Lesson Name: First 20 Days of Reading Week 2 Estimated Timeframe: 5 Days (60 Minutes Daily)

Lesson Name: First 20 Days of Reading – Week 2 Estimated timeframe: 5 Days (60 minutes daily) Grading Period: 1st 9wks ARC 2 Grade level: 1st Grade Reading Lesson Components Lesson Objectives: The students will learn to identify characters’ feelings in texts. The students will use those feelings to explore why characters act in certain ways. The students will continue to build their independent reading skills and learn to effectively read with a partner.

Language Objectives: The student will listen carefully and explain their own thinking while analyzing character in fiction texts throughout collaborative tasks. Prior Learning: The students will need to know how to make prediction before, during, and after reading. Standards(Texas Essential Knowledge and Skills): 1.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. 1.4A confirm predictions about what will happen next in text by "reading the part that tells"

1.9 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. 1.9B describe characters in a story and the reasons for their actions and feelings. College and Career Readiness: Use effective reading strategies to determine a written work’s purpose and intended audience. Draw and support complex inferences from text to summarize, draw conclusions, and distinguish facts from simple assertions and opinions. Essential Questions:  What do good readers do to understand texts?  Why do good readers think about characters?  How does analyzing characters help good readers understand the text better?  How can you tell the emotions of a character?

Enduring Understandings:  Readers think about the characters’ feeling and can connect how those feelings affect their actions.  Readers synthesize those feelings and actions across a text to determine character traits. Vocabulary Essential: Character, trait, feelings, action

Supporting: Evidence, text, illustrations Lesson Locate copies of these books (or other texts that lend themselves to teaching predictions): Preparation Julius, The Baby of the World by Kevin Henkes Julius, El Rey de la Casa Sheila Rae, The Brave by Kevin Henkes Ruby the Copycat by Peggy Rathman Lilly’s Purple Plastic Purse by Kevin Henkes Lily y Su Bolso de Plastico Morado by Kevin Henkes Leonardo the Terrible Monster by Mo Willems

 Make sure to read the text in advance of the lesson and plan for stopping points and open-ended questions.  Scan in illustrations to display on the screen, if so desired  Make a large, laminated map of the classroom  Select a song or poem for shared reading written on chart paper or sentence strips on a pocket chart. Print individual copies for poetry notebooks.  Select 5 word wall words.

Austin ISD Updated 6/15 Anchors of Support

Differentiation Special Education: Monitor collaborative groups and scribe for students if strategies needed. Refer to the student’ s IEP for other routinely offered accommodations. English Language Learners: Pre-teach any vocabulary in the story that may be difficult for ELLs. The sentence stems will help to model sentence structure during the activity. Pair ELLs with students with strong vocabulary skills. Extension for Learning: An extension activity could include students analyzing character traits in the read aloud text or an independent reading. Students will brainstorm new stories in which the same characters demonstrate those traits in a new setting. After writing their version, students read the original book and compare/contrast their version with the original book. 21st Century Skills Through classroom discussion in various grouping, the students will collaboratively analyze characters supported by text evidence and communicate those ideas with different audience through various means of communication. English Language Proficiency Standards: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners. Lesson Cycle Austin ISD Updated 6/15 Engage To introduce character feelings, the students are going to be creating statues to show a range of emotions first to emotion words themselves (“show me excited, afraid, brave, depressed, etc.”) then in response to a specific scenario (“Show me how you might feel if you dropped your ice cream, show me how you might feel if you found a dollar on the sidewalk, etc.”). Teacher says, “Readers, you are so great at being able to show your feelings and emotions as actors and showing how you might feeling in different situations. This is so much like the work we will be doing with their characters in the books we are reading this week. We are going to look for clues in the text, study the illustrations, and think about how they might feel in the stories.” *This could also be done with the sculptor and clay strategy Basic Instructions for Sculptor and Clay:  Explain that today students are going to be creating statues. Elicit that statues are still, silent, and composed of artistic choices that have multiple interpretations.  Group students in partners. One person in each pair will be the artist, the other will be the clay. Tell the artists to "sculpt" their partner into a statue representing a specific theme, word, or character relevant to your content. Artists should take care of their partner and be careful not to place them into an uncomfortable position.  Artists may sculpt their partner in several ways: o Mirror Technique: Artist takes on a pose or facial expression and the Clay copies their position. This is the best method for sculpting faces. o Puppet Strings Technique: Pairs imagine that there are 4-6 inch invisible strings on parts of the Clay’ s body. Without touching the Clay, the Artist manipulates the strings to shape the statue. o Hands on Sculpting Technique: Artist asks permission to respectfully touch the Clay’ s body, manipulating their limbs to shape them into a statue.  Introduce a new vocabulary word, topic or situation.  Ask Artists to sculpt their Clay into a statue that demonstrates their understanding of the word, topic or situation.  Process the Statues with Discussion o What do you see? (Help students to describe the statue’ s arms, legs, facial expression, focal point) o How does this statue represent _____? o When in your life have you experienced or seen ____?  Ask students who are observing the gallery of sculptures to describe what they see, and make inferences as to how the sculptures relate to the initial prompt.

Lesson stages Day 6:

Read/Think Aloud: Readers reflect upon their predictions and adjust them based on what happens in the story  Gather the students on the carpet. Teacher says, “Readers, we have been thinking so much about making predictions as we read. We’ve made prediction before we read to rev up our mind. We’ve checked our predictions with the text and explained our thinking with ‘because statements’. Today as we predict, I want us to focus our attention back Austin ISD Updated 6/15 onto the story. When we make predictions, it is so important to make adjustments, or changes, based on EVERYTHING we have learned in the story so far! If we make a prediction based on the cover and title of a book, our predictions need to change as soon as we read the first pages and get into the story. Watch as I show you what I mean.” Introduce Julius, the Baby of the World by Kevin Henkes and model making a prediction based on the title and cover of the book. Solicit prediction from several students as well. After you have read the first page, think aloud about how you have adjusted your predictions to be more precise based on the pages that you have read. Teacher says, “Readers, my prediction from the cover has changed. I thought that the mouse on the cover was going to be mean to her baby brother because she had a mask on and looked like she was trying to scare him. Now my prediction is a little different because of what we have read. I predict that Lilly is going to love her little brother because she is doing all of these nice things for him while her mother is still pregnant. She sings to him and gives him things. Readers, let’s read a little more to see what else we can learn about our characters.” Continue reading the story aloud to the class and stop after the next page. Think aloud about how things changed so quickly (record this on the ‘I found’ side of the chart) and have them turn and talk about how their predictions have changed. Record these predictions on an ‘I predict/I found’ chart. Have your students turn and talk several more times to see how their predictions have adjusted based on what they have learned from the book. After the read aloud, have the students record a prediction that they made in their notebook. Have them share with their reading partner how their prediction changed over time.

ACTIVITY 1 (Students will work with a partner) Students will orally complete the sentence stem, “I predict that…because…” several times during the read aloud. They will write about one of their predictions in their reader’s notebook using the sentence stem “I predicted that…because…”

ACTIVITY 2 (Students will work with a partner) Students will compare their predictions with their partner and make adjustments based on the evidence that they provide one another.

Mini lesson for Independent Reading: What makes a great place to read in the classroom  Gather the kids on the carpet. Talk to them about your favorite place to read (comfy chair, laying down with a pillow, etc.). Have the students turn and talk with their reading partner about where their favorite place to read is. Ask a few children to share out their favorite places to read and record on the left side of a t-chart. On the right side of the chart, have the students turn and talk about what makes that their favorite place to read (e.g. it is quiet, it is comfortable, they can stretch out, it is private, it is “my” place, etc.). Tell the students “We want our classroom to have all of those qualities as well and today we are going to try to find places in the classroom after we pick out our books.” Give the students a few minutes to pick out their books for the day. Using popsicle sticks with names on them, pull out one at a time and have those students find their place to read for the day. After everyone has found their place, have them double check to make sure it is a place that they are going to do their best reading and make necessary changes. Add one minute to the stamina timer and have the students read. Take this time to check in with students and have quick conferences about reading preference and beginning reading strategies. After the time is up, pull the kids back to the carpet and debrief about their choices

Day 7: Read/Think Aloud: Readers identify how characters feel in a story through the words and

Austin ISD Updated 6/15 illustrations and reflect on why they feel that way  Gather the kids on the carpet. Teacher says, “Readers, we have been growing so much as thinkers by making some very thoughtful predictions. It is always important to make predictions as we read together and you read on your own. Today, I want to teach you a new way that readers can think about their books; readers think about how the characters in their story feel.” Add ‘Thinking about characters’ feelings’ to the ‘Ways to Think About Our Books’ anchor chart. Introduce the Sheila Rae, the Brave and think aloud about a prediction that you’d make to continue to reinforce making predictions. Begin reading and model thinking aloud about what you notice about the character and then on how they feel in the story. It is important to purposefully think aloud about how the character feels from the words and their facial expressions in the illustrations. Young children do so much inferring based on the illustrations in a book that this needs to be publicly valued and explicitly taught in addition to the words the author uses. After reading the first three pages, the teacher says, “Readers, I can tell that Sheila Rae certainly is living up to the title of this book. She is very brave! I know she is brave because she is not afraid of doing all of these things that a lot of people are afraid of. Let’s look carefully at her little sister’s face [show the first illustration]. I am noticing here that her sister’s eyes and mouth are wide open. Even though Kevin Henkes didn’t write anything about how her sister felt, I can tell that she is probably scared and maybe even a little surprised that Sheila Rae is trying to kiss the spider!” After modeling at the beginning of the text, invite the students to notice and name the feeling with their reading partner using the text and the illustrations. Emphasize the ‘because statements’ so that their inferences are grounded in text evidence. This lesson is a perfect place to start talking about synonyms and introducing students to more precise vocabulary than happy/sad/mad.  This lesson could also be done with the CLI strategy character x-ray. o Draw the outline of a human figure on paper or board visible to entire group. o Explain that the outline represents a specific person from your content. This could be a literary character, historical figure, or a person in a particular situation. o Ask students: What is being said to this character? Who is saying these things? o Record these “messages” on the outside of the outline. o As a result of all of these “messages”, the person is feeling a specific way inside; ask the group to offer words that describe how the person is feeling. o Record feelings on the inside of the outline and connect specific “outside” messages to the inner feelings.

ACTIVITY 1 (Students will work with a partner) In response to the text, display the illustration where Sheila Rae sets out on her new way home and calls Louise a scaredy-cat either with the book or a scanned in image. Have the student write about it in their reader’s notebook with the sentence stem “I think the Sheila Rae feels… because…”.

ACTIVITY 2 (Students will work with a partner) Partners/bilingual pair discusses each other’s response to Activity 1 and write a brief response to what they would do if they were Louise and why.

Mini lesson for Independent Reading: How to sit with a reading partner  Gather the students on the carpet and review the expectations for independent reading and continue to have them find their places in the room in the same manner that you did yesterday. Based on yesterday debrief, the students may need to change places. Add Austin ISD Updated 6/15 one minute to the stamina timer and have the students read. Take this time to check in with students and have quick conferences about reading preference and beginning reading strategies.  Have the children put the books that they choose back at their desks (don’t put them away for the day) and gather the kids back on the carpet. Teacher says, “Readers, I am so excited because today we are going to add something very important to our reading workshop time: buddy reading! Buddy reading is not only fun to do, but it is extremely important in order to help us all grow as readers because having a buddy reading with us means that we have two brains working together instead of one. We are going to be thinking about how we can work together in very important ways this week, but the first thing that you are going to need to know is how to sit with a buddy to read. When we read with a buddy, both people need to be able to hold the book and see the book, so we are going to sit EEKK or elbow-to-elbow, knee-to-knee.” Model what that looks like with a pair of students and explicitly show them that the spine of the book rests between the students and that both students hold the book together. Give each set of reading partners a book to practice sitting correctly with and have the students practice with their reading partner on the carpet. Go through each step and have the kids make sure that they are sitting EEKK, the book is between them, and that both students are holding the book. After they have practiced sitting correctly, collect the books and quickly remind the students that even though they are going to read with a partner all of the reading workshop expectations still apply (working the whole time, using library voices with our partner, etc.). Dismiss the students in pairs to get the books from their tables and then place them in their partnerships around the room (letting them choose their own places may be a little overwhelming to them right now, the most important thing is for them to read together). Set a stamina timer for 4-5 minutes and circulate the room to support partners. Make specific notes about which partnerships are working out well and which need to be changed for tomorrow. Pull them back together to debrief about what went well and what they can change the next time to make buddy reading even better.

Day 8: Read/Think Aloud: Readers identify the actions a character makes and uses their feelings to explain why they acted that way  Gather the students on the carpet. Teacher says, “Readers, yesterday we learned a new way to think about texts when we are reading together and when you read on your own: thinking about the characters’ feelings in a story. We also learned, as readers we need to study the pictures and words to truly think about how characters are feeling in the story. Today I want to show you how readers can use those feeling to think about and explain why characters do the things they do in the story. This doesn’t just happen in the books we read; it happens in our lives too. When I feel upset because I hurt someone’s feelings, that feeling might make me do something to make it up to them, like apologize to them. If I was excited about some big news, I might tell everyone about it. If I was angry with someone, I might walk away. All of my feelings make me do a certain thing. This is true for the character in stories that we read too. Today as we read, we are going to keep track of our character’s feelings and think through their actions to see if what they did can be explained by their feelings.” Introduce the “How the character feels/What they did” t-chart and the book Ruby the Copycat by Peggy Rathman. Continue to reinforce making predictions about the text before starting. After reading the first page, teacher says, “Readers, I think that Ruby must be feeling pretty shy and worried that people won’t like her because it was her first day in a brand new class [record this on the ‘how the character feels’ side of the chart. In this very first illustration she looks like she is hiding behind the door [record this on the ‘what the

Austin ISD Updated 6/15 character does’ side of the chart]. Think aloud about whether or not the action makes sense with the action. Continue reading the book with several more opportunities for the student to try this with their reading partner/bilingual pair.

ACTIVITY 1 (Students will work with partners) Have the students turn and talk about how Ruby feels after she tries to copy Miss Hart and Angela calls out her lie. Display the illustration and have them write in their reader’s notebooks about how she feels using the sentence stem, “I think Ruby feels…because…”

ACTIVITY 2 (Students will work with partners) With their partner or table group, discuss and share out what talent they would share with the class if they were Ruby.

Mini lesson for Independent Reading: Building stamina with a partner  Gather the students on the carpet and review the expectations for independent reading and continue to have them find their places in the room in the same manner that you did yesterday. Based on yesterday’s debrief, the students may need to change places. Add one minute to the stamina timer and have the students read. Take this time to check in with students and have quick conferences about reading preference and beginning reading strategies.  Have the children put the books that they choose back at their desks (don’t put them away for the day) and gather the kids back on the carpet. Teacher says, “Readers, I am so impressed with how much you are continuing to grow as readers! You can read by yourselves for ____ minutes! I am so impressed with this because you have doubled the amount of time you could read at the very beginning of the year. Now it is time for us to see how much we can grow as buddy readers.” Show a similar thermometer-based stamina chart for buddy reading. Teacher says, “Readers, we were able to read for ___ minutes on our very first day of buddy reading. I know how much you have grown as readers already, and I think that we can definitely add 1 minute to our timer today.” Quickly remind them of how to sit with a partner, call partners (making changes based on those who worked well yesterday and those that did not) to get their books, and place them around the room. Set a time stamina timer for one minute more than what they were successful with yesterday and circulate the room to support partners. Make specific notes about which partnerships are working out well and which need to be changed for tomorrow. Pull them back together to debrief about what went well and what they can change the next time to make buddy reading even better.

Day 9:

Read/Think Aloud: Readers use character actions and feeling to revise their predictions as they read and learn more information  Gather students on the carpet. Teacher says, “Readers, we have been thinking so much about characters for the past few days. We’ve been thinking about their feelings and how their feelings make them do certain things in the story. Today, we are going to think about how we can use the character’s feelings to make strong predictions.” Introduce Lilly’s Purple Plastic Purse by Kevin Henkes and read aloud up to where Lilly shares her new purse and coins to the entire class after several warnings. It is important to think aloud about the character before you get to this part of the book. Teacher says, “Readers, I think that Mr. Slinger is going to take all of Lilly’s things up because he is very frustrated with her. He has given her several chances to put them up and she didn’t listen. The book says that he is ‘not amused’ and I can tell that he is upset in the illustrations by the way his eyes look and that he is crossing his arms. Let’s read on to

Austin ISD Updated 6/15 see if the prediction is right or if I need to adjust it.” Read on to confirm this prediction. Have students turn and turn after Lilly draws the picture of Mr. Slinger to think about how Lilly feels and make a prediction about the picture and what she might do with it. Find several more opportunities for the students to think through the characters’ feelings and make informed predictions based on those.

ACTIVITY 1 (Students will work with a partner): Display the illustration of Lilly finding Mr. Slinger’s note in her purse. Have them discuss with partner how they think Lilly feels at that moment. The students will record their responses in their reader’s notebook using the sentence stem, “I think Lilly feels…because…”

ACTIVITY 2 (Students will work with a partner) Either with their partner or with their table, have the students generate a different response for Lilly after she had her purse taken up. Mini lesson for Independent Reading: Ways to read with a partner  Gather the students on the carpet and review the expectations for independent reading and continue to have them find their places in the room in the same manner that you did yesterday. Based on yesterday’s debrief, the students may need to change places. Add one minute to the stamina timer and have the students read. Take this time to check in with students and have quick conferences about reading preference and beginning reading strategies.  It is important to note that these strategies should be touched on during shared reading prior to this lesson. This lesson goes much smoother if this is not the first time that the students hear the phrases choral reading or echo reading. Gather the kids on the carpet. Teacher says, “Readers, for the last two days you have grown so much as individual readers and as buddy readers! You should feel so proud of all of the important work that you have done this year already. You already know that there are three different ways that we can read books by ourselves. Today I want to show you that there are many ways that we can read with a partner.” Show them the anchor chart of “Ways to read with a partner.” Introduce and model each of the strategies. For each way to read with a partner, choose a different student to model with. Quickly remind them of how to sit with a partner, call partners (making changes based on those who worked well yesterday and those that did not) to get their books, and place them around the room. Set a time stamina timer for one minute more than what they were successful with yesterday and circulate the room to support partners. Make specific notes about which partnerships are working out well and which need to be changed for tomorrow. Pull them back together to debrief about what went well and what they can change the next time to make buddy reading even better.

Day 10: Read/Think Aloud: Readers use all they know about a character to come up with traits that would describe them.  Gather the students on the carpet. Teacher says, “Readers, we have done so much thinking about characters already. We’ve thought about their feelings and why they do the things that we do. We’ve even used those ideas to come up with some strong predictions. Today we are going to put everything that we know about to characters together after we read to come up with their traits. A character trait is word or short phrase that describes what someone is like. We can pick out a character trait for that person after we think about their feelings and actions throughout a book. You might look at character who isn’t afraid of anything of many scary things like thunderstorms or walking backwards with her eyes closed like Sheila Rae and say, ‘she’s brave.’ Brave is her character trait. Today, we are going to keep a close eye on the main character in this

Austin ISD Updated 6/15 book to see if we can could up with some traits that might describe him.” Introduce Leonardo the Terrible Monster by Mo Willems. During the read aloud, have several stopping points planned out to have the kids turn and talk about the character’s feeling and make predictions about what he might do. Track the character during the read aloud using a “The characters feels/The character does” chart to continue to build the reciprocal relationship between character’s feelings and his actions. After the read aloud, reread the charted feeling and actions. Teacher says, “Readers, we have learned a lot about Leonardo as a character. Before you turn and talk to your partner, I want you think for a minute about one word that you could use to describe Leonardo based on his feelings and actions [give wait time]. Would you turn and share your one word with your partner?” After everyone has shared their one word, have them explain why they picked that word with evidence from the text.

ACTIVITY 1 (Students will work with a partner) Have the students record their response in their reader’s notebook using the sentence stem, “I think Leonardo is…because…”

ACTIVITY 2 (Students will work with a partner) In pairs or small groups, have the students defend their choice of character with text evidence.

Mini lesson for Independent Reading: Finding our “just right reading spots” and how to make decisions with a partner  Gather the students on the carpet. Teacher says, “Readers, all week you have thinking about the place you read best in our classroom and trying out different places. We’ve been very honest about what places have worked well for us and what places were not good choices. Some people found that they work well with lots of room, some people found that they work well under their desk, some people found that they like to find a cozy place on the floor while leaning against the wall, and some people found that they prefer to read at their table because there’s no one else there. Today, we are going to find a ‘just right reading spot’ that we are going to stick with for a few weeks.” Take out a laminated, birds-eye sketch of the classroom and have the children write their names with a Vis-à-vis marker in the place where they would like to read. This chart should be displayed in the room to remind the student where to sit and so that changes can be easily made if students need a change. Have the students gather the books that they would like to read for the day out of the rotating table baskets and head to their reading places. Add one minute to the stamina timer and have the students read. Take this time to check in with students and have quick conferences about reading preference and beginning reading strategies.  Have the students drop off their books back at their table and join you on the carpet. Teacher says, “Readers, we have been doing so much learning and reading for the past two weeks. For the past few days, we have been learning about how to read well with a partner. We know how to share our books with a partner, how to build our stamina and stay focused with a partner, and we have learned many different ways that we can read with a partner. Today what I want to talk to you about is what it means to be a partner. When we are working in a partnership, no one is the boss. Everyone is reading, working, and learning together as equals. That means that when there are choices to be made, like who chooses the book to read or how you are going to read the book, we have to take turns making those choices. For example, if I was working with my partner yesterday and I picked out the book to read, today the fair thing to say to my partner would be, ‘I picked out the book yesterday. Why don’t you pick out the book today?’ When we realize that working with a partner is all about sharing and working together, we are happier and make so much more growth as readers.” Quickly remind them of

Austin ISD Updated 6/15 how to sit with a partner, call partners (making changes based on those who worked well yesterday and those that did not) to get their books, and place them around the room. Set a time stamina timer for one minute more than what they were successful with yesterday and circulate the room to support partners. Make specific notes about which partnerships are working out well and which need to be changed for tomorrow. Pull them back together to debrief about what went well and what they can change the next time to make buddy reading even better. Closure Activity The students will synthesize all they know about a character into character traits in response to the read aloud Check for Formative: Anecdotal records from classroom discussion and conferring with readers understanding (evaluation) Summative: Reader’s notebook entries

Selecting reading partners in a monolingual and Dual Language setting: Choosing long-term reading partners at the beginning of the year can be a challenging task. When thinking about grouping your students, we need to consider ability and social aspects. The readers need to have similar levels so that they can scaffold one another. They also need to be able to work together well. Using your students’ kindergarten data, you can make initial partnerships based on ability, but your observations of who works well together and current assessments should guide your final decisions.

Austin ISD Updated 6/15