Why? I also remember that the main setting was ___, but that they were inside the apartment too. Day 7 How does what Im thinking about as I read help me become a better reader? Label a chart Connections. Each lesson starts with an introduction followed by the mini-lesson. Assessment: (during independent practice)Administer reading records that will help determine instructional level benchmark. Remind students of What Good Readers Do 3. Ask partners to check against the model to see if they are on the right track. This time should be silent and there should be as little movement as possible around the room. Do students demonstrate appropriate behaviors during Reading Workshop? Cause/Effect. Allow a few students to respond.Mini-Lesson: (20-25 minutes) 2. Review the importance of good listening. Student chooses a book s/he has read once before that is close to his/her reading level and was approved by the teacher. 3. Identify 2-3 students to have short conferences to monitor student book selection after you have finished QRI assessments 5 finger retell, interesting part, etc. 24 Day 1 Setting up Notebooks IS THIS THE RIGHT BOOK FOR YOU? We used to take a big metal ice chest with us and stop at rest stops to eat or eat along the way. For example, I really like to read historical fiction when I am trying to learn more about a certain time period. When your group is called, come quietly, quickly, and PREPARED! Organizing Materials for Guided Reading: There should be a table or area where you teach your Guided Reading groups. S sit up and sit still L look at the speaker A ask questions N nod occasionally to let us know youre still with us T track with your eyes Book Talk Selection: _________________________________________________________ Give a brief book talk, reading an interesting portion of it. Kira-Kira by Cynthia Kadohata (Newberry Winner) a young Japanese girl learns what it is like to be torn between her parents traditions and her American upbringing when she moves to the south A Year Down Yonder by Richard Peck a young girl ends up spending the summer with her very unusual grandmother, humorous, learns many life lessons along the way A Single Shard by Linda Sue Park (Newberry Winner) a young man learns the importance of hard work and tradition, set in Korea The Same Stuff as Stars by Katherine Patterson a young girl and her brother are abandoned by their mother and left with a very elderly grandmother, survival, mystery Dragonwings by Lawerence Yep a young Chinese boy learns the American way in the late 1800s when he and his father immigrate to SanFransico, action packed, relationship between father and son Other favorites include: Al Capone does My Shirts, Number the Stars, Bridge to Terebithia, Maniac Magee, The Little House series, Harry Potter series, Dont forget to give talks on magazines like Kids Discover, National Geographic for Kids or World and books from your non-fiction collection Additional Resources Daily Reading Log DateTitleGenrePages readGenre codes: FICTION: Realistic Fiction (RF), Historical Fiction (HF), Fantasy (F), Science Fiction (SF), Classical Literature (includes, folktales, fairy tales, myths, and legends) (CL) NONFICTION: Informational (I), Biography (B), Autobiography (AB), Memoir (M) From The Next Step in Guided Reading by Jan Richardson, (2009) pg. 2. Review the SLANT procedure to be good listeners. Are students monitoring when they stray from their reading? Once they understand the expectations and get hooked on using the time to read, you can gently nudge them into other genres. Ill never forget how scared I was that we would get caught. Share observations with students about what you are hearing and seeing from them during this time. They may use all the time to explore or may begin reading. Student names: _____________________________________Sharing: (15 minutes)1. Tell the students a connection(s) (no more than three) that you make with this book. It is a very different kind of reception in this book. (Students should be looking at the Guidelines for Reading Reflections). We talked about other ideas that are listed on the board.Independent Practice: (25 minutes)Students should begin reading from the books that they selected for IR goal is 25 minutes of sustained reading. Some characteristics of fiction books include: Contains characters, plot, and setting Usually has a theme, or message Told from the narrators point of view Sometimes has illustrations There are actually different categories of fictional text both novels and picture books. 4. Pass out a post-it note to students and ask them to write the title of one book they are interested in reading, including why they find this book interesting. How are they used in the text? I communicate by reading. The Shakespear Stealer by Gary Blackwood set in England during time of Shakespear, main character is asked to steal one of Shakespears plays and ends up becoming an actor in his troupe Shakespears Scribe by Gary Blackwood sequel to Shakespear Stealer, main character begins scribing Shakespears plays after he breaks his arm Ruby Holler by Sharon Creech two orphans are adopted by a very backward couple, adventure, mystery, humor Tales of Despereaux by Kate DiCamillo a mouse falls in love with a princess and learns how dangerous life in the castle can be The Watsons go to Birmingham by Christopher Paul Curtis a family travels from the north to visit relatives in the 1960s and experiences racism at its worst, humorous for anyone who has siblings! Look for certain characteristics that make it a historical fiction, realistic fiction, or fantasy book. Share observations with students. 9. Did you notice how I stopped in certain places to write my thinking down? When we talk with others about our book, it not only gives us a chance to share our thinking, it also helps us to understand our book better. Day 20 How do connections help me better understand what I am reading? Dismiss students to their reading places. Circulate and listen in on various student conversations. (Display a poem broken into 3 parts or stanzas. Students should now have 2 columns to use. Can students do a 5-finger retell about the book they are reading? Taken from the concept in "The Next Step in Guided Reading" by Jan Richardson. 2. Remind students about the 5 finger rule miss more than five words on the first 2 pages probably too hard.Independent Practice: (15-20 minutes)Students should explore the classroom library selections. Day 15 What can I write about in my response journal? Note students practicing the SLANT method and acknowledge good listening skills. 3. When you make a connection to something you have previously learned, you are making a text to world connection. Can students buzz effectively about the book they are reading? Gather materials I need and find a place to sit Settle in and start reading silently Keep all reading materials together Talk quietly to a reading partner or in book discussion group. Student makes 1-2 comments or noises when reading, but stays in one place in reading area. Teach: Active Engagement: Link: TP: When we make connections while we are reading we better comprehend the books we read. If anyone notices you are there or is disrupted by your browsing, you are not helping to provide an environment that allows everyone to do their best thinking. Book Talk Selection: __________________________________________________ Give a brief book talk, reading an interesting portion of it. The notebook can be divided into 5 sections: Reading Log, Independent Reading Response Letters, Guided Reading, New Word List and Notes. 8. One book that I read this summer called To Be a Slave told how slaves would come up with songs as a way of communicating escape routes on the underground railroad. Which character in the story did you like the least? Finished?Tell whether or not you would recommend this book to a friend. Maybe there are words that you dont understand. Today when they buzz they will be sharing T-S, T-W, and T-T connections that they made.Independent Practice: (35-45 minutes)Students should begin reading from the books that they selected for IR - goal is 45 minutes of sustained reading. Are students using Thinkmarks to track their thinking (questions, predictions, connections)? After students have had some time, fill in info on an ANCHOR chart. (Use various levels throughout the next few weeks in order to appeal to all students.) Ask students to work with a partner to brainstorm what someone (eye to eye, knee to knee) would see in a class that is having a good Reading Workshop. Remember, as you read to think about the connections you are making and how it helps you understand the story better. Day 17 How can I connect what I am reading to my own experiences? Do you understand the story very well? 2. When you read, are some places smooth and some choppy? Add students observations listed in bold above to Anchor Chart under Fix-Up Strategies.) TP: Today I want to show you how I can understand a story better when I connect it to another story I have read. TP: Books that contain true information are called non-fiction books and these books can also be categorized into genres.Teach: Active Engagement: Link: TP: Non-fiction books are true stories and usually give us true information. We never stopped and ate at a restaurant. 3. This is another way to tell if your book is just right for you. Some public libraries will let you check out up to 30 books at one time and you can keep them for a month. (PRACTICE TRANSITION WITH STUDENTS, MORE THAN ONCE??!) Written Response: Have students complete a written response on a sheet of notebook paper. Can students select a Just Right book independently? Have students turn to Notes in their Reading Notebook and draw an outline of a hand. If the student has not finished the book, he or she should retell the first 4 fingers and predict how the story will end (last finger on the retell).Sharing: (15 minutes)1. TP: When we read a story it is important that we remember what we have read. 3. (Use various levels and genres throughout the next few weeks in order to appeal to all students.) Ask partners to help each other evaluate the completeness/neatness 2. Lets look at the Guidelines for Reading Response Letters and go over the format. 3. Add others that may have not been included earlier. stop where she is eavesdropping on conversations) This reminds me of other books I have read about slavery. This is located on the back of your green divider in your Reading Notebook. Call students back to the gathering area after 20 minutes. (Begin reading story aloud to students. Can students sustain independent reading for 30-40 minutes? Ask students to share their completed Reading Reflections with a partner. Day 6 What are some ways that readers choose books? Use a soft voice when conferring with a teacher. Record observations on post-its that you can give to individual students you did not conference with about the behaviors you observed during IR.Assessment:Administer reading records that will help determine instructional level benchmark. We will be writing letters back and forth to each other to talk about your reading. Take a moment to think about this story. Let me show you what I mean. (GIVE THINK TIME)!! 5. Today as you move to your reading spots, continue your independent reading. Why? S/he spends time talking about other topics than book during buzzing sessions.Student Score: _____ Teacher Score:_____ Comments: Day 11EQ: What are the different kinds of fiction books?Connect: (2 minutes)You have been reading lost of different books over the past 2 weeks. Using reading strategies when I dont understand. Practice)Move around the room to keep students on task, referring students to the chart for Good Behaviors, if necessary. Let me show you what I mean. Continue reading.) It will also give students a chance to reflect on their reading in a different way. Have students record book information in their Daily Reading Logs.Materials: spiral to model reflection letter, students need notebooks with list of ideas, timer, chart paper, markers, Thinkmark, Reading Response Guideline copies Day 15EQ: What can I write about in my response journal?Connect:Yesterday, I showed you the different ways you can respond to your books and share our thinking. These notes can help you as you write your response. Would you recommend someone make a movie of this book? Remind students of how to buzz about their books refer to Chart. Record observations on post-its that you can give to individual students you did not conference with about the behaviors you observed during IR.Assessment:Administer reading records. If we are responsible for selecting and returning them to the baskets and shelves, everyone will always be able to find the books we want to read. Tell students that you will continue to conference with them once you complete the Guided Reading groups. 21. Assessment: (during indep. Turn and talk to your neighbor about how you decide what book to read. TP: Today I want to teach you that when you lose track of your reading, you can stop, reread, make a note, and then continue your reading. So Im going to stop and write the question that is going through my mind right now. They might be asking questions, making connections, trying to guess what will happen next, or using other strategies. Off you go!Sharing:1. As you go to your reading spots today, I want you to continue working on your Reading Response Letter. Comprehension is evident.Student leaves post-it notes to track thinking. Download, Personal Word Wall - Intermediate Download, Personal Word Wall - Primary Download, The Punctuation Rap Download, GR Comprehension Scaffolds by W. Hare Download, How to Teach Cause and Effect Relationships Download, How to Teach Guided Word Study Download, How to Teach Making Inferences Download, How to Teach Poetry Analysis Download, How to Teach Summarizing in Fiction and Non-Fiction Download, How to Use Asking Questions to Increase Comprehension Download, How to Use VIP Strategy toIdentify Very Important Parts in Fiction and Non-Fiction Download, Early Lesson Plan Download, Emergent Lesson Plan Download, Fluent Lesson Plan Download, Pre-A Lesson Plan Download, Transitional Lesson Plan Download, Comprehension-Interview Download, Assessment Summary Charts Download, F&P Strategic Action & NSFGR Download, Fidelity of Implementation Checklist Download, Fluent Assessment Summary Chart Download, Progress Monitoring Charts - Levels A-I Download, Self- Assessment Guided Reading Rubric for Measuring, Change in the Practice of Classroom Teachers Download, Fillable Assessment Summary Charts Download, Fillable Problem Solving Charts Download, Fillable Reading Progress Chart Download, Fillable Word Study Inventory Class Summary Chart Download, ABC Book for Tracing ComicSans Download, Alphabet Chart Download, Letter Sound Checklist Download, Grade 1 Progress Chart Download, Grade 2 Progress Chart Download, Grade 3 Progress Chart Download, Grade 4 Progress Chart Download, Grade 5 Progress Chart Download, Kindergarten Progress Chart Download, School Progress Chart Download, Decoding and Vocabulary Prompts and Scaffolds, Decoding Cards Download, Prompting Flip Chart Inside Download, Prompting Flip Chart Download, Prompts for GR Flip Chart Download, Vocabulary Cards Download, 3rd Grade Reading Notebook Complete Download, Reading Response Choices - Fiction Download, Reading Response Choices - Nonfiction Download, 3-5 Schedule Download, First 20 Days for Reading Workshop Download, K-2 Schedule Download, Tips for Managing Guided Reading with Large Class Sizes rev Download, Reading Response Rubrics Download, Rubrics from The Next Step in Guided Reading Download, 2 das_lectura guiada-PreA Download, 3das.LecturaGuiada Nivel-Emergente Download, 3 das_LecturaGuiada Nivel-Principiante Download, Actividades para trabajar con letras Download, ACTUALIZADO Apndice A por Nivel (A-J) Download, Ape?ndice M. Sentimientos y rasgos de personaje Download, Ape?ndice N. Tarjetas de comprensio?n Download, Evaluaciones para grupos de lectura guiada Download, Gui?a verbal para la ensen?anza de formacio?n de letras Download, Guided Reading Destrezas por Nivel A V3 Download, Guided Reading Destrezas por Nivel B V3 Download, Guided Reading Destrezas por Nivel C V3 Download, Guided Reading Destrezas por Nivel D V3 Download, Guided Reading Destrezas por Nivel E V3 Download, Guided Reading Destrezas por Nivel F V3 Download, Guided Reading Destrezas por Nivel G V3 Download, Guided Reading Destrezas por Nivel H_I V3 Download, Guided Reading Destrezas por Nivel J V3 Download, LecturaGuiadaLectoresAptos Download, LecturaGuiadaTransicional Download, Palabras de alta frecuencia de Kinder Nivel A1 Download, Palabras de alta frecuencia de Kinder Palabras de Kinder Download, Palabras de Primer grado G12 Download, Palabras de Primer grado Primero Download, Retelling Scaffold- Spanish Download, Segundo K20 Download, Segundo M28 Download, Segundo N30 Download, Segundo Palabras de Segundo Download, Spanish Early Lesson Plan Download, Spanish Emergent Lesson Plan Download, STPCards- Spanish Download, Tabla de resumen de evaluacio?n nivel EMERGENTE Download, Table resumen de Evaluacio?n Nivel Principiante Download, Table resumen de Evaluacio?n Nivel Transicional Download, Vocabulary Cards- Spanish Download, Lesson Sample Week 1 Download, Lesson Sample Week 2 Download, Lesson Sample Week 3 Download. Are there just a few words a page you don't know? You know, this reminds me of the time. As a first grade teacher I love this chapter because it takes us into the nitty gritty of teaching reading past the beginning stages! Student completes all but two sections on the book log as modeled by teacher. Model: Read aloud a portion of a book (The Relatives Came by Cynthia Rylant). (Stop at where the family gets up early to start driving) This reminds me of when I was young and my dad would wake us up so early in the morning to begin driving for our vacation! Objective: For students to reflect upon and articulate how they become better readers and why reading is a significant aspect of their life.Pre-Workshop Prep:1. Give them about 5 minutes to write and then have them share with a partner what they have so far. Sometimes we select books and then decide we really dont want to read it. Sometimes we find ourselves reading one book and thinking about another. (Pass out Thinkmarks and remind students to work on predicting and questioning with evidence that supports their thinking.) (Give students time to discuss reasons. Student completes some sections of the Book Log. Identify 2-3 students to have short conferences to monitor student book selection after you have finished QRI assessments 5 finger retell, tracking, etc. Fiction sort Have students sit in groups of 3-4 and share the book they are currently reading. (GIVE THINK TIME!!) This time should be silent and there should be as little movement as possible around the room. TP: Remember, each week you need to refer to the rubric to evaluate your reading response before turning in your response. Use oral reading accuracy and comprehension to determine the instructional level for each student. Move around the room observing student behaviors. Have students record book information in their Daily Reading Logs.Materials: timer, chart paper, markers, book for book talk, Thinkmarks Day 12EQ: What are the different kinds of non-fiction books?Connection: Yesterday, we talked about the different types of fiction books that some of you might be reading. After 7-8 minutes of sharing, give students feedback on what you observed discussions, behaviors, etc. Is everyone else busy and unable to help you? Some possible reasons might be: Too difficult, too easy Story moves too slow Not interested in characters or story line Not what you thought it was going to be Book Talk: __________________________________________________ Give a brief book talk, reading an interesting portion of it.

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