Curricular Plan for Reading Workshop First Grade Unit One: Readers Build Good Habits Students should understand and be able to:
Participate in a classroom community Organize their own reading life Work with partners
Saturday Mornings (MONDO book): text with pictures that contradict the words Ruthie and the Teeny Weeny and the (Not SO) Teeny Tiny Lie: retelling to draw on key details and demonstrate understanding of story’s central message (p20) At the Zoo: Make meaning and revise meaning Books with a clear lesson to learn from reading the story
Employ fluency and comprehension strategies Convey a sense of urgency, vigor, and excitement by taking charge of their own reading life
Mentor Texts
Possible Teaching Points
Part One: Readers Push Ourselves to Be the Best Readers We Can Be, Reading Long and Strong (RL.1.2, RL.1.7, RL.1.10, RF.1.1a, RF.1.2abcd, RF.1.3b, RF.1.4ac) Readers are like runners! o We set goals for ourselves. o We establish good habits. o We push ourselves to be the strongest readers we can be—it takes drive to start reading and momentum to keep going! o Sometimes readers get tired or encounter bumps in the rood—and when that happens, we know that we need to try a little harder. Readers need to warm up just like runners! Readers stretch our muscles before diving into a book. o We find a comfortable reading spot and settle into that spot with the book we picked. o We warm up our mind to get ready for our book before jumping right into it. Readers get a feel for their book before they start reading. o Look at the cover and back—noticing what pictures we see o Flip through the pages—looking at the pictures and thinking what might happen o THEN, we start reading! Readers are independent by making sure they: o Point under each word o Check for one to one matching Look at the pictures when you come across a tricky word Readers set goals for themselves (reading stamina) just like runners!
1 Literacy Curriculum Support Documents 2013-2014
Based on A Curricular Plan for The Reading Workshop Grade 1, 2011-2012
o Volume of reading (20 minutes~10 books) o We set goals for reading at home and school. Readers set up their reading area to make reading happen! o Make a pile of books from the books in your baggies. o When finished reading, put the book back in the baggie. o Once we finish all of our books, we start over and reread! Readers keep track of their reading by recording which books we read each day. We do this at school and at home! o Large sticky notes in each book for tally marks or a tally column on reading log to track the number of times the students read each book. o 10-15 books each day Readers read for a LONG time to make their reading strong! o We get used to reading for long periods of time, without needing to quit early. We take a little break and then keep going! o We keep track of our reading by tracking our stamina. Different Ways We Can Reread: o Use your best storytellers voice o Find something that you didn’t notice or think about the first time. o We always focus on the words, but this time we can focus more on the pictures. What Should I Do If I Lose Focus? o Go back a page or two o Reread to refresh our memories about what is going on in our story. Part Two: Readers Make Pictures in our Minds as We Read—and We Revise the Pictures as We Read On (RL.1.2, RL.1.7, RL.1.10, RF.1.1a, RF.1.2abcd, RF.1.3b, RF.1.4ac) Readers preview a book and picture in their mind how the book may go. We think about our ideas and make a movie in our mind before we start reading! o Look at the cover o Read the title o Look at the words and pictures on the first page and make pictures in our mind about how this story may go. o Flip through the pages to get a better idea of how the book will go. o We don’t want to only think about the words, but about the content of the book. We want to make meaning and revise meaning as we read. o We think about what kinds of words we may see. Once we read, we look to see if those words can help us read the words on the page. Readers picture in their mind how the book may go. We think about our ideas and make a movie in our mind before we start reading! Readers use their imagination to change their idea of what a book is about when they read the actual words that are on the page. o Sometimes the book matches our ideas but when it doesn’t we need to revise our original thoughts. Readers notice what is the same and what is different in two books.
2 Literacy Curriculum Support Documents 2013-2014
Based on A Curricular Plan for The Reading Workshop Grade 1, 2011-2012
Readers read for a bit and then stop to monitor for sense. “While I am Reading, If I Get Stuck I Can Ask…” o Does this make sense? o Can I visualize and make a movie in my mind? o Can I stop and retell the main events of the story? o Can I predict what will happen next? Readers don’t just close a book they finish and move right away onto the next. We hold onto the book in new ways: o We can say how the title/cover and the end of our book go together. o We think about what we learned from it, how it fits in our lives, or how it made us think differently about things. Part Three: Readers Share Books with Friends and We Become Stronger Readers Because We Share (RL.1.2, RL.1.3, RL.1.7, SL.1.1a, SL.1.1b, SL.1.6, L.1.6) Partner Reading! Another thing readers can learn from runners is that when runners are trying to get faster and stronger, they will run with a friend. It helps them get through the hard parts of running and they have someone to talk to about their running and lives. Just like we would have running friends, we need reading friends, someone we read with and talk to about the books. Reading partners help us become stronger readers. o We will meet with our partners everyday to read and talk. o We will practice reading, coaching each other in our reading, and discussing our books. o We will use our books to help make our points. (referencing the text) When we partner read, we: o Sit hip-to-hip, place the book in the middle, read one book and take turns. o Decide ways to decide who goes first and whose book to read. o Read different ways: echo-reading, choral reading, and assigning roles. When we talk to our partners, we: o Talk to each other by using our post-its o Retelling our books after we read o Think about what we read with our partner and say “My book is called…because….” or “The title of my book is…and it’s mostly about…” o Make sure that neither of us misses anything important in our books. o We make mental movies for our books. We can picture what is happening while our partner is sharing about their book! When we turn and talk we sit: o Eye to Eye-we show them we are listening by looking them in the eye. o Knee to Knee –so we face our partners o Heart to heart-so we show our partners we care about what they are saying Partners help (coach) each other to use the strategies they have learned to help them get through tricky parts. o They reread to figure out tricky words together. o They go to a confusing spot in the book together and use different things we’ve learned to get ‘unstuck’ and out of reading trouble!
3 Literacy Curriculum Support Documents 2013-2014
Based on A Curricular Plan for The Reading Workshop Grade 1, 2011-2012
o They talk off their post-its. Partners retell their stories by only talking about the important parts of the book (the ones that really matter) instead of telling their partner every single part of the story. Partners want to have meaningful conversations o Think about what the characters are doing o Talk about funny, sad, confusing, and surprising parts (use Post-it notes to mark!) o Retell the beginning, middle, and end of a story o Look at both the pictures and the text to get a feel for the story o Revise our mental movie when things in the story change o Ask questions to push each other to think about BIG things from the book “What have I learned as a reader?” Are there lessons we can learn from the book? What is the author trying to teach us? How did the character feel at the end of the story? What do they like or not like about the book they just read? Why is this book called…?
Helpful Tips
Borrow Kindergarten end-of-the-year books from K teachers to start students out with familiar texts Book baggies are necessary for each child with books on their individual levels o 10-12 books per bag o Switch baggies with partners halfway through the week to encourage independence o Include shared reading passages Running records and miscue analysis to determine the student’s use of strategies, self-correction/miscue habits, and level of fluency. Develop a system for choosing/checking out books. Teach procedural lessons: how to come to the meeting area, turning and talking, reading privately and with a partner, and book shopping. Partner Procedures:Reading Partners should meet everyday to read and talk. Teachers should confer with partners to teach how to coach each other in their reading and how they discuss their books. Log Conference Questions: o What do you notice about how many books you tend to read at home? o What do you notice about the number of books you tend to read at school? Why are these different, do you think? o Do you notice sometimes when reading was really good for you—what do you think made it so good? How could you get more times like that? o Do you notice when you didn’t do much reading? What do you think caused those times? o How do you think you could make a goal for yourself about how much you read based on what you see here?
4 Literacy Curriculum Support Documents 2013-2014
Based on A Curricular Plan for The Reading Workshop Grade 1, 2011-2012
Common Core State Standards RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, setting, and major events in a story, using key details RL.1.7 Use illustrations and details in a story to describe its characters, settings, or events. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity. RF.1.1 Demonstrate understanding of the organization and basic features of print. RF.1.1a Recognize the distinguishing features of a sentence. RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.1.2a Distinguish long from short vowel sounds in spoken singlesyllable words. RF.1.2b Orally produce single-syllable words by blending soundsincluding consonant blends. RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words.
RF.1.2d Segment spoken single-syllable words in their complete sequence of individual sounds. RF.1.3b Decode regularly spelled one-syllable words. SL.1.1a Follow agreed-upon rules for discussions. SL 1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. SL.1.6 Produce complete sentences when appropriate to task and situation. L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.
5 Literacy Curriculum Support Documents 2013-2014
Based on A Curricular Plan for The Reading Workshop Grade 1, 2011-2012
