reading workshop first grade -...

AKS Lesson Plan

Reading Workshop First Grade Unit 3 – Becoming Active Readers Lessons 1‐6

1. Becoming Active Readers 2. Listening to our Inner Conversation 3. Our Inner Conversation Helps Our Comprehension 4. Asking Questions 5. Monitoring our Comprehension 6. Determining the Meaning of Unknown Words

Literature suggested for Unit 3 lessons Lesson 1 – Saturdays and Teacakes by Lester Laminack Lesson 2 – The Ant and the Grasshopper by Aesop Lesson 3 – Charlie Anderson by Barbara Abercrombie Lesson 4 – Why Do Leaves Change Colors? by Betsy Maestro Lesson 6 – On the Go by Ann Morris

AKS Lesson Plan

Academic Knowledge & Skills Lesson Plan

Lesson Name Becoming Active Readers Lesson 1 Grade Subject Course Topic‐Strand 1 Language Arts Reading

Unit Name Estimated Time Needed for Lesson (Minutes/Hours/Days) Becoming Active Readers 1 day

AKS # Description 5 Reading: Literature: Explain major differences between books that tell stories and books that

give information, drawing on a wide reading of a range of text types.

1 Reading: Literature: Ask and answer questions about key details in a text.

Materials/Links/Text References A picture book or read aloud chapter book Extended text example: Saturdays and Teacakes by Lester Laminack Short text example: Racing the Wind by Charles Ghigna – see appendix A

Essential Questions What should students know when unit or lesson is completed?

How can we become more active readers?

Essential Vocabulary literature informational text

Teacher Lesson Prep Suggestions (Optional)

AKS Lesson Plan

Assessment Strategies Assess student understanding by observing if students become more actively engaged in their reading by reacting to the text and recalling what they read.

Required Background Knowledge for Students Students will be using their reading strategies and just‐right books in their book boxes as they read.

Quality + Teaching Strategies X Assessment

Comparison & Contrast

Literacy

Non‐Verbal Presentation

Technology

X Questioning

Summarizing

Background Knowledge

Collaboration

X Modeling & Practice

Problem Solving

Student Goal Setting

Vocabulary

X X

X X X

CHECK ALL THAT APPLY

Activating Strategy/Mini‐Lesson/Warm‐Up Connect: [You might say] “You have been working hard as readers to select just‐right books and use a variety of strategies as you encounter difficult words. Today I want to share with you a problem that sometimes happens to me as a reader and how we can fix this problem.” Share with students a personal story about a time you were reading and when you got to the end of your reading, you could not remember what you read. Explain to students that it is important to be actively thinking while reading so we can remember what we read and understand it better. Teach: Explain to students that we want to be active and awake readers who pay attention to the words and what is happening in a text. Discuss how we want to avoid reading on autopilot where we just read the words but do not actively pay attention to what we are reading. Include an anecdote about a time when you drove somewhere or did something on autopilot without completely thinking about what you were doing to help show students what you mean by autopilot. Read aloud an excerpt from a picture book or read aloud chapter book. Explain to students that you want them to observe how you are reading. If they think you are reading on autopilot and not truly awake to the text, then they need to show a thumbs down. If they think you are actively reading and paying careful attention to the text, then they show a thumbs up. First, model reading on autopilot, in a rambling, quick manner. Students should be showing a thumbs down to this example. Second, model rereading the excerpt with full attentiveness to the text. Model slowing down at interesting parts, reacting to the text, and using gestures and pauses to emphasize that you are actively thinking about the text. Discuss with students how you are now actively reading and reacting to the text. Active Engagement: Have students pull out their just‐right book that they brought to the mini‐lesson. Encourage students to read a part of their just‐right book while staying awake and actively thinking about the text. Observe students as they read and engage in mini‐conferences with students to encourage active reading. After a few minutes, ask students to give you a thumbs up if they found themselves actively thinking about their book.

AKS Lesson Plan

Link: [You might say] “Today as you read in your book box, I want you to make sure you are not reading on autopilot. Instead, make sure you are being a reader who is awake to the text and truly thinking and reacting to what you read. Before share time today, I am going to have you flag one part in your book that you found yourself to be especially wide awake, where you were really actively thinking and reacting while reading.”

Instructional Activities

(Independent Time) Students will practice being active readers while independently reading just‐right books from their book boxes. Confer with students about how they are reading and evidence you see that demonstrates active reading.

Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other

For students who need additional support, provide further modeling of active reading. Assist any students who struggle in locating a just‐right text since reading text of inappropriate complexity can hinder their ability to read actively.

Summarizing Strategies

(Share) Call students back to the carpet with their book boxes for share time. Provide each student with a sticky note for students to flag one spot in their text where they found themselves really actively reading and reacting to the text. Have students record their thoughts or feelings at that part of the text. Share some of these student responses with the group.

Copyright/Citations (as needed) Building a Reading Life by Lucy Calkins and Kathleen Tolan pgs. 70‐79

AKS Lesson Plan

1_Reading_Unit3_Becoming Active Readers_Appendix A

Racing The Wind Charles Ghigna

I like to ride on my bike every day

Where the limbs of trees Shake hands in the breeze

Over my head with the tips of their leaves.

I like to race with the sun in my face Down trails I know Where no one goes

Except the wind that blows and blows.

AKS Lesson Plan


Lesson Name Listening to our Inner Conversation Lesson 2 Grade Subject Course Topic‐Strand 1 Language Arts Reading





10 Reading: Informational Text: Ask and answer questions about key details in a text.

Materials/Links/Text References Extended Text: The Ant and the Grasshopper by Aesop Short Text Possibility: Ants by Melvin and Gilda Berger Sticky notes



Essential Vocabulary literature informational text conversation

Teacher Lesson Prep Suggestions (Optional) Prior to the mini‐lesson read the text you will use and think about what examples of your inner conversation you will share with students.

AKS Lesson Plan





Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X

X X X


Activating Strategy/Mini‐Lesson/Warm‐Up Connect: [You might say] “Yesterday we worked to be active readers by being more aware of what we read and thinking about the text. It is important that we actively think while we read, but we also want to write that thinking down. If you have ever been to the beach and walked on the wet sand, you know that you leave a footprint behind you. Today I want to show you how I listen to my thinking and leave footprints of my thinking while I read.” Teach: Explain to students that we all can hear a voice inside of our head and often that voice will talk to us while we are reading. Model for students how you listen to your inner conversation in a think aloud while reading The Ant and the Grasshopper. Show students how you react to actions of the characters, make predictions, or ask questions about the text. During your read aloud, model stopping your reading when you listen to your inner conversation. Show students how you record your thinking down on a sticky note and then continue reading. Active Engagement: As you continue reading the story, stop at certain points in the text to have students turn and talk about their inner conversation with a partner. After students talk with a partner, have a few students share their inner conversation with the whole group. Record the students’ thinking on a sticky note. Link: [You might say] “Today as you read literature and informational text in your book box, I want you to make sure you are listening to the voice inside your head. If you hear your brain reacting to a character or event in the story or thinking about what might happen next, record your thinking on a sticky note to leave a footprint behind in your text. I want you to bring the footprints of your thinking to share time today.”

AKS Lesson Plan


(Independent Time) Students will practice being active readers while independently reading just‐right books from their book boxes. Confer with students about how they are reading and evidence you see that demonstrates active reading as they record their thinking.


For students who need additional support, provide further modeling of active reading and listening to your inner conversation. Assist any students who struggle in locating a just‐right text since reading text of inappropriate complexity can hinder their ability to read actively.


(Share) Call students back to the carpet with their book boxes for share time. Have students share one of their “footprints” with a partner. Listen to these partner conversations and choose a few students to share their thinking that was generating as a result of listening to their inner conversation while reading.

Copyright/Citations (as needed) Strategies that Work by Stephanie Harvey and Anne Goudivis, pgs.77‐81

AKS Lesson Plan


Lesson Name Our Inner Conversation Helps Our Comprehension Lesson 3 Grade Subject Course Topic‐Strand 1 Language Arts Reading





Materials/Links/Text References Extended Text: Charlie Anderson by Barbara Abercrombie Short Text Possibility: The Stray Cat: A Poem for Children by Rebecca Hobbs Sticky notes



How does our inner conversation help us understand a text?

Essential Vocabulary literature informational text conversation comprehension

AKS Lesson Plan

Teacher Lesson Prep Suggestions (Optional) Prior to the mini‐lesson read the text you will use and think about what examples of your inner conversation you will share with students.





Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X

X X X


Activating Strategy/Mini‐Lesson/Warm‐Up Connect: [You might say] “As readers we have begun listening to our inner conversation and recording our thinking while we read. Today I am going to show you how listening to the voice in our heads and thinking about the text helps us to understand the story better.” Teach: Model for students how you listen to your inner conversation in a think aloud while reading Charlie Anderson. Read just a few pages and model how you react to actions of the characters, make predictions, or ask questions about the text. Show students how you record your thinking down on a sticky note and then continue reading. Continue reading the literature and stop at certain points in the text to have students share their inner conversation with the group. Record different students’ thinking on sticky notes. After reading, explain to students that they were actively thinking about the story and the sticky notes are evidence of that. Discuss with students that since they were actively listening and thinking about the literature, they will be able to more easily answer questions about the text. Active Engagement: Put students in pairs or groups of three. Hand each group an index card with a question about the text on it (see appendix C). Have students discuss the answer to the question. Once students have had a moment to discuss with their partners, have each group share the answer to their question with the whole group. As students share, connect their answers with evidence from the text. Link: [You might say] “Today you were able to answer many different questions about this text because you were actively listening and thinking while I read. As you read in your book boxes, I want you to continue to listen to the voice in your head and record thinking you have on sticky notes. While you are reading, I will be coming around and asking you questions about your text. You should be able to answer my questions if you are working as an active reader today.”

AKS Lesson Plan


(Independent Time) Students will practice being active readers while independently reading just‐right books from their book boxes. Confer with students about how they are reading and evidence you see that demonstrates active reading as they record their thinking.




(Share) Call students back to the carpet with their book boxes for share time. Highlight a few students that you conferred with and how they were able to answer questions about their text because they were working as active readers.

Copyright/Citations (as needed) Strategies that Work by Stephanie Harvey and Anne Goudivis, pgs. 77‐81 www.readinglady.com

AKS Lesson Plan

1_Reading_Unit3_Becoming Active Readers_Appendix B

The Stray Cat ‐ A Poem For Children

At the end of the garden, Annabel got a surprise, when through the hedge she saw two bright green eyes. As she walked slowly closer, she crouched down to see

a small fluffy cat, as black as could be.

She held out her hand, and said "hello," but the cat just hissed and crouched down low.

Annabel thought, "What a silly cat, Grandma's Buttons doesn't behave like that."

Buttons was fat, with shiny ginger fur,

Who would rub your face and gently purr. He played with toys and climbed the tree

and fell asleep sat on your knee.

Not like this cat with his eyes opened wide, he quickly ran away to hide.

"What a silly cat to act that way," but he came back the very next day!

Annabel was lost for words

as he ate the bread put out for the birds! Underneath the fluffy fur, she saw he was thin and watched him rummaging through the bin.

He came back every night and day,

to try and find food they had thrown away. He started to eat it, it can't have been tasty, Annabel thought she may have been hasty.

He wasn't unfriendly or being bad,

his face looked frightened and very sad. If no one else had ever cared, he probably was very scared.

AKS Lesson Plan

Annabel spied on him, as off he sped

and spent the night underneath the shed. Alone, hungry and with no name,

Annabel thought it was such a shame.

So she told her Mum and they looked out, for when the black cat was round and about.

They would take out food every day, sometimes he'd hiss and run away.

When he did they did not mind,

they knew he wasn't used to people being kind. Dad put a catflap in the door of the shed,

Mum got an old blanket and made a cozy bed.

They called him Midnight and he soon understood, that his life in their garden could be good. Plenty of food and a warm place at night,

and if he didn't want to be stroked, that was alright.

Poor Midnight had been a lonely stray, but now he had a place to stay.

He may not want to be cuddled, or sit in the house, but he liked to play with a new toy mouse.

He put on weight, his coat glistened

and when Annabel spoke, he sat and listened. She knew he was thankful for all she had done,

a special new friendship had begun.

By: Rebecca Hobbs

AKS Lesson Plan

1_Reading_Unit3_Becoming Active Readers_Appendix C

Questions about Charlie Anderson

Why is the book called Charlie Anderson? Why was the door open just a crack? Where does the cat go every morning? Why do you think he leaves? Are the girls twins? Why or why not? Does Sarah get jealous that he likes Elizabeth’s bed best? Do they miss Charlie when they stay at their dad’s house? Why didn’t Charlie come home one night? How come Anderson looks just like Charlie? Which family does Charlie like better?

AKS Lesson Plan


Lesson Name Asking Questions Lesson 4 Grade Subject Course Topic‐Strand 1 Language Arts Reading






Materials/Links/Text References Extended Text: Why Do Leaves Change Colors? by Betsy Maestro or another informational text that will trigger questions Short Text Possibility: Information about fall located on PebbleGo database in the GCPS Online Research Library. Click under Earth and Space ‐>Seasons Sticky notes




AKS Lesson Plan

Teacher Lesson Prep Suggestions (Optional) Prior to the mini‐lesson read the text you will use and think about what examples of your inner conversation/questions you will share with students.





Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X

X X X


Activating Strategy/Mini‐Lesson/Warm‐Up Connect: [You might say] “We have begun leaving footprints of our thinking behind while we read. It is important to write our thinking down while we read because we will often forget it by the end of a text. Today I am going to show you how active readers listen to their thinking and ask questions. We will frequently have questions while we read literature or informational text. Today we are going to practice listening to our questions with informational text.” Teach: Model for students how you listen to your inner conversation in a think aloud while reading Why Do Leaves Change Colors? Show students how you react to interesting information and new learning in the text by asking further questions. Show students how you record your thinking down on a sticky note and then continue reading. Active Engagement: As you continue reading the text, stop at certain points to have students turn and talk about their inner conversation and questions with a partner. After students talk with a partner, have a few students share their inner conversation and questions with the whole group. Record the students’ questions on a sticky note. (Note: It is not necessary to read the entire informational text. You can split this extended text into a few days.) Link: [You might say] “Today as you read literature and informational text in your book box, I want you to make sure you are listening to the voice inside your head. I want you to especially pay attention to the questions that you hear yourself asking while you read. If you have a question while reading today, leave a footprint of it by recording it on a sticky note. I want you to bring the footprints of your thinking to share time today.”

AKS Lesson Plan


(Independent Time) Students will practice being active readers while independently reading just‐right books from their book boxes. Confer with students about how they are reading and evidence you see that demonstrates active reading as they record their thinking, especially assess whether or not students are asking questions about a text.




(Share) Call students back to the carpet with their book boxes for share time. Have a few students share examples of how they asked questions about a text. Discuss with students how asking questions causes them to be more active readers.

Copyright/Citations (as needed) Strategies that Work by Stephanie Harvey and Anne Goudivis, pgs. 77‐81

AKS Lesson Plan


Lesson Name Monitoring our Comprehension Lesson 5 Grade Subject Course Topic‐Strand 1 Language Arts Reading






23 Reading: Foundational Skills: Read with sufficient accuracy and fluency to support comprehension.

Materials/Links/Text References Extended Text: Why Do Leaves Change Colors? by Betsy Maestro or another informational text Short Text Possibility: Information about fall located on PebbleGo database in the GCPS Online Research Library. Click under Earth and Space ‐>Seasons Sticky notes




AKS Lesson Plan

Teacher Lesson Prep Suggestions (Optional) Prior to the mini‐lesson read the text you will use and think about what examples of your inner conversation/questions you will share with students.

Assessment Strategies Assess student understanding by observing if students become more actively engaged in their reading by reacting to the text, recalling what they read, and monitoring their comprehension.




Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X

X X X


Activating Strategy/Mini‐Lesson/Warm‐Up Connect: [You might say] “Yesterday we read part of the informational text, Why Do Leaves Change Colors, and we had many questions pop up. As we continue reading this text today, I am going to show you how readers pay careful attention to their reading. If something doesn’t make sense, readers stop and use different strategies to understand.” Teach: Explain to students that there are times when we are reading and something we read doesn’t make sense. Discuss with students how the voice inside your head will say “huh?”. Make a quick list with students of reasons why you might hear the voice inside your head say “huh?” while you are reading.

Reasons the Voice Inside My Head says “Huh?”

1. There is a word I do not know. 2. I read too fast. 3. I don’t know what the text is talking about. 4. I was distracted and not actively reading.

Model for students how you listen to your inner conversation in a think aloud while reading Why Do Leaves Change Colors? Show students how you continue to record your questions and reactions down on sticky notes. Find a place that during your read/think aloud you model saying “huh?” because you don’t understand a part of the text. Show students how you flag that part of the text by writing “huh?” on a sticky note.

AKS Lesson Plan

Active Engagement: Discuss with students how you monitored your comprehension and recognize when you didn’t understand what you were reading. Show students that rereading is one way we can clear up confusing spots. After you reread part of the text, have students turn and talk about their thinking. Engage in a discussion about your confusion and the further thinking that developed out of rereading. Link: [You might say] “Today as you read literature and informational text in your book box, I want you to make sure you are listening to the voice inside your head. I want you to especially pay attention to that voice if you hear it saying “huh?” That is a sign that you do not understand something in the text. Active readers are always monitoring their comprehension to make sure they understand what they read. If you find yourself saying “huh?” I want you to try rereading to see if that helps you to understand.”


(Independent Time) Students will practice being active readers while independently reading just‐right books from their book boxes. Confer with students about how they are reading and evidence you see that demonstrates active reading as they record their thinking, especially assess whether or not students are monitoring their comprehension.




(Share) Call students back to the carpet with their book boxes for share time. Have a few students share examples of how they heard their inner voice saying “huh?” Discuss how these students repaired their comprehension by rereading or using other strategies.

Copyright/Citations (as needed) Strategies that Work by Stephanie Harvey and Anne Goudivis, pgs. 77‐81

AKS Lesson Plan


Lesson Name Determining the Meaning of Unknown Words Lesson 6 Grade Subject Course Topic‐Strand 1 Language Arts Reading






23 Reading: Foundational Skills: Read with sufficient accuracy and fluency to support comprehension.

39 Language: Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

Materials/Links/Text References Extended Text: On the Go by Ann Morris and another informational text that has a glossary Short Text Possibility: Article about transportation located on World Book Kids database in the GCPS Online Research Library. Search transportation and click on the first article. Classroom dictionary or Dictionary located on World Book Kids database in the GCPS Online Research Library



How can we determine the meaning of unknown words?

AKS Lesson Plan

Essential Vocabulary literature informational text conversation dictionary glossary

Teacher Lesson Prep Suggestions (Optional)

Assessment Strategies Assess student understanding by observing if students become more actively engaged in their reading by reacting to the text, recalling what they read, and monitoring their comprehension.




Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X X

X X

X X X

X CHECK ALL THAT APPLY

Activating Strategy/Mini‐Lesson/Warm‐Up Connect: [You might say] “We have learned that it is important to monitor our comprehension as readers and recognize when our brain is saying “huh?” because we don’t understand what we are reading. One reason that we might not understand is the text has words in it that are unfamiliar or we don’t know what they mean. Today I am going to show you one resource we can use to help us learn what words mean.” Teach: Explain to students that you were recently reading the book On the Go. Explain to students that while you were reading you came to a word that was new to you. Use the following excerpt from the text: Wheels make things go easier and faster. They can be pedaled or pushed or pulled by ponies or oxen or people. Explain to students that the word oxen is an unknown word and you heard your inner voice say “huh?” when you read it. Show students how you refer to the picture in the text to know that oxen are a type of animal that looks like a cow. Explain that the picture can help us, but we can use another resource to give us the exact meaning of the word. Using the dictionary in your classroom or a children’s online dictionary, model for students how you look up the word to discover its meaning.

AKS Lesson Plan

Active Engagement: Show students another excerpt from the informational text. A trolley moves on rails along the city street. Have students work with a partner to use the context as well as a dictionary to help understand the unknown word. Link: [You might say] “Today as you read literature and informational text in your book box, I want you to make sure you are listening to the voice inside your head. I want you to especially pay attention to that voice if you hear it saying “huh?” That is a sign that you do not understand something in the text. If an unknown word is causing you to be confused, there are resources in our room that can help you. Try using the context along with a dictionary or glossary (if the book has one) to help you understand the word.”


(Independent Time) Students will practice being active readers while independently reading just‐right books from their book boxes. Confer with students about how they are reading and evidence you see that demonstrates active reading as they record their thinking, especially assess whether or not students are monitoring their comprehension. Assist students as they utilize resources in the room to help unlock the meaning of unknown words.




(Share) Call students back to the carpet with their book boxes for share time. Have a few students share examples of how they utilized different resources (the context clues, dictionary, glossary, etc.) to help them learn unfamiliar words.

Other Note: This lesson could be extended into another day to focus on using the glossary to aid in determining the meaning of unknown words.

reading workshop first grade -...

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