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Reading Unit of Study1st Grade – Readers use Strategies to Solve WordsUnit 2

1st GradeUnit 2

Readers use Strategies to Solve Words09/25/2013 Draft

*This unit is presently under Pilot and Review revisions will be made summer 2014. Feedback is expected based on implementation of the unit. Please see the feedback form attachment included in Atlas.*

Copyright© 2010-2014 by the Michigan Association of Intermediate School Districts and Oakland Schools. Content last updated on 09/25/13 by MLF and formatted on 09/26/13 by TB.

ELA ReadingCommon CoreLesson Plan Packet


Table of Contents

Background SectionAbstract.............................................................................................................................................................................................1Background Information...................................................................................................................................................................2

Sample Unit SectionResources and Materials Needed......................................................................................................................................................3Why a script?.....................................................................................................................................................................................5Overview of Sessions – Teaching and Learning Points......................................................................................................................6Routines and Rituals..........................................................................................................................................................................7Read Aloud with Accountable Talk....................................................................................................................................................9Lesson Plans.................................................................................................................................................................................... 10

Resource Materials SectionSee Separate Packet

Please note: A unit may have additional information under the background section.

Copyright© 2010-2014 by the Michigan Association of Intermediate School Districts and Oakland Schools. Content last updated on 09/25/13 by MLF and formatted on 09/26/13 by TB.

Reading Unit of Study1st Grade – Readers use Strategies to Solve WordsUnit 2Background Section

AbstractReaders learn to take action and problem solve. This unit will teach readers to approach their word solving and comprehension problems with speeded action and multiple tries. Our role as teachers will be to demonstrate how readers use prereading strategies like looking at the cover, back cover, title, and pictures in order to step into text with primed understanding. This work will be review to readers in an aligned system. However, the scope and sequence of the unit work will ask readers to quickly recall and use these strategies with independence to unlock meaning and assist with unknown words. The important item for teachers to remember is by helping readers ready themselves to read we are helping them to prepare for figuring out new or tricky words before they ever encounter them. Gaining the bigger picture in mind, story or information, is the goal of the first concept Readers think about text and how words will go to help read the words.

The second concept in this unit is Readers use all they know about letter sounds, word patterns and sight words to read unknown words. Whereas, the first concept will help readers see that they are always searching for meaning, the second concept will prepare readers for times when meaning breaks down in the form of unknown words. Teachers help readers learn to problem solve in efficient ways in these instances. Teachers will show readers how we recall words we know to solve unknown words, use letter sounds and word pattern knowledge, and search from beginning to end within a word in an effort to tackle tricky words. Teachers will also bridge the work in word study and focus on high frequency words, positioning readers to see that the skill building they are participating in throughout their day elevates their reading.

The third concept, Readers know they need to check and fix words when they realize they are not right is where teachers influence readers to listen to themselves and each other in partnerships, and troubleshoot when reading and understanding break down. We will need to teach readers to stop when something doesn’t look right or sound right and ask, “Does this go with my book?” “Does what I said look like this word?” Readers will learn that checking on themselves as readers is the important work of meaning making. Readers learn to match sounds, think about what would make sense and reread once fixes are made to ensure everything fits in their text as it should. All of this work, then, enables readers to think about which books are just right, too easy and too hard for them. If you haven’t taught “choosing a just right book” yet, the final lesson in this string, details how this work fits into being able to listen for whether we are right or wrong and solving quickly.

The final week within the unit turns attention to the service partners bestow on each other. Concept four, Readers assist each other to read and understand, will position readers to see that their partner is there to remind them that they have the power to solve their troubles for themselves. Partners will learn to use prompts at spots of difficulty that urge their peer to action; “Retell it”, “Try something”, “Look for parts you know”. Teachers will teach readers to support each other through their partnership meetings while calling on readers to utilize strategy charts in the classroom that help pinpoint partnership procedures and expectations for reading, thinking and talking.

The unit concludes with a celebration where reader’s showcase all they have learned as individuals and in partnerships by reading aloud to partners in a different class or grade. Teachers will want to remind readers that working hard on word solving and understanding in text comes with the added benefit of being able to share their reading with other individuals.

Copyright© 2010-2014 by the Michigan Association of Intermediate School Districts and Oakland Schools. Content last updated on 09/25/13 by MLF and formatted on 09/26/13 by TB. Page 1

Reading Unit of Study1st Grade – Readers use Strategies to Solve WordsUnit 2Background Section

Background InformationWe expect readers to add to their repertoire of skills and strategies from unit one as teachers step into unit two. Teachers will continue to help readers grow reading minutes and count the number of books/chapters read within the allotted independent reading minutes. Readers will continue to meet in partnerships daily, but the shift of knowing more about readers may allow teachers to set up long term partnerships, which meet every day throughout unit two and come to expect that this one person reading near their same reading level is the person to count on across the next month.

The continued layering of reading process skill and strategy may find teachers carrying strategy charts from unit one into unit two, just as they carried strategy charts from kindergarten into their Launching unit with their first graders. However, it is the additional work we post onto these connections that ultimately leads to proficiency with greater complexity. Make sure that teaching is connected to previous learning, not in constant review, but as a springboard for building from readers’ strengths. Shared reading and read aloud with accountable talk will continue to be valuable structures supporting the work of problem solving and meaning making, respectively.

Teachers will need to consider the levels of readers entering unit two. Libraries will need to match the range of readers in the class. Although the materials list consistently lists levels A-F (because these levels tend to be the bulk of first grade reading at the start of the year) every classroom will hold different bands of readers in regards to text complexity. If a class is mostly made up of F-I readers, then the suggested materials list needs to be adjusted to match the readers in that class. Likewise, if a class lacks readers at level F, teachers will want to collect texts that match the levels of their readers to offer the greatest support and opportunity for growth. In an aligned system, it is quite possible that teachers have already taught first grade readers to shop for just right books in unit one (seeing that they had been shopping as kindergarteners helped move shopping into the launching unit) in differentiated groups. If this is the case, disregard the lesson on shopping for just right books within this unit, unless the need to spiral back with the lens of “listening to ourselves” is valuable to the class. If readers have not yet shopped on their own, this is also the time and place to demonstrate the expectations for weekly shopping. There are so many paths for shopping. Choices depend on the book resources within your class and number and dispositions of readers. Some teachers have “like leveled” readers shop together on the same day, while other teachers have “mix leveled” readers shop on the same day. The second option places readers of different levels in the library at the same time so that not every shopper needs the same two or three crates at the same time. Shopping is always done outside of the reading workshop time once it is taught and proficiently carried out by the readers. Teaching shopping within the workshop might occur if you are coaching the expectations or still working with readers to make wise choices.

This unit also creates the perfect environment for rich and constant differentiated instruction. Readers will approach problem solving in a host of ways dependent on reading level, knowledge and attitudes toward reading. Although there is a daily whole class lesson, its effectiveness is limiting to a highly diverse group of readers. Teachers should approach each teaching point with the consideration for the bulk of their class’s needs. If teachers are teaching a class of readers reading higher than Level F, some teaching points may not be needed because readers already use these strategies automatically. On the other hand, teachers in classrooms where readers are still learning letters and letter sounds will need to make adjustments due to readers’ needs for alternative instructional moves that support pre-emergent readers. Any of the teaching points detailed in this unit are appropriate for conference and strategy group teaching to meet reader’s needs. In fact, it is recommended that shopping procedures be one of those differentiated teaching points due to differing shopping lists given reading levels The unit of study checklist found in the resource packet for unit two is created to help teachers pinpoint instruction for individual readers across the unit.


Reading Unit of Study1st Grade – Readers use Strategies to Solve WordsUnit 2Sample Unit Section

Resources and Materials Needed

● 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 BooksA-C level readers A- 4 10-15 booksD-K level readers 6-20 6-10+ booksL-N level readers 24-30 5-8 booksO-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.

* 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.


Reading Unit of Study1st Grade – Readers use Strategies to Solve WordsUnit 2Sample Unit Section, Continued

Resources and Materials Needed

Teacher Resources

● Gallon size plastic bag for every reader and the teacher● Plastic bag for every reader filled with books from kindergarten reading May-June: Leveled books, classics, favorites, series,

read-aloud books, informational titles, shared reading poems, songs● Teacher’s text for demonstrations in baggie: Leveled books, classics, favorites, series, read- aloud books, informational

titles, shared reading poems, songs, from Kindergarten libraries May-June (matches readers’ baggies)● Many books mixed genre that match the books students were reading in Kindergarten May-June: Leveled books, classics,

favorites, series, read aloud books, informational titles, shared reading poems, songs stored in crates organized by type of text. Essentially, a classroom library in crate form. (Helps with movement of books to readers and teacher guidance with selection of books)

● Large crates to hold individual bags after workshop (makes for easy cleanup and distribution)● Abundance of chart paper● Abundance of post-it/sticky notes in all kinds of shapes and sizes● Easel● Meeting area ● Markers● Pens or pencils for readers stored in baggies● Post-its/sticky notes stored in baggies● Post-it flags (or full post-its cut into tiny strip-like flags)● Read Aloud books for use in demonstrations ● Two puppets

Professional Resources

Calkins, L. (2001). The Art of Teaching Reading. Boston: Allyn and Bacon. Calkins, L. (2011-2012). A Curricular Plan for Reading Workshop, First Grade. 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.

None of the book titles suggested in these lessons are needed if you have titles that match the suggested books’ 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.



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 profession or new to reading workshop, or new to some 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 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 workshop 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.

Mini-lessonA 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 WorkPartnership 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 ComponentEach 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).



Overview of Sessions – Teaching and Learning PointsAlter 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 think about the text and how the words will go to help read the words.Session 1 Readers look at the cover, read the title and think, “What might this book be about?” to make their reading easier.Session 2 Readers carefully look at the pictures thinking about what they see; who might be in the story, where they might

be, and what they are doing.Session 3 Readers keep the book in their head as they read and solve tricky words by thinking, “What might this say?”Session 4 Readers retell their books page by page to help solve unknown words.

Concept II: Readers use all they know about letter sounds, word patterns and sight words to read unknown wordsSession 5 Readers figure out unknown words by using what they know about other words. Session 6 Readers solve words by using what they know about letters and letter patterns from word study. Session 7 Readers solve words by looking at the beginning, middle and end of the word thinking about what would make

sense Session 8 Readers solve words by using numerous words they know to figure out the beginning, middle, and end of words.Session 9 Readers know that not every word is tricky and read known words by quickly looking and saying the word.

Concept III: Readers know they need to check and fix words when they realize they are not right.Session 10 Readers stop to check words by asking, “Does this go with what is happening?”, “Does this sound like it fits in the

book?”, “Do the sounds match the word I’m saying?”Session 11 Readers know if their reading doesn’t sound right, they must try again by rereading and trying something different.Session 12 Readers are speedy when solving words by trying a few strategies quickly.Session 13 Readers choose just right books by thinking about their ability to read and fix problems quickly.

Concept IV: Partners assist each other to read and understandSession 14 Partners remind readers to understand their books by asking them to retell it using first, then, next, after that and

finally.Session 15 Partners help each other when a partner is stuck by saying, “try something” and “look for parts you know”.Session 16 Readers try to catch and remind each other about mistakes by listening to whether something doesn’t sound right

and saying “Check that”, “Fix it up” or “look again”.Session 17 Readers help each other hold on to the story by retelling together midway through the reading, to make sure they

both understand.Session 18 Celebration: Readers use all they have learned to read aloud to others.



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



Routines and Rituals: Building a Community of Independent Readers, Continued

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 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


Reading Unit of Study1st Grade – Readers use Strategies to Solve WordsUnit 2Read Aloud with Accountable Talk

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 and partner 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 to possible foci within read aloud. This planning continuum aims to support teachers with upcoming strategies that will be taught in mini-

lessons and future units of study.

Reading Aloud and Reading Workshop Focuses Across the YearRead Aloud with Accountable Talk Planning Continuum

September October November

Unit of Study Launching the Reading Workshop Readers Take Action to Problem Solve

Informational Reading

Read Aloud Books

Utilize Narrative andInformational TextEqually.

Utilize Narrative andInformational text equally, initially. Lean towards more informational text last week.

Utilize Informational text initially, and Narrative “Strong Character” text last week.

Read AloudFocus

● Readers stop to think about the words and make pictures in their minds and revise them as they read on

● Readers consider author’s intent/message/lessons

● Readers think about the way the text will go before they read the word; before and during reading.

● Readers think about the way the text will go before they read the words, before and during reading

● Readers consider genre before, during and after reading

● Readers watch themselves to make sure words and pictures match the meaning making and pause to think if more thought is needed

● Readers think about the purpose for reading this text

● Readers name what is important about text after reading

● Readers learn from informational text

● Readers weave text feature information into understanding importance of text

● Readers see more than the information on the page (prior knowledge and environment)

● Readers read more than one book on topic and compare information

● Readers use character traits to notice character feelings and how they change

● Readers learn from characters


Reading Unit of Study1st Grade – Readers use Strategies to Solve WordsUnit 2Lesson Plan

Session 1

Concept Readers think about the text and how the words will go to help read the words.

Teaching Point Readers look at the cover, read the title and think, “What might this book be about?” to make their reading easier.

Materials

● Levels A-F text in small book and big book form for demonstrations in whole group and small group teaching

● Teacher’s favorite text: stories, leveled text fictional and informational books in a bin or bag that match readers bins or bags of readers

● Readers bags/bins of “just-right” text; either shopped for or guided by teacher. Range of leveled fiction and informational, storybooks, magazine, etc.

● Timer for increasing stamina

● In and Out (Level C/D) by Leda Schubert and Tabby Cat at Night (Level C/D), by Phyllis Root, Candlewick Press, www.brandnewreaders.com

● Cut post-its in tiny strip-like flags (Make sure each strip has a sticky part) or use 3M Flags

● Various books levels A-F to use during Share Time. Make sure some have a “blurb” on the back of the book and others do not.

Tips ● Ideally, Readers have some brand new titles in their bins or bags to do this work. Have them shop before this lesson or add appropriate titles to their collection. Part of the prep for this unit is revising the classroom library by making the leveled books that match your readers, stand out from the rest of the books. Leveled books, fiction and informational, are the focus.

● Kathy Collins, author of Growing Readers, when teaching a unit similar to this, shared that she pretends to be a “First Grade Kathy” and a “Grown up Kathy” throughout the unit. She would become “First Grade Kathy” at times when the demonstrations called for what the work would look like as a first grader.

● Readers, beyond levels A-F will need many opportunities for individual or small group instruction to bring engagement and continued focus and growth to this unit.

Connection Readers, we are beginning a new unit of study that is going to help us be even better readers. Today I want to tell you how you can make reading your books even easier for yourself. We can do a little work before we even start to read …and if we do this work, once we begin to read, our mind will have an easier time solving the tricky parts. Readers look at the cover, read the title and think, “What might this book be about?” to make their reading easier. Let me show you what this looks like.

Teach I have this book, in my lap that I want to read. I know that readers prepare to read, by looking at the cover and thinking, “What might this book be about?” And I know readers, then, read the title and ask, “What might this book be about?” They even check the back of the book to see if the author has included a little note to tell them about the book. Watch me as I show you how I do this work before I read. (You may choose to act like a younger version of yourself.)

Place the book on your easel or so everyone can see the cover. Describe what you see on the cover with great detail. Ask, “What might this story be about? And answer yourself with the details of the cover in mind.

Read the title. Think about the title as you ask again, “What might this story be about?” Answer what you are thinking based on asking yourself that question.

Read the back. Think about the little note as you ask again, “What might this story be about?” Answer what you are thinking based on asking yourself that question.


http://www.brandnewreaders.com/


Readers, did you see how I didn’t even open the book to do all of that thinking work? That work is going to help me when I begin to read In and Out. I really tried to take my time and think about everything I knew about a dog going in and out of a door. I even thought about my dog as I answered “what might this story be about?”

ActiveEngagement

Now it is your turn to try this. I have a different book here on the easel for you to think about and ask, “What might this book be about?”. Here it is. I want you to look at the cover. Really study the cover. Think about what you see and ask yourself, “what might this story be about?” Now turn and tell your partner what you think you might read about based on closely looking at the cover.

Listen in and coach as readers talk and point to the cover. Now, let’s read the title. (Read together). Let’s think about that title, Tabby Cat at Night…Let’s put that title

together with our cover picture and think more. “What is this story about?” (Give independent think time) Now turn and share with your partner what the two of you are thinking about this story. What might it be

about? Listen in and coach as readers talk

Link Readers, we prepared for our reading today by thinking about what the cover showed and what the title might tell us about the story, before even reading. Most readers do this work. When I’m deciding on what to read, I always think about the cover and the title and even back of the book, if there is writing, so that I can think about the story before I ever start reading it. Today, I want to see you doing this work. When you are thinking about the cover, I want you to use this flag by placing it on your cover and then ask the question, “What might this book be about?” Then, lift your flag off and place it by your book title, do your best to read it even if it is a new book for you. Then ask that same question with the title in mind, “What might this book be about?” The flag is just a reminder to do the work and it also lets me see you doing the work…otherwise this work could be invisible. I will give you a tiny stack of skinny post-its for your work today.

Mid-Workshop Teaching Point

Highlight readers who have used their post-its and have been thinking about their story. Share what readers have said about their stories before reading them. Talk about how this thinking work helps readers uncover words that will most likely show up in their text.

Partnerships Ask readers to do this same work with their partners. They can show their partner how they placed their flag, asked the question and thought about what the book would be about. Readers should take turns showing their process.

After the Workshop Share

Readers, today we stopped and used our little flags to slow us down before we read. We used the cover, title and little notes on the back of our books to think,“what might this book be about?” This was smart reading work.

Readers, I want to share something that happened to Tommy, that could happen to you. Sometimes when we read the words inside of our books we are surprised to find out that what we thought the book would be about was not at all what happened. Let me show you what I mean. Even though I looked at the cover, read the title, and read the little note on the back of a book, the story was different. Look here at Tabby Cat at Night (Demonstrate process) and share a false prediction. Then explain what the book was really about.

Readers, it is always important to ask ourselves if our prediction was right. Sometimes our predictions will be right and sometimes they won’t.



Session 2


Teaching Point Readers carefully look at the pictures thinking about what they see; who might be in the story, where they might be, and what they are doing.

Materials



● Readers bags/bins of “just-right” text; either shopped for or guided by teacher. Range of leveled fiction and informational, storybooks, magazine, etc


● Play Ball (Level C/D) by David Martin and Edna Dances (Level C/D), by Margaret Bridges, Candlewick Press, www.brandnewreaders.com

● Making a bird (Level A) Rigby PM Plus Informational● Cut post-its in tiny strip-like flags (Make sure each strip

has a sticky part) or use 3M Flags● Various books levels A-F to use during Share Time. Make

sure some have a “blurb” on the back of the book and others do not.

● Partnership Procedure chart from Unit 1

Tips ● Levels and genres of books are more important that having the exact books listed for the lessons. Levels for demonstrations should match what most of your readers are reading for “Just Right” text.

● By introducing and reading these leveled books in mini lessons they become accessible to readers once back in the library. If you have sets of the titles used in mini lesson, set them out for readers to include in their bags /bins.

● Don’t forget about your above level F readers and below level A readers. They will need you to meet with them in conferences and small group settings to challenge or support their growth, too.

Connection Readers, yesterday, I observed Lainie doing the most remarkable thinking work. After she placed her flag and thought about her cover, title, little note or blurb and asked, “What might this book be about?” She then turned every page, pointing to the pictures, and kind of talking to herself. When I came over and asked her what she was doing, she said he was looking at the pictures to see what really might be in the story. This is such smart thinking work. When we take the time to look at the pictures we can see who might be in the story or what the book might be about.

Readers carefully look at the pictures thinking about what they see; who might be in the story, where it is happening, what they are doing or what the book might be about. This work helps us solve tricky words and parts, because we can think about what would make sense. I want to show you what this looks like.

Teach Here, I have my first new book, I look at the cover (place flag), and think, read the title (place flag) and think. Check the back for the blurb …Let me see, “What might this book be about?”. (Talk about your predictions for Edna Dances (Level C/D), by Margaret Bridges

Continue to walk and talk through the pictures until the end. Oh no…remember the little note or blurb said OOPS!, Look at what has happened to poor Edna. Readers, did you see how I began with this book. First I looked at the cover, then the title, I used a flag to

remind me. I asked “What might this book be about? Then, I looked at every page and asked myself, who might be in the story, where it is happening and what are they doing? I haven’t read the story yet, but I’ve already spent a lot of time with this book. Now I will go back and read it.




Read book, quickly Readers, did you hear how what I thought was happening in the pictures in this story, really was

happening. I almost predicted everything that I would read about. Do you see how helpful this work can be?

Active Engagement

(Use Play Ball (Level C/D) by David Martin) Now, I would like you to try it with your partner. I will look at the cover with you and read the title and the little note or blurb. Then you and your partner are going to have to talk about the pictures as I turn the pages, asking yourself, “Who might be in the story, where it is happening and what are they doing?”

Turn pages, slowly, listen to partners predicting how the story will go. If you have readers who will read the words, without looking at the story, you may want to simply cover words with your hand or a post-it. Just explain that you did it to force them to make predictions about what the story would say or be about. Turn pages until the end.

Link Readers, this work is going to help us uncover what our books and stories are about before we ever read them. We will see who is in our story, where they are and what they are doing. This will help our brains to think about what is going on. That way, when you get to a tricky word or part, we can think about what the book or story is about to help us solve tricky parts. Readers, I will still see you thinking about the cover, the title and the blurb using your flags to remind you. But then, I will be watching for you to turn every page and talk to yourself about your books. I will carry my clipboard and my notes so that I can write down what I see you doing that is helping make you a really strong reader. COVER. TITLE. BLURB. PAGES. THINKING!


Use this time to reinforce today’s teaching point or demonstrate needed strategies with management or previous teaching.

Partnerships Readers, talk to your partners about your Cover, Title, Blurb and Pictures. Then read your books. I want to remind you of all the ways we know to work with our partners. If you need to remember options for your time with your partner, I want you to read over our anchor chart from unit one. I have left it out, because partnerships are important to our work in this unit, too.


This work that we are doing works, whether you are reading a story with characters who move and talk and typically have problems, Like Play Ball or Edna Dances. But we can also use our cover, the title and talk about each picture if we are reading an informational book….a book that wants to teach us something about the world. I have an informational book here…called Making a Bird. If I think about that title and look at the cover and ask, “what might this book be about?” Then I am already thinking that this book is going to teach me how to make a bird with paper, scissors and makers.

Let me walk through the pictures now. I will talk about some and I will ask you and your partner to talk about some.

Prompt readers to ask themselves, “What is this part about? What is it teaching me?” Complete walking through the pictures. Talk about some and allow the class to turn and talk on some

pages. Then, read the book. Comment on how taking all of the time to prepare, helped make the reading easier.

(You could save a few pages to have readers choral read with you.)



Session 3


Teaching Point Readers keep the book in their head as they read and solve tricky words by thinking, “What might this say?”

Materials



● Readers bags/bins of “just-right” text; either shopped for or guided by teacher. Range of leveled fiction and informational, storybooks, magazine, etc…


● Brownie (Level C) by Karen Hooker, www.continentalpress.com

● Going to School (Level A/B ) by Jillian Cutting, Sunshine big book.

● Use post-its to cover the words at the end of the sentences.in the big book so readers will have to think about the books meaning before solving them.


Tips ● Resist the urge to teach multiple strategies for solving words. This is a lesson on holding the book’s meaning across pages to help solve unknown words. In time you will teach, cross-checking for accuracy using multiple strategies.

● If you plan to use the suggested unit celebration in lesson 17, prepare to connect with a class or classes of kindergarteners or other first grades, by sharing your ideas with staff members who would be involved.

Connection Readers are always thinking aren’t they? We have learned over the last few days that readers do a lot of thinking before they even begin reading the words in their books. Today I want to teach you that even after we do all of that thinking before we read…with the cover, the title, the blurb, the pictures…WE STILL KEEP THINKING, “What might this say?” When we start reading the words, we must hold on to what we think the book is about as we read. Every time I turn a new page, I am taking my thinking with me so that if I come to a word I’m not sure of, I can think, “What might this say?” based on what the book is about. Let’s see what this looks like…to hold on to the book in our minds as we read the words.

Teach I have a new book to read. I look at the cover and think and talk to myself, “What do I see? Who might be in this story? Where might they be? What might they be doing?”

Think aloud about the cover, title, blurb and pictures. Readers, I’ve done my BEFORE reading thinking. Now I’m going to begin reading my book. Oh! No! I do not know this word…Let me think, “Who’s in the picture? (answer aloud) Where are they?

(answer aloud) What are they doing?” (answer aloud) With all of this thinking I am now going to reread and think about what would make sense.

Demonstrate self-questioning and solving a few tricky words. Answer yourself by saying…”Well I know this book is about…so maybe this word is…”

Readers, did you see how first I asked myself (Who, Where, What). Then I reread. Finally, I used what I knew about the story to try a word that made sense. (Replay what you just showed the class.)

Active Engagement

Readers, I have this big book, Going to School, on the easel, now for all of you to read. Let’s look at the cover and think (finger tapping head) about what we see here on the cover…Let’s read the title together…


http://www.continentalpress.com/


Let’s think (tapping head) “What might this book be about?” Let’s look at the back cover and think…(tapping head).

Talk about who, where and what by looking at the picture on each page before reading. Now, let’s begin reading…I have covered up a few words with post-its because I want you to think about

what word might be there based on the thinking you are holding onto in your head about this book. Turn a few pages, where you have covered the words. Allow readers to choral read with you and then

pause and think about the meaning of the book, predicting what the covered word may be. Remind them to tap their heads to show you they are thinking. Have readers give you a thumbs up when they have their idea. Then prompt them to turn and talk about

their predictions, inviting a few to share. After each share, ask, ”Does that make sense?” Leave the words covered. (This is not a lesson on checking letter sounds and cross checking for accuracy.

This is a lesson on carrying the book in your head and making attempts at words based on the way the book is going.)

Link Readers, we read a little of Going to School, together. I saw each of you tapping your head, showing me you were thinking about how this book was sharing information on kids going to school. I did not uncover the words because today our lesson was on thinking about the possibilities of an unknown word based on what the book is telling us. You were making each page make sense based on what you were thinking about the book. Today, if you solve a word, because you have thought about what is happening in your book, flag that spot. (Demonstrate) That way, I will be able to see who is trying this work and I can then talk to you about how it is going.


Use this time to reinforce today’s teaching point or demonstrate needed strategies with management or previous teaching.

Partnerships Today when you meet with your partners, share with them the pages you were able to flag, where you were thinking about what was happening in your book and you used that thinking to help you solve words.

Teachers, use this time for conferring, meeting with small groups and assessing.


Readers, let’s finish our book, Going to School. You will see, that each page has a covered word. That is because I want you to bring your power within your mind…I want you to think, what might this say based on what is happening in this book?

Comment on the importance of tapping their heads and thinking while reading.



Session 4


Teaching Point Readers reread to help solve unknown words.

Materials





● Monkey’s Loose Tooth (Level C/D) by David Martin www.brandnewreaders.com

● Large post-its or chart paper to write strategies for WORDS SOLVERS chart during after workshop share.

Tips ● We are teaching multiple strategies for solving unknown words using meaning. Think of these strategies as a menu of ways to solve unknown words. Similar work should be carried into shared reading for readers.

Connection ● Readers, sometimes rereading a book can help us to solve unknown or tricky words.● As you are reading your mind is thinking about what has happened. Readers often come back to books

again and again. The more time and thinking we do inside and outside of our books, the easier it is to solve tricky words.

● So today I want to show you how rereading can help you solve tricky words.

Teach ● I was reading Monkey’s Loose Tooth by David Martin and came to a tricky word I did not know. Let me show you what I did.

● Cover a tricky word prior to modeling.● Teacher models stopping at covered word. Hmmmm…what could it be? What makes sense? Teacher

reminds self of what is happening in the story. After reminding self of what is happening, model going back and rereading from the start of the sentence and inserting a word that makes sense.

● Demonstrate process described above● Readers, did you see how when I reread my story, I just knew that word had to be “again”. I used the word

because it just made sense. Readers, you can do this today when you are reading. If you come to a word you don’t know, go back and reread, thinking about what would make sense.

Active Engagement

● Cover an additional word on the following page for students to give this a try.● Continue reading to the tricky word. Prompt students to go back to the beginning of the sentence and

reread, inserting a word that would make sense.● Turn and talk for readers, coaching and listening in for teachers.

Link ● I would like you to use your flags to show a page where you have solved an unknown word. We have so many ways we can be our own problem solvers. Thinking about the book and what we expect it to say is




going to help us make sense as we read. We can think about our before reading thinking and then our thinking as the book continues. And today, we learned that we can even continue to think about our texts by rereading and thinking again. We readers just don’t give up, do we?


● Use this time to reinforce today’s teaching point or demonstrate needed strategies with management or previous teaching.

After-the-Workshop Share

● Readers, today I noticed that Jacob came to a tricky word and he reread to help himself think of a word that would make sense. Then, he did something so smart! He checked the first sound in the tricky word to see if he was right. But, it didn’t look right. So, he thought again and used the first letter sound to get it right. Let me show you in this book what that looks like.

● Demonstrate an example such as horse for pony where the words make sense, but are visually different.



Lesson Plan

Session 5

Concept Readers use all they know about letter sounds, word patterns and sight words to read unknown words.

Teaching Point Readers figure out unknown words by using what they know about other words.

Materials





● Picture of mixed breed dog visible to readers, picture of the two pure breed parent dogs to be placed as you talk in the connection( See resource packet)

● Words list for Teaching and word list for Active Engagement (word list is not provided because the known words must come from words your readers know.)

Tips ● Teachers could pull in pictures of any object that share features and qualities of two known objects to determine the kind, make or model of an unknown object, instead of dogs. (examples: car make and model, boat make and model, bike types, cats, cookies hybrid fruits and vegetables)

● Use your word wall words as the spring board for words you know during the teaching. Write words that generate from those sight words spellings to demonstrate how you can use what you know to solve unknown words.

● Think about the span of your readers before you make your active engagement chart. This is the perfect opportunity to give some easier problem solving and more challenging problem solving together. The objective is to spend time practicing the strategy, not for every reader to read and know every problem you’ve given. (Please do not spend time marching through the chart to tell them the solutions.)

● Assess readers’ proficiency with the strategy by listening as they are actively engaged with your chart.

Connection ● Readers, when my boys wanted a dog, we went to a pet store, just to see what kinds of dogs would fit into our family. I had a lot of dogs when I was a kid. I had a poodle and an afghan hound, an Austrian shepherd. I have always loved dogs and I know a lot about the kinds of dogs that people can have as pets. But when we went to the pet store, there was this dog I saw and liked, but I had no idea what kind of dog or breed it was. I found that I started thinking about all the dogs I already knew about to think about what kind of dog it was. Here is a picture of that unknown dog. As I looked at the dog, I said, “well, it seems like this dog has the fur and ears of a poodle. Here is a picture of a poodle. See how the ears and curly fur look the same (Pointing). Then I said, “ I think it also looks a little like a schnauzer (put schnauzer picture up) here on the muzzle the way the fur sticks out like whiskers and also the dogs eyebrows look schnauzer-like.” When I asked the lady at the pet store what kind of dog it was she told me it as a Schnauzipoo (Write out). I laughed because I had guessed correctly. The dog was a mix of a schnauzer and a poodle. That is why they call it a Schnauzipoo. Readers, I used what I already knew about dogs to solve the unknown dog breed. Readers do this thinking work, too. We think about what we already know about words to solve unknown words. We look for how words look and sound like other words and we use that knowledge to solve tricky words.


Reading Unit of Study1st Grade – Readers use Strategies to Solve WordsUnit 2Teach ● Watch me as I think about this list of words and whether I am able to solve them based on other words I

know.● Readers, I do not want you telling me the words. I am aware that many of you know the words I have on

my chart. You are watching and listening to my thinking so that you can solve unknown words yourself.● “my” is on our word wall. If I know “my” then when I come to this word …(don’t say, just point to “by”) I

should be able to see how they are alike and different and use what I already know to solve this word. (Demonstrate the thinking you would use to solve “by”.)

● Continue with a small list of words thinking aloud and showing readers how you use words you know. (See and Green, is and his, me and we and be, etc…)

● You could also provide a longer, more challenging word, with a couple of known and unknown parts. (“matter” uses “at” and the “er” from “her”)

Active Engagement

● Readers, I have a second list of words for you to work with. Before I show it to you, I want you to follow what I did. I read the word I knew on the left and then I moved over to the word on the right. I thought about how that new word was like the word I knew and how it was different. I used that knowledge to solve that new word. There are some easier ones and I also added some more challenging ones. Work with your partner, talking about what you notice and use what you know to solve those second words.

● You are moving amongst partners as they problem solve together. Coaching and supporting.

Link ● Readers, it is natural for us as people to think about what we know and then use that knowledge to help us understand something new. I showed you that with the puppies. You need to use that same thinking when you get to unknown words. Ask, “Is there anything about this word I know?” Please place a flag on pages where you have been able to use what you know to solve words in this way. That way you can tell your partner about it during partnerships.



Partnerships ● Ask partners to share their work from today’s lesson and then complete their reading partnership procedures.


● Pre-create a WE ARE WORD SOLVERS chart with the strategies from sessions 3 and 4 listed.● Share examples of readers work in text where they were able to use what they knew to solve unknown

words. Add this strategy to the chart.



Session 6


Teaching Point Readers solve words by using what they know about letters and letter patterns from word study.

Materials





● Prepare chart to support lesson and transfer from word study work.

● Prepare chart to read based on those word patterns for Teach and Active Engagement. (See example in resource packet)

● “We are Word Solvers” chart

Tips ● This lesson assumes you are teaching word study during a separate part of your day that teaches word pattern knowledge.

● Pull in the most recent work from word study for readers to think about during this mini lesson. If you have not studied the supplied examples in this lesson the intent of transference in the lesson is lost.

Connection ● Readers, in word study yesterday, we worked with the word family “am” and “amp”. The work we do in word study can help us be better readers because the more we learn about words, the more words we can solve. In the past we have also worked with “at” “an” “ad and “and”. I have listed all of these word families here on our chart for our work today in the mini lesson. We study words so that we can use that knowledge to read and write the words. Today I want to teach you that you can think about the word patterns or families you know as you read, and they might help you solve unknown words.

Teach ● I prepared a little story so that I could show you how I can use what I have learned in word study to read words I may not be sure of. Watch me, because I am going to leave some of the story for you to read. Readers, even if you know my unknown word, let’s not say it. You are watching how I behave when I don’t know a word. That is what I want you to be thinking about.

● Use prepared story littered with words containing words taken from word study block. Demonstrate coming to an unknown word and being able to see that it has parts in it that you have studied in word study. Think aloud as to how you see the word in your mind and how this new unknown word is like the word in your mind. Use that knowledge to solve the words. Demonstrate first and/or second sentence.

Active Engagement

● Leave the rest of the short story for readers to read with partners. Explain that parts of the words are underlined so that they will think about it as a word pattern word. Your example should match what your readers have studied.

● Give readers the time to read and talk with partners

Link ● Readers, as I was coming around to listen to you read together, I heard people saying, “See that is the “am” family again” and the little boy’s name is “and” with a “y”. Yes you were noticing how in our language we add letters or switch letters but still use the same pattern to make new words. You can use



this knowledge in your reading of unknown words. Think about the parts of the word and try to see in your mind if you have knowledge of how that pattern sounds. We will study all kinds of word patterns in our word study block of time that will continue to help us become stronger readers. Today, if you find a word that you have solved that is part of a word family or pattern you know, flag that page (demonstrate) just like this. I will come around and see how this is working for you along with our pervious strategies.





● Invite all readers to bring their flagged books to share time.● Allow all students to turn and talk about their flagged words.● Identify readers who have used parts they know to solve tricky words.● Add strategy to WE ARE WORD SOLVERS anchor chart.


Reading Unit of Study1st Grade – Readers use Strategies to Solve WordsUnit 2 Lesson Plan

Session 7


Teaching Point Readers solve words by looking at the beginning, middle and end of the word thinking about what would make sense.

Materials





● “We are Word Solvers” chart● Red Eyed Tree Frog by Joy Cowley, Big Book or Big Book

with words to cover and solve from beginning to end of word.

● Use post-its to cover words in text. These are words that can be solved phonetically with asking, “What would make sense here?”

Tips ● It is important to stress looking left to right across words in order to develop efficient word solving skills and fluency.

Connection ● Readers, yesterday we learned that we can use our word study knowledge to solve words The day before, we learned that we could use what we already knew about words to solve new words…and today we are going to learn that readers solve words by looking at the beginning, middle and end of a word, while asking “what would make sense here?” Watch.me.

Teach ● I have the book Red Eyed Tree Frog on the easel. I have covered some of the words, because I want you to watch me as I read and stop at those covered words. I’m going to make myself look and say each part of the word from the beginning to the middle to the end, while thinking about what would make sense. I want you to watch me, because then you are going to try this work.

● Each page should have a covered word. Once at the covered word, say, “I don’t know this word. Let me look from the beginning, to the middle, to the end. Move the post-it slowly as you look and say the parts. The stretching and blending should be more natural sounding as you blend beginning parts and middle parts, not individual letter sounds.

● Demonstrate 2 or 3 times. Replay what readers saw you do by naming what you did and how it helped you as a reader.

ActiveEngagement

● Readers I have left some covered words for you to solve. We will read the page together and when we get to the covered word, I will move my post-it slowly from beginning to middle to end. Think about what would make sense as you work to solve each word.

● Allow readers to choral read with your support, but leave the covered words for them to problem solve on their own or with their partner as you move the post-it.

● Listen for success and struggles. Readers struggling to stretch and blend will need more support with this work in small groups.

● Do not feel you need to finish the text.



Link ● Readers, wow…you were really using that strategy to look at the beginning, middle and end of words, while thinking about what would make sense. You can use this strategy on your own. In fact, you might even want to take a post-it and cover part of the word so you are only looking at the beginning then the middle then the end. Some readers will even use their thumb that way. They will cover the word with their thumb and slide it from the beginning to the middle to the end of the word. Always remember to think about what makes sense.





● Readers, I loved how I saw Ethan using his thumb to cover a long, unknown word in his book. I also saw Jaden with a post-it, sliding across the page. These are ways you can push yourself to solve unknown words on your own. I will be meeting with small groups over the next few days to really make sure you are taking action to solve tricky words.



Session 8


Teaching Point Readers solve words by using numerous words they know to figure out the beginning, middle, and end of words.

Materials





● “We are Word Solvers” chart● Time for Bed Little Bear by Joy Cowley, Big Book or Big Book

with words to cover and solve from beginning to end of word.

● Use post-its to cover words in text. These are words that can be solved phonetically with asking, “What words do I know that look like the parts of this word?”

Tips ● Cover words that will allow you to think about numerous word connections to solve the covered words. In Time for Bed Little Bear, words covered: “why” on pg 2, “replied” on pg 3, “patch” or “north” on pg 4, “swirl” on pg 4, “dreaming” on pg 4 (Books at DRA Levels 12-16 will provide lots of opportunities for this work.)

● Plan to demonstrate three covered words and leave 3 for readers to work with during active engagement.

● Readers will bring their book bag or bins to share today.● Do not read your book all the way to the end. It can be used for multiple days.

Connection ● Readers, just a few days ago I taught you a lesson on how you could use words you know to solve new words. (Remind them of specifics.) Then yesterday I taught you how to look all the way through the word and look and say the beginning, middle and end of unknown words. We…(remind them of what you did) Today, I would like us to put these two strategies together. We can use different words in our mind to solve an entire word. We might think of one word to help us solve the beginning, another word to help us solve the middle and another word to help us solve the end. Thinking of one known word may not be enough to help us figure out our new word. Watch me as I show you how readers solve words by using numerous words they know to figuring out the beginning, middle, and end of words.

Teach ● Demonstrate reading then coming to the covered unknown word. Remove the post-it slowly. Look at the beginning of the word and think of a word that is like the beginning (Wh)at or (Wh)ere for (Wh)y and M(y) for WH(y). AND (re)ad for (re)plied, (pl)ay for re(pl)ied, (I) for repl(i)ed etc…

● Readers, did you see and hear how I talked to myself and though of all the words I knew that had similar spellings. I used the word “play” to help solve the word replied because I noticed the “pl”

Active Engagement

● Readers, I am going to continue reading, and you can join me if you would like. When we get to a covered word, get ready to talk to your partner about words you both know that are spelled in that way…We are going to use numerous words that we know to solve unknown words.

● Uncover words slowly by beginning, turn and talk, middle, turn and talk, end, turn and talk.



Link ● Readers, did we just skip over these tricky words? NO! we thought of as many words that we knew that shared the same spellings as these unknown covered words. Today, you can continue to cover an unknown word, but try to move your thumb or post-it and then think about words you know start like that word or words you know that will help you solve the middle and end of the word. Please place a flag on pages were you solve unknown words.





● Readers, please bring your book bags or bins to the meeting area today. I’d like you take out a book where you remember doing some word solving using one or more of our strategies on our “WE ARE WORD SOLVERS” chart. I’m going to pair each partnership with another partnership so about four of you are talking. Please use our chart and talk about the pages where you were a word solver on your own. Tell the other people who are listening what you did and how you solved the word. If you know you have words that are still unsolved, feel free to ask this group how they might solve it. I will come around and see what you are talking about. Please just decide quickly who will start talking and then make sure everyone takes a turn.



Session 9


Teaching Point Readers know that not every word is tricky and read known words by quickly looking and saying the word.

Materials





● “We are Word Solvers” chart● Time for Bed Little Bear by Joy Cowley, Big Book or Big

Book● Use highlighter tape, or Wiki sticks to underline sight

words on a few pages. One page for demonstration and two pages for active engagement.


Tips ● It is suggested that classrooms establish word walls and daily practice for high frequency words. Readers who struggle to know high frequency words need interventions in the way of flashcards or frequency reading of words daily. It is important to help all readers have a growing bank of known sight words noticed and named with automaticity.

● If you would like to use an interview format for share time in lesson 11, ask an available school staffer to come to workshop for Share Time. You will ask them to share what they do as word solvers and meaning makers. As the facilitator of Share Time, prepare a few questions for your guest and ask them in front of the class. Allow the class the opportunity to hear from other readers practice. You could also invite older readers, instead. First grade readers should not ask questions. Share time is short and focus…Q and A’s can become engagement zappers if the teacher is not driving the questioning.

Connection ● We’ve spent a lot of time talking about solving unknown or tricky words. But I have good news…not all words are tricky. You knew this didn’t you? Some words we just know by looking at them and instantly we know it. Like your name. You see your name and “snap” you know that word. Our word wall words are words we know well and your word wall words from last year are words you know quickly, without having to solve them. Readers know that not every word is tricky and they say words they know quickly, looking and saying the word and then read on. Watch me as I show you what this looks like.

Teach ● I have the story, Time for Bed Little Bear by Joy Cowley, again. This time, though, I have highlighted the words that we should know quickly or in a snap of our fingers. These words are either really short, only one or two letters, or they are on our word all. Watch as I read this page I will read the words highlighted without any trouble. When I come to a word that is not one of our sight words, I will have to use some of our strategies to solve them.

● Demonstrate reading the pages you have highlighted.● Replay what you have done that is helpful to you as a reader and why it is important

Active Engagement

● Readers, I have one more page that I have highlighted. I am going to read it. If I am reading it the way I should with reading my sight words quickly, then I want you to show me a thumbs up. If I am reading parts not like I should, reading these sight words slowly, and using strategies to solve them, please tap your head,



telling me I’d better think about my reading.● Talk again about what you did, what readers caught and how thinking about the way we read sight words is

important to fluency and reader’s understanding.

Link ● Readers, today, pay attention to how you are reading those sight words. Even if you have had to solve a tricky word, make sure you get your reading voice reading quickly again if words you know are there.

● If you listen to yourself today and you know you read a page with lots of sight words quickly, will you please flag that page? We will read those pages to our partners during partnership time.



● During conferences and small group work watch for readers to read their sight word pages fluently. You can ask them to share their reading during share if they are reading quickly and fluently.



Ask readers to read their page to their partner, practicing one more time, how they can look and read their words quickly.

Ask two readers who you have already heard read their pages with sight words quickly and fluently to read short bit to the class. Comment on how they used the day’s lesson to push themselves to read faster knowing they knew many of the words quickly on the page.

AND/OR…

Visit: http://www.fun4thebrain.com/English/popcornWords.html on your smart board or tablets. Let readers point to the word they hear the monkeys say. The teacher will mouse over to the correct sight word and click to the next.


http://www.fun4thebrain.com/English/popcornWords.html


Session 10

Concept Readers know they need to check and fix words when they realize they are not right.

Teaching Point Readers stop to check words by asking, “Does this go with what is happening?”, “Does this sound like it fits in the book?”, “Do the sounds match the word I’m saying?”

Materials






Book● Cover words on new pages for the mini lesson and active

engagement. Think about words where readers might say multiple responses based on the picture and will need to consider other strategies to get them right.

● Covered words: PG. 6 honking, PG 6 geese, PG 6 south, for Demonstration

● Covered words: PG 9 stream, PG 9 paws, PG 9 smoke● Cut post-its in tiny strip-like flags (Make sure each strip

has a sticky part) or use 3M Flags

Tips ● Covered words were chosen because readers could predict; noise for honking, or birds for geese, or river for stream, or feet for paws…they are going to have to use their cross checking strategies to determine the right words.

Connection ● Readers, sometimes readers are reading…they get to a word they don’t know and they make a guess based on just the picture or only the letters or only the beginning part of the word. We must be the kind of readers who try to solve words and then ask, “Does that make sense with this book?, “Does what I said match this book?” “Does my word match the sounds on this page?” This work is all about slowing down at tricky words and checking to make sure they really are the words we think they are. Readers check and recheck asking these questions to make sure they have read the right words.

Teach ● Demonstrate on page 6 by reading and stopping at the covered words, predict incorrectly (noise for honking) Think aloud “that makes sense it must be noise”…then pull part of the post it off the word…”oh no…this word starts with an “H”. It can’t be noise. I can’t tell. I must look all the way through the word. Pull more of the post-it away stretching and saying “I know the word “on” so I know “hon” “I see “k” and now I see “ing”. Let me try this word from beginning, to middle to end and think about what would make sense.

● Continue to read and solve using multiple strategies to uncover the unknown words.● Replay your actions and talk about why stopping to check that you have solved the word correctly helps

make your reading make sense all the way from beginning to end.

ActiveEngagement

● Readers, now, I’m going to turn the page. We are going to read the words together, when we get to a covered word, I’m going to ask you to use a strategy to predict what the word might be. Remember, we are asking, “Does this go with what is happening?”, “Does this sound like it fits in the book?”, “Do the



sounds match the word I’m saying?” Let’s try.● Ask readers to turn and talk over their predictions with their partners.● Move the post-it part way and ask them to use another strategy, thinking about the questions we ask● Allow readers to try the three or so words you have planned for.● Recap what you heard them predict and how they worked through the words cross checking before

giving up.

Link ● Readers, this is not easy work. You need to watch yourself, stop yourself before reading on, and check to make sure what you solved is the right word. Remember to ask, “Does this go with what is happening?”, “Does this sound like it fits in the book?”, “Do the sounds match the word I’m saying?” These are the questions I might ask you as you solve words during conferences and small groups. Please continue to flag pages where you have taken action to solve words.





● Share readers experiences with cross checking unknown words observed during conferences and small groups.

● Readers take action to solve words, but then they do their best to make sure they chose the right word before reading more. I loved seeing readers linger, which means spending more time checking to see if they are right.



Session 11


Teaching Point Readers know if their reading doesn’t sound right, they must try again by rereading and trying something different.

Materials






Book PG. 10-11 Demonstration and PG 12-13 Active Engagement


Tips ● Any big book or book for that matter will work for this lesson.

Connection ● Readers, when something doesn’t seem right in the world, most of the time people stop and look. For example if you saw Principal XXX out during the day swinging on the monkey bars and sliding down the slide…you would stop, look and say “What is he/she doing? That doesn’t seem right?” It doesn’t seem right because we are used to Principal XXX working in the office or sitting in our rooms or talking to us at lunch time. Well, readers have to do the same stopping and looking if something they read doesn’t sound right. They also have to try something different when this happens. If we read a word or part and it just sounds weird or unusual to our ears, we have to stop and try another word to see if we can make it sound the way it should. Readers know if their reading doesn’t sound right, they must try again by rereading and trying something different. Watch me as I show you.

Teach ● Watch me as I read…Demonstrate reading along just fine and then make your reading sound wrong (example “As he watchdid the sky” instead of “watched the sky” or “whit cloud” instead of “white cloud”. Make errors that first graders would make. Except, when you make an error, stop and say “That doesn’t sound right!” I have to reread and try something different.” Show readers that you try all the learned strategies when trying something different.

● Replay, by retelling readers what they saw you do.

Active Engagement

● Readers, I am going to read again. This time, if you think my reading sounds weird or unusual it just doesn’t make sense. Then I want you to tap your head with your finger to silently tell me to think about my reading.

● Once they have caught you misreading, ask them to turn and talk about what you should do. Listen in but go back and reread to fix your reading before going on.

● Readers, you were really listening and watching me. You must listen and watch yourself, just like you were listening and watching me.

Link ● Readers, all of our work in this unit is on solving words. Taking action for ourselves to be problem solvers



and thinkers. PLEASE DO NOT KEEP READING IF YOU’RE READING SOUNDS WEIRD OR UNUSAL! Today partners will listen to each other and make sure we are reading and making it sound right. You can flag pages where you have spent extra time rereading and making the words sound the way they should.



Partnerships ● Ask partners to pay attention to whether their partner’s reading sounds right. If it doesn’t the partner should say, “That does not sound right”. “You need to go back and try again and reread”.


● You have invited a guest to answer some questions about the ways they solve words and make sure their reading makes sense when they are reading. You might ask:1. What do you do when you get to a tricky word?2. How do you know your reading is making sense as you read? What do you do to make sure it makes

sense?3. What advice do you have for first graders who are trying to solve their own tricky words?



Lesson Plan

Session 12


Teaching Point Readers are speedy when solving words by trying a few strategies quickly.

Materials






Book PG.15 – 16.● Cut post-its in tiny strip-like flags (Make sure each strip

has a sticky part) or use 3M Flags

Tips ● It is important readers learn that they can take speeded action to solve words on their own. Encourage readers to try one way, then another and another, quickly…instead of pausing for many seconds before doing something else.

● This lesson is set up as an inquiry lesson. The format can always change while the teaching point remains the same, if you feel your readers need more of a demonstration.

Connection ● I just want you to think…don’t give me an answer…readers, is it more important to be a word solver who moves through their tricky words slowly or a word solver who moves through their tricky words quickly?

Teach ● Today you will watch me be two different readers. I want you to pay attention to the kind of reader I am first and then second. Then you will have a chance to talk about the kind of reader you would like to be, either like the first reader or the second reader. You will tell your partner why you should be that reader.

● Reader one: Act out the kind of reader who reads slowly and stops to solve words by starring at the words with little to no action. Be the kind of reader who moves on even though a word was not solved. Make the choice of what to do next appear painful.

● Reader Two: Act out a reader who comes to unknown words and misses the first and even second time but tries different strategies and thinks aloud quickly. Demonstrate speeded action with cross checking for word solving.

Active Engagement

● Readers, what do you think? Is it more important to solve tricky words slowly, or quickly? Now, turn and share your opinion with your partner.

Link ● Readers! It is important to solve tricky words with speed. Think race car, fast horse or rocket ship. When we spend several minutes starring at a tricky word, our minds start thinking about other things. I want us to try to solve our words using multiple strategies quickly. If I don’t solve it the first time, I’ll try something different, right away. If that doesn’t work, I’ll try again, right away, so that I might have tried to solve my word three or four different ways, but quickly. After solving, I also want to go right back to rereading my words, making them sound like I’m talking. Today, I would like you to practice speeding up the amount of



time you take to solve unknown words. See if you can be like that second reader who tries and tries and tries with fire in their pants…that means fast, right? We don’t want to go so fast that we’ve lost what we are doing, but so many of us are solving at a slow rate, which is making us lose the meaning of our text. If you see yourself solving a word quickly, please flag that page. I will want to talk to you about it should we meet today.



Partnerships ● Ask readers to read aloud to each other and pay attention to how speedy partners are with solving unknown words.


“Readers, I saw such an improvement in solving tricky words today. And when I said, can we quickly try something else; you were so brave about trying something different right away. You are really strong word solvers. You are taking action! Quickly!”



Session 13


Teaching Point Readers choose just right books by thinking about their ability to read and fix problems quickly.

Materials





● “We are Word Solvers” chart● Stack of books for demonstration various levels

Tips ● This is a lesson on choosing just right books and setting up the individual shopping readers will do for themselves. There are so many ways to teach “How to choose a just right book.” Feel free to use a favorite or adjust this lesson as needed.

● Many teachers teach the importance of how to know if a book is just right as a mini lesson and shopping procedures as strategy groups to readers at like levels because they will be shopping for similar items near similar areas of the classroom library. This is the route this lesson suggests.

● Following this lesson, teachers will meet with small groups of readers, in strategy groups to discuss the expectations and shopping lists for readers, based on reading levels and book resources. (See the chart on page 3 for number of just right book recommendations.)

● Readers may need more than one lesson on choosing just right books. Try to accomplish this through strategy lessons with just the readers who need the work, not the entire class.

● Plan on creating shopping lists for groups of readers that allow them to shop for many books within a range of easy to just right with at least 1 challenge book and 1-2 easy books. Their shopping list can also include informational “look books” and high interest texts that will be read once their just right books are read.

● Think through your shopping procedures so that you can lightly explain them during the Share time. You will demonstrate how to shop for each leveled group over the next few days.

Connection Readers, we’ve been working on paying attention to what we know as word solvers and what we don’t know as word solvers, haven’t we? You know certain words are words we say quickly because we know them as well as we know our own name…our sight words are words like that. You know that certain words are going to be solved by thinking about what is happening in your book, maybe looking at the pictures, maybe thinking about other words you know…You really know a lot about how to solve words on your own. This made me think that you are ready to shop on your own each week for a new bag of books and choose books you want to read because we will be able to decide if they are just right for you. Readers choose just right books by thinking about their ability to read and fix problems quickly. Everyone’s just right books are just right for them, but my just right books might not be just right for you or the person



sitting next to you. We have to be honest with ourselves about whether a book is just right even if we really wanted to read it and it’s really too hard or we really wanted to read it and it is too easy.

Teach ● I want you to watch me as I think like my first grade self when I was thinking about whether books were just right for me. I’m going to have to pay attention to how I sound reading the book and how quickly I can solve words to decide if it’s a book I should put in my bag on my shopping day as a just right book.

● Demonstrate in different ways given the different challenges the books present.● Read with many errors and the inability to solve words, think aloud about how frustrating it is and say.

“This is not a just right book for me”.● Read quickly with no errors. Think aloud about how easy the book is and how fast you can read it and how

you do not even need to think about it, say “This book is probably too easy for me”● Demonstrate reading fluently, then encountering a problem that you can fix. Read fluently again and

problem solve. Think aloud as to how this is a just right book.● Readers, when I listen to myself, I realize that I can tell when a book is just right, too hard or too easy. I still

had a little work to do in my just right book…but I could do the work on my own.● Readers choose just right books by thinking about their ability to read and fix problems quickly. If I don’t

have any problems to fix, it is too easy. If I have too many problems to solve or just can’t solve them quickly, it is too hard.

Active Engagement

● Readers, I want you to watch me again. I will be my first grade self. I’m going to read and if you think the book is just right for me, I want you to give me thumbs up signal. If I’m reading and you think the book is too hard for me, I want you to tap your head showing me I need to think a bit more about choosing a just right book. If I’m reading and you think that my book is too easy for me…you will again, tap your head, showing me that I need to think about a different book that is just right for me.

● Demonstrate reading books that are too easy, too hard and just right, watching for readers to give you the hand signals as they read.

Link ● Readers, choosing just right books is not new to you. You shopped for just right books in kindergarten. In fact, you packed your own “just right” bag to have ready for first grade reading workshop. The only difference today, is that I want you to think about how you sound and whether you are able to solve problems quickly. You do not need to read the entire book to make a decision. Did you notice I only read a few pages of those books? You knew right away whether my books were just right for me as a first grader. When you shop, you will kind of “try on” a few pages, like you might try on a shirt before you buy it. You will try a few pages and see if they fit “just right”. If they do, you will put it in your bag. I’m going to meet with you to talk about your shopping over the next few days. So you may not shop today. But by the end of next week, everyone will be shopping and choosing just right books for themselves. Let’s keep flagging our pages for word solving work we notice and I’ll be around to start some readers with shopping.


● Readers, let’s remember that we are reading just right books, first and tallying how many times we read them. Something I noticed Jenna doing is that she is making a pile of her books with the “look books” and story books at the bottom and the just right books on top. As she reads her just tight books, she marks it on her bookmark to keep track of how many books she has read. She only readers her challenge books or “look books” when she has finished reading all of her just right books.

Partnerships ● Readers, as you listen to each other, you might notice whether you think a book is just right for your partner. You might say, “That’s a just right book for you” or “that seems too hard or too easy”. Listen for how your partner reads and solves their problems quickly, trying multiple strategies.


● Talk with the class as to how shopping will go in your classroom. Is it going to happen with one group each day in the morning as attendance is taken?

● Is it going to happen each day with one group shopping just before lunch or dismissal?● Shopping is done outside of the reading workshop.



● Explain to your class what the expectations will be in the library as they shop even though the rest of the class may be doing something else.

● Shopping five minutes before lunch or dismissal will ensure readers move quickly through the library, instead of stalling for 20 minutes to select books.



Session 14

Concept Partners assist each other to read and understand.

Teaching Point Partners remind readers to understand their books by asking them to retell it using first, then, next, after that and finally.

Materials





● Retelling bookmark ( See Resource Packet)● Any book the class knows to demonstrate retelling

Tips ● Independent reading and partnership time will switch places today. Seeing that the mini lesson focuses on partnerships, readers will practice partnerships first followed by independent reading.

● Ask a fellow staffer or a student to assist with the partnership demonstration today.● Just as we are growing reading minutes during independent reading toward 40 min., we are also growing

partnership meetings. If readers can meet for 5 min., goal set to meet for 6, then 7, then 8 mins. Having a procedure of what to do first, next and finally, repetition will help partners understand their roles.

● Plan to find a partnership to showcase for share. Video partnerships in action if technology is present to showcase clips during Share time or for future mini lessons or teaching.

Connection ● Readers, we are going to spend the next few days making our reading partnerships even stronger. Today I want to teach you that your partner can help you by listening to whether your reading makes sense. They can listen and then at the end of your reading they can ask you to retell your book. Then they will listen again to your retelling. They will always be listening to whether your reading and retelling make sense.

Teach ● Readers, I made you a simple bookmark that I’d like you to keep nearby as you are reading and retelling. It lists the words that help you retell your books. See it says, first, then, next, after that and finally. Watch me use it to retell Time for Bed Little Bear by Joy Cowley to my pretend reading partner Mrs. XX.

● I have my bookmark in my hand and I am thinking about the story. I’m going to touch each word as I retell so that I know I’ve used the right language to retell my book.

● Retell. Then ask your partner if she thought the story made sense as she was listening.

Active Engagement

● Readers, you will do this today in your partnerships, right after the mini lesson. What will I see you doing with your books, your partner and your bookmark? Turn and tell your neighbor what I will see you doing in your partnership.

Link ● Readers, you can always check your understanding by retelling your book and listening for yourself and to others to see if a retelling makes sense. After you have practiced your retellings with one book. Read a different book to your partner and retell again. Take turns so that you are both reading and retelling



pretty equally.

Partnerships ● Confer with partners or pull two partnerships together for strategy groups or guided reading. Observe how partners are working together. Find a partnership to showcase during the Share time.

Mid-Workshop ● Comment on what is working within partnerships. Encourage all partnerships to focus their reading and retelling to get as much reading and retelling in as possible. Remember to assign independent reading with retelling to self once partnerships have met.


● Share recording.● Watch what they do first and then next. Watch how they handle their tools and books. Watch and listen

to how they talk to each other and watch and listen to the work they are doing as readers.



Session 15

Concept Partners assist each other to read and understand

Teaching Point Partners help each other when a partner is stuck by saying, “try something” and “look for parts you know”.

Materials





● Retelling bookmark ( See Resource Packet) for partnerships● Ask readers to bring a book to the meeting area and sit on it

if it is thin or set it beside them if it is thicker.● “Try something” and “look for parts you know” on chart for

readers to see.● Partner chart from unit 1

Tips ● Again, have partnerships meet after the mini lesson.● This lesson is a simple explanation with examples. If you feel your class needs a demonstration feel free

to adjust the teach portion of this teaching point.● Plan to find a partnership to showcase for share. Video partnerships in action if technology is present to

showcase clips during Share time or for future mini lessons or teaching.

Connection ● I’ve noticed, in partnerships, a partner gets stuck and the other partner tells their partner the word they are stuck on. Readers today I just want to give you a simple tip. I want you to help your partner in a different way than you have been helping so that each of you can grow your reading muscles to be as strong as they can be. Partners can help each other by saying “try something” or after that “look for parts you know”.

Teach ● Sometimes, you notice that your partner needs help and so you step in and tell them the word and everyone is happy because you helped them, right? Well, telling your partner the word is not as helpful as telling them to “try something” or “look for parts you know”. When we tell our partners to “try something” then we are leaving the work up to our partner. We are saying “I know you can solve this, take action, and be a word solver for yourself!” It tells your partner that you believe they can be a strong reader. Now, let’s say they try something and they still haven’t solved the word…well…then we say “Look for parts you know”. When we say “look for parts you know” we are giving our partner a tiny bit more help, but we are still not giving them the word. They have to spend more time solving the word, looking for parts they know. These are two helpful ways partners can help each other build their reading muscles as they work together.

Active Engagement

● Readers, I asked you to bring a book to the meeting area because I want you to practice reading together and telling your partner these statements. I just want one partner to put their book in their hand. Each of you will get a turn, so I’m just going to point quickly to the partner that will pull their book out first.

● OK. First partner, you are going to read…but I want you to get stuck…you can either get stuck on a word for real or get stuck on a word for pretend, much like I do here for mini lessons sometimes when I pretend to be my first grade self. You could pretend to be your kindergarten self. Once you are stuck, Second



partners (point to them) you need to use “try something” or “Look for parts you know”. You might even have to use both statements because your partner might be really stuck on a hard word. Go ahead and start reading.

● Readers do not need to read an entire book or chapter. Just a couple minutes.● Switch partner roles to allow second partner to try the read part and the first partner to try the helping

part.

Link ● Readers, you were amazing! I did not see anyone telling their partner the words. I heard partners using our two helpful statements. Today you will meet in partnerships right after this lesson. I will be paying special attention to how you are working together. Remember you can read in different ways for different books. If you always read a whole book through then switch, maybe read a book together or take turns reading the pages. Our chart from our first unit on ways partners read together is still up and visible.

Partnerships ● Confer with partners or pull two partnerships together for strategy groups or guided reading. Observe how partners are working together. Find a partnership to showcase during the Share time. You could also video partners and show the clips during share if you have the necessary technology easily accessible.

Mid Workshop ● Comment on what is working within partnerships related to teaching points. Remember to assign independent reading with retelling to self once partnerships have met.


● Readers, I brought Eli and Emily up so they could demonstrate how they were working together as partners. Let’s make a big circle here at our meeting area, and we will ask Eli and Emily to sit in the middle.

● Let readers show their partnership work to the class, comment on why this partnership shows pulling all of the work together.

● Consider teaching readers how to ask partners for the level of support they need. Prompt partners to ask “Do you need coaching or time?” before saying “try something” or “look for parts you know.”



Session 16


Teaching Point Readers try to catch and remind each other about mistakes by listening to whether something doesn’t sound right and saying “Check that”, “Fix it up” or “look again”.

Materials





● “Try something”, “look for parts you know” on chart.● “Check that” and “Fix it up” and “Look again” on chart for

readers to see.● Partner chart from unit 1● Student as reading partner with book bag/bin for active

engagement.

Tips ● Partnerships will meet after the mini lesson today and independent reading will follow partnerships.● Teach is a simple explanation and example. Same teaching point could be used in a demonstration.● Ask a reader to help you with the active engagement. Ask them before the lesson so that you can

prepare them for the activity. They need to know it is all an act to teach with some fun.● Share Time: Could possibly invite readers from past years to help demonstrate partnership work. Be

explicit with what you would like them to showcase.● Plan to find a partnership to showcase for share. Video partnerships in action if technology is present to

showcase clips during Share time or for future mini lessons or teaching.

Connection ● Readers, there are many times in my life, when I have been glad to have a partner help me either fix a mistake I made or catch a mistake I made so that I could fix it. When I was in college, I use to have my roommate read papers I was going turn into my teachers, so she could catch and help me fix spelling errors or missing punctuation. Just recently, I was hanging a picture in my son’s room and I thought I had measured everything perfectly so that it would fit in the middle of this little corner space he has by his desk. When my husband saw my pencil mark on the wall where my nail was going to go, he said, “That isn’t right…you forgot to think about the window trim, you need to move that over to the right if you want it in the middle. He saved me from putting a hole in the wrong place. Partners in our live can help us catch mistakes and fix them.

● As readers, you can help your partner catch and fix their mistakes by listening as they read and if something doesn’t sound right say, “check that” or Fix it up” or Look again”. I wrote those phrases here so you could use them with your partners today.

Teach ● Readers, remember in read aloud yesterday, I was reading along…and Belinda said, “What, that’s not right…Mrs. XXX something isn’t right…maybe you skipped a page”. Remember I stopped reading to see what was wrong….and sure enough, my pages had stuck together and I missed an entire part of the story. I had to go back and reread and find the page that actually came next so that the story would make sense. I was so glad Belinda had really been listening to the story. I don’t know what I was thinking about…I think I was thinking about my next stopping place for you to think…but a partner in the class,



helped me catch a mistake and I was able to go back and fix it.● This is how partners help each other. By listening and stopping each other if something doesn’t seem

right.

Active Engagement

● Readers, I asked Evan to help with the practice time today. You are going to watch Evan and myself being partners, as if we are reading partners. Evan is going to read aloud to me and I’m going to listen. If I think I can catch a mistake Evan has made, I’m going to try and use one of our statements written here on the chart paper. When I use one of these statements, give me thumbs up, to show I remembered the strategies for helping a partner. But if I try to help Evan in a way that is not part of our strategies for helping partners, then, please tap your head with your finger to show I need to think about what I am saying.

● Have fun with this. Your readers will love it. Pretend to be a partner who helps using the phrases listed and also pretend to be a partner who needs a lot of coaching in nice ways to talk to other readers. (Examples: “WHAT? YOU AREN”T MAKING ANY SENSE!”, ” THAT IS SOOOOO WRONG!! YOU HAVE TO READ THE WHOLE BOOK AGAIN”. “DO YOU EVEN KNOW HOW TO READ?) You are switching between demos that are wanted and demos that are unwanted within partnership work.

● Watch for thumbs up or thinking fingers, showing you that the class understands the expectation.

Link ● Readers, you observed Evan and I. You saw me being the kind of helpful partner using our phrases listed here on the easel. AND you saw me being a really rude partner. Partners can really hurt each other’s feelings if they are not thinking carefully about how to help their partner.

● Did you notice, that when I was really helpful, I didn’t tell Evan the words, or the parts that he missed…I just said, “check that” or “Fix it up” or “Look again”. This is what I would like you to try with your partners right now. We will meet in partnerships first today so we can practice the lesson. I will be looking for who is really listening to their partner and for which partnerships can work in helpful ways.



● Comment on what is working within partnerships related to teaching points. Remember to assign independent reading with retelling to self once partnerships have met.


● Show video or let a partnership show their partnership work to the class, comment on why this partnership shows pulling all of the work together. OR

● Invite an older grade level partnership in to observe. Set the older readers up with what you would like them to demonstrate. Could possibly use previous readers from part years.



Session 17


Teaching Point Readers help each other hold on to the story by retelling together midway through the reading, to make sure they both understand.

Materials




● Timer for increasing stamina● Any book to retell that the entire class has heard read

aloud previously● A student to act as a reading partner with notice ahead of

time.

● Retelling bookmark ( See Resource Packet) for partnerships

● Ask readers to bring a book to the meeting area and sit on it if it is thin or set it beside them if it is thicker.

● “Try something”, “look for parts you know” “Check that” and “Fix it up” and “Look again” on chart for readers to see.

● Partner chart from unit 1● Student as reading partner with book bag/bin for active

engagement.● Readers Reflection Chart ( See Resource Packet unit 2)

Tips ● As much as you can, you want readers to pull from all that they have learned across the unit. If you need to refer to additional lessons or charts, in order for your class to understand they are practicing a repertoire of strategies, then pull what is needed to influence your class. Each class will need different supports, even though teachers are teaching to influence the same strategies.

● Ask a reader who will not mind talking in front of the class to assist you with the demonstration. Tell them in advance which book you will be retelling together.

● Partnerships will meet after the mini lesson today and independent reading will follow partnerships.

Connection ● Readers, we have worked on retelling on our own and with our partners throughout this unit. But something I have noticed that might help you, especially those of you who have moved to longer stories…is if you stop part way through your reading to your partner, and retell together just that part you read. So, I’m asking you to stop reading to your partner, part way through and retell together. You will retell as a reader and a listener. Once you have retold to that part. Then begin reading again with that retelling in mind. This strategy will help each of you hold onto the story in your mind and read ahead with the understanding of what is happening. Readers help each other hold on to the story by retelling together midway through the reading, to make sure they both understand.

Teach ● Watch me as I show you how this might look. Joe is going to help me with this demonstration. Watch carefully, because I am going to ask you to explain what you see us do after you observe.

● Teacher begins reading book to Joe, then says, “Let’s stop and retell that part.” Pull out retelling bookmark from bag/bin. Encourage partner to add to the retelling so that readers see two people retelling together. (Example: “Joe, what was next?”)

● Begin reading again.● Readers, did you see how I only read a few pages of Henry and Mudge and then I stopped so that Joe and



I could retell together, instead of just me retelling at the end?● Readers help each other hold on to the story by retelling together midway through the reading, to make

sure they both understand.

Active Engagement

● Readers, I want you to explain to your partner what your job is today within your partnership based on this demonstration.

● Listen in and coach.

Link ● Readers help each other hold on to the story by retelling together midway through the reading, to make sure you both understand. I want to see you reading to your partner and then stopping and sharing in the retelling of the same book. This means that you have to be doing both your reading work and your listening work. You might want to lay out your retelling bookmark so that each of you can see it as you are reading and retelling with each other. We will meet in our partnerships first. Readers, just because the lesson today was on retelling part way through our reading, don’t forget all of the other things we know readers do. I hope to see you using all that you know about strong partnerships. Please use our charts if they help you remember.



● Comment on what is working within partnerships related to teaching points. Remember to assign independent reading with retelling to self once partnerships have met.


● Oh! Readers! This classroom was alive with readers. Today, I want you to think about how you and your partner worked together. I drew three faces here on a chart. The first smile is really, really big. The second smile is still a smile but a little smaller, and the third face is not smiling. Think about how you feel about the work you and your partner did today in your partnership. Just think. Which face would represent your partnership? Now, think about the work you did during independent reading. You were reading, tallying books, word solving…what face would represent you as readers today? Just think. Readers, tomorrow we will celebrate all that we have worked on during this unit with some of your friends in kindergarten. I’m hoping you are all carrying smiles with you as we think about our celebration.



Session 18


Teaching Point Readers use all they have learned to read aloud to others.

Materials

● Levels A-F text in small book and big book form for demonstrations in whole group and small group teaching● Teacher’s favorite text: stories, leveled text fictional and informational books in a bin or bag that match readers bins or bags

of readers● Readers bags/bins of “just-right” text; either shopped for or guided by teacher. Range of leveled fiction and informational,

storybooks, magazine, etc…

Tips ● This celebration could simply consist of first graders reading to kindergarten or other first graders● Alternatively, it could consist of first graders showing what they’ve learned by using their repertoire of

word solving and partnership strategies as they are readers and listeners in a partnership.● Plan to discuss all angles with the colleagues who will be part of the celebration.● Also, plan to discuss the expectations with your class whether they are inviting a class in or taking a

journey to another class.● May want to capture pictures.● Consider providing light snacks.

Connection ● Readers, we are all gathered here today because out class has been working really hard to build strong reading muscles. Now, we want to show off those muscles. We have brought some of our favorite books to share with you. Let me show you how we will work together today as readers read aloud to other readers to celebrate our reading work.

Teach ● May want to demonstrate expectations for group joining or large group working together.● Give all readers an idea of what their reading time will look like and sound like

Active Engagement

● Nod your head showing yes, if you know what you are to do during this grand celebration. If you are unsure of what to do, you may stay here at the meeting area and I will meet with you briefly once I send people to partner up.

Link ● Readers, please enjoy each other. It is not very often that we get to visit in this way. To read to others and show how much we’ve grown! Let’s show our best partnership skills and use all we know as readers.

Partnerships ● Joined classroom pairs (2 partners with 2 partners or just one-to one meet after the mini lesson for reading aloud from bags and bins of just right books.)


● Comment on what is working within partnerships related to teaching points


● Conclude when you notice readers have reached their limit of reading and talking together.● Close the event with appreciation to visiting or hosting classroom● Talk about what you saw that showcases a community of readers, no matter the grade.



● Give instructions for snacks if provided.


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