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Kinder
Unit ...............................................................................
Goals ............................................................................................................
Duration
.................
Launching Reading Workshop
students will learn procedures - independent and partner; book handling skills
5 weeks
Concept Books
students will name similarities between books and attempt to name concepts.
3 weeks
Star Books and Storytelling
students will tell/"read" familiar stories by looking at the pictures
3 weeks
How Books Work
concepts of print
3 weeks
Talking About Books
talking with partner about books; sustain reading for longer
4 weeks
Story Elements and Summary
identify characters, setting, problem, solution; tell summary of known book
4 weeks
predicting and previewing
make believable prediction; preview books by telling story (DRA)
4 weeks
Connections
make (deeper) connections to main idea (DRA)
2 weeks
Retell
retell a book with details, vocabulary, and characters names (DRA)
5 weeks
Nonfiction
notice text features; name several things learned
5 weeks

Launching Reading Workshop
Goals - students will learn procedures - independent and partner; book handling skills
Assessment - observation/checklist

Readers have places to read
Readers share books they love with others. (whole class)
Readers start with the cover
Readers look at each page of the book until it is done
Readers tell what is happening on each page
Readers don’t waste a minute. Look at their books the whole time.
Readers share their favorite part of a
book. (whole class)
Readers take turns choosing books from the bin.
Readers pick up books by the spine.
Readers put books away carefully.
Readers turn pages carefully.
Readers place their books flat on the table.
Readers practice taking care of books.
Readers move carefully from the mini lesson to their
reading spots.
Readers sit in their reading spots the entire time.
Readers use a whisper voice when
reading.
Readers give a kind reminder to
classmates to read quietly.
Readers practice routines and procedures.
Readers sit beside their
partners with the book in the
middle.
Partners take turns picking books
Partners tell each other what is happening on each page
Partners tell each other about the parts they liked in the book when finished


*teach read aloud expectations at other time during day. Also turn-and-talk. Book boxes will start in oct with GR groups. Right now, students are reading in tubs at table
*make sure to be reading lots of star books and putting them into book tubs. Also, read lots of concepts book and non-fiction books (animals) and put them into the book tubs.


Concept Books
goals: students will name similarities between books and attempt to name concepts.
assessment: students can put book back in correct bin based on concept

Readers notice when books are about the same thing
Readers notice when books are different
Readers have fun reading books about the same topic
Readers can sort books into piles based on similarities and differences …..create concept book baskets (color, number, ABC, 123, shape, animals)
Spend the next 6 days letting each table read one of the concept bins. Encourage students to think about and talk about how the books are the same and how they are different. Give students the sentence frame for summarizing “This book is about …”
Spend the next 6 days letting each table read one of the concept bins. Encourage students to think about and talk about how the books are the same and how they are different. . Give students the sentence frame for summarizing “This book is about …”
Spend the next 6 days letting each table read one of the concept bins. Encourage students to think about and talk about how the books are the same and how they are different. Give students the sentence frame for summarizing “This book is about …”
Spend the next 6 days letting each table read one of the concept bins. Encourage students to think about and talk about how the books are the same and how they are different. Give students the sentence frame for summarizing “This book is about …”
Spend the next 6 days letting each table read one of the concept bins. Encourage students to think about and talk about how the books are the same and how they are different. Give students the sentence frame for summarizing “This book is about …”
Spend the next 6 days letting each table read one of the concept bins. Encourage students to think about and talk about how the books are the same and how they are different. Give students the sentence frame for summarizing “This book is about …”


*during this unit, continue to read and reread star books and familiar books for next unit
*after unit, add these bins to classroom library. This will be the beginning of an organized classroom library where students are expected to return books into the correct bin (from book box after shopping for new books.)
*after this unit, do the same thing comparing books and encouraging T-to-T connections with quick one week author studies and character studies. Add these books to a new bin based on that author or character and add to the library.

Star Books and Storytelling

Students look at familiar books and tell story based on pictures. Using characters voices, a narrator’s voice, telling what the characters are doing, trying to tell the story using the words they remember. Also in this unit, need some procedure lessons about starting GR groups, using book boxes, and possibly at the end of this unit, picking a star book to put in book box to read.

How Books Work

Skip this unit. Try to teach concepts of print through shared reading throughout the first 2-3 months and then in GR, instead of in an isolated 3 week unit.

Goals: Word boundries (spaces between words,) words are different from pictures, letters vs. words, counting words, counting letters, sentences, author, title, illustrator, 1-to-1, L-to-R, return sweep, first word, last word, first letter in word, last letter in word, top to bottom, first page to next, capitals vs. lowercase, first word in sentence, last word in sentence

Do each of the skills above during read alouds with big books. Have students come up to point or use white cards to “bookend” letters or words. Ask questions: where do I start? Now where do I go? …. Then, have them look for these things in their star books and GR books during independent/partner time.

Talking About Books
Goals: extend reading stamina; partners talk about books instead of just read books
Assessment: observation/checklist (during reading, reading workshop share, and GR times)
Extensions: write favorite part in listening (and homework.)

Remind students about their work storytelling known books from previous unit
It is fun to talk about a book with a partner. When finished with book, tell partner favorite part. (with known books)
When finished with book, tell partner favorite part and why. (with known books)
When reading with partner, tell them about a funny part (with known books)
When reading with partner, tell them about a scary/sad/happy part (with known books)
When talking with a partner, make sure that both partners get a turn to talk.
It is fun to tell partner about (surface) connections when reading books together. (with known books)
Good readers talk about the characters by discussing why they are doing what they are doing (with known books)
When good readers are done with books, they close the book and tell what the book was about (with known books)
When good readers are done with books, they close the book and talk about the important parts (problem and solution) (with known books)
Good readers can also talk about unknown books “look books” by looking at the pictures to talk about what is happening on each page (with unknown books.) (make sure to put many unknown books in boxes)
Good readers use a storytellers voice to talk about unknown books. Tell what is happening on each page like a real book. Do not say “I see…” for each page. (with unknown books)
Good readers look closely at illustrations and notice details that will help them tell what is happening (with unknown books)
Good readers look closely at illustrations and notice about what the characters are doing to help them tell what is happening (with unknown books)
Good readers look closely at illustrations and notice what the characters faces look like to help them talk about how the characters are feeling (with unknown books)
Good readers use what they notice about the characters to guess what the characters’ voices might sound like. (with unknown books)
Good readers look closely at illustrations and talk about (surface) connections they have (with unknown books)
Good partners ask each other questions about books when they are confused.
(with unknown books)
Good partners answer their partners questions so that they can figure out the story.
(with unknown books)
Good readers look at the cover of a book to see if it will be interesting to them and then guess (predict) what the story will be about. (with unknown books)
*during read aloud before this unit, introduce and practice (whole class and with turn and talk) the concepts of favorite part, surface connections, talking about funny/scary parts.

Story Elements and Summary
Goal:
identify characters, setting, problem, solution; tell summary of known book
Assessment: students will orally summarize familiar book
Extensions: students draw and write about problem and solution in listening

Good readers stop, think, and remember what is in a story
“what is in a story” chart - characters
“what is in a story” chart – characters. Only include main characters.
“what is in a story” chart - setting
“what is in a story” chart – problem and solution (multiple days)
Good readers summarize to check for understanding
Good readers use character names to summerize
Good readers include setting to summerize
Good readers include important parts (main events) to summarize (the main events are the details of the problem and solution.) (multiple days)
Good readers retell in the correct order – beginning, middle, end. (multiple days)
Good readers use transition words (first, then, next, finally, after that, etc…)



Predicting and Previewing
Goals:
make believable prediction; preview books by telling story (DRA)
Assessement: observation/checklist
(during reading, reading workshop share, and GR times)
Extensions: stop and draw/write prediction half-way through listening

Good readers make pridictions while they read. Define prediction.
Good readers enjoy making predictions while they read.


The Old Lady Who Swallowed a Fly (or another from this series)
Good readers use their schema to make better predictions. Can’t just guess anything. Some predictions are better than others. Start schema chart.
Good readers use knowledge about characters to make a prediction.


Curious George

David/Fergus
Good readers use knowledge about an author to make a prediction.
Good readers use knowledge about story structure to make a prediction- look back at star books to see problem/solution.

“growing problem”

“happy ending”

“problem- solution”
Good readers use knowledge about genre about fantasy/reality to make a prediction.
Good readers record their predictions. Introduce paper for writing predictions. Stop halfway through read aloud and have students draw/write prediction. Soon, put this paper in listening center. Put post-it on book that shows what page to stop on.
Good readers evaluate their predictions.
Good readers give evidence about why they made a prediction.


*choose sentence starter from poster*
. Good readers change their predictions as the story develops.
Good readers use clues in the story to make predictions
Good readers make predictions before reading using the cover.
Good readers predict what will happen in the story by taking a picture walk and telling what they think is happening on each page.
Good readers tell a preview by using what they know about story structure (story elements, problem/solution, )
Good readers make a preview sound like a read story by using storytellers voice, not by listing things they see.
Good readers use transition words in their preview, such as first, next, then, after that, finally, last.
Good readers read the story after their preview to see if there are any suprises.



Connections
Goals:
make (deeper) connections to main idea (DRA)
Assessment: observation/checklist
(during reading, reading workshop share, and GR times)
Extension: write/draw about connection in listening

Good readers make connections. The books makes them think about something else in their life.
Charting t-to-s connections.
Column one: when the author said…
Column two: it reminded me of….
Making deeper connections: thinking about what the story was about. Connecting to the main idea
Multiple days
Making deeper connections: thinking about the problem/solution. Connecting to the problem or solution.
Making deeper connections: thinking about how the character feels. Connecting to the characters feelings.
Making deeper connections: thinking about how the character changed. Connecting to the changes in the character.
Good readers tell details about their connections so that their partner can understand.
Compare surface connections (to objects, to individual events) to deeper connections (to main ideas and character feelings)

Retell
Goals:
retell a book with details, vocabulary, and characters names (DRA)
Assessment: observation/checklist during GR
Extension: write a retell in listening using level 6-10 books.

Good readers stop, think, and remember the story they finished – remember summarizing.
Good readers can retell familiar stories using the pictures.
Good readers can retell familiar stories without using the pictures.
Good readers use characters names when retelling
Good readers tell the setting at the beginning
Good readers retell the story in the correct sequence
Good readers use transitions words when retelling, such as first, next, then, after that, last, finally
Partners can help by looking at the book while their partner retells.
Good readers can retell “just right” books using the pictures to help.
Good readers retell the characters name and setting in just right books
Good readers retell the story in the correct sequence.
Good readers use transitions words when retelling, such as first, next, then, after that, last, finally
Good readers use vocabulary from books in their retell
Good readers can retell “just right” books without using pictures to help.
Good readers try to retell everything they remember from each page.
Good readers go back to the book and reread to check if they missed a part.
Partners can help by looking at the books while their partner retells.





Non Fiction

Goals: notice text features; name several things learned
Assessment: observation/checklist (during reading, reading workshop share, and GR times)Extension: write/draw about non-fiction books at listening
1
Readers notice differences and similarities between
fiction and nonfiction texts
2
Readers notice that nonfiction books contain real facts.
3
Readers help sort the classroom library
into fiction and nonfiction.
4
Readers chart what they notice in
nonfiction texts.
5
Readers sort the books in their book bags
into fiction and nonfiction
6
Readers notice and identify the cover, title, author,
illustrator and title page
7
Readers notice and identify the table of contents and heading
8
Readers notice and identify diagrams
and labels.
9
Readers notice and identify captions and
photographs
10
Readers notice and identify bold print and
glossary
11
Readers talk about what they know
12
Readers talk about what they want to
know
13
Readers talk about what they learned
and find evidence
14
Wondering
15
wondering
16
wondering
17
Readers use
prior knowledge to answer questions about their reading
18
Readers use pictures and photographs to answer questions
about their reading
19
Readers use text features to make
meaning of their reading.
20
Readers use other resources to answer
questions: reading partners, experts,
and technology.
*retelling with main idea and details in first grade



Kindergarten


Unit 1 Readers Build Good Habits
workshop expectations and procedures. how to handle books, identify cover, turn pages. talk about books
*make sure you are reading star books as realouds everyday to get ready for unit 3*
Unit 2 Readers Can Read and Talk
concept books, share with partner, basic predictions
Unit 3 Readers and Storybooks
look (star) books, using storytellers voice, tell/retell stories by looking at pictures, getting book boxes and using library
Unit 4 Readers Use the Sources of Information to Read Texts
read just right books, use pictures/print to read words
Unit 5 Readers Read JR Books and Use Print Strategies
reading strategies, noticing punctuation
Unit 6 Patterns and Fluency
patterns, surprise endings, telling a summery
Unit 7 - Readers Predict
various schemas for predicting
Unit 8 Getting Ready for the DRA 4 - retell
retelling, revisit favorite part and connections

*should have done a better job with favorite part earlier in the year and maybe a short unit on connections before this*
Unit 9 using stickies
thinking while reading, using sticky-notes
Unit ?_ Readers have strategies to read nonfiction
didn't teach this one


First

unit ? - inferring
infer character feelings, word meaning, setting, cause and effect using text evidence; infer authors message
unit ? - nonfiction
sort fiction/nonfiction; identify/use text features; retell, predict
unit ? - story elements
identify/describe setting, character, problem/solution
unit ? - questioning