Reading to Writing to Reading, K–2 Five-Day Lesson Planregieroutman.com/.../2ReadingToWritingToReadingK5FiveDayLesson… · Others will choose your own engaging text. ... speaking,

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Transforming our Teaching through

Reading/WritingConnectionsS E S S I O N 6

These plans capture the lessons you observed in the video clips. They meet minimumK–2 literacy requirements for most school districts. Some of you may decide to pres-ent the lessons as they are. Others will choose your own engaging text. Remember toconsider your students’ interests, needs, and strengths.

LEARNING GOALS

Tell students this is what they will learn this week. You may want to write these goalson a chart or whiteboard and check them off at the end of each reading/writing block.

d Students will begin to:

• Develop reading/writing ideas by listening to and discussing text.

• Understand that they can read what they write and write about what theyread.

• Develop listening, speaking, oral language, and community-buildingskills by turning and talking, sharing, discussing, and participating.

• Develop concepts about print: directionality (top to bottom, left to right),the difference between a letter and a word, and one-to-one matching.

• Locate unknown and known words.

• Develop phonemic awareness and phonics skills by using beginningsounds, ending sounds, and consonant sounds.

ASSESSMENT/EVALUATING STUDENT WORK

How will I know what students have learned?

d Samples of student writing/illustrations.

d Student oral responses.

d Anecdotal notes.

d My observations.

d Reading/writing conferences.

RReeaaddiinngg ttoo WWrriittiinngg ttoo RReeaaddiinngg,,KK––22 FFiivvee--DDaayy LLeessssoonn PPllaann (40–90 minutes each day in a reading/writing block lasting 90–150 minutes)

Reading to Writing: Creating Relevant Texts

Regie Routman in Residence: Reading/Writing Connections, Website. © 2008 by Regie Routman (Heinemann: Portsmouth, NH).

MATERIALS NEEDED

a Read-aloud book chosen from the suggested list.

a Sliding masks for framing known and unknown words.

a Word wall.

a Name wall with student names/pictures.

a Paper (samples of writing paper).

a Pencils, markers, or pens.

RESOURCES

d Reading Essentials and Writing Essentials by Regie Routman.

d Classroom library containing a variety of books in many genres at several levelsfor browsing and reading.

SESSION 6 Reading/Writing Connections / READING TO WRITING TO READING: K–2 FIVE-DAY LESSON PLANpage 2


Reading Aloud d Introduce I Love Saturdays y domingos, written by Alma Flor Ada and

illustrated by Elivia Savadier. Or, introduce whichever book you’ve chosen.

d Tell students to listen carefully to the story, because they will be writing theirown book about why they love Saturday or Sunday after you finish reading.

d Tell students to pay attention to what they notice as you read the book tothem.

d Start reading the book.

d Check for understanding as you go. For example, after the first two pagesyou might ask, “So what is going on in the story so far? What did you notice?”

d Make personal connections to the book. (Put the book down so kids knowwhen you are thinking aloud and when you are reading the author’s words.)

d Make sure students understand new concepts and vocabulary (e.g., piñata).

d Ask students, “How many of you have grandparents? How many of you don’thave grandparents? Think about what is it that you like to do best on eitherSaturdays or Sundays. How many of you want our book to be I Love Saturdays?How many of you want it to be I Love Sundays? Let’s write about [whateverday most students pick].”

Independent Reading Practiced Introduce your classroom library and invite students to browse. Comment

on your students’ choices, interests, and behavior. Ask students to select oneor two books that they might want to read or have someone read to them.

Reading Celebrationd Ask students to share with a partner why they chose their book(s). Listen to

the conversations and select one or two students to model and share some oftheir book choices with the whole class.

d Let students know that good readers enjoy and love the books they selectand that they will have time for independent reading practice every day.


DAY 1 LESSON ACTIVITIES


Teacher Reflection/Notes/Comments

(Perhaps observe one or two students a day and reflect on their learning as well asyour own.)

Samples of Your Own Students’ Work

(Perhaps start a notebook in which you keep your own plans, samples of students’work [exemplars], class charts, resources you used, etc.)



Shared Writing: “We Love Saturdays”d Decide with your students the title and content of the text. Think aloud as you

write. In shared writing, you negotiate what you are going to write with yourstudents but you are in charge of the writing and ultimately make the finaldecisions. For example: “Should we call it I Love or We Love? I think we shouldcall it We Love. If we wanted to write Saturday, where could we find the wordwritten down so we’d know how to spell it?”

d Write the title of the story on the chart.

d Model the form the book will take. Tell students what you like to do onSaturdays or Sundays. “This is what I do on. . . .” Think aloud and write yourown sentence in front of your students. “What do you hear at the beginning?What do you hear at the end? I hear . . .”

d State the purpose for writing so students know what to expect and remainengaged throughout the demonstrations. “Kids, the reason it is important tomake sure you can see the chart is because this is how you are going to become agood reader and writer. We are going to be taking the story we write and turn itinto a book. We want to make sure you all can read it.”

d Think aloud and model rereading. “Writers change their minds. We need abeginning. How do we want to start our book? Who has an idea? Do you have anidea?”

d Ask students to read with you as you go along. Ask students to add to the storyuntil all students have had a chance to contribute.

Word Work d Connect word work to the written text. Introduce a sliding mask and use it to

locate known and unknown words:

• “What is this word?”

• “What are the two letters that make the /er/ sound?”

• “What about this word, goes?”

• “What about this word, we?”

Independent Writing Practiced Introduce the writing journal/notebook if you have not already done so and ask

students to date their paper.

d Explain the purpose for independent writing. Tell students that this is a time towrite about the book you just read or to write about anything else that isimportant to them right now.




d Observe students’ independent writing and write down what you notice. Usethese observations to guide your focus for tomorrow’s shared writing.

d Identify one or two students who are attempting to implement the learninggoals you modeled in shared writing.

Writing Celebrationd Introduce students to the reader’s/writer’s chair or the area where kids will

share and celebrate with you as a group. Tell students that everyone will have achance to share their work, learning, thoughts, and ideas about reading orwriting.

d Go over the learning goals for the day and congratulate the students who younoticed were implementing these goals.

d Check off the goals that you accomplished today. Ask kids to turn to the personnext to them and tell about one or two things they did well today.

d Ask everyone to clap for one another. Say, “You’ve all done a great job.”







Shared Reading: “We Love Saturdays” Class Chart andParticipation (Choral Reading)d State the purpose for shared reading. For example: “We are going to read the

story we wrote together, because getting good at reading this book will make usmuch better readers. I will need everyone to read with me.”

d Model one-to-one matching. Choral-read the class chart while you indicateeach word with a pointer.

d Identify the purpose for creating the class chart. You might say: “This is going tohelp others learn about our class.”

d Write your sentence from the previous day in Spanish, and tell students theyare writing a bilingual book.

d Comment on how the students have published their own bilingual book, andpoint out how kids used illustrations to tell about their writing.

Word Work d Show kids how to find names on the name wall by matching them with the

photographs.

d Tell kids that the purpose of the word wall is to use the words for reading andfor writing.

d With the sliding mask find and locate the known word her on the class chart,clap and spell the word, h-e-r, and put the word on the word wall.

d Find and locate the word we and place it on the word wall. Tell kids that whenthey are reading and writing in their journals, they don’t need to sound out ortry to spell those words because they are up on the word wall now and youexpect them to check themselves and spell those words correctly.

Independent Reading Practiced Invite students to browse and look through the books in your classroom

library. Observe students’ choices, interests, and behavior.

d Have a conference with one or two students.

d Ask students to select one or two books that they want to read.

Reading Celebrationd Invite kids to share with a partner why they chose their book today. Continue

to listen to the conversations and select one or two students to model and sharesome of their book choices with the whole class.

d Celebrate students whom you observed enjoying and loving the books theyselected.










Shared Readingd Reread the class shared writing chart “We Love Saturdays.”

d Tell students to read the words as you point to them so that everyone staystogether (“eyes on my pointer”).

Word Workd Use the sliding mask to find the known word her on the class chart. You might

say, “How do we pronounce e-r? Find and locate sister.”

d Teach rimes (see Glossary on the website): “What is the word that rhymes withbike that is already on the word wall? Like. The only difference is one letter; theike stays the same. Look at the word wall. There is color tape on the ike chunk sothat you can figure out other words that have ike in them.”

d “Let’s put another word on the word wall. This is a word all first graders have toknow—at. Let’s put highlighter tape on that word too, because if you know at, youknow bat, cat, and sat.”

Modeling Independent Writing (Differentiated Instruction) d Show some samples of student writing and turn their attention to writing and

illustrating their individual stories.

d “The purpose of the book we wrote together was so that everyone could read it. Youonly wrote a little bit. Today you are going to add to your own story.”

d Tell kids to be thinking about what they can add to their own story as youmodel adding to yours.

d Think aloud and remind kids that all writers think before they write.

d Invite kids to help you hear the sounds in the words as you think aloud andwrite the sounds in the words. Model spacing, stretching out words, andwriting known words. Date your paper.

d Go back and reread your story.

d Tell students it is time for them to add on to their story or write about anythingelse that is important to them right now.

Student Independent Writing d Tell students what you expect them to do during independent writing: “Before you

go off to write, I want to make sure you have an idea you want to add to your story.”

d Tell students to turn and tell their partner what they are going to add to theirstory.




d Ask kids who need more help with ideas to remain with you while the rest gooff to write and add details to their story. Help kids jot down key ideas onsticky notes to help them remember their idea.

d Jot down your observations as you monitor students’ independent writing.

d Use your observations to guide shared writing during the next class.

d Identify one or two students who are attempting to master the learning goalsyou modeled in shared writing.

Writing Celebration d Invite the student(s) you identified during independent practice to sit by you in

a whole-class public conference.

d Celebrate the content of their writing.

d Go over the learning goals for the day and point out the goals you noticedstudents attempting, such as hearing sounds in words (phonemic awareness),using the word wall words (her, we, bike, like, goes), rereading, one-to-onematching, illustrating, finding students’ names on the name wall by looking atthe accompanying photographs.

d Check off the goals you accomplished. Ask kids to tell the person next to themabout one or two things they did well today.







Shared Readingd Reread the class shared writing chart “We Love Saturdays.”

d Tell students to read the words as you point to them so that everyone staystogether (“eyes on my pointer”).

Word Workd Use the sliding mask to find the known word at on the class chart. You might

say: “Yesterday we added a word to the word wall that all first graders have toknow—at. We put highlighter tape on that word, because if you know at you knowmany other words. Let’s make a class chart of at words.” List student responses(bat, cat, sat, etc.) on a chart placed where everyone can see it. Ask students tolook for other at words as they read and write today.

Modeling Independent Writing d Show samples of student writing and turn students’ attention to their writing

and illustrations.

d Tell kids to think about what they can add to their own story as you modeladding more to yours.

d Think aloud and remind students that all writers think before they write.

d Invite kids to help you hear the sounds in the words you want to use and writethe sounds in the words.

d Model spacing, stretching out words, and writing known words. Date yourpaper.

d Go back and reread the story.

Student Independent Writing d Tell students it is time for them to add to their story or to write about anything

else that is important to them right now: “Today you are going to add even moreto your story, finish it, and illustrate your story.”

d Remind students what you expect them to do during independent writing:“Before you go off to write, I want to make sure you have an idea you want to addto your story.”

d Tell students to tell their partner what they are going to add to their story.

d Ask kids who need more help with ideas to remain with you while the rest ofthe kids go off to write and add details to their stories.

d Have kids jot down key ideas on sticky notes in order to remember them.




d Write down your observations as you monitor students’ independent writing.

d Identify one or two students who are attempting to master the learning goalsyou modeled in shared writing.

d Collect student stories and collate them into a class book for shared andindependent reading.

Writing Celebration d Invite the student(s) you identified during independent practice to sit by you in

a whole-class public conference.

d Celebrate the content of their writing.

d Go over the learning goals for the day and point out the students who masteredthem, like hearing sounds in words, using the word wall words (her, we, bike,like, goes, at), rereading, one-to-one matching, illustrating, and finding students’names on the name wall by looking at the accompanying photographs.

d Check off the goals that you accomplished. Ask kids to tell the person next tothem about one or two things that they did well during reading and writingworkshop today.







Documents

Reading to Writing to Reading, K–2 Five-Day Lesson Planregieroutman.com/.../2ReadingToWritingToReadingK5FiveDayLesson… · Others will choose your own engaging text. ... speaking,