G4+Launching+the+Reader's+Workshop

**Launching the Reading Workshop 2012-2013** **Building and Growing Stewards: Dissecting Texts to Make Meaning**
 * Alain L. Locke Magnet School for Environmental Stewardship **


 * Enduring Understanding:** Accuracy, fluency, and independence are behaviors that support comprehension and create a better steward to a classroom commons


 * Essential Question:** How can you foster accuracy, fluency and independent reading behaviors?

Expectations || Become familiar with the components of reading workshop (Ind. Work, Conferring, Guided Reading, Sharing, Expectations) || T asks: What is necessary for you to concentrate? Refer to chart and identify behaviors that contribute to a successful workshop. Teacher explains how the library is organized, library procedures, rug seating chart, ZPD Levels, and Assessments. || Chart: What does the reader’s workshop look and sound like? || Stamina || Determine Reading Pace (Building stamina, timing yourself to determine pace, sustained) || Important reading behaviors include knowing how much you can read in one sitting. Knowing what you are able to do will help you do more. Knowing how long you can read in one sitting is called your stamina. It is similar to how far you can run without stopping. Understanding that you can sustain your attention for a period of time will help you determine the pace at which you read. All of these are important because your stamina and pace affect your comprehension of what you read. Today I want you to be very mindful of how many pages you read during the amount of time we have for independent reading. This will help you set goals for your reading which we will focus on tomorrow. ||  || Stamina || Set Reading Goals || It is important to set goals as a reader because it helps to push your stamina. Whenever I sit down to read the first thing I do is skim the next couple of chapters to see how long they are. This helps me to set a reading goal for the amount of time that I have to read. Yesterday you determined your reading pace and today you will use that pace to help set a goal for today’s reading workshop. If you were able to read 10 pages yesterday, today you should aim to read 12 pages Model this strategy of skimming ahead and marking goal with a post it. || Small post- its || During Reading Workshop, there will be lots going on – people will be listening, reading and talking about books. You’ll need to listen carefully and respectfully when we’re together as a large group – like when I’m teaching you something in a mini-lesson or when someone is sharing. We also need to know appropriate ways to talk and respond to each other when we’re working with a partner or in a small group. T reviews accountable talk stems from lesson 2. Probe students to determine which are appropriate for book talks. T models book talk with another adult or prepared student. Students will practice book talk using accountable talk stems based on a read aloud. || Accountable talk stems || going to teach you one special thing you can do – a //strategy// - to help you choose books that aren’t too easy or too hard for you right now, but are ‘just right’ (appropriate). This strategy is called the ‘5 finger rule’. I’ll show you how to use it with this book. I’m going to open to a page in the middle of the book and start reading. Each time I come to a word I don’t know and can’t figure out, I’ll hold up a finger. (Demonstrate). If I come to 5words I don’t know, this book might be too hard for me to enjoy right now. But, it might be just right for me later in the year. So, I’ll go back and try the same strategy with other books until I find one that’s ‘just right’ (appropriate) for me now. || 5 finger chart that models the strategy. ||
 * Lesson ||  Vocabulary  ||  Objective/KBAD  ||  Procedures/Activities  ||  Resources  ||
 * 1. || Components
 * 2. || Accountable Talk || Use Accountable Talk (Turn and Talk, Stems prompts) || Teacher will identify accountable talk bubbles and model how to use them in conversation (i.e. uniforms, school lunch, etc.) T models with another adult or a student that has been prepared ahead of time how to have a conversation using accountable talk. Some examples of accountable talk: I agree with you because…, I have a different opinion…, How did you come to that conclusion…, What details can you use to support your thinking? || Accountable talk speech bubbles ||
 * 3. || Pace
 * 4. || Goals
 * 5. || Accountable Talk || Participate in a book talk using accountable talk || How Do We Talk about Books?
 * 6. || <span style="font-family: "Times New Roman","serif";">pace || <span style="font-family: "Times New Roman","serif";">Identify Just Right Books (Review Pace, troubleshoot where there are issues too fast, too slow, interest level) || You’ve been browsing through our classroom library this week and selecting books to read during Work Time in Reading Workshop. And, you might be looking for books at home or in the library. In order to help you choose books that you’ll enjoy reading independently, I’m
 * <span style="font-family: "Times New Roman","serif";">7. || <span style="font-family: "Times New Roman","serif";">Respond || <span style="font-family: "Times New Roman","serif";">Identify different types of general responses || Throughout the year you will be required to write a response to your reading. Sometimes I will require a certain type of response and other times you will have free choice to respond as you like. There are many types of ways to respond to reading and most of time it will come naturally, but if you get stuck I want you to be aware of the many ways to respond.

T models a response to a shared reading. || Chart of reading response types: Questions I still have Connections Wonderings Summary Predictions || how to catch them, and how to put them in a jar with holes in the top. He understands that he cannot keep them for very long because they will lose their light and die, so he keeps them for a while and then lets them go. He is sad and glad at the same time. I hope his friends do the same thing if they catch fireflies. ||  || sticky note to jot a thought as I read. Watch me as I demonstrate how to stop and jot ||  || <span style="font-family: "Times New Roman","serif";">Simile metaphor Onomatopoeia <span style="font-family: "Times New Roman","serif";">personification || <span style="font-family: "Times New Roman","serif";">Identify and interpret various forms of figurative language || Authors use beautiful language to help express their ideas and create images that help the reader connect with the story. Examples include simile, metaphor…. Can anyone give me an example of these types of figurative language… list examples on chart. When you return to your reading I want you to look for these types of language || Chart of figurative language types and examples: Similes, metaphors, personification, onomatopoeia || Review the different types of genres and their features || Genre chart that delineates genre, purpose and features || <span style="font-family: "Times New Roman","serif";">Purpose || <span style="font-family: "Times New Roman","serif";">Identify and analyze Text Features (Problem and Solution in Fiction, Angle/Purpose in NF) || We know that one of the elements of text is the character. Another element can be a problem that exists in a story that the main character has to solve. Sometimes it is clear. Other times it is not, and we have to reread the text, look for clues, and reflect on what those clues mean. Discuss a popular read aloud and identify the problem and solution. When we read nonfiction there usually isn’t a character trying to solve a problem. Nonfiction is usually a representation of information designed to teach. || T charts the problem and solution from a read aloud the class is familiar with ||
 * <span style="font-family: "Times New Roman","serif";">8. || <span style="font-family: "Times New Roman","serif"; font-size: 15px;">Retelling Summarizing || <span style="font-family: "Times New Roman","serif";">Retell/ Summarize what they have read || We have practiced reading and rereading texts in order to discover different things about various story elements: character, problem, sequence of events, and resolution. When we summarize a story, we can put all these things together in a short retelling. For example, if I were to retell //Fireflies!// I would gather together all my notes about the book, read them over, and then talk about it. I could say: ‘Fireflies!’ is a book about a boy who lives in the country and collects fireflies every year. He knows about
 * <span style="font-family: "Times New Roman","serif";">9. || <span style="font-family: "Times New Roman","serif";">Jot || <span style="font-family: "Times New Roman","serif";">Stop and Jot to help track comprehension || I’m going to model a strategy to help you stop at points as you read to check your understanding and make connections to what you’re reading. Sometimes I use a
 * <span style="font-family: "Times New Roman","serif";">10. || <span style="font-family: "Times New Roman","serif";">Point of View || <span style="font-family: "Times New Roman","serif";">Analyze Point of View || Each of us sees things from different points of view. Some of us see a rainy day as a disappointment, because we can’t go outside and play. Others welcome it because they can watch a movie they have wanted to see. Authors like to surprise us by seeing ordinary things from different points of view.” The teacher rereads ‘Safety Pin’ (or another familiar poem—see Poetry Unit of Study). “ Valerie Worth, the author, sees a safety pin as different forms of sea creatures, not as a tool for sewing.” The teacher then holds up a familiar everyday object and models seeing it from different points of view. For example the teacher can blow soap bubbles and describe them as ‘a planet revolving hollow and clear–mapped with rainbows streaming a world too splendid to snap, dribble, and disappear. (//Soap Bubbles by Valerie Worth)// ||  ||
 * <span style="font-family: "Times New Roman","serif";">11. || <span style="font-family: "Times New Roman","serif";">Context Clues || <span style="font-family: "Times New Roman","serif";">Use context clues to determine meaning of unfamiliar words || As you get into reading longer books, and books with more advanced vocabulary, you’ll need to rely on a variety of strategies to solve new and unfamiliar words and to make them your own. Let’s make a chart of some possible strategies you might use (e.g., sounding out, looking at familiar ‘chunks’ or looking at the context). ||  ||
 * <span style="font-family: "Times New Roman","serif";">12. || <span style="font-family: "Times New Roman","serif";">Figurative Language
 * <span style="font-family: "Times New Roman","serif";">13. || <span style="font-family: "Times New Roman","serif";">Genre || <span style="font-family: "Times New Roman","serif";">Identify Genres and features of genres || We have discussed selecting just right books based on our reading performance. Today we need to spend time focusing on genre. Genre definitely plays a role in book selection. Does anyone have a favorite genre they read? What is it about that genre that interests you?
 * <span style="font-family: "Times New Roman","serif";">14. || <span style="font-family: "Times New Roman","serif";">Problem Solution


 * Writing fluency is being able to express ideas in an efficient and coherent manner**


 * __Recommended Charts__**


 * What Do All Good Readers Need and Do in Order to Write Well?
 * What is a Reader’s Notebook/Folder?
 * What Does Reading Workshop Look Like and Sound Like?
 * Expectations of Reading Workshop
 * Structure of Reading Workshop (Mini-lesson, Independent Work, and Share)
 * Our Reading Goals
 * The Different Types of Notebook Entries (modified for earlier grades)

//<span style="font-family: "TimesNewRomanPS-ItalicMT","sans-serif";">A Quiet Place //<span style="font-family: "TimesNewRomanPSMT","sans-serif";">, Douglas Wood //<span style="font-family: "TimesNewRomanPS-ItalicMT","sans-serif";">The Bee Tree //<span style="font-family: "TimesNewRomanPSMT","sans-serif";">, Patricia Polacco //<span style="font-family: "TimesNewRomanPS-ItalicMT","sans-serif";">The Best Place to Read //<span style="font-family: "TimesNewRomanPSMT","sans-serif";">, Debbie Bertram //<span style="font-family: "TimesNewRomanPS-ItalicMT","sans-serif";">Better Than Life //<span style="font-family: "TimesNewRomanPSMT","sans-serif";">, Daniel Pennac //<span style="font-family: "TimesNewRomanPS-ItalicMT","sans-serif";">Booknotes: America’s Finest Authors on Reading, Writing, and the Power of // //<span style="font-family: "TimesNewRomanPS-ItalicMT","sans-serif";">Ideas //<span style="font-family: "TimesNewRomanPSMT","sans-serif";">, Brian Lamb //<span style="font-family: "TimesNewRomanPS-ItalicMT","sans-serif";">How Reading Changed My Life //<span style="font-family: "TimesNewRomanPSMT","sans-serif";">, Anna Quindlen //<span style="font-family: "TimesNewRomanPS-ItalicMT","sans-serif";">I Hate to Read, //<span style="font-family: "TimesNewRomanPSMT","sans-serif";">Rita Marshall //<span style="font-family: "TimesNewRomanPS-ItalicMT","sans-serif";">Library Lil //<span style="font-family: "TimesNewRomanPSMT","sans-serif";">, Suzanne Williams //<span style="font-family: "TimesNewRomanPS-ItalicMT","sans-serif";">Listen Buddy //<span style="font-family: "TimesNewRomanPSMT","sans-serif";">, Helen Lester //<span style="font-family: "TimesNewRomanPS-ItalicMT","sans-serif";">Me on the Map, //<span style="font-family: "TimesNewRomanPSMT","sans-serif";">Joan Sweeny //<span style="font-family: "TimesNewRomanPS-ItalicMT","sans-serif";">More Than Anything Else //<span style="font-family: "TimesNewRomanPSMT","sans-serif";">, Marie Bradby //<span style="font-family: "TimesNewRomanPS-ItalicMT","sans-serif";">Mortimer //<span style="font-family: "TimesNewRomanPSMT","sans-serif";">, Robert Munsch //<span style="font-family: "TimesNewRomanPS-ItalicMT","sans-serif";">Richard Wright and the Library Card //<span style="font-family: "TimesNewRomanPSMT","sans-serif";">, William Miller //<span style="font-family: "TimesNewRomanPS-ItalicMT","sans-serif";">Ruined by Reading //<span style="font-family: "TimesNewRomanPSMT","sans-serif";">, Lynn S. Schwartz //<span style="font-family: "TimesNewRomanPS-ItalicMT","sans-serif";">Thank You, Mr. Falker //<span style="font-family: "TimesNewRomanPSMT","sans-serif";">, Patricia Polacco //<span style="font-family: "TimesNewRomanPS-ItalicMT","sans-serif";">The Wednesday Surprise //<span style="font-family: "TimesNewRomanPSMT","sans-serif";">, Eve Bunting <span style="font-family: "TimesNewRomanPSMT","sans-serif";">Fire Flies, Julie Brinckloe
 * <span style="font-family: "TimesNewRomanPS-BoldMT","sans-serif";">Suggested read-aloud books for this study: **