Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1
Second Grade Launching the Reading Workshop 06/5/2014
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 1 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1
Table of Contents
Background Section Abstract 3 Background Information 4
Sample Unit Section Resources and Materials Needed 5 Why a script? 6 Overview of Sessions – Teaching and Learning Points 7 Routines and Rituals 8 Read Aloud 10 Lesson Plans 13
Resource Materials Section See Separate Packet
Please note: A unit may have additional information under the background section.
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Abstract
Second graders are welcomed into the world of BIG TIME READERS. Most of these readers are reading I/J/K (Fountas and Pinnell) reading levels or higher and will have to make decisions for problem solving while using speeded action. They will learn that some of the strategies they once used in kindergarten and first grade aren’t as well suited for their reading growth at current text levels.
Concept 1 will ask second grade readers to think of themselves as BIG TIME READERS who make their own decisions. It may feel odd to invite readers on the first day of school to show what they already know about workshop and reading, but the rewards of this invitation will be plentiful. Plan to watch and listen for the kinds of readers in the group. Take notes as readers settle in, read, flag, and jot based on previous experience. They will begin logging reading and setting goals for reading more pages across days and weeks.
Concept 2 asks readers to step into thinking about text from the minute the text is picked up and into conversations long after the book is put down. Readers learn to use what is already known about books and texts to make BIG predictions about the way text will go. Readers learn that revisiting text by rereading entire books can aide in making more meaningful connections to how all the pieces of the text fit together, which will offer greater ease when thinking about author's purpose or message.
Concept 3 organizes readers into like-level partnerships. Readers reading the same, or about the same, level will be paired for thinking and conversation. Readers learn to care for their partner by coming prepared to partnerships, listening well, and helping problem solve. They will come to see that a reading partner is an important person, as partners help each other gain reading stamina and focus. Partners will not read aloud to each other, except to reread for fluency, to prove a point, or to act out character voices. They certainly can read a favorite part or a part that is important but choral, echo, and reading page by page aloud are pushed aside to allow readers more time for thinking and talking. At these levels, it is more important that readers learn to read silently to themselves and read aloud when needed in partnership, given their conversation or plans.
Concept 4 shows readers that they can take speeded action to solve problems. Teachers may want to review first grade strategy charts for alignment but also cross out and revise those strategies that are no longer useful (always pointing to words, reading out loud). Readers will delight in the idea that they are more grown up readers and are using the strategies of BIG TIME READERS. The problem solving lessons emphasize stopping in the midst of text when stuck, being your own problem solver, rereading word parts, and thinking about the meaning of text. Jotting and flagging notes, in the midst of independent reading, where problems aren't solved, gives an authentic strategy and elevates the need for partners to help.
The unit, like all units, ends with a celebration. Empowering readers to see how far they have come is the theme. Suggestions are listed in session 19.
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Background Section
Background Information
This unit assumes that second graders have prepared bags of books near the end of first grade to use in their first unit of study in second grade. This can be set up with your first grade teaching team. It is nice if readers themselves think about who they are as readers and prepare their own bags of “just right” reading materials. If this was not done, teachers can still prepare bags based on the levels of text the first grade team assessed in May/June. Bags of books with mixed genres, lengths, and levels of books, should be prepared for readers for the very first lesson in this unit.
Books are critical to the reading workshop. Readers may start the first week with bags from first grade, but as reading levels are learned, teachers will want to use leveled table top crates or leveled libraries to help point readers in new directions. Readers’ bags of books will change weekly during several times across the unit of study. Although there is not a mini-lesson on how to shop for books, as teachers find that they know their readers’ level of text and readers shopped in first grade, there is no reason to keep the library closed. It is suggested to teach a “just right” book lesson coupled with shopping procedures and then open the library. Remind readers of what they already know about shopping for their own books. Teacher guidance can still play a role here, as readers learn the books of their new library and grow accustom to reading for long stretches each and every day.
Crates of books, matching your second grade reader’s levels that are prepared and available on table tops for quick shopping, should be present. If readers have made jumps in levels over the summer or experienced summer slide, to lower levels these crates of books will make for easy shopping. These crates represent a leveled classroom library, but until the teacher has the time to assess current levels and teach a bit on shopping procedures, it is helpful to work from a makeshift library of sorts. Readers can simply exchange books read from crates you have prepared.
Readers have had two years of reading workshop structures and units of study as foundations stepping into this year. Teachers may want to take the time to review the Kindergarten and First Grade units for their own professional knowledge and use what they know and move forward. It is helpful to have in mind what was accomplished across past units as teachers plan ahead for their second graders. Most likely, there will be readers below and above grade level thus looking into units of study below and above grade level is always a smart idea for differentiating instructional moves and setting individual goals.
Partnership work should follow the work of the unit of study. Partnerships at this time should be focused on talking about books rather than reading books to each other. This work is meant to support the needs of the students and moves from what readers notice, to what they wonder, to thoughtful theories supported by text, to revised and/or confirmed theories supported by text, to connecting themes around social issues. Learning is evident in the talk.
A note about texts suggested throughout the unit: When planning your mini lessons there are thousands of text choices that might make more sense for your readers depending on the level of readers, their prior knowledge, and interests. The suggestions aim to show mini-lesson texts that are either at or above grade level, knowing you have both kinds of readers in your class. Of course, there will also be readers below grade level, too. Differentiating by reviewing the kindergarten and first grade units may be helpful.
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Book Buzz
Knowing a little about a book a friend has read is a lot like taking the advice from the same friend to see a new movie, try a new restaurant or travel to a new location. Children, too, make recommendations on all kinds of things they love; songs, food, movies, and games. The "Book Buzz" hopes to expand this natural act of recommendations to include books, too! Teachers should model book recommendations in whole class gatherings. Teachers can also call attention to www.kidsbookshelf.com to showcase book recommendations and reviews from around the world. The work with a book buzz will serve many purposes. When readers take on the responsibility to suggest books to each other their opportunity to use the skills and strategies aligned to the CCSS Speaking and Listening standards and their knowledge of literary elements is put into play.
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Resources and Materials Needed
● Gallon size plastic bag for every reader and the teacher or book boxes, individual book containers, etc. ● Plastic bag for every reader filled with books from first grade reading May-June: Leveled books, classics, favorites, series, read alouds, informational titles, shared reading poems, songs ● Teacher’s demonstration texts in baggie: Leveled books, classics, favorites, series, read alouds, informational titles, shared reading poems, songs, from first grade libraries May-June (matches readers’ baggies) ● Many books mixed genre that match the books students were reading in first grade May-June: Leveled books, classics, favorites, series, read alouds, 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 ● Timer ● Pens or pencils for readers stored in baggies ● Post-its/sticky notes stored in baggies ● Notebook (not part of unit 1 but for differentiated small groups of conference work.) ● Read Aloud books for use in demonstrations ● Old charts from grade one if possible
Professional Resources:
o Calkins, L. (2001). The Art of Teaching Reading. Boston: Allyn and Bacon. o Calkins, L. (2011-2012). A Curricular Plan for Reading Workshop, Second Grade. Portsmouth, NH: Heinemann. o Collins, K. (2004). Growing Readers: Units of Study in the Primary Classroom. Portland, MA: Stenhouse o Fountas, I. & Pinnell, G.S. (2005). Leveled Books, K-8: Matching Text to Readers for Effective Teaching. Portsmouth, NH: Heinemann. o Goldberg, G. & Serravallo, J. (2007). Conferring with Readers: Supporting Each Student’s Growth & Independence. Portsmouth, NH: Heinemann. o Serravallo, J. (2010). Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers. Portsmouth, NH: Heinemann.
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Sample Unit Section
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, 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 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, at other times teachers will need to include the other components to support student learning.
Reading Workshop Components:
Mini-lesson- A mini-lesson is a short (5-10 minute) focused lesson where the teacher directly instructs on a skill, strategy, or habit that students will need to use during independent work. A mini-lesson has a set architecture.
Independent Reading, Conferring, and Small Group Work - 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 Work- Partnership work is an essential component of the reading workshop structure. 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 Component –
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 7 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 Each 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).
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Overview of Sessions – Teaching and Learning Points Alter this unit based on student needs, resources available, and your teaching style. Add and subtract according to what works for you and your students.
Concept I: Readers make decisions. Session 1 Readers show all that they know about being in charge of their reading by settling in, reading, jotting if necessary, and talking to partners. Session 2 Readers decide if a book is just right for them by reading a page and counting on fingers trouble spots and by listening to whether their reading is smooth. Session 3 Readers use bookmarks to keep their reading place and reread portions near the bookmark to resume reading with understanding. Session 4 Readers decide to reread to figure out characters. Session 5 Readers keep logs and use them to set goals. Session 6 Readers make plans to meet their reading goals.
Concept II: Readers think before, in the midst of and after reading text. Session 7 Readers think big thoughts about their books before even starting the first page by keeping in mind what they know about the way books go. Session 8 Readers get themselves ready to read by asking, “What kind of book is this, what do I have to do when I read books that go like this? Session 9 Readers think the whole way through their story to fit the pieces of the story togetherhttp://www.oaklandschoolsliteracy.org/professional-learning/grades-k-5/writing-pathways- assessment-grades-3-5/ Session 10 After finishing books, readers reread them over and over, gaining more understanding.
Concept III: Readers care about talking with others, in order to grow their reading and thinking. Session 11 Readers use their partners to celebrate, solve tricky parts, and do things for each other. Session 12 Readers react and respond to each other. Session 13 Partners help to grow reading and thinking. Session 14 Readers recommend books to each other by including the title, a bit about the characters or topic and why they think their partner would like it. Session 15 Readers invent new ways to talk about their books by deciding what they will do when they get together next time.
Concept IV: Readers take action to solve problems Session 16 Readers stop in the midst of reading if something doesn't make sense and ask, “What can I do to fix this part?” Session 17 Readers take speeded action to solve a word by choosing strategies to try and rereading. Session 18 Readers use speeded action to reread, look at word parts and think “what would make sense?” to solve word problems.
Session 19 Readers celebrate after a lot of hard work and growth.
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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
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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
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Read 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 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.
Read Aloud with Accountable Talk Planning Continuum
September October November Unit of Study Launching the Reading Character Unit Informational Workshop Read Aloud Utilize Narrative and Utilize Narrative strong Utilize Informational text initially. Books Informational Text character books, initially. Turn to series reading or varied Equally, initially. Turn to Turn to informational text genre narrative the last week. narrative strong character text final week. final week.
Read Aloud Readers think about how the Readers pay attention to Readers bring more to the text Focus title, chapter titles, the blurb on characters wants and than just the words and pictures the back and the story fit troubles informational text. (prior knowledge, inference, together visualization, connections) Readers think about Talk about different genres- character traits and Readers have ways of finding what they are feelings meanings to unknown words by thinking about the topic and using Readers have big thoughts Readers think about what the words around it. about books before they begin their character is trying to Readers think about other words reading the first page. They say tell them like the tricky word and connect how the book may go and think that knowledge to unlock meaning. about authors intent or message Readers make notes and charts to help keep track of Readers pay attention to the character actions, dialogue Readers can read more than one
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 12 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 pieces of text and how they fit and feelings and what book on a topic and compare and together, like a puzzle. these say about their contrast the information. character Readers, stop to think, making Readers know jotting and talking their picture clear, checking Readers know characters about informational reading adds whether the pieces of text fit can lead them to bigger more understanding. together, and revise thinking if thinking about author’s needed. message Readers can use gestures and their voice to teach others about their Readers finish books and then Readers follow characters informational reading. stop to think about the BIG actions dialogue and IDEAS. Author’s message or feelings through the entire intent. story.
Readers reread books, noticing Readers know characters new thoughts because of typically struggle or have a smooth reading and clearer problem, and they read pictures in mind, leading them forward with that in mind. to better understanding. Readers, ask, “Has this character changed? Why?” Readers think about the words they are reading and let the Readers know words create more meaning by informational text is read visualizing and inferring. with a different voice that conveys the meaning of Readers stop to talk to the text. (Sound like a themselves or jot about tricky scientist or news reporter) parts before reading on. Readers know that they Readers have lots of ways to can become smarter by solve tricky words, including reading informational drawing on word meanings text.
Readers are always asking, Readers weave text “Does this make sense?” and features into their reading holding what they already know to learn more. as they read forward. Readers read and then Readers pay attention to retell what the text is characters wants and troubles about.
Readers bring more to the
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 13 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 Readers think about character text than just the words traits and feelings and pictures informational text. (prior knowledge, inference, visualization, Readers think about what their connections) character is trying to tell them
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Session 1 Concept Readers make decisions Teaching Point Readers show all that they know about being in charge of their reading by settling in, reading, jotting if necessary, and talking to partners.
Materials
● Prepared bags of books from first grade May-June levels Optional: Crate of books on every table matching the levels passed up to second grade class. of readers coming to you. Varied genre: Chapter long and ● Post-its in every bag short, series, favorite picture books, poetry, leveled ● Pen or pencil in every bag readers, informational text of all kinds. (Talk with first ● Teacher’s own baggie of books matching levels and grade teachers or devise a way to communicate May-June varied genre in readers bags to be used for mini-lesson reading levels of readers). demonstrations for modeling the mini-lesson
Tips ● Please see the Resource Material Packet for Assessment Checklist to be used during the unit ● Please see background section for what partnerships should look like in Reading Workshop. ● You are leaning on the fact that readers have two years of Reading Workshop structures and procedures behind them. Remind them quickly of their work previously. Plan to look for them to show, on this first day, all that they know already. Take notes/ watch and listen for “What is known?” ● 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. See section on Routines and Rituals for possible teaching points. ● This lesson is more “Explanation and Examples” with a bit of demonstration as you explain. The rationale is that readers know that the explaining and showing is review from first grade. “Explanation with Examples” is an instructional strategy useful for reviewing skills or strategies. “Demonstration” is for new and/or complex skills or strategies. ● The crate of books on tables is for convenience today. If teachers notice a readers’ bag of books is off in levels because of tremendous growth, they can dip into the crates prepared for this situation. ● Send letter for end of unit celebration if celebration involving community is utilized.(Lesson 19) ● Send Letter and Contract for take home reading log and books (Lesson 6) ● Letters and contracts not provided in unit or resources. ● You may choose to use your own leveled library if you do not have the opportunity to gather bags of books from first grade. The point of this lesson is to observe and gather information about the routines they know. ● Based on the information gleaned from this lesson regarding student knowledge of routines an additional session on routines may be needed following this session.
Connection Readers, welcome to second grade reading workshop! This is really a big deal...you may not
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 15 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 have known it before you sat down, but second grade reading workshop is really a workshop for big time readers. Readers who already know so much about reading, thinking about their reading, and talking about their reading. Some of the things we do this year will feel a little like last year. For example, we are gathered together for our mini lesson, right? But there are so many new and exciting things we “BIG TIME READERS” are going to tackle because we are not beginning readers anymore. I spoke with your first grade teachers. They shared charts with me. They showed me logs you were keeping, and levels you were reading. In fact, that baggie of books you put together last year is here waiting for you to open and begin your second grade reading journey. So today, I really only have one tiny thing to teach you. I want to teach you that a big part of being in second grade is that you get to make a lot of decisions for yourself as a reader. You already know how to pick just right books, you know how to pick a quiet place to work, and you know that once you get to that spot you read, read, and read! You also may stop to jot an idea about some bit of thinking. You have post-its already ready and a pen in your bag, too. So that you can decide right away if you need to jot down an idea to share with a partner, OHHH! And you know so much about talking with other readers, how to sit close and talk quietly, how to talk from post-its, how to reread parts to show where your thinking came from. Whewww! That is a lot of skill and strategy you already know. So today, let me teach you about the decisions you will make for yourself so that you can get going as “Big Time Readers” in second grade! Teach Readers, you are going to show me today all that you know about being in charge of your own reading by settling in, reading and jotting if necessary. I have a baggie of books that looks just like yours, here in my lap... Do you remember making these baggies at the end of first grade? You did that so that you could step right into second grade and become that BIG TIME READER. So, today, you will gather your baggie and then select a place to read. This is your decision. You may walk the room for a few seconds but I’m counting on you to use what you know about good places to read and think and make a responsible decision for yourself. Maybe you will sit here on the carpet, maybe by the door or windows. If someone is already in a spot you were considering, you will have to make a decision for yourself, where else could you sit and read? You might even decide that you’d like to sit in your own seat! Once you are sitting, I’d like to see you settle in. You know how to settle in (demonstrate sequence a bit by taking our books, post-its, pen when you get to that part). You might look at the books in your bag, read the blurb on the back, or flip through a few pages of each. Maybe you decide to read a little of each book, a page or two, to get a feel for the writing. Take your time to settle in, I’ll be watching how you do this. Then, I’m watching for you to decide on one of your books to read. You may decide as you are reading that you should jot a note about the main character or some thinking you’ve had. I’m hoping you will show me, if you decide to jot your thinking on post-its. Each bag has a pen ready to jot your thinking, should you decide to show me you know this is part of reading work. Active Readers, you have just listened and watched a bit for the expectation for today’s reading Engagement workshop. I am counting on you to be the “BIG TIME READERS” I have heard so much about from your first grade teachers. I want you to think for a moment about what I am asking you to do. You have a lot of decisions to make how do you see yourself moving in our classroom...quietly? Do you see
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 16 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 yourself looking quickly for a place to sit and read? Do you like to sit in a chair, by our door, on the carpet? Picture yourself moving, deciding on a spot. What are you going to do if someone is there, too close to you....huh? I wonder if you remember what readers look like during independent reading time. I’ll be watching and taking notes. This is your chance to show me! Now close your eyes. You are holding your bag, you take out your books, you spend a few minutes settling in…think about what you will do first, second, and then you decide to read...and you may decide to jot... and read, read, read. Do you picture yourself? Do you remember what it takes to focus in and settle and get your mind on your print and your mind thinking? Link Readers, the decisions today are all yours because you are already BIG TIME READERS. This is a year you will see that you have lots of decisions to make for yourself as a reader. When you were in younger grades, teachers or people might have told you where to sit, what to read, how to jot. This year is different. Because you are a second grade reader, you will be making so many decisions for yourself. Now, I’d like you to gather your bags and show me what you already know about making decisions that help you do your very best reading. I’m going to set our timer for 30 minutes I know you were reading even longer last year but I want to make sure that we save time for partnerships, today. If you decide to jot as you read, you will have notes to share with a partner, should you decide to use them. Mid-Workshop Readers, I knew I would not be disappointed. It is as if we have been in our reading workshop Teaching Point for weeks and weeks. You have shown me that you know to move quietly from the mini- lesson, to a reading spot. Once you are seated, you stay right in that spot without moving, except to turn pages, adjust a bit and jot. So many of you have already started reading that very first book...which is really making me think about tomorrow’s lesson. I better be ready for you because I see that you really are already BIG TIME READERS! If you can explicitly name readers showing the objectives of this day’s lesson, do so. Have readers look over and see that they look like readers who know what independent reading time looks like. This time could also be used to teach a procedure, routine or expectation Partnerships Readers, our timer has rung. And it is time for partnerships. Today, I am going to ask you to make a decision about who to talk to based on where you are sitting. We want to move quickly into our talking time, so it wouldn’t make a lot of sense to walk all the way across the room to partner up quickly, just look for someone who is nearby. I will help a bit to make some connections. But I am looking to you to show me that you know the way readers partner up to talk about their books and jots. Once you get with your partner, decide again...who will go first, what will you talk about, will you do any rereading? It’s all your decision...Let’s partner up. You may need to help readers who seem lost, maybe because they are new to your school or have fear of approaching others this first day. (A group of three is fine, if you have odd numbers. Like leveled readers is not a need today).
After the Readers, wow! What BIG TIME READERS YOU ARE! I am really going to have to get my act Workshop Share together to keep up with your reading and thinking. We are going to be able to do so many neat and challenging studies with our reading because of how prepared and knowledgeable you are about what reading looks like and what a reader does with thinking and talking. Please shake the hands of a few readers beside you and tell them, “I really like how we….” But
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 17 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 know... this is only the beginning of greatness!
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Lesson Plan
Session 2 Concept Readers make decisions. Teaching Point Readers decide if a book is “just right” for them by reading a page, counting trouble spots and listening to whether their reading is smooth.
Materials ● Could borrow a chart from first grade teachers ● Hard to read book or magazine and “just right” piece “Choosing Just Right Text” as a reminder that this is of text for you: Scientific Suggestion: already known. http://www.nytimes.com/2013/05/21/science/space/small -wheels-play-big-role-on-kepler-spacecraft.html? ref=nationalaeronauticsandspaceadministration http://www.nytimes.com/2013/06/08/science/space/marti an-rock-another-clue-to-a-once-water-rich-planet.html? ref=nationalaeronauticsandspaceadministration
Tips ● If links do not open, try and cut and paste into browser or using a different browser. ● Additional lessons may be added on choosing just right books if needed. ● Remind students that tricky parts might also be parts they do not understand, not just parts they cannot decode. ● Readers have had lessons choosing just right books in previous grades. Again this is a bit of review but important groundwork for establishing readers who make responsible decisions with book choices. ● It is better if you can show the text you are reading on smart board, document camera, or overhead. ● The use of repeated gestures can increase the chances of mini-lessons sticking. ● If needed practice “turn and talk” at other times throughout the day. Also come up with a signal to end conversations. ● Be thinking about assigning reading partners
Connection Readers, when I was a second grade reader myself, my teacher told me what books and stories to read. In fact, all the way from kindergarten to high school, every teacher I had, told me what books or stories or articles to read. I never made choices or decisions for my reading unless my mom or dad took me to the library or the bookstore. I don’t think I made many decisions at all as a reader...believe me... I wish I could have. Now, that I’m all grown-up I make all of my own reading decisions. Sometimes, I’m asked to read something to learn more about teaching or to stay connected with my staff. But most of the time, I make my own decisions. I choose things I want to read and things I know I can read well -- I can read the words and understand them. It might be really hard for me to read a doctor’s book with all the long names for medicine and body parts. So...I don’t read doctor's books. I read books where I know most of the words and understand what I am reading. I can picture it in my mind.
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 19 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 Your reading life is going to be a lot like my reading life now, not like the one I lived in second grade. You are going to make many of your own decisions. Today I want to teach you that readers choose “just right” books by reading a portion and counting on their fingers trouble spots. (5 finger test) They also watch and listen to themselves to make sure the reading they are trying out is smooth. If readers count too many trouble spots --5 or more--or our reading isn’t smooth, or we don’t understand what is happening, we make a decision to select a different book or text. Watch me as I show you how this might look for you. Teach I have this piece from the NY Times, called Flywheel; I want you to listen to me read it. It is a piece of text about machinery useful to outer space travel. I really am not well read on space travel, I don’t read a lot about this topic. I’m already uncertain about what a Flywheel is? I think I will already count on one finger that I don’t have a picture of a Flywheel in my mind as one trouble spot; I can’t do any thinking about what I might already know... (Show one finger from fist extended). I’ll read and see if this is a “just right” piece. Read your piece enough to show that it is tricky and is going to take a lot of rereading, research and maybe even conversation to understand. Be sure to show that there were 5 trouble spots. This piece really is not “just right” for independent reading. I need to talk to someone about what this article means. And as I watched myself and listened to myself, I found that I was not reading in a smooth way like I do when I read aloud to you or read to myself. Many teachers have a “just right” book chart. This may be used here, a new chart may be created if needed. See Resource Materials Section for a sample chart. Active I’m going to read another piece called, Martian Rock another Clue to a Once Water-Rich Engagement Planet. This time as I read, pay attention to my fingers and whether I use 5 fingers for trouble spots and listen for smoothness. I’ll share my thinking with you, too so you can judge whether I understand the text. When I’m finished reading, I’m going to ask you to talk with a shoulder buddy about my reading and whether you felt this piece was “just right” or too easy or too hard. Read piece, showing that there are a couple trouble spots but many more smooth and understandable ideas right from the beginning. Share your thinking before and during the read. Do not read the entire piece, for it will take too long. Ask readers to turn to a close by shoulder buddy (no movement) and talk about their observations. Get off your teacher chair and listen into the conversation briefly. Just enough to capture those readers who understand this piece was “just right”. Readers, I was listening to Ellie and Evan. I heard them say that even though I counted a couple fingers, my reading was much smoother. Just about every time I stopped to think, I had a picture in my mind so I could make sense of what I was reading. Thumbs up if you were thinking the same things, that this was more of a “just right” text for me than the first. Link Today, I want you to pay close attention to your reading. You will, again, choose a reading spot, settle in, read, think, and jot about your thinking. But I want you to try out your books in a way that has you spying on yourself. Make sure you get that free hand out, make a fist. If you have a trouble spot that you can’t solve, put one finger out and so on. If you're reading doesn’t sound smooth, pay attention to that. Your reading should sound like yourself when you are talking and what you read should make sense to you.
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 20 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 If you find that you have books in your bag that are too hard, (demonstrate) please use a post- it and write the letter H or Hard. I will be conferring and meeting with small groups, so you may make some new decisions as we consider whether the books we chose last year are just right for us. I’ll still take my notes as I did yesterday. I’m still very interested in learning what you already know about being a reader. Mid-Workshop Readers, I just want to stop you a minute. I was reading with Ethan, and he told me before he Teaching Point even began reading that he felt like everything in his bag was too easy! He shared with me that we practiced reading a lot this summer and that his mom took him to the library and even let him buy new books online. When I listened to him read, I couldn’t count any trouble spots. He could retell all the parts. He read smoothly. Books can be too easy, too. Then we have to make new decisions for books to read. I’ve placed Ethan by a crate of books where he is making some new decisions for books in his bag. If you find that you have books that are too easy, use a post-it note and write the letter E or EASY on it. As I come to meet with you this week, we will take a look at those books that are too easy and too hard. Partnerships Readers, I would like you to again, meet with that same person(s) as yesterday. In time I will match you with a partner that you will work with for a long time. But for now, just for ease, take out partner with that person close by. Please spend some time talking with that partner about what you found as you tried out your books. Share with them whether books were too hard or too easy. Certainly share with them those books that were” just right”. I will continue to partner conference and pull a couple partnerships together for small group work as you talk. After the Readers, sometimes, it is hard to deal with the feelings you might have when you realize a Workshop Share book is too hard for you. You might feel sad or angry. You see your friends reading it or your brother, and you think “I can read that book, if they can.” But we all very different people. We all learn in different ways at different times. I remember when my son learned to ride his two wheel bike with no training wheels. He was 3. Our neighbor was 8, and she still was using her training wheels. I know she felt sad and a little angry that my son was so young and could ride a bike without training wheels. But when she realized he could, she asked her dad if he would help her every single night to ride that bike without the training wheels. And guess what? All that practice paid off. It was just a short few days and she was riding her bike without the training wheels. I promise you that if you have books in mind that you want to read, that are too hard, if you let me teach you, show you, I will do my very best to help you reach your goals. I want you to be able to make your own decisions as BIG TIME READERS. But our decisions have to be good ones for us. Reading books that are just too easy or too hard are not going to help us reach those new challenges. So try not to get sad or angry with books that are too hard right now. My guess is if you practice reading a lot at home and at school you will change those books from too hard to “just right”.
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Lesson Plans
Session 3 Concept Readers make decisions. Teaching Point Readers use bookmarks to keep their reading place and reread portions near the bookmark to resume reading with understanding.
Materials
● Prepared post-it “reread back from bookmark” Teacher book for demonstration of bookmark. Paintball ● Readers Reread To- Anchor chart –See tips Blast by Jake Maddox was used for demonstration. below(Resource Materials Packet)
Tips ● Procedures and processes should be consistent from year to year. The Readers Reread anchor should have begun in Kindergarten and First Grade. If teachers in previous grades have not used a Rereading anchor chart, it is recommended that these skills be reviewed and a chart created. See below for a sample of possible strategies that could be on the anchor chart. ● Simply using a post-it for a bookmark is fine. Some teachers create bookmarks with strategies already learned from first grade, as a refresher. ● Any time you can notice a reader in your class acting in strategic way, that you have not taught, use these opportunities to teach the class or other readers close to that reader’s reading level the same behaviors. Give credit to your readers! Our readers can showcase much more than we can dream up at times, pay attention to the way they work and problem solve. Their successes become our content for mini-lessons, conferences, and small group work. ● The use of repeated gestures can increase the chances of mini-lessons sticking.
Connection Readers, yesterday I noticed Anna reading and when it was time to partner up I saw her put a post-it note in her book to keep the place where she stopped reading so that she could begin reading there again, where her bookmark was, when she had time to read it again. This is something most readers do, and maybe, you, too have already started to put a post-it note in your book to keep your place in a book that is longer. Today, I want to teach you that it is not enough to put your bookmark in and then begin reading again from the spot that you left off. It is important that readers spend time rereading before starting on new parts and pages. This way your mind is really thinking about the text you read before the bookmark and you can carry that thinking with you as you read forward. Teach I want you to really listen to what I say because I will ask you to explain what you see to a partner when I am finished. Let’s say that I am a second grader and I’m reading Jake Maddox’s Paintball Blast. I’ve never read this book before, so I read the blurb and I read over the chapter titles, look at a few of the pages, I begin reading on page 5 where chapter 1 begins. Chapter 1 is called, Center Station hmm? (Read first 3 paragraphs) OH, independent reading is over, I must place my bookmark here on page 6. This story is really action filled. I will continue reading it tomorrow, for sure. So now it is tomorrow...did everyone get a good night’s sleep? : ) It’s reading time. Oh, my Jake Maddox book...my bookmark...I didn’t get very far...where did I leave off...oh yeah, right here after this first
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 22 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 paragraph on page 6. (Begin reading without rereading) oh, wait, what are they talking about? “Nothing, Max was free and clear and he was at Center Station.” I think I better reread a bit and think about what was happening. I’m going to go back, actually, to the beginning of this chapter because I didn’t get very far. I need to get back in the action of the story (pretend to read quietly to yourself but loud enough for readers to hear you, with the rereading part). Oh yeah, Max was playing paintball, and he was running for Center Station...that must be a safe zone or something, now when I read on (read forward) I totally get it...it’s not a safe zone, he was running for the hidden shelter...where he can really see where everyone else is. He’s in the best spot now, he can probably get people without them even knowing...I’ll have to read on and see... Active Readers, did you see how marking my place helped, but rereading before the bookmarked Engagement place even helped me more? As you read longer and longer texts with bigger and bigger words, it is going to be important that you reread a portion back from where your bookmark is. This is true in storybooks and informational text. Will you please turn and tell a shoulder partner first what you saw me do and then talk about why it is important? I’ll listen into your conversations so that I can share some of your ideas. Link Readers, I heard Jack and Karin say that they first saw me reading. Then reading time was over so I put in my post-it bookmark. Then it was the next day. I first just started to read without any rereading, but then I really didn’t know what was going on and I remembered that it was important to read back from the bookmark and think about what had already happened. This is what I want you to make sure you do if you are using a bookmark to keep your place. If you are not reading longer books just yet, you can still reread the blurb or the beginning portion of the book before you reread the entire book again. Rereading can help us a lot with understanding but also with making our reading sound better, which also helps with understanding. Mid-Workshop Use this time to highlight what is working within your reading workshop or support what Teaching Point needs tweaking. You can use this time to help with routines and procedures or to reinforce the teaching objective. Partnerships Ok, readers, it is time to move to partnerships. Our timer has sounded and that tells me that we have been reading for 30 straight minutes! Please mark your page where you are leaving off for today. (Wait) Now, when you get together with your partner, the same one, show them where your bookmark went in, tell them what was happening at the point and then talk a little bit about where you think you’ll begin reading tomorrow. Remember, you plan to back up and reread. Teaching Share Readers, rereading is so important to reading and understanding. We reread for SO many purposes. I thought I would share the chart you may remember from past years. See, you learned about rereading in kindergarten and in first grade. We will add our new idea of rereading back from bookmark on this chart. I have a feeling this rereading chart will grow. In fact, if you see yourself rereading, let me know. I’d like to see if rereading helped you in different ways than the ones we already have charted. (Add lesson idea to rereading chart).
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 23 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 Note: Anchor charts should be co-constructed with students. Icons are important to add to every chart. Please see resource material packet for possible icons.
Sample Anchor Chart
Readers Reread To…
Sound like a storyteller
To find our place and thinking when we’ve been distracted
To teach you to remember that readers reread to use a better storytelling voice
To think a little more
To learn something new
To understand what we read before starting a new part or page
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Session 4 Concept Readers make decisions. Teaching Point Readers decide to reread to figure out characters.
Materials
● Book for demonstration that is similar to what most of ● Prepared Post-its to add to Readers Reread To… the students are reading. Paintball Blast, by Jake Anchor Chart (Resource Packet) Maddox is used for the demonstration. Have book flagged in places to demonstrate teaching point.
Tips ● Prepare large post-its with three reasons to reread and add to first grade rereading chart. Saves time and reminds readers they have been rereading for years.
Connection Readers, yesterday we were working with the idea that rereading is important from day to day. That when we’ve put in our bookmark and are moving on to another part of our day, we know in time we will come back to that bookmark and reread a bit to make sure we understand, again how our text is going (this is a little unclear). There are so many reasons readers reread. We even pulled out that old first grade rereading chart and looked at the reasons you were rereading last year. Rereading is one of the most helpful acts a reader can put into action. Seeing that you are BIG TIME READERS this year in second grade I decided that it would help us if we added a few tips for you to decide upon, with regards to rereading. Meaning, you will need to decide if you need to reread, and I’m hoping you choose to do so frequently, depending on YOUR need.
Today I want to teach you that readers can reread to help figure out characters especially in a new book.
Teach Yesterday, I used Paintball Blast during the demonstration. It really is a new book to me. I was so into all the action that I read a bit more of the book last night before I left for home. You can see that I flagged four places in my book. I flagged every time a new character came along. At first, it was just Max, but then his friend Jay entered the story and in chapter 2 two more boys entered the story. I was having a hard time keeping track of who was Max’s friend and who was new to paintball and who played all the time. I was really confused. So I went back and reread and flagged each time a character entered the story. I also jotted their name and something about them that I would remember. See I wrote Max, main character; Tyler Max’s paintball friend; Ryan-boy who hits Max new to paintball; Jay- Ryan’s friend. So what I determined from my rereading is that Max and Tyler are friends and Ryan and Jay are friends. They are entering a paintball challenge with a six-member team. That means I may have 12
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 25 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 people to keep track of! So rereading and jotting is going to help.
Active Readers, as I was talking and demonstrating I was thinking that it would be wise to list these Engagement new tips for rereading on our Rereading Chart from last year. I’m going to quickly put up the new reasons for rereading, and then I’d like you to take a minute and read our chart to yourself. Remind yourself of many of the important reasons we reread. Link Today, readers, I’m hoping I will catch you rereading. If you do decide that rereading is needed or will make your reading time more enjoyable, than reread and mark the pages where you reread. You can even jot a little RR on the post-it, which will stand for reread.
This way I will be able to tour your post-it and see the kind of thinking work you are doing inside of your books. Remember, you can also be flagging and post-it noting characters, changes in characters, what your informational text is about and reasons you think so.
Mid-Workshop Use this time to highlight readers who have coded text with RR or have used other Teaching Point jotting/flagging methods from the lesson or demonstrate what jotting may look like. Encourage all readers to try before their reading time is over.
Another option is to review that rereading also makes our reading sound smoother.
Partnerships Readers please gather your books and settle in with your partner. Spend some time today showing them, where you reread and why. I hope I will even hear some rereading.
After-the- I’m going to keep our rereading chart out and visible for all of us to see. Rereading can help Workshop Share us…review chart and add figure out characters. I’m hopeful that my BIG TIME READERS will take action to reread for themselves to help solve troubles and also find enjoyment in your reading.
Note: Anchor charts should be co-constructed with students. Icons are important to add to every chart. Please see resource material packet for possible icons.
Sample Anchor Chart
We Reread To…
Sound like a storyteller
To find our place and thinking when we’ve been distracted
To teach you to remember that readers reread to use a better storytelling voice
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 26 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 To think a little more
To learn something new
To understand what we read before starting a new part or page
To figure out characters
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Lesson Plan
Session 5 Concept Readers make decisions. Teaching Point Readers keep logs and use them to set goals.
Materials
● Log/Folder for keeping log
Tips Utilizing a log is most appropriate for readers reading levels J+. See First Grade Unit 1 resource packet for alternate way to track reading volume with a modified log, tallies for rereading, or visual sorting piles. Meet with these readers after the mini lesson to show them a more appropriate way to track volume given reading level and length of text. Make sure readers still feel encouraged and proud to be tracking volume of reading and looking to increase goals. An alternate could be to start the whole class with a simplified version of a log and meet with small groups of students as they are ready for one with more writing.
Teachers will announce the minutes read at the end of each reading workshop independent reading session, each day, following this lesson.
Teachers may want to differentiate how much of the log is utilized at this point of the year. Perhaps start with just date and title, and then add the time and pages.
It is possible to have children that see reading as a race, you may have to conduct a strategy group or mid-workshop teach to reiterate that the real purpose is to read for meaning.
Connection Readers I want to remind you that when you were first grade readers, you and your class spent a lot time stretching to read for long bits of time. You might have come into first grade only able to read 15 minutes or so, but by the end of your first or second unit of study you had doubled that and read for 30 minutes. Readers are always trying to stretch themselves to read more and more. It seems like it’s a never ending goal. I know I keep a whole stack of books at home just waiting for me to read them. Most nights I have 30 minutes to read but some nights I have a whole hour! I’m always striving to spend more time with my books. Something that is going to help us see how much we are able to read now and how much more we are able to read after some stretching is a reading log. You might have kept one last year, too.
I want to show you today that by keeping a log of everything we read we can see how all our hard work helps us reach our goals.
Teach Readers, here is the log. You will see that it has a place for the date, a book title, the page you
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 28 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 started on and the page you ended on. It also has a place for minutes read and the genre of the book you are reading. Seems like a lot of information doesn’t it? But we are not going to spend a lot of time filling in these spaces, making it look perfect. This is really only for you and sometimes for me to see how we can help you stretch your reading and grow in your reading.
Watch me as I fill out a few lines from my reading of Paintball Blast. I’ve been reading that book now for three days. So if I start my log on the date three days back, here is what I would do (Actually, attach a log to your easel or use your document camera). Talk aloud as to how each section is filled in, based on the pages and minutes read for that day. Use codes for genre (RF=Realistic Fiction) and only fill the title in one time. Teach readers how to make short double slashes (quotes) on the date lines following for titles that are read more than one day in a row. Also, show them how to fill in lines on the same date when shorter texts are read like poetry or a short picture book. You are demonstrating keeping track of all the reading they do during independent reading.
Readers, do you see how I actually had to cross out that date, because I was wrong and I also drew and arrow here showing I read the poetry first. I even used a 2X to tell myself I read that poem 2 times to make it smoother. This paper doesn’t look pretty, it’s still neat and tidy though, and it has a lot of information on it about my reading life in school.
Active I’m going to quickly pass out your log and when you get a page, I’d like you to look it over and Engagement talk to the people next to you about what you will need to do today to make sure you are logging your reading. Quickly distribute logs. Then listen to conversations support as needed.
Link Readers, I gave each of you a log today. However, since we are all different readers, I may meet with you today and ask you to do something a little different than this log. This certainly is not the only way to keep track of your reading. There are other ways that may be more helpful to different readers.
For now, though, take it back with you and feel free to begin logging. The date is on the board and you can copy your title right from your book. If it is a long title, remember, you don’t need to write all of it, just enough so you will remember the book. These logs will help you decide new goals for your reading time.
Mid-Workshop Readers, I just would like to show you a few logs from today’s work during conferences and Teaching Point small groups collect a few logs to showcase). Highlight how readers are using logs in different ways with different genres, if possible. Readers, I also asked you to take out one of your folders before we began our workshop. Your log will stay in your folder after independent reading time is over.
Partnerships OK. We read for 35 minutes today, so please write 35 in your minute’s box on your log. Now I want you to count how many pages you read in those 35 minutes. It can be a little off, especially if you read poetry, we might count that as 1 page. Just see about how many pages
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 29 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 you read in those 35 minutes. (Wait, help as needed).
Readers using first grade tallies will count how many tallies they have or number books read) I bet you guessed what we will be talking about today with our partners? Yes, our logs. Share with your partner how many pages you read in 35 minutes and show them some of your thinking work. So carry your log with you in your folder, but feel free to take it out during your partnership.
After-the- Readers, I want you to think about whether you think you could read more pages tomorrow Workshop Share than you did today. Do you think you could if you settled in quicker, if you kept from getting distracted, if you didn’t look at the clock, if you jotted quickly, and if you really tried to stretch yourself, you could read more? I’m thinking you probably can! Show me thumbs up if you think you might be able to read even one page more. See, you are already deciding that you can read more than the day before.
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Session 6 Concept Readers make decisions. Teaching Point Readers make plans to meet their reading goals.
Materials
● Log/Folder for keeping log ● Students need pens/pencil and post-it notes for active engagement
Tips ● This would be a great time to start an at home reading log. Many teachers use the same log for home and school and actually have students put an H or S for the place where the reading was completed. Other teachers see having two logs, one to keep at home and one to keep at school easier with the paper chase that homework brings. Either way, instituting 30 minutes of nightly reading and logging, as simply as the school log, is recommended. Readers can still bring home logs to school at week or months end and analyze time spent reading.
● The connection is a story-connection. Create your own stories so that your readers get to know you.
● The teach portion leans a little into inquiry teaching. We are not asking for a rising of hands and single responses. We will ask readers to inquire into their own minds and talk with others listening for varied responses.
● Teach readers how to look to the clock when they start reading at different times in the day to gauge how many minutes they read additional. This teaching could take place in this mini lesson or in small group meetings.
● Don’t forget to be shopping for new books weekly.
Connection Readers, today is the day that we think a bit more about the kind of reader we’d like to be. I remember wanting to be the very best piano player. I would practice for hours every day, set my metronome to help me keep the timing of songs, I would practice scales, where you crisscross your fingers up and down the keys as fast as I could. Every day, I would write in a little notebook, the time I spent practicing and the songs and scales I worked on. My piano teacher would ask me to keep the notebook for two reasons. One reason was so that she could see how much I had practiced a song and based on how I played it, she could decide what to teach me next. And the second reason was so that I could see how many songs and hours I had put into my piano playing each week. When I was ready to leave my lesson, she would always say, this song I’m giving you is going to require a little more time and practice. Do you think you can add 30 or 60 minutes of playing time to your week? The fact that she told me the song needed more time made me aware that I was playing harder and harder pieces of music. I
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 31 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 could see if I had added time, because it was in my notebook.
Our logs are going to work for us in a very similar way. The only difference is that you are going to decide how many more pages you can read each day by making a plan to spend more time reading.
Teach So you need more time for reading? Where oh where are you going to get it? Well, I am going to set the timer for 5 minutes more today. I’d love to see us grow our reading from 25-30 minutes to 35 minutes consistently as a class. But where else can reading take place? Think for a minute, see if you can think about three other times in your day where you might read and log your pages read? I’ll know you’ve thought of three other times to read when I see three fingers held up high. Will you share what you were thinking with your partners? Listen in. Even write what you hear in your notes. Share your findings with the class.
Readers, I sent you for a little search inside your head for where more time could come from for reading each day. Bobby said… Jenny said…Rachel said…. These are all great ideas. We can use these ideas to spend more time reading. Betsy said that reading once she’s finished with a quiz or math work could still be logged if she kept her log on her desk all day. She said she use to do that in first grade, too, read after finishing with something. What a great idea, too, to leave the log out on your desk. I think we all should try that Betsy. Then everyone can always log in quickly whenever they catch time to read.
Active Readers, I need you to make a plan for yourself, how are you going to read more? I asked you Engagement to bring your pens and a little stack of post-it’s because I want you to jot a note. My plan to read more is to read…see if you can finish that idea. Are you going to list your three ideas you had? Are you going to list an idea you heard from someone else? Take a minute and jot a plan for reading more.
Link Today and always as you read, notice what you are reading and how much time you spent reading. Push yourself to keep improving. Mid-Workshop Utilize this time to showcase successes within your workshop setting or to reinforce needed Teaching Point management or procedures. Also, highlight plans that might add value to others thinking by adding…Readers can find really good ideas for becoming better readers by listening to other readers’ ideas.
Partnerships I’d like you to share your thinking with your partner…what is your plan for reading more? Share together, if you have time, spend some minutes sharing your thinking within your books, what you’ve been reading and thinking and jotting.
After-the- Use this time to introduce your home reading assignment. Second graders should read a Workshop Share minimum of 30 minutes, nightly. Many schools allow books from school to go home by creating a contract with parents to pay the cost of unreturned books. If books do not come
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Lesson Plan
Session 7 Concept Readers think before, in the midst of, and after reading text. Teaching Point Readers think about the way books go before they read.
Materials
● Log/Folder for keeping log ● Informational book for demonstration. Tennis, Wonder ● Two books for demonstration that have chapters with Books, Sundance was used for the demonstration titles that help readers understand what the chapter will be about. Paintball Blast, by Jake Maddox and Mr. Putter Tabby Walks the Dog by Cynthia Rylant were used for the demonstration.
Tips ● Teachers will need a gesture for think. If you have one that you use for the rehearsal process and writing you should use the same gesture. ● Read aloud Henry and Mudge and the Wild Wind before lesson 9, (not during reading workshop). Any other Henry and Mudge book or chapter book that has a blurb on the back of the book, title and chapters that support how the story will go, would work, too. Think aloud by reading blurb, title and fitting chapter titles into how the story is going to go. (See Lesson 9 TEACH)
Connection Readers, seeing that you are all BIG TIME READERS, you are ready to do some really grown-up thinking about your reading. Adults think about their books before reading while they are reading, and when they are finished reading. Thinking before, during and after reading is a really grown-up thing to do. It means that you are reading with your mind awake to what is happening in your story and awake to what the author is trying to say to you.
Today, I want to show you how BIG TIME READERS, grown-up readers, begin thinking really big thoughts about their books before they even start the first page by keeping in mind what they know about the way books go.
Teach You know I’ve been carrying around Paintball Blast and I’ve read a little already. But I had a pretty good idea of how the story was going to go before I ever read the first page. First, I looked at the cover, and I noticed that it looked action filled. There’s paint smashed on the wall the guy on the cover is dressed in army colors, and he’s wearing a tool belt filled with items he’ll need for paintball. I then read the blurb on the back (Read Blurb).
After reading this blurb, I was already thinking…two good friends, something is wrong on their field, there is a new player who's winning. In my mind I was putting the story together. My idea was that the new player Ryan is cheating or tricking kids into thinking he’s the best player
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 34 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 and winning, when really he isn’t playing fair to win. I’ve read all kinds of stories where the new kid is the bad kid. Just the way the author said, “A new player in town…,”made me think uh’oh! Then I read that there is a tournament so I was thinking maybe they will all be in the tournament together and they know this new kid is cheating and they will try to beat him anyway, without cheating.
Next, I read the Chapter titles (Read Chapter titles). And after reading them I thought, OK…in chapter two “something isn’t right” that’s when they realize this new kid is doing something wrong. ”Face to Face” must be when they confront him. “Getting ready” might be the part where they are getting ready for the tournament. “Opening Round” has to be the start of the tournament. “Triple Blast” might be the part of the tournament where someone really gets blasted-I’m betting it’s the new kid. “Evidence” must mean that they found something to prove he’s a cheater and “Looking for help” might be that they can’t seem to get the evidence to prove he’s a trickster. The last chapter, ‘Showdown’ makes me think they take this kid down and win the tournament. I think this story is going to be about not cheating even though others are cheating and winning, and about not giving up even though you feel defeated.
Active Readers, I hope you were listening as I did all of that thinking. I was thinking before I ever read Engagement the book. Now, I want you to try this big thinking with a book I’ll introduce to you. I will show you the cover, read the blurb, I’ll read the chapter titles, and then I’ll ask you to think about the story in big ways. Think about how you think the story will go and what it might even teach you or be trying to say to you, this book is called, Mr. Putter Tabby Walks the Dog, by Cynthia Rylant. (Read the title, show the cover, read the blurb, read the chapter titles then allow readers to think about how the story might go in big ways). Listen in, coach and support. Link Share a reader’s idea as to how they see the story unfolding. Share a possible lesson or author’s message. Share readers’ big thinking. Readers, you are ready to do this for yourself. Many of you have finished books over the last week and are choosing new books from our leveled crates. Before you begin reading your new choice, see if you can make yourself think big thoughts about the book. Even in informational text, I can make myself say what the text is about and think about what the author might tell me. I can even think about why the author wrote the text in the first place. We will do some of this thinking with informational text during our share time. Mid-Workshop Share a conference highlight where a reader was able to do some big thinking about their Teaching Point book either before they read it or early in the text. Even if you had to coach or demonstrate again for the reader, let the class know readers are doing this work. Partnerships Share with partner their big thoughts about their books After-the- Share may take a bit longer to practice with informational text or this could be an additional Workshop Share lesson. Readers, I wanted us to spend a little time thinking big thoughts with informational text. I just grabbed this book titled, Tennis, from a crate. If we look at the cover, we see the title and the photograph. I also see this subtitle at the top WONDER BOOKS, huh? If I look for the blurb on the back, I don’t really see a blurb, but I do see a list of topics and SPORTS is highlighted in RED. This must be from the SPORTS collection of WONDER BOOKS. Think to yourself, how do you see this book going? Let’s see if there is a Table of Contents. No...we can look at some of
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 35 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 the photographs, though…OH! it does have an index...I see “doubles matches”, “four players” “net” “racket” and then the page where I can find those words... Turn and talk about how this book might go and also, why did the author write it? Listen in, share highlights from conversations with readers. If time permits, try another informational text with a little different set up (blurb, table of contents).
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Lesson Plan
Session 8 Concept Readers think before, in the midst of and after reading text Teaching Point Readers get themselves ready to read by asking, “What kind of book is this, what do I have to do when I read books that go like this?
Materials
● Paintball Blast, Jake Maddox or similar book ● 4-6 books of different genre matching reading levels of ● Tennis, Wonder Books, Sundance, Level I informational class, see connection, teach, and active engagement or similar book
Tips ● We try not to read too much, especially new text, in the mini-lesson. These books will be shared quickly making the work look thoughtful but uncomplicated. ● Have a copy of each book you plan to name and plan to hold it up as you talk about it. Lessons like this create great buzz around books, readers might not have picked up without your conversation. ● You may want a visual of “WHAT KIND” and “WHAT TO DO” so that the questions linger with readers as they work on answering the questions for themselves. Not an entire chart, but similar to word cards or written on your whiteboard. ● Types of genres should have been taught prior however students may need a quick reminder. ● Read aloud Henry and Mudge and the Wild Wind in your day today, (not during reading workshop) if you plan to use it in tomorrow’s lesson. Any other Henry and Mudge book or chapter book that has a blurb on the back of the book, title and chapters that support how the story will go, would work, too. Think aloud by reading blurb, title and fitting chapter titles into how the story is going to go. (See Lesson 9 TEACH)
Connection Readers, our classroom library and your bags of books are filled with all different kinds of books. We have realistic fiction, where there are real people doing real things with real problems. These stories could actually happen. There are no magic unreal creatures. They are crafted by an author and not a factual account of actual events. It could be a story like Paintball Blast, Junie B. Jones, or Ramona books. You also have mystery books, like The Magic Tree House series or Nate the Great books, where the characters are trying to find clues to solve a problem or an unanswered question. We have adventure stories like Stone Fox, where the main character, a boy, is trying to survive wilderness alone. We have our fantasy books, like fairytales and Captain Underpants, where weird things happen that could never happen, like magic wands changing pumpkins into carriages and supersonic-robots take over schools. And we have all of our informational text and books that want to teach us or make us think about a real world issue or topic. OH! And we have our poetry, which wants us to read and reread it and think about the why of its words. All of these books are different, but they all have something in common. These books, need for us, from the very moment we pick them up to ask, “What kind of book is this and what do I have to do to read
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 37 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 a book like this?” That’s what I want to show you today. I want to show you how I might think about that question, “What kind of book is this?” based on what I know already about books and then think about what I’m going to have to do to read a book like this. Teach I have this pile of books in my lap. I’m going to quickly tell you the title, show you the cover, read a little of the blurb, if it exists, and then share my thinking on what kind of book I think it is and how I think it may go. Then I’m going to tell you what I might have to do inside the book in order to read it well. Use 4 -5 different genre to think aloud given this suggested process. Your goal is to show readers how you unlock the text a bit. You will share with them that you may be right, or that you may be wrong. That’s why it is important to continue thinking in the midst of reading. For now, only showcase how you unlock the story. Focus on what you will be watching out for or be prepared to do before you even begin reading. (I.e. Keep track of characters, look out for clues, watch out for a problem, the story might be a series of little problems around one big problem). Active Now, I have a different pile for you to try this work. I will read the title, show you the cover, Engagement read the blurb, if it is there. Then I’m going to ask you to do what I did, think about WHAT kind of book it is, and THEN, WHAT are you going to have to do inside this book? Allow readers at least 3 different genre to think about. Listen in as they share their thinking with a partner. Do not feel as though you have to give them enough time to roll through every action start to finish. If readers sound as if they are on the right track, feel free to switch to the next book to try. Interrupt if needed to remind them of the two steps. WHAT KIND and WHAT TO DO? Link Now, readers, as you set off to read, I want you to think about how you are going to step into books by thinking about WHAT KIND and WHAT TO DO. Even if you are in the middle of a book now, you can stop where you are and ask these questions. Just think about how the rest of the book might go and what you will have to do to understand it as you read. I’ll be meeting in conferences and in small groups and watching and listening for you to talk with me and your partners during partner time about the questions of WHAT KIND and WHAT WILL YOU HAVE TO DO? Mid-Workshop Readers, I want to stop you and talk with you about a type of book I didn’t have in my pile Teaching Point during our lesson, but Eli had it in his bag and he is reading it now. It is a graphic novel, where the pictures are like comics and the words are written really tiny. Pictures and words show up all over the place and you really have to be watching for how the pictures and words work together. This style of book, can be realistic fiction, fantasy, adventure, historical fiction, or really any kind of story or informational text could be written in this style of text, so Eli can still name WHAT kind of book it is and WHAT he will have to do. Partnerships Readers, you are so lucky to have someone to talk to. I’d like you to tell your partner today the kind of book you were reading and how you are thinking about the way it will go. Readers, make sure you listen to your partners. You may learn about a book you would like to read next. I also want you thinking about whether you agree with their thinking. You might want to read the blurb to your partner, show them the cover and title, and let them think about your book, too. After-the- Readers, I brought you a couple more books to think about. Let’s think about WHAT kind of Workshop Share book they are and WHAT we have to do inside them. Use this time to highlight genres you
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 38 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 didn’t have time for in the mini-lesson, while allowing readers to go through the same thinking work of answering their WHAT KIND and WHAT TO DO questions. OR…
Have readers bring a book to share time. Have them take the role of the teacher by reading the title, blurb and showing the cover. Let them listen to their partner answer the WHAT KIND and WHAT TO DO and then switch roles, so both partners get to practice this.
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Lesson Plan
Session 9 Concept Readers think before, in the midst of and after reading text Teaching Point Readers think the whole way through their story to fit the pieces of the story together.
Materials
● Henry and Mudge and the Wild Wind, Cynthia Rylant ● Henry and Mudge and the Bedtime Thumps, Cynthia book or chapter book that has a blurb on the back of Rylant book or chapter book that has a blurb on the the book, title and chapters that support how the story back of the book, title and chapters that support how will go the story will go ● Puzzle with box- optional
Tips ● The analogy of a puzzle piece is used here to demonstrate how readers are always thinking about their story and how this thinking connects the whole story, just like a puzzle piece connects to a bigger picture. ● Could put a tiny puzzle together online/smartboard or with document camera for connection. ● At the very least, have a puzzle with pieces and the box that shows what the picture is when it is together. ● Plan to read Henry and Mudge and the Bedtime Thumps, after this workshop session but before Lesson 10. The first time you read it, leave it without thinking clearly about author’s message. Read it again before lesson 10, inside the Read Aloud block. This time, think aloud as to how having read the story for the second time, a little quicker, smoother, and seeing the pieces more clearly, you are able to see the big picture or author’s message. ● This lesson may be done over several days.
Connection Readers, have you ever built a puzzle? If you have, you know that a puzzle is a picture of something, maybe a panda, or a frog, or even Mickey Mouse and the picture has been cut into tiny pieces that are broken apart. If you are working on a puzzle your job is to put all the pieces TOGETHER in the right spots. They fit together perfectly to make the picture. Reading a story is a lot like putting the pieces together to a puzzle. When you are reading a story, you have to fit the pieces together to get the real picture of what is happening. Remember the other day when I was rereading because I was so confused about the characters in Paintball Blast, I was actually taking extra time to fit the pieces together: Which boys were friends? Who was the new boy? And who was his friend? When I had fit the pieces together, I realized that the picture in my mind was two sets of friends preparing to enter a paintball challenge against each other. I needed those pieces to fit together in my mind before I read on; otherwise I wouldn’t have a clear picture of what was going on in the story. Just like in a puzzle, if the pieces don’t fit together right, your panda might have a nose where his ear should be! Right? So, today I want to show you how to be the kind of reader who thinks like a puzzle builder, a reader who thinks the whole way through their story to fit the pieces of the story together.
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 40 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 Teach Yesterday I read aloud, Henry and Mudge and the Wild Wind. Remember when I was trying to fit the chapter titles together with the title I had the picture of a wild wind in mind. Then I read the chapter titles and my picture changed a bit. The title POWS and BOOMS made me think of a storm wind, so the pieces when fit together made me think the story was going to be about a storm. I wasn’t sure about the piece THE ENEMY COUCH. Then the title ABOVE THEIR HEADS, I thought might be rain or maybe sunshine, seeing it was the end of the story and I know Henry and Mudge books usually end on a happy note. Readers, as I read the story, do you remember how I kept stopping to put the pieces together? When I got to the page that said, “must be a thunderstorm.” I knew that the pieces I had fit together did make the right picture, right. It was the same with POWS and BOOMS, I had predicted that it was going to be about thunder and lightning and it was, except, there were many more details about how Mudge hid from the loud noise and circled the table because he was nervous. I added those pieces to my reading and realized that this was a story of how the storm made Mudge feel and act. Going into Chapter 3 I had no idea what to think so I said to myself, I really have to pay attention here to how the pieces fit together. I couldn’t just slide past this tricky part. That’s like putting the panda ear where the nose piece should be! As I read, thinking how this chapter fits, I realized the couch was another hiding place for Mudge and Henry’s dad made up the Enemy couch, like Mudge had been captured by the enemy and Henry had to rescue him. That part was kind of funny, but in my mind, the pieces fit now, I didn’t lose a piece to my puzzle, I actually found the piece that fit. In the end, ABOVE THEIR HEADS I was surprised by the rainbow, but the clear sky and no more rain, fit with my picture I had been making. I just needed to add the rainbow piece to my puzzle. Their storm ended on a good note, with a rainbow. When I fit all the pieces of this story together I see a family waiting out a scary, loud storm and in the end the day returns peaceful. It makes me think it’s a story of how families can help each other through scary or hard times....that’s the BIG picture I have now. Fitting the pieces together, I could see the author’s message. Active Readers, do you see all that thinking, all the fitting together like puzzle pieces. I’m just going Engagement to read to you a bit from another Henry and Mudge book. I want you to do what I did yesterday during read aloud and today with the demonstration. Listen to the pieces and then fit them together in your mind. I won’t read the entire story now but part of Henry and Mudge and the Bedtime Thumps. Let’s really look at the cover, just look and think what pieces will make up this story? Let’s read the chapter titles, (Read titles). Think about those titles. How do they fit with the title? How are you thinking these chapter pieces are going to fit together? Do you have any pieces where you’re not sure how they will fit? Turn and talk. I heard Belinda say that she thinks it’s a story of Henry and Mudge going to their grandma’s but they are afraid to sleep because they keep hearing weird noises. Paul said, he wasn’t sure about the “A lot of looks” title piece He would have to be really ready to do some thinking there to see how that piece fit with the rest of his puzzle building. He’s certainly not going to just slide by it because it takes more thinking. Link Readers listen to the first few pages; see if your pieces fit within the story as we read on... (Read a few pages.) So far are your pieces fitting? This is the work we need to do in our own books. We have to think about the pieces, the title, the chapter titles, the characters, the setting, the problems, and fit it all together until we have the whole picture. This is hard work
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 41 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 for me to see you doing because it is work done all in your head. I can really only tell if you are fitting the pieces together if you jot or talk with me, so I will be looking for both. Think the whole way through your story as to how the pieces fit together and we will also share this thinking with our partners in a little bit. (Plan to have partners talk about how their pieces fit together with you listening in. This can be a form of small group work during independent reading and carry over into partnership time). Mid-Workshop Utilize this time to highlight conversations or actions that show readers are thoughtfully Teaching Point fitting the pieces together as they read throughout their text. Partnerships Readers, please remember we are meeting with partners to talk about how our pieces fit together. How does the title fit with the chapter titles? How do the character’s actions fit with the chapter titles? How does the character’s relationships fit with what is happening in the story? Pay attention, also, to pieces you haven’t found yet. Sometimes, that happens in puzzles, you have a harder time fitting one piece into the larger picture. It just may take some rereading or reading forward before you actually see how it fits. After-the- Readers, this work is work for BIG TIME READERS! This isn’t the work of kindergarten and Workshop Share first grade but of second grade. As your stories become longer and longer, you are going to have more and more pieces to fit together. Just like there are puzzles with 12 pieces and puzzles with 1,000 pieces, this work becomes more time consuming and just plain trickier. But if you know that you are building a puzzle as you read, if you know that your job is to have a picture in the end of what the whole story is actually about, then you will make sure you read with your mind looking for the right pieces, and you will take the time to fit them together. You will ask, “How does this piece, maybe a new character, fit here?” And this, BIG TIME READERS, is the kind of thinking that only BIG TIME READERS can do!
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 42 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 Lesson Plan
Session 10 Concept Readers think before, in the midst of and after reading text. Teaching Point After finishing books, readers reread them over and over, gaining more understanding.
Materials
● Henry and Mudge and the Wild Wind or other chapter ● Readers Re-read To… anchor chart book that has a blurb on the back of the book, title and ● Prepare teaching point on post-it note to add to chapters that support how the story will go, by Cynthia Readers Re-read To… anchor chart. Rylant ● Henry and Mudge and the Bedtime Thumps, by Cynthia Rylant or other chapter book that has a blurb on the back of the book, a title and chapters that support how the story will go
Tips Teachers have already read Henry and Mudge and the Bedtime Thumps by Cynthia Rylant two times before this session. To use upper grade reading partners (grades 3-5) for your demonstration in Lesson 12, set that up with them today. Read Lesson 12.
Connection Readers, I want you to think about the reading of The Bedtime Thumps during read aloud we did. The first time I read it, I wasn’t sure how all the pieces fit together to create the author’s message, I decided to put it down and come back to it at another time. The second time I read it, I found that I could read it faster, smoother, I had a real picture of the pieces, and in that second read I found that I could come up with a big picture for the whole story, or the author's intent or message. Remember, I was thinking it was about how the message was that family or friends care about each other and do kind things for each other. After finishing the book, I knew that readers reread books gaining more understanding. It would be just like putting a puzzle together for a second time. If I did, I would probably put the puzzle together more quickly. I would have a better picture in my mind for how the pieces fit together. Rereading our books can really help us understand the big picture and how the pieces all fit together. Teach So, today, I just want to give you a quick tip. I want you to know that rereading your book, even if it’s a chapter book, can be a way to really understand how the pieces of the puzzle or the pieces of your story fit together. If you are a reader who is rereading your book for the second time, I want you to place a post-it note on the cover, with the number 2 on it. Just like this. (Place post-it note with # 2 on The Bedtime Thumps). Do you see how now I have made a little sign that tells me and other readers that you are either reading that book for the second time or have already read it twice? This will help me see the kind of thinking you are doing during conferences and small group work. This lesson doesn’t mean that you have to read every book twice. I want you to try this strategy with at
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 43 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 least one of your books today. This means, that even if you have started a new book, I’d like you to take out a book already read at least once or plan to read it twice today. Active Readers, think about what I am asking you to do today with a book and a post-it, Turn and Engagement tell your partner what your job is today for reading workshop. Link Readers, I heard Megan say that she was going to read her Magic Tree House book she finished yesterday again today. She is going to put a post-it on the cover with a number 2 on it. Megan, you will also, log in today by writing the title and pages read, just like you already did. You might notice at the end of reading time that you were actually able to read the book faster than the first time by looking at your log. And, I’m hoping your reading will be smoother and you will have clearer understanding all the way through the book. Let’s get ourselves going then and be the kind of readers who read for the greatest understanding by rereading an entire book and thinking about how ALL the pieces fit together. Mid-Workshop If needed utilize this time to highlight the work of the mini-lesson teaching over the last few Teaching Point days. Partnerships Readers, as you meet with your partners today, share with them the book you chose to read a second time and tell them how the second reading is going. If you notice that you are reading it faster by looking at your log, pull out your logs and share them with your partners. You can certainly also tell them about the pieces of your story, how they are fitting together, and whether you are able to see the BIG picture or the author’s message. After-the- Readers, if you were able to read your book a little faster and smoother with the second Workshop Share read, move to this side of the carpet. OK...that’s quite a few people. If you were able to picture the pieces fitting together with more ease, move to this corner of the carpet. OK...what about if you were able to see the BIG picture taking shape, with this second read...you may not be finished reading it, but if you think you have a better idea of the author’s message, move to this corner of the carpet. I can see that by using this strategy of rereading a book we already finished, many of us gained improvements in our thinking and reading. This is a strategy we can fall back on each and every day. Rereading a finished book, looking out for better reading and more understanding.
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 44 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 Lesson Plan Session 11 Concept Readers care about talking with others, in order to grow their reading and thinking. Teaching Point Readers react and respond to each other.
Materials
● Chart paper- Partners Care for Partners anchor chart ● Prepare for Partners Care for Partner Chart on large post-its: By listening well, reacting and responding
Tips ● Ask an upper grade partnership to come demonstrate listening well, with reaction and response for the Teach portion. Set the older readers up for your lesson by telling them exactly what you would like to see around a book conversation. ● Ask a colleague or an adult to be your partner to demonstrate listening well, reacting and responding. ● Film partnerships in action in the upper grades to use to build partnerships across your year. ● This is a great teaching point to practice during other times of the day as well as class meetings, math discussions, social studies, science, etc. ● Reading partnerships should be established with like readers by now. You have had time to conduct formal or informal assessments shining light on the levels of readers you have in your class. If you haven’t already, plan to pair readers with like level readers from this point on. If partners work well together and grow at a similar pace, they could be partner across the year or at least across numerous units. ● Ask partners to come to the mini lesson and sit next to each other, always. It is helpful to tell partners if they are an “A” partner or a “B” partner. If you want turn taking quickly during active engagement or share, you can say “A” partners...then “B” partners...if you don’t like A and B, could be 1 and 2, or orange and blue....completely up to YOU!
Connection Readers, we are going to start a chart called Partners Care for Partners. I’m adding here, by listening well, reacting and responding. It seems like a fairly easy thing to do is to listen. But by being a good listener, one has to react and respond to what is said and that is harder than it sounds. To listen well, means you have to turn off everything else that is going on around you, inside your head, in your hands, and give all your attention to the person talking. When we do that as partners, we can show that we are listening well, by reacting and responding to what our partner has said. Today, I asked 2 reading partners from the fourth grade to come and demonstrate what listening well looks like. I want you to listen to them talk about the book they are reading, watch their faces, hands, and bodies for how they respond and react to what is said. We will talk about what you notice after your fourth grade reading friends are finished being partners. Teach Ask upper grade readers to showcase listening well with reaction and response. Reaction is all of those silent and almost silent body movements we make while listening, nodding our heads, lifting our eyebrows, smiling, moving mouth, looking at the person, looking in their book or at their post-its, moving out hands, saying things like, “oh yeah, uh-huh, yes, hmmm,
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 45 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 well…” You will want your demonstrators to be prepared to showcase active listening and appropriate response given their book conversation. I’m going to ask you now, BIG TIME SECOND GRADE READERS, to think about what you saw these upper grade readers do that told you they were listening well. Active What did you see on their faces? Turn and talk Engagement What did you see in their eyes doing? Turn and talk What did you see their hands doing? Turn and talk What kinds of things did you hear them say? Turn and talk Link Readers, I am going to ask my fourth grade friends to stay for a little while. They are going to help me look around the room as you meet with your partners. We are actually going to meet in partnerships first today so that we can make ourselves listen well and show how we can react and respond like caring partners. Don’t be surprised if a fourth grade friend decides to sit with you and just listen. They are going to watch you listen well, just as I am. Partnerships Switch the order of independent reading and partnerships today so that readers have a chance to practice listening well, right after the demonstration. Confer, demonstrate, and meet with small groups. Mid-Workshop Use this time to highlight partnerships that are showing listening well with reactions and Teaching Point response. Remind readers to move to independent reading and to be thinking about their partner for conversation tomorrow. After-the- This time can be used to debrief, demonstrate again, highlight, or build upon what you have Workshop Share taught today.
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 46 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 Lesson Plan
Session 12 Concept Readers care about talking with others in order to grow their reading and thinking. Teaching Point Readers use their partners to celebrate, solve tricky parts, and do things for each other.
Materials
● Partners Care for Partners- Anchor Chart-See Resource ● Materials Packet ● Prepare large post-its with the following: By celebrating, BY solving tricky parts together, By doing things for each other
Tips ● Teachers may want to film their own second graders to use for future teaching of this session.
Connection Readers, the partners you are sitting by now, may be your partners for a long time. At least through the rest of this unit and maybe even longer. In life, everyone deserves to have good partners. I have a good partner in my husband; sometimes I have a good partner in mom, dad and sister. I have good partners who are neighbors and friends from my childhood and college. A partner is really a good friend who will celebrate with you when you are successful, will work with you when you need extra help, and there are even times when a good partner will do things for you because they know you need the help. Can you think of people in your life that are like that? Probably, mom and dad, maybe grandma, grandpa, maybe even a brother or sister or neighborhood friend. Well, now I want you to add your reading partner to that list of people who celebrate with you, help you through tricky times and even do things for you when you need help. Look at your reading partner. This is the person you are going to care for during reading time and you are going to be there for each other through the good times in reading and the tricky times in reading. Your reading partner is going to be the person that you can ask for help, if you’ve really lost your way and you’re having a hard time fitting the pieces of the puzzle together in your story. Your reading partner might be the person who can help you build the puzzle, help you find the missing pieces. You really are so lucky to have each other in your lives! Teach Today, I want to show you three ways you and your reading partner can be a great support to each other. The first way, is by celebrating together. Let’s say that you reread a book for the second time and you share your log with your partner, which shows that you read the book in half the amount of time. You might say, “Look at my log. I read this book a few days ago in 30 minutes but today I read it in 15 mins.” Your reading partner can celebrate with you. They can say, “Wow, that is really great. You increased your speed a lot rereading that book!” So, you see, the two of you can celebrate together. The second way you can support each other is by helping each other with tricky parts. You might have tricky words that you jotted on a post-it. You might have tricky names of characters you jotted on a post-it. You might have tricky talking pages that you have flagged, where you are really not sure who is talking to whom. If you jot or flag these pages always then you can come to your partnership and see if you and your partner can figure out the
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 47 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 tricky parts together. The third way you might support each other is by actually doing something for your partner. Let’s say your partner just can’t pick out a new book, you can say, “Read this one” and you have made a decision for them. Or let’s say your partner has lost track of the dates on their log and you realize your partner hasn’t written the dates in for four days. You can get your log out and tell them the correct dates to write. Let’s say that your reading partner has read the first page of his book and he is thinking about putting it back because he doesn’t get it. You might say, “Let me read it to you, and you listen, see if you like it any better.” Do you see how partners can do things for their partners? Active I’ve started a chart titled, “Partners Care for Partners.” I’m going to add these three points to Engagement our chart: By celebrating, BY solving tricky parts together, By doing things for each other. Now, I’m going to give you a partner issue, and I want you to talk together as to how you would be a caring partner, if this is what was happening in your partnership. Make up real life issues with partners where partners would be moved to celebrate, help with a tricky part, or actually do something for their partner. Explain the scenario to your readers and then let them talk about how they would handle it in their partnership. (Examples: Your partner has lost a book. Your partner has found an eleven letter word in their book that they don’t know and they flagged it. Your partner isn’t sure if their main character is a boy or a girl and there are no pictures in their chapter book. The character’s name is Cameron, etc...) Listen in to how the partners will assist and care for each other.
Link Share some of what you heard with regards to all three points. Readers, as we begin independent reading, keep in mind that your partner is caring for you and you for them as you read. Your partner wants you to come to the partnership with either something to celebrate, solve, or do for you. So as you read today, be thinking, how can I ask my partner to care for me? And be thinking how will I care for my partner? When you find a good partner in life, you want to keep them and never let them go. I’m hoping you will find that you have a good partner like that as you start to work with each other. Mid-Workshop Utilize this time to highlight flagged pages or issues that partners can work on together. Teaching Point Name readers and their partners specifically, setting them up for the job they may have once they are together. Partnerships Remind readers of the chart and the roles they can play in their partnerships. Watch for partners who are really taking the work seriously, you might have them demonstrate during the share time by asking readers to create a circle around them and then ask the partnership to reenact their partnership time. Make sure to ask if they wouldn’t mind and prepare them to talk loudly and replay the smart care they gave each other. You could also capture video footage of a partnership and show it for share. After-the- Use this time to either: Workshop Share 1. Highlight the success of caring for partners and refer back to the chart 2. Watch a partnership in action and ask readers to name and notice what they saw in the partnership. What was working? 3. Show a film clip of a partnership you caught as you conferred. Debrief by noticing and naming what was working connecting to the chart.
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 48 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 49 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1
Lesson Plan
Session 13 Concept Partners help to grow reading and thinking. Teaching Point Readers plan and prepare for meeting with partners by reading, jotting, and flagging.
Materials
● Partners Care for Partners – Anchor Chart Student book with jotted notes- See tips below Prepare for Partners Care for Partners Chart on large post- it: By preparing and planning for partner time
Tips ● Plan to use a student’s book, where the reader has jotted notes in preparation for meeting with their partner. Look to higher level readers, thinkers and talkers, if necessary, but certainly any level will work. ● If students need more work on jotting or this is new work for them consider doing a mini-lesson on jotting. If only a handful of students need support on jotting a strategy group may be needed. ● A sample of a jotting rubric can be found at http://chartchums.wordpress.com/?s=jotting ● Partnerships at this time are reading the same book. ● If teachers don’t have an example from the class, make one up and tell readers it was kept from last year’s second graders to share with them. Don’t be surprised when they spend lots of time trying to figure out whose work it is. Front load that chatter, with, “I’m not going to tell you which second grader from last year is helping me today.”
Connection Readers, today I want to teach you that another way readers show they care for their partners is by planning and preparing for your partner meeting. When I’m getting together with friends, say at my house. I do a lot of planning. I plan to clean the house, make a menu of what to serve, grocery shop, I plan to clean up the yard if I think it’s going to be a nice day. I then spend a lot of time preparing. I prepare all kinds of food to eat, things to eat before dinner, things to eat for dinner, and things to eat after dinner (my favorites, desserts). I prepare my boys by reminding them who is coming and of their best behavior. I plan and prepare for days, sometimes. OH...I almost forgot...I always have to plan and prepare what to wear. Sometimes those plans take me all the way over to Nordstrom! Well...back to partnerships, right? See, just like I prepare for meeting with friends and family, it is your job to prepare to meet with your partner. Now, you don’t have to worry about cleaning, and cooking, and WHAT TO WEAR, but you do have to worry about having your reading done, having some jots to talk from and possibly some flagged pages to talk about. Readers plan and prepare for meeting with their partners by reading, jotting and flagging. Teach Readers, I asked Reagan if I could borrow her book for today’s lesson. She agreed to let me share it with you. Thank you, Regan. I needed Regan’s book because as I met with her yesterday, I could tell that she really cared about her reading partner, Andy. See, Regan, has all these flags and post-its in her book, The Best Teacher in Second Grade, by Katharine Kenah. Here on the chapter list, she has written “I think the teacher lets the class put on a
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 50 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 circus.” And here, she jotted, “Luna is the main character”. If I keep looking, at Regan’s post- its I find one with just words (say each letter) “G-e-o-r-g-e- W-a-s-h-i-n-g-t-o-n”. As I looked over Regan’s post-its I realized she was planning and preparing for meeting with her partner. She jotted some post-its with big ideas. She had post-its with character information, and she had a post-it where I bet she would like help with the long name she printed. Reagan cares enough about her partner to use her independent reading time reading and thinking about ways they can work together. She read, jotted, and flagged parts of her book. Active Engagement Readers, I want you to think about the books you are reading at the moment from your bag. Think, have you been reading them in a way that is helping you plan your reading partnership? (Allow think time).Think, are you preparing jots and post-its so that you can talk with your partner (Allow think time). Think, are you reading, and thinking, I’m going to talk with my partner about this. (Allow think time). See readers, if you would have answered NO to any of my questions, then you are not caring enough about your partnership. I want you to think one more time about what could you do to plan or prepare a little better today for your partner? Talk to your partner about what you plan to do better. Link Readers, some of the get-togethers I have are so-so, and some are out of this world, where people are talking about the food and the fun for days. When I spend a lot of time planning and preparing for my family and friends, I have better gatherings. It’s the same with your partnership. If you only spend a few seconds jotting a note right at the end of reading time, just so you’ll have a post-it, your partnership will be so-so it will just be OK. But if you spend all our minutes reading and thinking with your partner in mind then your partnership will be amazing! Your partner will be talking about you for days, about what a fantastic partner they have. Do you want to be a so-so partner or a fantastic-out -of-this-world-partner? Let’s read today, caring for our partner, by reading, jotting, and flagging with them in mind. Remember, you are fitting the pieces together, looking for the big picture. This work certainly takes a lot of thinking and jotting. Mid-Workshop Use this time to highlight reader(s) that really are caring for their partner and it is evident Teaching Point from their reading, flagging, and jotting. Partnerships Students share their reading, flagging and jotting.
After-the- Readers, today we are going to show our partners we appreciate all the work they did Workshop Share during independent reading. Think of something your partner brought to your partnership today to talk about. It could have been an idea, a flag, and a post-it. You are going to turn to your partner, take a turn and say, “Thank you for caring to bring...” Listen into thank yous. Share some with the class.
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Lesson Plan
Session 14 Concept Readers care about talking with others, in order to grow their reading and thinking. Teaching Point Readers recommend books to each other by including the title, a bit about the characters or topic, and why they think their partner would like it.
Materials
● Partners Care for Partners- Anchor chart ● A narrative story that’s been read aloud and an ● Prepare for Partners Care for Partners Chart on large informational book that’s been read aloud for active post-it: By recommending books engagement.
Tips ● After this lesson, we recommend teachers set a signup sheet in the classroom for readers to “BUZZ” about a book they read using this recommendation structure. This helps with showcasing books in the classroom and the world. Can be a nice way to end an afternoon or start a morning, once in a while. Only 1 or 2 buzzes per seating, please. See background section for more information on Book Buzz. ● A sheet on “Books I’d Like to Read” could be placed in students’ book bins to record books after a book buzz.
Connection Readers…have you ever gone to see a movie and the movie was so good, so funny, soo hilarious, that you find that you are asking everyone if they saw it? And if they didn’t see it, you start telling them what it was about, the characters names, and some of the funny parts? You never give the whole movie away, like tell the ending because that would just ruin the movie if your friend actually went to see it, right? Well, we can do the same thing with books we read. If you read a book, and you really enjoy it, because it is funny, or just a really good story, or because the topic was really fascinating, then we can offer a book recommendation to our friends and most important to our reading partner during partner time. So, today, I want to teach you that readers recommend books to each other by telling the title, a bit about the characters or the topic and why they liked it. Teach Watch me as I recommend this book to you called, The Doodles of Sam Dibble, written by J. Press and illustrated by Michael Kline. You would really love reading The Doodles of Sam Dibble. It is a story about a boy named Sam, who is in the third grade, who really likes to doodle more than anything. He is always doodling little pictures. You can see them all over the pages and in the words of the story. In this story, it’s 2 days from Sam’s birthday and he wants to have a super birthday party. What he thinks will make it super is if he can get the world’s greatest wrestler, Demo Dan , to come to his birthday party, but he only has 2 days to get him and he doesn’t even know him. I found out that this first book is one of three in the series. I plan to read #2 next called Double Trouble. I’ll let you know how it is once I read it. Readers, did you see how I told you the title and a little about the character, I told you the problem, but I didn’t tell you what happens in the story around that problem, did I? I left
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 52 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 that part out, so that you could find out for yourself. Did you also notice that my face was lit up, and I used a voice with some joy and excitement? People usually don’t take recommendations that sound flat and boring. Active Engagement Now is your turn to try a recommendation. Everyone knows the book, Henry and Mudge and the Wild Wind, because I have read it aloud to you. Partner A I would like you to recommend this book to your partner B, just like I did. Go! Listen in and coach if needed. Now, Partner B. Everyone knows, Tennis, because I read it aloud to you. Partner B, please recommend Tennis to Partner A. Listen and coach. Link Readers, it’s fun to talk about a book you really loved. Another added bonus to this is that if you and your partner both have read the same book, you can plan to talk about it in the same ways you might talk about a popular movie with someone. You can turn to your favorite parts and talk about the details of the characters and debate the author’s big ideas! So, today, I’m going to ask you to meet in your partnerships first, I’d like you to think about a book in your bag that you have read or are reading. Take turns making a recommendation for those books. I’m going to travel with my clipboard watching for listening well, with reaction and response and listening for book recommendations. Partnerships Readers will meet in partnerships today, before independent reading, to practice recommending a book. Watch for listening well. Mid-Workshop Utilize this time to highlight partners listening well and making recommendations that Teaching Point sound engaging. Also, anything else that requires tweaking in your workshop could also be a priority for teaching or reinforcing. Just be clear by only picking one or two items to teach or reinforce. After-the- Readers, our Partners Care for Partners chart is really growing. Today we will add Partners Workshop Share care for partners by recommending books. I’m also going to place a list that has a place for the date, your name and a book title by our library shelves on this clipboard. If you have read a book and you feel like the entire class should hear your recommendation, not just your partner, then when we have a free minute, before school starts, or right before lunch when we are washing up and getting ready, feel free to sign your name , the date and your book title. Then, when we have time, I will ask you to share your recommendation with all of us. Please remember, you never want to give away the good parts, the surprises and the endings, even though you might say there are some surprises and a really good ending.
Lesson Plan
Session 15 Concept Readers care about talking with others, in order to grow their reading and thinking. Teaching Point Readers invent future plans with their partners.
Materials
● Partners Care for Partners- Anchor Chart ● Prepare for partners care on large post-its: By
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 53 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 inventing new ways to work together
Tips ● You could watch for an inventive partnership meeting and showcase it during the share time. ● You could have readers confirm their plans for their next partner meeting during the share time. ● A strategy group for students that need to lift their thinking about making reading plans may be beneficial for some students.
Connection Readers, I hope you remember when we started our reading lives together this year I talked about how now that you are BIG TIME READERS, you would have a lot of your own decisions to make. This decision making flows right into your partnerships. You’ve been creating a chart of ways partners show they care for each other, but it really becomes a list of choices you have for working with your partner. I want to add one more way you can show your partner you care about them and their reading. Readers can invent new ways to work together by discussing what they want to talk about the next time they are together. It’s a little like, when you have a friend over, and you have done a lot of stuff together. You’ve played your video games, rode bikes, had a snack, played outside, and walked your dog. Now it’s time to go and you realize you didn’t do one thing you really wanted to do, you didn’t play with Legos. And now you're bummed! Your friend’s mom is already in the driveway and you are wishing you had more time together but you don’t so you say, “Next time, let’s play with Legos, first!” Just like that, you and your friend make a plan for what you will do next time. Reading partners can do that, too. Let me show you. Teach As I look at our chart for Partners Care for Partners, I see this like a list of possibilities for working together. If I’m your partner, I could say to you. “Next time, let’s think of something we are doing really well in our reading so we can celebrate. We didn’t get to celebrate today”. Or I could say, “Tomorrow, while we are reading to ourselves, lets flag pages where our characters do something surprising, then we can talk about it.” Or I could say, “Remember when we were in kindergarten and first grade and we would act out our characters? Let’s find a spot in our books and act like the character. Mark the page that you will act out, OK?” Do you see, readers, how my first example came from “by celebrating” on our list. My second example came from “by planning and preparing” on our list. And my third example came from “by inventing new ways to work together”. I was remembering what we used to do but still really fit with what we are doing now. I’m really looking for you to make your partnership time the way you would like it, and make it so you and your partner have plans for next time. Active Readers, you are sitting by your partner right now. And after independent reading you will Engagement meet with your partner. So, I’d like you to turn to each other and talk a minute about what you’d like to do next time, meaning today during partnerships. Make a plan, so that you can both work on getting ready during independent reading. Circulate; listening, coaching, helping readers invent the way their partnership will go. Link Readers’, working with you BIG TIME READERS is a dream come true. I heard Evan and Greyson say that they were going to... and I heard Ellie and Sammie say they were going to work on...See, you are inventing your own way to work together. Now each day, when you
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 54 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 hear that partnership time only has a few minutes left, I’d like you to turn to each other and say, “What do you want to work on next time, first?” That way you will have plans to think about while you are reading to yourself. Now, you all have plans; because you just invented them. Go off to your reading places to get busy for your partner. Mid-Workshop Readers, you only have a few minutes more to prepare for your partnership. I hope your Teaching Point plans and preparation are going well. Share a couple examples of student work that shows inventive thinking and planning and preparation for a partnership. Partnerships Readers share their work from their plans. After-the- Readers, wow! Let’s gather to think about this inventive work we are doing. See suggestions Workshop Share in the Tips box, above.
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 55 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1
Lesson Plan
Session 16 Concept Readers take action to solve problems Teaching Point Readers stop in the midst of reading if something doesn’t make sense and ask, “What can I do to fix this part?”
Materials ● First Grade Strategy Chart ● Texts to show on document camera as you demonstrate speeded action to problem solve using meaning, structure and visual cues.
Tips ● Talk with first grade teachers about strategy charts used previous year. If you can use the same chart and language, readers will be reminded that they already know how to solve many problems. ● The main focus of this lesson is how to tackle unknown words.
Connection Readers, as BIG TIME READERS, your job is to solve problems on your own. Your job is to think about all that you know how to do and then, take action to solve your problems in the midst of reading and thinking. Last year, your teachers shared many strategies for solving problems in the midst of reading. I have a chart here that lists the strategies you practiced. Today I want to remind you of these strategies but also show you how I stop in the midst of reading, if I have a problem, and jump into action until my problem is solved. I may solve my problem on my first try, or it could take several attempts. There are even times when we as readers realize we have to go for help for someone else. We talked about that with using your reading partner. But for today, let me show you some problem solving in action as if I was a second grade reader. I have put my text I’m reading on the document camera so that you can see what I am reading and follow along. Please don’t solve my problems for me.I want you to watch as I solve them myself and ask, “What can I do to fix this part?”. Teach Readers, watch me closely. When you see me try something from the chart, count that on your finger, if I try something else; count that on a second finger. I want you to keep track of how many times I try to solve my problem in different ways. I’m going to ask, “What can I do to fix this part?”
*DO NOT DEMONSTRATE LOOKING AT FIRST LETTER LAST LETTER MIDDLE LETTERS SEE LESSON 18 Use this time to demonstrate the strategies listed from the first grade problem solving chart, except ones pertaining to bold above. Do not feel that you have to hit every point on the chart, but instead demonstrate thinking aloud being stuck and trying multiple strategies in quick time to solve your problems. Problems should occur with meaning, structure and visual cues. Show how you try two or three times in different ways to make sense of your trouble spots, while asking, “What can I do to fix this part?”
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 56 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 After each problem is solved you can have readers show their fingers to see how many different attempts you made to solve your problems. In this way, your TEACH will be one of guided practice. Active Readers, I want you to think about what you saw me do to fix my problems and how many Engagement fingers you put up each time I was stuck. What number do you think you used the most? Did you hold 2 fingers up the most or 3 or 4? Show me with your fingers, how many fingers you used most of the time, with my problems. (Hoping readers will show average about 3 fingers). Link Readers, we all have our own way of solving problems. Some of us may lean more toward stretching and blending sounds where others of us look for word parts or parts of words we know. Some of us will reread at the start of the paragraph while others of us will read forward thinking about how the piece of the text fits with what’s coming next. You are a BIG TIME READER and must stop in the midst of reading and take action to solve your problems. You have decisions for what to try and those decisions are yours to make. Today, if you find a trouble spot, please flag that page and really try to take action to solve it. If you solve it on your own, put a smiley face or a star on that post-it like this (Demo). That way as I tour your post-its I can talk with you about the strategies you are using. If you were unable to solve it, you will have your partner and maybe together you will figure it out. Mid-Workshop Plan to show post-its with a smiley face or star and explain what the readers did to solve Teaching Point their problems. Emphasis is on stopping, number of trials to solve, speeded action, and these are strategies you already know. Partnerships Readers, in partnerships, make sure you talk a bit about your plans you made from yesterday. Complete that reading and talking work first, then help each other solve any problems that you weren’t able to solve on your own. If you solve something together, mark your post-it with two smiles or 2 stars. That way I will know you were working together during your partnership solving problems. After-the- Showcase some of the problem solving from independent reading and/or partnerships. Workshop Share Actually, show the books and where the post-its were and talk about what readers did to be problem solvers. Refer to the anchor chart as you explain the examples.
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 57 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 Lesson Plan
Session 17 Concept Readers take action to solve problems. Teaching Point Readers take speeded action to solve a word by choosing strategies to try and rereading.
Materials ● First Grade Strategy Chart ● Post-it with REREAD to add to Strategy chart ● Texts to show on document camera as you demonstrate speeded action to problem solve using meaning, structure and visual cues.
Tips ● Practice demonstrating this to yourself or to a friend. You need to be prepared with the right words to allow you to work within, what is happening and word parts you can stretch and blend.
Connection Readers, there are times when we are reading and we come across just one word that is unfamiliar to us. When this happens we stop and quickly think, “What could I do to figure out this word? As BIG TIME READERS you have choices and decisions to make. Today, I want to give you a couple suggestions to try when this happens. No matter what you try, you are going to take action quickly and reread with your try in mind. Teach Watch me carefully and listen as I think and do because I’m going to have you explain what you saw when I am finished.
My first suggestion is to think about what is happening in the text at that point, go back and reread all the time thinking about what is happening in the story. Watch me as I show you how this looks. (DEMONSTRATE PROCESS) My second suggestion is to start with the letters in the word. I would look for word parts I know, I would slowly stretch and blend the word parts together, then reread with those word parts blended in my head, thinking what would make sense. (DEMONSTRATE PROCESS)
Readers, did you see how with my first suggestion, I didn’t use the letters; I used what was happening in the text and reread. And with my second suggestion, I did use the letters, but really the parts of language I knew, not individual letters, and then I reread. These are two strategies you can try when you find that one word on the page that is so unfamiliar.
Active Partner A tell your partner what you saw me do with suggestion 1. Partner B tell your Engagement partner what you saw me do with suggestion 2. Listen in and coach-up off your teacher chair. Link Readers, your job today will be the same as yesterday. We are working on speeded action to problem solve on your own. Remember to include a smiley face or star if you solve a problem and you’ll use two smiles or two stars if you and your partner solve together. Let’s set our timer and get reading. Mid-Workshop Try to showcase readers who are working with the teaching point of solving and rereading. Teaching Point Even if you must nudge the rereading, give credit to help influence readers that they can do
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 58 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 as others can do. Partnerships Readers, in partnerships, make sure you talk a bit about your plans you made from yesterday. Complete that reading and talking work first, then help each other solve any problems that you weren’t able to solve on your own. If you solve something together, mark your post-it with two smiles or 2 stars. That way I will know you were working together during your partnership solving problems. After-the- Add REREAD to chart. Showcase some of the problem solving from independent reading Workshop Share and/or partnerships. Actually, show the books and where the post-its were and talk about what readers did to be problem solvers. Refer to the anchor chart as you explain the examples.
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Session 18 Concept Readers take action to solve problems. Teaching Point Readers use speeded action to reread, look at word parts, and think “What would make sense?” to solve word problems.
Materials ● First Grade Strategy Chart ● 3 Post-it notes: REREAD, LOOK FOR PARTS, WHAT ● Text to show on document camera as you demonstrate MAKES SENSE
Tips ● You actually may revise the chart that has been familiar from grades below. Today we will ask second graders to stop looking letter by letter and follow the process demonstrated. ● Our hope is that this lesson will leave readers laughing with joy at who they once were and now, who they can be.
Connection Readers when you were itty-bitty babies your parents carried you everywhere. As you grew, you got heavier and maybe they used a little body sling to carry you around. You continued to grow so they probably pushed you along in a stroller and then maybe a wagon at times, because you just got too big to be carried, go in the body sling, or the stroller. As kids, you grow and you OUTGREW things. You outgrew being carried, you outgrew the body sling, you outgrew your stroller and quite possibly you’ve outgrown a wagon. I bet you walk yourself most everywhere you go, unless you are in a vehicle.
Well, you’ve outgrown something else that has to do with your reading life. When you were in kindergarten and first grade you were ready to look at letters in words, like you were ready for a stroller so your teachers and parents taught you to look at letters, the first ones, the last ones, the ones in between to solve words in a book. BUT today, you are outgrowing that strategy. In fact, I see it here on our chart and I’m going to cross it off! YOU ARE BIG TIME READERS NOW and you have outgrown looking at words by each little letter. So, you must use the strategies that grown readers use. Readers, who are grown, use speeded action to reread, look for word parts and think “What would make sense?” They do not point letter to letter. Teach Watch me as I show you how you might have previously tried to solve words, and then I’ll show you how you will solve them from now on.
First, I’m going to be you in kindergarten or first grade. Try to stop at words that aren’t easy to solve phonetically. Make the letter by letter exaggerated and incomprehensible. Bring out your inner drama king or queen. Kids love to think of the little kid things they’ve done and how they will no longer be that person. Demonstrate your typical K/1 reader who relies heavily on sounding every letter to solve an unknown word or words as you read along.
Now, watch the difference. Now, I’m going to be you, second grade BIG TIME READER See if this looks or sounds any different. You could very well use the same part of text if you never
6/5/14 mlf. Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 60 Reading Unit of Study Second Grade: Launching the Reading Workshop Unit 1 solved the words. This time, take the role of sophistication. Get stuck, stop, pause, reread, look for word parts and ask what would make sense. Reread with the word solved. Active Readers, nod your head if you saw a difference in my two demonstrations. Turn and talk to Engagement your partner as to why you think, I’m recommending that you use my second demonstration instead of my first one. Why is my second demonstration more helpful to you to be speedy and solve? Listen so that you can share some of the rational readers have made for demonstration two being better now. Link Readers, as you grow, you OUTGROW. I have talked with so many of you about NOT using that reading finger unless you are stuck. Instead as you grow, you use your eyes to keep track of print, I have also talked with many of you about reading inside your head. As you grow, you OUTGROW reading out loud. We start asking readers to grow into silent, in your head reading. That is why here in second grade we do not spend time reading to our partners. This lesson is just like these other lessons I’ve had in conferences and small groups. Yes, you were taught to do something that helped you for a little while, and now, there is a more grown up way to do the same thing. Right? Just like your stroller you are too grown now to solve words letter by letter. Let’s continue to be problem solvers with speeded action. Remember to put a post- it where you stop to solve. Use your stars or smiles to keep track and I will be around to see how hard you are working. Mid-Workshop Watch for problem solvers to highlight. Reteach or demonstrate process if needed. Teaching Point Partnerships Readers, in partnerships, make sure you talk a bit about your plans you made from yesterday. Complete that reading and talking work first, then help each other solve any problems that you weren’t able to solve on your own. If you solve something together, mark your post-it with two smiles or 2 stars. That way I will know you were working together during your partnership solving problems. After-the- Readers, should we giggle and laugh at our younger brothers and sisters, our younger Workshop Share friends in kindergarten and first grade because they point to letters and words, and they say every letter sound while they are reading out loud? Would that make us kind and understanding BIG TIME READERS? OF course not, you were once them. You were once doing those very same things. In fact, maybe you were doing them yesterday. We all grow. As we grow, we learn new ways. Readers are in different places with their reading and it’s important we remember that as we share what we are learning with others. I want you to be proud that you are a BIG TIME READER, but I want you to carry your pride with kindness and understanding of other’s needs.
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Lesson Plan – Session 19
This isn’t so much a lesson as it is a celebration. A mini-lesson structure could be used to teach readers to celebrate after a lot of hard work and growth. It is suggested that each unit conclude with a form of celebration. These celebrations can be formal, informal, large, small, and inclusive to the teacher’s class, shared with the community. It is really up to you. Suggestions for second grade celebrations: ● Create a book timeline where readers set-up desks with books they read in kindergarten, first grade and now second grade. Let half the class browse and talk to readers about their book timeline while the other half stands beside their display, then switch. Families and school staff could be invited. ● Visit a kindergarten or first grade class and let readers tell about themselves as readers as they listen to the younger ones tell about themselves as readers. ● Keep it simple, and have readers look over their pages of logs collected across the month. Have them count books read, look at speed of pages read increases etc. Have them make a statement to the class “I’m a BIG TIME READER because now I...” Again, families or school staff could be invited to see and hear readers’ growth. ● Seeing that the unit lingers on the notion that these readers are their own decision makers, you could offer suggestions earlier in the unit, to your readers, and allow them to list their first choice for celebrating and their second choice and then carry out the collective decision of the class.
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