glossary/index, headings)

Book Suggestions:

Any nonfiction books (National Geographic for

Kids and Rookie Reader Biographies are good)



DLO

I can tell what my book box is for and how to

take care of it.

DLO

I can answer questions while reading a book.

(ongoing)

Standards

Foundations

.

Standards

RL.5.1 Ask and answer who, what, when, where,

why, and how questions to demonstrate

understanding of a text; use key details to make

inferences and draw conclusions in texts heard

or read.

Vocabulary

Vocabulary

purpose

* Introduce book boxes and their purpose.

* Discuss routines for getting book box, using

them, and returning them.

* Discuss how we take care of our books and

boxes by placing them in gently, facing the

same way, and books are closed correctly.

* Discuss materials that are allowed and not

allowed in the book box.

Book Suggestions:

My Book Box

Prepare: book chosen with 4-5 places marked to

stop and ask a question

* Review that readers always have a purpose for

reading.

* Show the cover of book and read the title.

* State purpose for reading this book

(entertain/enjoy).

* Explain that good readers ask and answer

questions about a text while reading to make

sure they understand what they are reading.

* Read aloud the text, stopping to ask questions.

Book Suggestions:

Ordinary Mary’s Extraordinary Gift2

Emmanuel’s Dream

Big Mama’s1

Shortcut1



DLO

I can control my voice level and handle noisy

neighbors during reading.

DLO

I can talk to a classmate about a book I read.

(ongoing)

Standards

Foundations

RL.13.1 Engage in whole and small group reading

with purpose and understanding

Standards


concepts, communicate meaning, and

develop logical interpretations through

collaborative conversations; build upon the

ideas of others to clearly express one’s own

views while respecting diverse perspectives.

Vocabulary

tone

Vocabulary

tone

* Discuss why a reader needs a quiet place and

how a quiet place can be helpful.

* Explain that sometimes an area can become

noisy and we must remember to read/discuss

quietly and may need to remind our neighbors to

use a respectful noise level.

Book Suggestions:

A Quiet Place

Read to Tiger

Noisy Neighbors

Noisy Books



* Review that good readers think about and

ask/answer questions as they are reading

* Explain that discussing a book with classmates

can also help you understand what you have

read.

* Show the cover of book and introduce the title.

* Have students practice turning and talking

about what they are thinking about the book

(fiction/ nonfiction, purpose, etc.).

* Model that students need to face their partner,

take turns talking, listen quietly, and only discuss

the book.

* Read the book aloud. Stop to ask questions

and have students turn and talk with partner.

* Allow time for students to practice talking

about one of their books with a classmate.

Book Suggestions:

Recess Queen2

Farfallina and Marcel2

How To Lose All of Your Friends



DLO

I can tell how to find a reading spot and read

independently.

DLO

I can support my thinking with evidence.

(ongoing)

Standards

Foundations

R.13.2 Read independently for sustained periods

of time to build stamina.

Standards





or read.

Vocabulary

alone

purpose/goal

Vocabulary

evidence

Prepare: bring in peanut butter, jelly, and bread

(enough to model making 1 sandwich)

* Model making a peanut butter and jelly

sandwich by plopping some peanut butter and

jelly onto a slice of bread.

* Discuss:

-if it’s not spread out it will not taste as good

-that reading is the same way: we must spread

out when reading.

-what might occur if everyone reads close

together

-good places to spread out to read.

Book Suggestions:

Peanut Butter and Jelly by Nadine Bernard

https://www.youtube.com/watch?v=eRBOgtp0H

ac

My Special Place

All Alone



* Review that good readers answer questions

about a text.

* Explain that good readers can support their

thinking/answer with evidence from the text.

* Introduce book and begin to read aloud,

stopping to ask questions

* Create T chart with “My Thinking” and

“Evidence”, explain that evidence can come

from text or illustrations

* Have students give evidence as they answer

questions, write on chart (“What in the book

made you think that?”

Book Suggestions:

Crazy Hair Day2

Piggie Pie2

Phonics: Look for opportunities throughout books

you read to point out/have students find

Letterland phonics skills

Unit 2: -ack


https://www.youtube.com/watch?v=eRBOgtp0Hac

https://www.youtube.com/watch?v=eRBOgtp0Hac


DLO

I can read to build stamina.

DLO

I can answer questions and support my answers

with evidence.

Standards

R.13.2 Read independently for sustained periods

of time to build stamina.

Standards





or read.

Vocabulary

stamina

Vocabulary

* Review why we read: (1) to learn or get

information, (2) for entertainment.

* Discuss how we can get better at something-

ex. riding a bike, skating, etc.(practicing).

* If we want to become better readers, what do

we have to do? (practice reading)

* Model what “Real Reading” looks like

compared with “Fake Reading”

* Chart

Book Suggestions:

Petunia by Roger Duvoisin

Practice Makes Perfect by Rosemary Wells

Brave Irene by William Steig

* Continue reading various fiction/nonfiction

books for several days to allow students to

practice Lessons 4-6 with different types of books

for different reasons.

Book Suggestions:

The Chicken Chasing Queen of Lamar County2

The Night I Followed the Dog2



DLO

I can tell how to read with someone and

recommend a book I have read.

DLO


with evidence.

Standards

R.13.1 Engage in whole and small group reading

with purpose and understanding.


concepts, communicate meaning, and develop

logical interpretations through collaborative

conversations; build upon the ideas of others to

clearly express one’s own views while respecting

diverse perspectives.

Standards





or read.

Vocabulary

recommend

Vocabulary

* Discuss ways we have practiced reading:

watching/listening while teacher reads and

reading by yourself

* Another way to practice is by reading with

someone (teacher, partner).

* Discuss and model how reading with partner

should look, feel, and sound. Create chart for

reminder.

Book Suggestions:

Student books





Book Suggestions:

Amos and Boris2

Sylvie2


DLO DLO


I can tell how to choose a “just right” book


with evidence.

Standards

R.4.1 Read grade-level texts with purpose and

understanding.

Standards





or read.

Vocabulary

Vocabulary

* When we practice reading, we need to pick

“just right” books.

* Read one of the books listed about “just right”

and make correlations to choosing a “just right”

book. Discuss the concept of “just right” and

compare to shoes/books as appropriate.

* Model examples of hard books for you

(teacher) and “just right” books.

* Model how to pick “just right” books, then have

students practice picking “just right” books.

* Just Right Chart

Book Suggestions:

Goldilocks and the Three Bears

Too Big, Too Small, Just Right by F. Minters

Car Repair Manual, Comp. Magazine (hard)

Current Book I am Reading (just right)






DLO

I can demonstrate how to return books correctly.

DLO

I can read for different purposes.


Foundations Standards

RL.4.1 Read grade-level texts with purpose and

understanding.

RL.12.1 Classify literary texts according to

characteristics of a genre.

Vocabulary

gently

Vocabulary

* Explain that when readers return books to the

classroom library, they return them correctly:

- all books must be closed

- arranged largest to smallest

- turned facing the same way, right side up

- returned gently to their correct bin

* Discuss why it is important we put books back

correctly and model how this is done.

* Have students model how to put books back

gently in their correct location.

Book Suggestions:

Various books from the classroom library

* Review how we have read different types of

books for different purposes.

* Hold up a fiction and nonfiction book (about

the same topic ex. Raccoon book and The

Kissing Hand).

* Discuss the purpose for reading each book (to

entertain/enjoy or to inform/learn) and whether

each book is fiction or nonfiction. * Make a chart

of differences between a fiction and nonfiction

text.

* Review/show various books and have students

identify if each book is fiction or nonfiction and

why.

* Have students sort books in their own book

bin/baggy into two stacks (fiction and

nonfiction) during independent reading.

Stage 5

How many students met the learning target?


*Revisit the standards and reflect on instruction

*Analyze student work

*Discuss progress toward proficiency

*Discuss strengths, weakness, and misconceptions identified

*Determine reteach and extend

Lesson 7 Chart back to Lesson 7

Lesson 9 Chart return to Lesson 9

Unit 1 Launching Reading Workshop Grade: Lessons: Duration ...€¦ · Unit 1 Launching Reading...

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