First Grade Reading Workshop Unit 6: Reading across Genres to Learn about a Topic Standards for Unit: RL1.1, RL1.4, RI1.2, RI1.4, RI1.5, RI1.6, RI1.9 Big Idea & Possible Teaching Points Texts and Resources Language Active Engagement Readers Read to Learn – We Work with Partners to Read about Topics across Fiction and Nonfiction  Good readers choose topics that they are Themed poems that teachers will Look for books that fit interested in and explore that topic in different research, laminate and put into together genres. bins.  Good readers identify what kind of text they are reading (nonfiction, fiction, poetry, etc.).  Good readers know their purpose for reading different types of texts (nonfiction – to gather  information, fiction/poetry – entertainment)  Good readers find information in all genres (fiction, poetry as well as nonfiction).  Good readers notice how information from nonfiction reading shows up in fictional stories.  Good readers identify and distinguish between fact and fiction.  Good readers confirm information by checking multiple sources. Growing Ideas from Information  Good readers mark their ideas by using post- This makes me think… its. The idea I’m having is…  Good readers use their post-its to discuss their ideas with their partners.  Good readers use prompts to discuss their Anchor chart: ideas with their partners.  This reminds  Good readers notice that when they can’t find me of… information in one book, they try another book.  From all that  Good readers know that even if you can read Index cards for vocabulary words I’ve read… a word you still have to figure it out by thinking Bulletin board or pocket chart for about what else is happening on that page. students to add words  Everything I’ve heard…  Good readers work with their partners to figure out new words by using post-its and picture  This is just clues. like…  When good readers fill in information in their  In other books they leave it in their book for the next books…but in reader. this book… Putting It All Back Together Again: Readers Use a Repertoire of Strategies to Cross-Check and Read Smoothly with Fluency and Expression  Good readers notice line breaks and use it as a cue to chunk their text before pausing.  Good readers “scoop up” all the words by reading smoothly and with expression.  Readers rehearse with their reading partners, rereading the tricky parts until they get it just right.  Readers solve tricky words, say it out loud, then go back and reread the whole sentence smoothly.  Readers know to put a new word into their memory so the next time we see it we don’t have to start over from scratch.  Readers read different genres using a different voice. (nonfiction: read like an announcer; fiction: read like a storyteller; poetry: read with rhythm and phrasing) Readers use what they learn from Word Work to solve tricky words  Readers use chunks to figure out longer words.  Readers use the word wall to help them figure out tricky words (words that look like words they’ve seen before).  Readers think about what makes sense and then check the letters to see if they match.  Readers read words with endings by chunking the root and ending (-ing, -ed, -s).  Readers use what they know about vowels to help them solve tricky words (magic e, vowel team, try the long…try the short).  Readers make sure what they read makes sense.

Big Books

Read Alouds Celebration ideas Pick their favorite tub and read their favorite selection from that tub. Pick their favorite topic and write using different genres. Give students chart paper and have them make a word wall (information wall) of vocabulary words for their topic.