Ruthie and the (not so) Teeny Tiny Lie The … and the (not so) Teeny Tiny Lie by ... The Gingerbread Man by Brenda ... How do I use everything I know about reading to read books that

UNIT OVERVIEW

Reader’s Workshop

Grade 1

Unit 1: Launching-Readers Build Good Habits

Time Frame: September

Key Vocabulary: strategy, conversation, retell, stamina, storyteller’s voice, character, setting, problem, solution, events

Essential Questions:

How can I be the kind of reader who reads and rereads for the whole time during reading, getting ready to talk to my partner?

How do I make sure that I am reading many books, as smoothly as possible, for as long as possible?

How do I make sure that I am, picturing and understand what I am reading?

How can my partner and I talk about our books in ways that let us share them and thing about them and also have fun with them?

Mentor Texts:

Ruthie and the (not so) Teeny Tiny Lie by Laura Rankin

The Gingerbread Man by Brenda Parks

Chrysanthemum by Kevin Henkes

Amazing Grace Rainbow Fish by Marcus Pfister The Kissing Hand by Audrey Penn Wild About Books various big books, song books and rhyming books

Technology:

Smart Board Lessons iPads

Common Core State Standards Teaching Points/Lesson Activity Description Assessment

CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Bend I: Reading Long and Strong Readers get ready to read even before they begin. One way

they do this is by flipping through the book, looking at the pictures. Sometimes readers ask, ‘What will happen’ or ‘Will I

Observation Conference Notes

CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting or events. CCSS.ELA-Literacy.RL.1.10 With prompting and support read prose and poetry of appropriate complexity for Grade 1. CCSS.ELA-Literacy.SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-Literacy.SL.1.1.b Build on others' talk in conversations by responding to the comments of others through multiple exchanges.

CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print.

learn stuff?’

Readers set goals for themselves to read long and strong. They might start by just reading a couple of books in one day, but then they might say, ‘I bet I can read even more!’ They might even set a goal for themselves. (Hooked in a Book)

Readers reread books to notice things that they did not notice before. One reason they do this is to learn more from the pictures they didn’t learn from the words.

When readers finish a book, the can go back and read it again, this time using their best storytellers voice.

When readers get distracted they have strategies to get right back to reading. If this happens to you, you might go back and reread to refresh your memory about what is happening.

Bend II: Readers Make Pictures in Their Minds as They Read- and Revise the Pictures as They Read On

Before readers start, they look at the cover and get some ideas. They think about how the book might go and make a tiny movie in their mind with their imagination

Readers sometimes imagine what a word is going to be and then-whoops!-it doesn’t match what is on the page. If this happens, you could think, ‘What makes sense?’ and ‘What matches the letters in the word?’

Sometimes books don’t go exactly the way readers think they will. When this happens, you have to stop and change the movie in your mind.

Bend III: Sharing Books with Friends Makes Stronger Readers

Running Records

Reading Checklist

Readers work together with their reading partner. (Model

basics of partner reading/ ways to read with partner)

Readers talk about their books with their partners. One way can you do this is by pretending to be a character in your book and acting out.

When readers talk to their partners they ask questions. If your

partner says something confusing you could say, 'Huh? What do you mean?'.

Readers think about exactly what parts of books they want to

share with their partners. One way they do this by by thinking 'What are the most important parts?' or 'Where did something BIG happen?'

Readers talk about their books with their partners. One way to

do this is by helping their partner get through tricky parts and figure out words.

When readers finish a book they talk with their partners about

what they liked and what they didn't like about it. You might say, 'I liked the part where...' and “I didn't like the part where...'

UNIT OVERVIEW

Reader’s Workshop

Grade 1

Unit: 2- Word Detectives Use All They Know to Solve Words

Time Frame: October/ November

Key Vocabulary: retell, retelling rope, events, character, setting, problem, solution, lesson/theme


How can I use all the strategies that I know in ways that let me understand and figure out words in the books that I read?

How do I get better at using strategies to figure out hard and new words while I am reading?

How can I get better at making sure that my reading makes sense as I read?

How can I be sure each page that I’m reading fits with the whole book?

How do my partner and I work together so that we help each other read better?

Mentor Texts:

Walking in the Spring by Beverly Randall

The Gingerbread Man by Brenda Parks

Beatrice Doesn't Want Too by Laure Geoff Numeroff

Stellaluna by Janell Cannon

Knuffle Bunny by Mo Willems

Knuffle Bunny 2 by Mo Willems

Technology:

smartBoard

iPads


CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds

Bend I: Detectives Have Many Different Ways they Solve Words

Before you begin reading a book, you can look at its title,

Observation Conference Notes

(phonemes).

CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-Literacy.RF.1.3.a Know the spelling-sound correspondences for common consonant digraphs.

CCSS.ELA-Literacy.RF.1.3.b Decode regularly spelled one-syllable words.

CCSS.ELA-Literacy.RF.1.3.f Read words with inflectional endings.

CCSS.ELA-Literacy.RF.1.3.g Recognize and read grade-appropriate irregularly spelled words.

CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-Literacy.RF.1.4.a Read grade-level text with purpose and understanding.

CCSS.ELA-Literacy.RF.1.4.b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

CCSS.ELA-Literacy.RF.1.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

cover, pictures, and even make connection to tother books that are like it to help you read the words.

Readers stretch out unknown words to help them figure out tricky words. One way we can do this is to look at a word letter by letter. (Stretchy Snake)

When you know what the book is all about, then when you can come to a hard word, you can think about what's happening in the story and then ask yourself, 'Hmmm...what word would makes sense here?'

Readers do so much more than simply check the picture when they get to a tricky word. Readers check the picture to think about what has been happening in the story and then they ask themselves, 'What might be written here?' (Tryin' Lion)

Readers think about what makes sense and what sounds right as they read, they also look at words. Instead of looking at a word letter by letter, readers look for parts of words. They read words not by letter by letter, but part by part. (Chunky Monkey)

Readers always use the words they know to help them while they read. One way they do this is they read the sight words they know in a snap.

Readers use more than one strategy at once to tackle the hard words and tricky parts of books.

Bend II: Fixing Words When Something is Not Right

As readers you can check your own reading. You can stop when something doesn't look makes sense, look right or sound right. Readers ask, 'Does this go with the story? Does

Running Records

Reading Checklist

Sight Word List

this sound like a book?' to help check their reading.

When readers get to the end of a book, they can make sure they understand it by retelling the story. Readers use their fingers and words like, “first', 'then', 'next', 'after that' and 'finally' to retell what happened. (Touch pages to retell the big thing happening on each page & retelling rope)

When readers reread, think even more about what is happening. They sometimes ask themselves, 'What is this part saying?' or 'What does this really mean?' That way, they're always thinking about the book.

Another way to work with your partner is to be like teachers for each other. For example, when your partner needs help instead of just telling her the word, you can say things like, “Fix it!', 'Check it!' or 'Try that again!' If you're stuck, you can check the charts to remind yourself of things to say.

You are more likely to understand what you are reading if you read smoothly.That's why readers go back and reread until the book goes smoothly.

end III: Partners Help Each Other Read

When you are trying to read smoothly, you can ask someone to listen as you read aloud. Your partner can cheer you on, listening for parts that sound really smooth, and keep saying things, 'Great! Keep going!' It will be like you have a live audience to support you.

There are a bunch of ways to help you get ready for partner talk. You can leave Post-its on tricky parts, important parts, funny parts, and parts you just can't wait to talk about. You can even make up your own reason. Then you will be ready to work with your partner.

UNIT OVERVIEW

Reader’s Workshop

Grade 1

Unit: 3 – Learning about the World by Reading

Time Frame: November/ December

Key Vocabulary: table of contents, headings, map, diagram, chart, glossary, caption, topic, fact, category, organize, italicized or bolded words, subheadings, photographs


How do I use everything I know about reading to read books that teach me information and ideas about things?

How do I get myself ready to read an informational book?

Can I imagine what it will read by looking over its features, and after a chunk, can I stop and think about it?

How do I study my informational books more closely to learn as much information as I can from the pictures and words?

How do I do the best job I can to teach my partner the big ideas of my book?

Mentor Texts:

Follow a River by Jane Manners Owls by Mary Dunn Fantastic Bats by Penguins by Sharks (A to Z Reading) Blizzards by Informational Big Books Informational Poems

Technology:

Unleashed, a Discovery Channel show, narrated by Jeff Corwin

Pebble Go Website

Smart Board Lessons


CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text.

CCSS.ELA-Literacy.RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

CCSS.ELA-Literacy.RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

CCSS.ELA-Literacy.RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas.

CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Bend I: Getting Started Reading Informational Books

Readers sort informational books by topic into an information library.

Readers warm up their brain to read informational texts. They might ask themselves, 'What information am I expecting to learn from this book?' (activate prior knowledge)

When readers are reading information they don't just tear through a book at the speed of a Ferrari. Instead, readers put the brakes on often to think about what they've just learned. They might ask themselves, 'What is this author teaching me?' What is this part mostly about?'

Readers study books to find a path through the book before they start on a reading journey.

Readers use text features to guide the informational reading. (Table of Contents, Headings, etc.)

Authors of informational books have ways to tell us something is important. One way they do this is to make a word bold, or darker. When you're reading and you come across a bold word, stop yourself and think, “Whoa! This is important!' Then make sure you understand it.

As you read informational books, you can use your teaching voice to sound like an expert, teaching what you learned in the book.

Bend II: Tackling Tricky Words

Sometimes readers run into words that are not only tricky to solve, but also tricky to understand. If this happens to you, pause and think, “Hmmm, can I make a guess? Then, you can

Conference Notes

Running Records

Observations

Performance Task

replace the tricky word with what you think it means and see if it makes sense.

Readers make the new words they encounter theirs by making them words they can use often and in new situations.

When readers are trying to understand a new word they can use the picture to help them. One way they can do this is by looking closely at what's happening in the picture and then asking themselves, 'What's another word that would fit here?'

Bend III: Reading Words and Pictures

You can get help from a partner when you have tried all of your strategies and you're still not sure what a word means. You could post-it the tricky word and then later show it to your partner for help.

Information readers look closely at the pictures in their books and the words that describe them. They think, 'What is this picture teaching me?' Let me look at it again, to really study it, looking for new things.'

There are no pictures that match the words, readers often imagine the pictures in their heads! This helps them learn the information the author is teaching.

When readers learn something really interesting at the end of the book, they might go back and reread an earlier part, asking new questions and making new connections. They might say, “Whoa! That's surprising. I'm going to go back and read this again to help me learn even more.

Bend IV: Teaching Topics to a Partner

Readers think about the BIG ideas in a book. One way that they do this is by asking, 'Hmmm...Is this important

information?'

Readers ask questions when they read information books. They might ask, “How do...?' 'Why do....?' Then they read more to try to find an answer.

Sometimes readers notice that information in one book doesn't match the information in another book. If this happens to you, you can say, 'Huh? That doesn't match' and then reread to find more information.

UNIT OVERVIEW

Reader’s Workshop

Grade 1

Unit: 4 – Readers Get to Know the Characters in Books

Time Frame: January

Key Vocabulary: character, feeling, character trait, descriptions, examples, evidence, lesson, theme


How can I make sure that I get to know the characters in my books just like I get to know my friends, noticing who they are, what they do, how they act, how they feel, and what they learn?

How can I use the pictures and the words in my books to learn important information about the characters?

How can I reread my books to be sure I’m not missing important clues about who the characters are and how they characters feel and act?

How can I be on the lookout for ways the characters change?

Can I sometimes notice that when they change, this is a time when they have learned a lesson?

Mentor Texts:

Mercy Watson to the Rescue Peter’s Chair by Ezra Keats Hooray for Fly Guy by Tom Arnold Tacky the Penguin by Helen Lester Amazing Grace Oliver Button is a Sissy Max’s Birthday by Rosemary Wells Henry and Mudge books Mo Willems books Beatice Doesn’t Want To Chyrsthanimum Amelia Bedelia Lilly’s Purple Plastic Purse Wimberly Worried Knuffle Bunny, I,II,Free

Technology:

Smart Board Lessons

iPads




CCSS.ELA-Literacy.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

CCSS.ELA-Literacy.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Bend I: First Things: Getting to Know Characters

One of the best things about reading stories is that you get to know new people-characters. When you pay particular attention to your reading you can learn so much about the characters-the things they do, their likes and dislikes—and that helps you learn more about the whole story.

Readers think about what their characters do to find out more. One way to do this is to notice how a character acts. (Prove it)

When readers are trying to know their characters really well, they use words that say exactly how the character is feeling. They notice what is happening to the character and then ask, “Hmmm...How might he feel?' (Prove it)

Readers can make sure they understand a book and a character by retelling what a character does first, next, and so no, all the way to the end of the book.

Readers pause and notice when a character does things that seem totally out of the blue. When that happens, they reread, thinking 'Did I miss something?'

You can pay attention to how the character's feelings change across the book. When you tell the story to a friend, you can include how the character feels differently in different parts of the story.

Running Records

Conference Notes

Observation

CFA

Bend II: Rereading to Learn Even More about Characters

Readers can read their books really closely, noticing details they didn't notice the first time.

Readers have a really important job when they read, and that's how figuring out HOW to read a book. In the midst of reading, they have to make decisions about when to pause, when to be silent, and when to read quickly. You can make these decisions, too, and that will help your reading get stronger.

Authors don't always say everything about characters. Instead, they leave some things up to the reader to guess! Readers can look at pictures, saying aloud 'What might the character be thinking? How might she be feeling?' (clue words)

Bend III: Digging Deeper to Think, ‘What Lesson Has This Character Learned?’

Whenever a character's feelings change, there's usually a good reason for it. Usually it's because the character has learned something. When you notice the change, you can ask, 'Why did this happen?' 'Did the character learn something?'

Readers can think about what happened in the story and the lesson the character learned, and think, 'How is this the same or different from the lessons other characters have learned?'

UNIT OVERVIEW

Reader’s Workshop

Grade 1

Unit: 5 – Readers can be Their Own Teachers, Working Hard to Figure Out Tricky Words and Parts in Books

Time Frame: February/ March

Key Vocabulary: dialogue, chunk, self-monitor


How can I find ways to get through the hard parts in books, all on my own, so that I can be in charge of my reading?

When something is difficult, how do I use all I know to figure it out?

How do I notice when my reading doesn’t make sense or sound right and then fix up those parts so that I understand my books better?

How can I rely on my partner when I need some extra help fixing up and understanding the hard parts of my books?

How can I be sure to pick out interesting and important parts of my books to reread to others so that they get interested in my books too?

Mentor Texts:

Annie and the Snowball and the Surprise Day

Mrs. Wishy Washy's Birthday

Big Books at H/I/J level

Technology:

smartBoard

iPads


CCSS.ELA-Literacy.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an

Bend I: Readers Use Everything They Know to Get Through the Hard Parts

Readers notice a tricky word they don't just wait for their teacher or friend to tell them what it is—they think, 'I can figure it out!' and they try lots of different strategies to tackle the

Running Records

CFA

Conferencing Notes

array of strategies.

CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-Literacy.RF.1.3.a Know the spelling-sound correspondences for common consonant digraphs.

CCSS.ELA-Literacy.RF.1.3.b Decode regularly spelled one-syllable words.

CCSS.ELA-Literacy.RF.1.3.c Know final -e and common vowel team conventions for representing long vowel sounds.

CCSS.ELA-Literacy.RF.1.3.d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

CCSS.ELA-Literacy.RF.1.3.e Decode two-syllable words following basic patterns by breaking the words into syllables.

CCSS.ELA-Literacy.RF.1.3.f Read words with inflectional endings.

CCSS.ELA-Literacy.RF.1.3.g Recognize and read grade-appropriate irregularly spelled words.


CCSS.ELA-Literacy.RF.1.4.a

tricky word.

Readers, now that your books have so many words on each page, you use the pictures and the story to think about what is happening in each part. This way, you can figure out what a character might be doing or saying on a particular page before you try to tackle the words.

When readers get to a tricky word they can look for smaller parts of the word that they know. Then they can use those little parts to help figure out the whole word.

Sometimes when readers are reading, they say a word that makes them think “huh?' That doesn't sound right. It has nothing to do with the story! When that happens to you, you can go back, think about what's happening in the story and think, 'What word would make sense here?' and then try it out.

Bend II: Readers Smooth Out the Rough Parts—and Then Reread

Readers don't just stop at trying to figure out tricky words. Readers check themselves. They ask, “Am I right? Is my word the word that is really on the page? Does my word make sense for this page?'

Readers always do whatever it takes to understand the books they read. I want to let you all in on a little secret: Readers always check in with themselves, asking, 'Did I get it?' When readers don't get what they read—on a page, in a part, or even at the end of the whole book—they reread to make sure they get the whole book better.

Sometimes when readers stop to figure out a tricky word they forget what they're reading about. If this happens to you, say, 'Wait a second!' and stop and reread, because most important

Observations

Read grade-level text with purpose and understanding.

CCSS.ELA-Literacy.RF.1.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

part of reading is getting that great story in our heads!

The dialogue in books can sometimes be confusing (even for adults!). When you read dialogue, you have to pay attention to who is speaking and how the character sounds. If you get confused, you can picture each character in your mind, and then reread the dialogue out loud to yourself until it sounds right.

Sometimes words don't really mean exactly what they say. When you notice this you can stop and think, 'Hey! That doesn't make sense! Maybe it means something else...what could it really mean?'

Bend III: Readers can Show Off Their Reading

Now that you're reading longer books, you may not be able to share the whole book with your partner. Instead, you could pick out a few parts. You might pick a part that left you on the edge of your seat, or that you found really funny. Use a post-it to mark a part you'd like to share with your partner.

Partners share the parts of our books that are confusing. Your partner can help you figure these parts out by saying, 'Let's reread this and try to figure it out.

Partners can help each other do their very best smooth reading. Partners can say to each other, 'Why don't you go back and read that part again?' or 'Let's read that part together and make our voices really smooth.'

UNIT OVERVIEW

Reader’s Workshop

Grade 1

Unit: 6 – Reading Across Genres to Learn about a Topic: Information Books, Stories, and Poems

Time Frame: April/ May

Key Vocabulary: genre, purpose, entertain, fiction, poetry, informational, text, compare, contrast, differences, similarities


How can I get interested in a topic and get better at learning a lot about it by reading many different kinds of books—and ones that are in a bunch of genres?

If I’m reading to learn about a topic, can I find a way to learn stuff from all kinds of texts—even from Stories and poems?

When there are important words and phrases in the texts that I read, how can I get better at using them as I think and talk?

When I have a pile of books and other texts that tell about a topic, can I take all I learn from one text and add it to what I learn from the next?

After I’ve read many books on a topic, how do I teach others the information I’ve learned and my opinions about the topic?

Mentor Texts:

Wind and Storm by Fred Biddulp Rain by Sheryl Sloan That Sky, That Rain by Carolyn Otto Why Do Worms Come Up When it Rains by Betty Erickson It's Raining, It's Pouring by Kin Eagle Prince of the Pond Frogs by Gail Gibbons Bins of books on same topic across many genres.

Technology:

smartBoard

iPad

Audio clips from NPR

National Geographic TV Channel

Discovery Channel




CCSS.ELA-Literacy.RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

CCSS.ELA-Literacy.RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text

CCSS.ELA-Literacy.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

CCSS.ELA-Literacy.SL.1.1.c Ask questions to clear up any confusion about the topics and texts under discussion.

Bend I: Making Sense of All Kinds of Texts

When readers start a new book, they think, 'What kind of book is this?' They ask, 'Is this book going to teach me about football—is it an informational book? Or is it a story about a girl who plays football? Or a poem with short lines of text that have a rhythm?' Knowing this will help you know how to read the book.

Readers ask themselves questions as they read. They read a little bit and stop and ask, 'How does this work? When does this happen? Whys is this important?'

Readers say what they learned and they say what they think. A reader might say, 'I learned that baby skunks line up behind their mother.' Then she might push herself to ask, 'What does the author want me to think? Oh! Mommy skunks really keep track of their babies so they don't get hurt, or lost!'

Bend II: Reading and Learning about a Topic through Language

Readers flip through the pages of a book to get ready to read, they stop to notice words, pictures, and captions that may help them understand the book. As they come across, these they think, 'What is in this book? What will I learn?'

Even though some of your books are fiction, there are still a lot of factual information in them to learn. (Find facts inside fiction)

Readers check the information they find in one book by reading lots of other books about the same topic. As they read, they hold the fact in their heads and think, 'Does this book say the same thing, or does it say something different?'

CFA

Conferencing notes

Observations

Running Records

Readers become experts by 'talking the talk' of their books. When they see special, topic-specific words in their books, they go out their way t use those words in partnership conversations. (collect new lingo words)

Readers use all the clues they can gather not only to learn how to say new words, but also to figure out what these mean. Readers can look at the picture, think about what is happening in the book around the new word, and look at the letters in the word. (Play with word in your mouth)

You can push your understanding of new words by talking to your partner about them, When you come across a new word that you come across a new word that you think is important to your topic, you can teach it to your partner. You may even look back to the pages where you found the word to help you understand and explain it.

Bend III: Learning Information by Comparing and Contrasting

When readers learn new facts about a topic from informational books, they can hold those in their minds as they read stories about the same topic. They can think.”Hmmm...what in this story connects to the informational book I just read? Do any of the facts from the first book show up here?' Then they can stop and jot down the things they notice about Post-its.

Your job as a reader is to put together everything that you're learning. That might mean you take a little bit from one book, and a little bit from another, and maybe even a little bit from a third or fourth book! When readers put lots of information together, they can figure out what they themselves thing about a topic.

Bend IV: Thinking Critically About Books

Readers read with a critical eye and do not accept all things in

their books as truth, but rather question that seem funny or “not quite right”.

After you're done reading a book, readers ask themselves, 'What do I think about this book? Do I agree with the author? Do I have different ideas'?

UNIT OVERVIEW

Reader’s Workshop

Grade 1

Unit: 7 – Dramatizing Characters and Deepening Comprehension in Reading Clubs

Time Frame: June

Key Vocabulary: traits, opinion, compare, contrast, evidence

Note: This unit will provide students with an in-depth look across texts to help the students “walk in the shoes” of a character, envision, empathize, and bring the character to life.


How can I have deeper ideas about the characters in the books I read?

When I read and reread my books, can my voice get smooth and sound more like I’m talking—so the characters come to life?

How can I read, think, and write about my characters so I have a better conversation with my partner?

How can I become a better club member—one who comes ready to talk about books, to act out the characters, and give tips to others?

Mentor Texts:

The Three Bears by Paul Galdone Clean Your Room, Harvery Moon by Pat Cummings Poppleton by Cynthia Rylant Tacky the Penguin by Helen Lester Little Bear Series by Maurice Sendak Fancy Nancy books Nate the Great books Amelia Bedelia books Henry and Mudge books Mr. Putter and Tabby books George and Martha books Mo Willems books (Piggie and Gerald & Pigeon) Anansi Series Bony Legs

Technology:

iPad

SmartBoard

iCarly Table-Read on Youtube


CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details.


CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Bend I: Readers Read and Reread, Using Smooth Storytelling Voices to Bring Out Characters’ Thoughts and Feelings

To kick off our new unit you are going to be movie stars! How many of you watch Max and Ruby on TV? How about Little Bear? Do you know that movie stars play those characters? Well guess what? You are going to become those characters in your books.

If you're going to step right into your characters shoes, you're going to have to pay extra special attention to how characters speak and act—to the tones of voice and gestures you think they might use if the book were to be turned into a movie.

Readers notice when the author has added a word that tells us HOW the character is speaking like 'yelled' or 'whispered'. Readers and actors use those clues to change how their voices sound.

Actors pay close attention to punctuation when they're reading their pars. One way to do this is by taking long pauses at periods and short pauses at commas.

Actors go back to parts that they think are interesting or important for their character and reread them many times, thinking, 'If I am going to act like this character, what would she be doing saying, and feeling? What should my face and body look like?'

Readers have to read a story lots and lots of times until they can read it very smoothly. Even professional actors sound choppy the first time thy read their lines.

Bend II: Readers—Like Actors and Directors—Zoom in on

CFA

Conferencing Notes

Observations

Running Records

Important Parts

The director has a very important job. Just like the actors, the director reads the story or script and marks it up with notes But directors don't just focus on one character-they study all the characters. They know the story and the characters better than anyone.

Directors need to prepare for rehearsals. One way to do this is by making little notes in their books about how a character feels or what they're thinking. That way, they can give their actors little tips before they start.

There are clues in the story that tell you a part is important. One clue you can look for is when a characters feelings change very suddenly.

Bend III: Readers Perform, Talk and Think about Books inside of Clubs

Review expectations of a theater troupe (book club)

When actors and directors aren't quite sure how to act out a part, they go back to the script and look for clues. If your theater troupe comes to a part that you're not sure how to act out, you can look back in your book and see if there are clues in the words or pictures about how it might go.

When theater troupes come together to perform, they know that there are lots and lots of things they'll need to pay attention to. So theater troupes often make little notes to remember their thinking as they read and talk together.

Readers always fill in the gaps of a story as they read by drawing on all they know from this book, from other books, and from their lives.

To really get to know your character, you can think about them in all the books they're in and think, 'What does my character do over and over in all of the books? And 'What problems seem to be happening over and over to my character?'

Character Traits:

Readers notice what type of person their character is. One way to do this is to notice how the character acts and what he says.

Readers notice patterns and make predictions about what a character may do.

Readers work together to understand characters and prove their thinking with evidence from the text.

Documents

Ruthie and the (not so) Teeny Tiny Lie The … and the (not so) Teeny Tiny Lie by ... The Gingerbread Man by Brenda ... How do I use everything I know about reading to read books that