Note: All Efforts Were Made to Ensure That There Is an Appropriate Amount of Content On

READ 180: The First Three Weeks Lesson Plans and Activities

Note: All efforts were made to ensure that there is an appropriate amount of content each day to span a 100-minute period of time. However, some schools may have a shorter or longer block of time. Please be prepared to supplement or readjust the timing in these activities as some days you may need to add additional content or on other days you may need to extend the current day’s activities into the following day. TIG refers to the Teacher Implementation Guide you received during your Day 1 training.

Materials: exit slips for each student (copy page 192 of the Teacher Implementation Guide (TIG from your Day 1 training) and cut apart for use during week); Implementation DVD you received in your Day 1 training or your QuickStart Kit; TV and DVD player OR computer that will play a DVD hooked up to LCD projector, syllabus or other school-required information to distribute; icebreaker or introductory activity; teacher-created modified KWL (see plan below for specifics); READ 180 Sentence Completion Survey (attached at en of lesson plans); book from READ 180 library for read aloud.

20 minutes Welcome and introductions followed by attendance and seating arrangements. Distribution of syllabus, parent letters, supply lists and other forms and papers necessary on first day of school. Begin discussing why and how students were placed in R180-state mandates, district reading plan, test scores, need to enhance and improve reading abilities. Set positive tone for class, help students begin to see this is a great opportunity for improvement, model your enthusiasm for the program and even share results of program around the country. (These can be found at www.Read180.com under Research and Results.) If at all possible, wait until Day 3 to talk about grading in great detail, as this is an activity that day.

20 minutes Conduct a “Getting to Know You Activity” or an “Icebreaker Activity.” (If you need an activity, try Human Bingo. This gets everyone out of their seats and talking to their classmates. Follow this link to see a sample human bingo board with rules, and then customize to fit your students.) http://www.ascd.org/portal/site/ascd/template.chapter/menuitem.5d91564f4fe4548cdeb3ffdb62108a0c/? chapterMgmtId=1dadcba5ddcaff00VgnVCM1000003d01a8c0RCRD If you’d like to play additional icebreakers during the first week to build classroom community, follow this link for a list of activities that can be customized to it your student population: http://www.funandgames.org/Games_icebreakers.html or search for Icebreakers on the Internet. 15 minutes Discuss rules/behavioral expectations for the classroom, including rewards and consequences. Don’t go into specific R180 expectations yet; keep these at the classroom level for now.

20 minutes Show Student Introduction to R180 from the Implementation DVD. You will find the student video under “Special Features,” then “for Students.” The DVD segment is about 5-6 minutes in length. After viewing the video, you could use a modified KWL to process the video. Make column 1 “What I Know About READ 180” (which they can answer after watching the DVD), make column 2 “What I Still Need to Know About READ 180”. This will help guide you over the next few days as you introduce the program. Column 3 “What I Learned About READ 180” can be completed next week on Day 8, while SRI testing. You may want to add a fourth column titled “What I Need to Do to be Successful in READ 180.” This column could also be done on Day 8, and would lead into discussions about goal setting for the first grading period.

After students have worked individually on the first two columns, ask them to work with a partner to share responses, and then share as a whole class, recording their answers on an overhead or on chart paper so it can be displayed in the room. (See Think (Write)-Pair-Share Red Routine on page T76, located behind the Red Instructional Routines tab of the Teacher’s Edition.) You can also use the reproducible on page 197 of the Teacher Implementation Guide to help students share their responses with each other and the class. Think (Write)-Pair-Share is an Instructional Routine that will be used consistently during the school year, so take opportunities these first two weeks to introduce all of these Instructional Routines to students.

15 minutes Students complete READ 180 Sentence Completion Survey. (located at the end of these lesson plans.) These are open-ended sentences for students to complete and give to you. This will give you some insight on where your students are coming from in terms of background, personality, hopes, fears, etc. Feel free to modify/add/delete to survey as you see fit or utilize your own Sentence Completion Survey.

10 minutes Read Aloud. Choose a READ 180 book to read aloud. You may start at the beginning or somewhere in the middle at a suspenseful part. At the end of the read aloud, ask a few questions about your reading selection, focusing on higher-order levels of questions. Explain to students that this is one of the many books they will have an opportunity to read this school year.

5 minutes Exit slips: On page 192 of your TIG (Teacher Implementation Guide (from Day 1 training) there are exit slips. Copy one sheet for each student and cut apart. Use the “I am most excited about…” exit slip to give students the opportunity to share

Lesson plans developed and compiled by Cathy Mattia, Scholastic. 2 something positive about READ 180. Collect as students leave the room.

Materials: completed exit slips from previous day; sample routines and procedures (in Teacher Implementation Guide (TIG), pages 194-196); Beginning of Year survey for each student; a different R180 book for read aloud, blank exit slip “A question I have is…” for each student.

10 minutes Review what was shared on exit slips from previous day in general terms, not naming specific students. Talk briefly about the benefits of items mentioned by students (audiobooks, the computer, doing something different every 20 minutes, etc.) Review rules and expectations for general classroom behavior.

40 minutes Tour the classroom. Look at each of the three areas you’ve established (small group, computers, reading area.) For each area, ask students to note what they observe about each area in terms of organization, materials, etc. Then begin developing a list of procedures and expectations for each area in terms of how students should handle materials, what types of behavior they should/shouldn’t exhibit, etc. Remember you have your sample procedures and routines pages 194-196 of the TIG that you can use as a starting point. You can share these with students early on in this process and ask them if they agree and want to add anything to them, or you can hold these samples back and let them generate their own, then present a final version to the students tomorrow. Regardless of which approach you take, try to give the students some ownership over the creation of these procedures. Complete this activity by reviewing the instructional model (poster is with teacher materials) with your students, so they can see how each part of the room is part of the model.

20 minutes Administer a READ 180 Beginning of the Year Survey. One is attached at the end of this document; again, feel free to modify or adapt it to fit your students and situation.

10 minutes Complete a short getting to know you oral activity, using the “Idea Wave” Red Routine to facilitate the activity. See page T78 of Teacher’s Edition or pages 176 & 198 of the TIG. Ask students to prepare one interesting thing to share about themselves (hobby, family tidbit, travel experience, summer vacation, athletic feat, etc.) Give students a frame for sharing their idea. (One interesting fact about me is ______.) After each student has their response prepared, begin on one side of the room and students rapidly follow one another sharing their prepared response.

Lesson plans developed and compiled by Cathy Mattia, Scholastic. 3 10 minutes Select another READ 180 title for a read aloud.

5 minutes Exit slips. Use “A Question I Have Is…”

Materials: completed exit slips from previous day; posted routines and procedures for each area of the room; R180 demo disk from Day 1 training with LCD projector OR a computer that is centrally located in the room that all the students may gather around to view; 3 Level 1 READ 180 titles and 3 Level 2 READ 180 titles, 3 copies of each title; a reading log sheet for each student, copied front and back (from page 191 of Teacher Implementation Guide); your grading policy for READ 180; another R180 title for a read aloud; another blank exit slip from remaining slips.

10 minutes Review exit slip from previous day, addressing students’ questions.

20 minutes Begin by telling students they are going to begin rotating the room mentally today. For the next 20 minutes, we are going to do a whole group activity. (Set your timer!) Be sure you’ve posted your expected Procedures and Routines for each part of the rotational model in its respective part of the room. You can also distribute them to students to keep in their notebooks, if you are requiring notebooks be maintained. Spend the remainder of the 20 minutes reviewing the rules and procedures for each part of the rotation. You can also ask for volunteer to model these expectations for the rest of the class.

20 minutes Now explain that you are going to mentally “rotate” to the computer. (Set the timer.) Using your demo disk from your Day 1 training, introduce students to the login screen, zone menu, and reading zone. Be very explicit in what you expect (i.e. go into the reading zone first every day, watch the video, listen to the passage being read, click on the highlighted words, make sure you read the passage each day using either the “Word,” “Phrase,” “Practice,” or “Record” buttons, do a practice recording of your own, answer the two questions and remember that your first response is what is graded.)

Next, demonstrate the Word Zone. Make sure students understand the assessment is a pretest and it determines which words they will need to practice. Remind them that the Speed Challenge is their graded activity.

Don’t demo beyond the word zone; save the rest of it for tomorrow so it is not so overwhelming.

Lesson plans developed and compiled by Cathy Mattia, Scholastic. 4 20 minutes Next mentally “rotate” to the reading area but remain in whole group area for a book pass. (Directions are on page 113 of your TIG from training.) Arrange students into groups of six, and pull 3 level 1 titles and 3 level 2 titles for each group. (Make sure each group has the same titles. If you have more or less than 18 students in a class, adjust number of books as necessary.) Pull the titles you feel students will find the most engaging. Give each student a Reading Log. Model for students how to preview a book, then set the timer for 2 minutes. When time is up, ask students to record the title, the pages they read, and why they would/wouldn’t want to read the book. After previewing all six titles, ask students to place a star next to the book or books they would want to read first.

20 minutes Next, mentally rotate to small group. Use the Red Routine “Numbered Heads” to process book pass activity. See page T80 of the Teacher’s Edition or pages 177 & 199 of TIG) Spend about 10 minutes on this. Now that students have a mental model of what READ 180 looks like, share grading policy and expectations. Where possible, show students each element that goes into their grade. (R180 Grading Report, Quickwrites, etc.) Spend about 10 minutes on this.

10 minutes Finally, “rotate” to Whole Group Wrap-Up. Read aloud from another READ 180 book and process. End class by asking students to complete one of the two remaining exit slips.

Materials: completed exit slips from previous day; demo disk; computer with LCD projector or centrally located computer all students can gather around to watch software demo; 3 Level 2 paperback titles and 3 Level 3 paperback titles, 3 copies of each for a book pass (should be different titles from yesterday); reading log sheets used yesterday; a R180 book for a read aloud; blank exit slip (should have one left from the original four); a R180 review game you create.

Whole Today is the last day for “mental” rotations. Students will stay together as a whole class but will mentally “rotate” Group throughout the room. Set timer for 20 minutes. Review yesterday’s exit slip and activities. Review all expectations and 20 minutes procedures for each area, and ask for random groups of six volunteers to model in each of the areas. Practice procedures repeatedly, and make sure all students have had a chance to practice. Explain to students that you can really truly only start R180 once you know they have this movement mastered, so the sooner they display these positive behaviors, the sooner they can begin the “real thing.”

Lesson plans developed and compiled by Cathy Mattia, Scholastic. 5 Computers Set timer for 20 minutes. Complete demonstration of software using demo disk. Model Spelling Zone and Success Zone. Be 20 minutes sure to tell students the Spelling Assessment is a pretest and they will practice things they miss. In the Success Zone, be sure they know their first response is what is graded. Also make sure they know that you can listen to that final recording, and you will be doing so! If you still have time remaining, play a quick review game and quiz students about the software and what happens in each area of the software.

Reading Set timer for 20 minutes. Arrange the students into three groups of six. Complete another book pass activity, previewing six 20 minutes different titles today. Students should utilize the same log sheet from yesterday. You may be able to give students 3 minutes with each book today as they are now familiar with the book pass routine.

Small Use the Numbered Heads routine again to process the book pass. Ask them to include yesterday’s titles in their analysis along Group with today’s titles. (5-7 minutes) Make sure students finish the activity with at least 2-3 titles they’ve identified as wanting to 20 minutes read, as they will be selecting a book tomorrow to read for an extended period of time.

Wrap-Up Create a review game to address the different parts of READ 180 as well as important procedures and routines. You can 10 minutes break the students into teams and use any format you’d like to administer the game. (If you work with the other R180 teachers at your school, this will take very little prep time. Be sure to include the key information you want to make sure students understand so you can assess where they may need some more instruction from you.)

5 minutes Read aloud from another READ 180 title and process.

Exit slip-Use the last blank exit slip from page 44 not yet utilized.

NOTE: To prepare for tomorrow, divide your students into rotation groups. Look at personalities, as well as your estimates of their reading and writing levels. You can use page 201 in your TIG as a model. Also, if you haven’t already done so, make sure you’ve determined the order in which students rotate. (i.e. from small group to computers to reading.) This should remain consistent from day to day, even after you begin reforming groups later to differentiate. Day 5

Lesson plans developed and compiled by Cathy Mattia, Scholastic. 6 Materials: Yesterday’s completed exit slips; a copy of the Reader Survey for each student (from page 200 of the TIG); reading log, journal, Quickwrite, or whatever other accountability measure you are using for independent reading; R180 title for read aloud

15 minutes Review yesterday’s exit slips. Ask students to complete the Reader Survey. You can use this as you begin to help students find books to read independently.

30 minutes This activity is a whole class activity. Ask each student to select a book to begin reading. They should base their decision on what they previewed during the book pass. Because students have not SRI tested yet, it is possible they will select a book that is too difficult. Take a few minutes to teach students the five-finger rule. (If they read the first page and there are five words or more that they do not know, the book is probably not a good fit and they should make another choice.) Also, don’t be overly concerned if students select a book that is too easy. Most READ 180 students are reluctant readers, and this is not a good time to battle students about book choices. If they find a book they are interested in and will actually sit down and read, this is a positive first step! After each student has selected a book, make sure they are clear about the accountability measures you expect. If you are using the Quickwrites, then make sure each student has the Quickwrite that goes with their book and they know when they should stop to respond to those prompts. Ask students to read for 15 minutes. (You can vary the time based on your students-if they are okay reading, make it 20 minutes; if they are reluctant, start with 10 minutes. You may want to read as well, to model that you are a reader!) At the end of the designated time, make sure students complete your expected accountability measures (journal, log, etc.) Also make sure students put away their book and related materials as you have designated.

40 minutes Rotation practice: Share with students how you divided them up into rotational groups. Students are going to complete 3 full R180 days in the next 30 minutes. Each day will be 9 minutes: 2 minutes for whole group; 2 minutes each for small group, reading, and computers, 1 minute for wrap-up. Students are practicing and demonstrating to you that they know how to get their materials, and you are evaluating what they are doing well and what may need some polishing or re-teaching. If students have individual log-ins and passwords to access the desktop, they can practice logging in to the computers, if necessary. (Remember students cannot access READ 180 on the computer because they have not SRI tested. You are looking for quick, efficient, and quiet transitions from one area to the next. Debrief the activity as necessary, and even stop in the middle of a “day” if something needs immediate attention.

10 minutes Read aloud.

Lesson plans developed and compiled by Cathy Mattia, Scholastic. 7 Day 6

Materials: read aloud book; independent reading book with accountability measures; chart paper for posting class community goals;

10 minutes Read aloud from a R180 book or other item of your choice (newspaper article, poem, etc.) You could also do echo reading or partner reading of a poem for fluency practice.

10 minutes Practice a R180 rotational day in 10 minutes. Make sure students are traveling according to the groups you have formed for (take up to them from previous day. If necessary, take as much time as needed to assure students are getting this. Be very specific about 30 minutes what you expect to see, and don’t accept it if it’s “close.” If they can’t do it to your specifications right now, it will only get if worse later. necessary.)

10-20 As a whole class, students read their independent reading book they started yesterday, including accountability measures. If minutes students need to stop during reading time to complete a Quickwrite, make sure they do so. If using a log, make sure students (depending complete their log at the end of the reading session. on class’s reading stamina.

30-40 Create a classroom community goal, including an action plan with the steps necessary to attain it. minutes Process: 1. Discuss the meaning of a goal. Emphasize that realistic goals are achievable if measurable steps are taken. 2. Students should brainstorm about a goal (or a few goals) the entire class can accomplish by the end of the nine weeks. (Use the Idea Wave Red Routine for this brainstorming section.) Record ideas on the board or overhead. 3. Discuss the ideas and choose a goal or goals that are realistic, achievable, and measurable.

Lesson plans developed and compiled by Cathy Mattia, Scholastic. 8 4. Once the goal(s) have been established, detail the steps necessary to achieve the class goal(s). List the responsibilities of each member, the rewards for accomplishing each step, a time line for progression checks, and a final date for goal achievement. Progression check dates can be done weekly, bi-weekly, or monthly. 5. Post the class goal and plan visibly in the classroom. Revisit it often and make it a focus of the class. (This would be a great place to include a reading goal for the class. It can be a goal for number of books read, number of Reading Counts points earned, or number of words read. This will help the management of the reading area because students have a goal they are working toward as a class. It also may be helpful to have a behavior goal of some type, to help avoid early management issues.)

Based on your class’s grasp on the rotational model, you may need to create an activity for the remaining block of time. This time was purposely left unscheduled because the time necessary for the day’s activities can vary widely from group to group.

Materials: read aloud book; TIG page 98 for you to use as reference to set stage for tomorrow’s SRI testing; independent reading book w/accountability measures; a lesson of your choosing from the “Test Taking Strategies” book with copies for all the students of the passage in the lesson;

***If your students will be writing in their rBooks and your class roster is stable and set at this point, you may want to distribute rBooks today to each student. Students can complete the Anticipation Guide for each workshop located on pages 6- 7. Students can complete both pages now as a way to build excitement for the rBook, or they can complete each section as they begin a new workshop. Or, they can complete them all now in pencil, and revisit each section before beginning a new workshop. Also note in the back of the rBook there is a section to record independent reading books. You may choose to have students record the book they are currently reading in that section at this time.

10 minutes Read aloud

10 minutes Practice rotational model with the ten-minute R180 day (as in preceding days) with assigned group members, if necessary.

Lesson plans developed and compiled by Cathy Mattia, Scholastic. 9 15-20 Whole class independent reading with accountability minutes

30-40 Preparation for tomorrow’s SRI administration. Review page 98 of TIG for your own information and sharing with students. minutes Locate your “Test-Taking Strategies” resource book and select a lesson that would help students take the SRI test. Possibilities include a lesson on Making an Educated Guess or Previewing Questions. Administer the lesson using the teacher script for you and the blackline master you have copied for the students. In your script, disregard the “whole group” and “small group” delineations for the lesson. You will deliver the entire lesson in a whole group setting. Before leaving, make sure the students understand that tomorrow is testing day and it will be the only activity going on in the classroom. Also, make sure they understand how important it is that they give the test their very best effort and take the assessment seriously.

With remaining time, revisit the classroom community goal, review rotations, and discuss any other needs you see in the classroom. If necessary, supplement with another short activity of your choosing.

Be sure you have targeted your students estimated reading level in the Scholastic Achievement Manager before SRI testing tomorrow. Instructions are on page 91 of your TIG.

Entire Materials: KWL chart students worked on the first day of school; Also, you will need another activity or two that will keep class your students quiet while others are SRI testing. You can have your students create bookmarks that they can later use for period their independent reading books; if using notebooks in class, they could create a cover for their notebooks, or any other activity your students will respond to quietly. You may not want them to read silently since they are reading for the SRI test. Expect that it could take the entire 90-100 minutes to SRI test all of your students.

During the SRI test, the students not testing who are remaining at their desks can first work on the last two columns of the KWL from the first day of school. Students will fill in column 3 “What I Learned About READ 180” and column 4 “What I Need to Do to be Successful in READ 180.” At some point over the next few days, you may want to conference with students about their responses in column 4, as this will be a good segue into individual goal setting and also keep students on

Lesson plans developed and compiled by Cathy Mattia, Scholastic. 10 task in terms of behavior, effort, etc.

For the SRI testing, allow 6 students to begin the test, or as many students as you have SRI computers. (If they wear the headphones, the computer reads the directions to them. After that, they don’t need headphones unless it helps them concentrate.) Once one student finishes, immediately put another student at the computer to test. Make sure kids are comfortable and know that they could spend on average 20-30 minutes taking the SRI. They should take as long as they need and not be influenced by others finishing around them. If all students finish before the period is over, you may want to have them practice rotations once more, as tomorrow you are going to let them start R180 for real!!! Students can record their SRI results in the back of their rBook on page 276 (elementary school), 270 (middle school) and 274 (high school).

Be sure to print out your first two reports-the Reading Performance Summary and the Targeted Reading Report! At some point over the next couple of days, share with each student his Easy, On-Level, and Challenging reading ranges and make sure that he or she is reading in an easy or on-level range. If students are well into their first book and the book is significantly below their easy level, let it go. The next book can be at a more appropriate level. If a student is reading a book in a challenging range or above, take some time to conference with that student and see how he is doing with the book. If he admits it’s too hard, it’s okay for him to change and make a more appropriate selection. If he wants to continue reading the book, make sure to offer him some support in the form of informal conferencing.

**Do not start rotations today if your students are not ready!! If your students are not ready, use the whole group lesson below, have students read at their seats as a whole group for independent reading time, and during small group have students practice rotation using the 10-minute READ 180 day format. They could get two days in during that 20-minutes of small group. During the computer rotation, you can also have them practice rotations or designate some other activity that will get them ready to begin READ 180 in the next day or so.

If you are beginning your “real” READ 180 rotations today, invite your reading coach, reading/literacy specialist, parent volunteer or some other adult in the school in to help with rotation time. One of you can monitor the computers while the other monitors the small group and reading areas.

Materials: Whole Group: Resources for Differentiated Instruction Book 1-Reading for Detail Lesson 1, page 288-copy the

Lesson plans developed and compiled by Cathy Mattia, Scholastic. 11 blackline master and graphic organizer indicated in the actual lesson plan on p.288, one per student. Small Group: you will need an independent activity for students that will take approximately 20 minutes so they can work without your help; read aloud book or article.

Whole Distribute the copied reading passage from the RDI book to each student. Follow the plan for teaching the “Reading for Group Detail” lesson on page 288. This lesson should take 20 minutes. (Hint: As you read the passage to the students, use the oral 20 minutes cloze activity to begin introducing that routine to your students. Determine in advance which words you will omit. Make sure they are words that all of your students will feel confident pronouncing orally. (Instructions for the oral cloze activity are on page T74 of Teacher’s Edition and 174 of the TIG.) If you don’t get the entire lesson finished today, then continue it as tomorrow’s whole group lesson.

Rotations Students divide into their groups as you’ve assigned them. Students at the computers can click on the READ 180 icon and 60 minutes log in. They will automatically be leveled once they log in that first time and select a CD.

For reading students, they have been reading their book for a number of days, so they can just continue where they left off the previous day. If students are not reading in your comfortable reading area, then remove them from that area and return them to their regular seat. The comfortable reading area is a privilege and one must be reading to be seated over there!

For small group, share directions for the independent activity and then monitor. They can sit at the small group table or area if you are confident they will work well there, or they can work in their whole group seat.

After each 20-minute rotation, remind students they need to transition to the next area quickly and quietly. If you see behaviors that you are not pleased with, it is okay to stop right there, make them practice until you are happy with it, then continue on. It is always okay in this first week or two to choose accuracy in transitions over being in rotations for a full 20 minutes.

Wrap-up Take the first 5-8 minutes to process the day-how did it feel to rotate? How was the computer? Were there any areas that you 10 minutes need help with? Did you see anything that could be improved as we rotated from station to station? End with an exit slip-you can give students a prompt to respond to or let this one be open-ended and see what type of

Lesson plans developed and compiled by Cathy Mattia, Scholastic. 12 responses you get!

Day 10

Materials: Lesson of your choice from the RDI Book 1 for whole group OR finish yesterday’s lesson if not completed; another independent activity you determine for small group.

5 minutes Read aloud or process yesterday’s progress in terms of rotations, handling of materials, etc. Emphasize positives and areas for improvement you’ll be watching for today.

20 minutes Either continue yesterday’s lesson from Whole Group or begin a new one from the RDI Book 1. Continue with rotations as yesterday. Again, having a second pair of eyes in the room will be helpful, and will continue to be helpful, for the next week or so.

Rotations For small group, assign an independent activity. 60 minutes

Wrap-Up Again, I would use this as processing time-what do they like, what is going well, and what can be improved. 10 minutes Day 11

Materials: Writing prompt of your choosing for whole group and small group time. This will allow you to obtain a writing sample from each student. This gives them a total of 40 minutes for both planning and writing. It is up to you if this is an FCAT Writes type of prompt or some other prompt that may offer some creative opportunities.

Whole Writing prompt-planning and writing time Group 20 minutes

Lesson plans developed and compiled by Cathy Mattia, Scholastic. 13 Rotations Continue from previous week. Small group time spent on writing prompt. If students are not done at end of small group, they 60 minutes could use the last 10 minutes of wrap-up time to finish.

Wrap-up Either finish writing sample or use it for your own designated activity. 10 minutes

Days 12-13

Materials: Based on previous day’s writing samples, pick a lesson from the Resources for Differentiated Instruction Book 2 (Writing and Grammar) that you feel would benefit the majority of your students. Begin the lesson during whole group, and continue it tomorrow for whole group as well. Create a follow-up activity that can be done independently in small group today and tomorrow that is based on what you taught both days in whole group.

20 minutes Lesson of your choosing from RDI Book 2. Whole Group

Rotations Small group: Work on an independent activity created by the teacher. Periodically monitor those small group students, but 60 minutes also begin pulling in students from the reading area for quick book conferences. (There are summaries of all the books as well as conferencing questions in the yellow Paperbacks Teaching Resource book and the red Audiobook Teaching Resource book. These questions and summaries can guide you through a conference since you may not be familiar with all the books in the collection yet!) Days 14-15

Materials: lesson of your choice from a READ 180 RDI book OR begin the first rBook Workshop.

Continue to follow the instructional model, and continue to emphasize routines, procedures, and smooth transitions from rotation to rotation. Begin to work with your small group every day, but don’t go into full 20-minute lessons every day until

Lesson plans developed and compiled by Cathy Mattia, Scholastic. 14 you feel your students are working well independently. By next week, it is likely you will be ready to begin longer and more in-depth teacher-led small group lessons. GOOD LUCK!

Lesson plans developed and compiled by Cathy Mattia, Scholastic. 15 Read 180 Beginning Survey Name ______Date ______Period ___

1. What are your favorite classes in school?

2. What are your least favorite classes?

3. What do you think makes a good teacher?

4. What words pop into your mind when you think of reading a book?

5. Do you read at home? ______How often do you read at home? ______

6. Where’s your favorite place to read at home? ______at school? ______

7. Besides books, what other types of materials do you read? ______Why do you enjoy these? ______

8. Do you own a public library card? ______How often do you visit the library to check out books? ______

9. How important do you consider reading to be in your life? (check one only)

____ not very important _____important ____ extremely important

10.How would you rate yourself as a writer? (check one only)

____ below average ____ average ____ above average

Lesson plans developed and compiled by Cathy Mattia, Scholastic. 16 11.Who do you know that is a good reader?

12.What do you think makes this person a good reader?

13.Which of these statements comes closest to the way you feel about reading? a. “I hate reading.” b. “Reading is OK. Sometimes I pick things up to read. c. “I like to read but have a hard time with it.” d. “I really enjoy reading and often read when I have free time.”

14.Please check all that you like to read.

____ plays ____ newspapers ____ young adult novels ____ magazines ____ westerns ____ nonfiction ____ romances ____ fiction ____ historical fiction ____ biographies ____ poetry ____ song lyrics/CD inserts

15.What do you think I can do to help you become a better reader?

16.What could you do to become a better reader?

17.What are your favorite television shows?

18.Who are your favorite musical artists/groups?

Lesson plans developed and compiled by Cathy Mattia, Scholastic. 17 19.My favorite author is ______.

20. The best book I read is ______.

21. The best book someone read to me is ______.

22. The topics I enjoy reading about are ______.

23. I watch TV for ____ hours a day because ______.

24.The things I’m great at as a reader are ______.

25.Things I need to work on to improve my reading are ______.

26. Classroom Activities-Please check those you enjoy. ____ reading silently ____ working in a small group ____ reading with a partner ____ working alone ____ having someone read to you ____ completing worksheets, workbooks ____ writing in journals ____ doing vocabulary, dictionary work ____ watching movies ____ class discussions ____ writing ____ working as a whole class ____ listening to cassettes (stories, ____ publishing your writing (classroom poems, etc.) magazines, school newspaper, etc.)

Lesson plans developed and compiled by Cathy Mattia, Scholastic. 18 Sentence Completion Survey Name ______Date ______Period _____

Directions: Please respond to the following sentence completions by writing the first honest thought that completes the sentence for you.

1. Today I feel ______

2. When I have to read I ______

3. I get angry when ______

4. My idea of a good time ______

5. I wish my parents knew ______

6. School is ______

7. I can’t understand why ______

8. I feel bad when ______

Lesson plans developed and compiled by Cathy Mattia, Scholastic. 19 9. I wish teachers ______

10.I wish my mother ______

11.I like to read about ______

12.On weekends, I ______

13.I don’t know how ______.

14.To me, homework ______.

15.I hope I’ll never ______.

16.I’m afraid ______

17.When I take my report card home ______

18.I am at my best when ______

Lesson plans developed and compiled by Cathy Mattia, Scholastic. 20