The First 20 Days of Reading: 1st Grade - Wikispacesmcrileyliteracyresources.wikispaces.com/file/view/1stGr_First20... · The First 20 Days of Reading: 1st Grade ... Day 5 of each

©Austin Independent School District, Elementary Language Arts Department, 2010-2011

The First 20 Days of Reading: 1st Grade 2010-2011

This pacing guide is intended to be extended, condensed, or modified according to your students’ needs. Please continue to revisit and support all skills and concepts that are introduced in the first few weeks through the balanced literacy model (See below). Our ultimate goal is for students to become proficient in using these skills independently. As you prepare to implement the First 20 Days of Reading, please keep in mind that it will be necessary to be flexible with your 90-minute reading block. Based on each day’s lessons, you may find you need extended time for one component as you put systems in place. Use your judgment, based on your students’ needs to adjust instructional time dedicated to each balanced literacy component. Day 5 of each week has been designed to be a day to bring together all of the week’s objectives. This will provide time for both teachers and students to practice and discuss all skills and strategies. Throughout these 20 days, remember to work-in time for assessments (TPRI, Tejas Lee, DRA, EDL). Students can be pulled for assessments as your class is reading independently and working in centers. A note about the alignment between this pacing guide and the Reading CRMs: The First 20 days pacing guide is designed to be used in conjunction with the Curriculum Road Maps (CRMs). As such, you will notice that in most cases, there is alignment between what is being addressed in The First 20 days guide and the comprehension foci in the CRMs. Keep in mind that the goal of The First 20 Days is to establish classroom systems and is the foundation for the habits of mind we want readers to use throughout the year. Week 1: Modeled Reading, Shared Reading, Independent Reading, Word Wall & Literacy Centers

*Follow Macmilln/McGraw-Hill to establish Oral Language, Phonological Awareness, and Phonics Routines You will begin to integrate the resource, Macmillan/McGraw-Hill Texas Treasures with this pacing guide, beginning with Start Smart S1. Integrate the comprehension focus through modeled reading and choose other lessons from the textbook based on student needs. It may not be necessary to teach every lesson in Start Smart so that you can continue teaching the lessons from the Balanced Literacy Model in

The First 20 Days. Remember that lessons from the First 20 Days are necessary for building classroom routines, community, and independent learning.

Day Minilesson Key Concepts Learning Outcomes Resources Needed

Day

1

Modeled Reading We are all members of a community of readers.

o Readers read and share their thinking about their reading.

o Students learn the rituals, routines, and schedule of Reading Workshop so they can establish consistent meeting procedures and habits.

Chart – Listeners Look Like/Sound Like Text Selection

Independent Reading Introducing the Classroom Library

Areas to Highlight: • Browsing Boxes* • Author collections • Genre collections • Topic collections

*Browsing Boxes are baskets of leveled texts with a variety of genres.

Allow students to practice selecting a text and returning it to its appropriate location in the library.

o Our classroom library is organized in a specific way to help us select a variety of books for reading.

o We are all responsible

for taking care of our classroom library.

o Students will explore and learn how to maintain their organized classroom library.

Chart- Our Classroom Library Organized classroom library


Day

2

Modeled Reading Readers make their thinking public in a Reading Community Teacher assigns thinking/talking partners for “Turn and Talk” during Read Aloud and/or Shared Reading. Allow time for students to practice this strategy several times with their assigned partner. Teacher and students model and practice “Turn and Talk” so they know the classroom’s routine for speaking and listening about books. *Continue practicing the “turn and talk” strategy throughout the following weeks.

o Readers have many different thoughts as they read.

o Readers can talk about their thinking.

o Students will learn that as readers we are capable of thinking in many different ways and sharing their thinking with others.

Text Selection Chart- “Thinking and Talking with a Partner”

Independent Reading Choosing a “just right” book (Teacher models and students practice) Teaching Tip: This is a lesson that will be revisited and reinforced throughout the year as children grow as readers. Teacher models using 3 different authentic examples that are truly easy, “just right” or challenging for the teacher.

o Readers choose books in many different ways.

o Books can be easy, “just right” or challenging for a reader.

o Readers should choose “just right” books most of the time.

o Students use several different kinds of information to help them choose books.

o Students think carefully

about book choices. o Readers have criteria to

judge whether a book is “just right” for independent reading.

Read Aloud: Leo the Late Bloomer or Little Louie the Baby Bloomer by Robert Kraus Use the Goldilocks analogy to establish criteria for choosing “just right” books (for an example of a criteria chart, see Reading Essentials by Regie Routman, Appendix E page A-6 and A-7.) Chart – Choosing a “Just Right” Book

Day

3

Modeled Reading Understanding Story Structure Understanding Sequence

o All stories have a beginning, middle, and end.

o Story writers usually tell story events in the order that they happen. They tell you what happened first, next, and last.

o Students will learn to identify a story’s beginning, middle, and end

Text Selection

Shared Reading Building Fluency

o Readers reread text to build fluency.

o Students will learn the value of rereading familiar text.

Text Selection

Choosing a “Just Right” Book • The book is interesting. • I can learn from the book • I can read most of the words. • I may have read it before.

“Thinking and Talking with a Partner” • Partners use quiet voices • Partners take turns talking • Partners listen to one another • Partners respect each other’s thinking


Independent Reading Review choosing a “just right” book Teaching Tip: This is a lesson that will be revisited and reinforced throughout the year as children grow as readers.

o Readers choose books in many different ways.

o Books can be easy, “just right”, or challenging for a reader.

o Readers should choose “just right” books most of the time.

o Students use several different kinds of information to help them choose books.

o Students think carefully about book choices.

o Readers have criteria to judge whether a book is “just right” for independent reading.

Review established classroom criteria chart for choosing “just right” books.

Literacy Centers Guidelines for Literacy Centers Teaching Tip: Over the next few days you will be explicitly introducing literacy centers one at a time. The goal for today is to establish procedural systems for working in centers. Remember, students need to have an opportunity to practice rotating between centers as well exploring the centers. Teaching Tip: Teachers may choose to introduce one or more centers per day. Teacher and students will revisit these expectations often and revise as needed.

o Readers and writers follow specific guidelines to work together and help one another do our best learning.

o Students learn to refer to and follow the classroom guidelines for literacy centers.

Chart-What do Literacy Centers Look Like/Sound Like? 1. Create an “I Can” chart for

each literacy center introduced today.

2. Introduce the Literacy Center icons for each explored center.

3. Establish and practice a noise level system and attention signal.

4. Establish and practice procedure for “What to do if you have a question/problem” (i.e., Ask 3 before me.)

5. Students will practice going through the centers introduced today.

6. Establish and practice the rotation system.

Guiding Questions: “What is working well?” “What needs to be improved?”

Day

4

Modeled Reading Reviewing Story Structure Identifying Characters

o All stories have a beginning, middle, and end.

o Story writers usually tell story events in the order that they happen. They tell you what happened first, next, and last.

o People or animals in a story are called the characters.

o Readers can learn about the characters from how they act and what they say in a story.

o Students will learn to identify a story’s beginning, middle, and end

o Students will learn to identify and describe a story’s characters

Text Selection

Shared Reading Review Building Fluency



Text Selection

Independent Reading Enjoying Independent Reading in our Classroom Teaching Tip: After reading, select a few students to share reflections on how they met the criteria during independent reading. “How did the criteria help you develop your reading habits?”

o We have specific ways of reading during independent reading time.

o Students will establish criteria for quality independent reading.

Chart – Independent Reading Looks Like/Sounds Like (Generate criteria with students.)

Things to Consider: 1. How will students organize their work from

literacy centers? 2. Where will completed products be placed? 3. Will students turn in every work product? 4. What will students do with incomplete work?

Remember these Guiding Statements: Our literacy centers are organized in a specific way to help us do our best learning and thinking. We are all responsible for taking care of our literacy centers. Students will learn how to maintain, use, share, clean up and manage materials appropriately in literacy centers.


Literacy Centers Continuing to Introduce Literacy Centers Teaching Tip: As part of your center introduction, establish student accountability by modeling and posting an example of a completed student work product. For example, in the Listening Center, students may draw a picture or write words about the beginning, middle and end of the story. For example, in the Writing Center, students may write a letter to a friend, teacher, parent or continue working on a story from Writer’s Workshop.

o Readers collaborate and/or work independently in specific ways in each center in order to do their best learning and thinking.

o Readers and writers keep track of their work in literacy centers.

o Students will learn the expectations and procedures for working successfully in one or more literacy centers.

o Students learn that they are held accountable for doing their best work in literacy centers.

For each center teachers need to… 1. Explain materials and

activity. 2. Model the center

activity with a student. 3. Provide clear

expectations and procedures using an “I Can” chart.

4. Provide guided practice. 5. Provide time for

students to practice independently.

6. To reinforce successful center experiences for all students, provide time for students to share and self-reflect using the “I Can”.


Day

5

Modeled Reading/Shared Reading Bringing It All Together! Review: • Fiction Story Structure • Characters • Building Fluency

o Readers use more than one strategy at a time when they read.


o Readers identify the title, author, illustrator, etc., of a book and ask themselves ‘What do I know now?’ before reading.

o Students will learn that we can use a variety a strategies as we read.


o Students will learn that previewing a book before reading will support their understanding of the text.

Text Selection: Using a Big Book or other shared reading text, review and connect the skills introduced this week.

Independent Reading Bringing It All Together! Review: • Classroom Library Procedures

and Expectations • Independent Reading

Procedures and Expectations • Choosing a “just right” book

o We are all responsible for taking care of our classroom library.

o We have specific ways of

reading during independent reading time.

o Readers should choose

“just right” books most of the time.

o Students will revisit how to maintain their organized classroom library.

o Students will revisit criteria for quality independent reading.

o Readers have criteria to judge whether a book is “just right” for independent reading.

Chart – Independent Reading Looks Like/Sounds Like Chart – Choosing a “Just Right” Book Organized classroom library

Literacy Centers Continuing to Introduce Literacy Centers For example, in the Word Study Center, students may write the words that they made. For example, in the Big Book Center, students may hunt for and write words with the IPG phonics focus skill.






activity. 2. Model the center activity

with a student. 3. Provide clear expectations

and procedures using an “I Can” chart.

4. Provide guided practice. 5. Provide time for students to

practice independently. 6. To reinforce successful

center experiences for all students, provide time for students to share and self-reflect using the “I Can”.

Student Accountability in Literacy Work Centers Decide on how your students will keep track of their work in literacy centers. (Work folders, learning logs, response journals, etc.) Accountability at literacy work centers can be determined from student’s work products, discussion participation, and teacher anecdotal notes. Student accountability work products should be adjusted throughout the year as students learn and internalize new skills and strategies. Model and discuss these expectations.


Word Wall Introducing the Word Wall Teacher introduces the empty word wall. Discuss its purpose and organization. [Word Walls] help students accurately spell high frequency words that defy regular phonetic patterns. A Word Wall also strengthens student’s ability to quickly and fluently read high frequency words. (Wagstaff, 1999) Teaching Tip: Effective word wall instruction means: 1. Only adding high

frequency words to the word wall (See High Frequency Word List for 1st

2. Adding words gradually (5 per week) with students

grade.)

3. Making the word wall easily accessible to all students

4. Making the words legible by writing them in large, clear print

5. Practicing the words by chanting and writing them daily

6. Doing a variety of review activities to provide enough practice so that the words are read and spelled instantly and automatically

Teaching Tip: Place student names prominently throughout the classroom on Word Banks for easy recognition and reference. If you choose to place student names on the word wall, they should be removed to a name word bank as you begin to add high frequency words. Remember, the word wall is a reference of words that children should read and spell automatically by the end of first grade.

o Our word wall is a resource of words that all authors use. These are words we can read and spell easily by the end of first grade.

o Our word wall is organized to help us easily find words. The heading letters are displayed in alphabetical order. Vowels and consonants are in different colors.

o Words are organized on the word wall by their first letter.

o Students become familiar with the organization and purpose of the word wall

o Students recognize and utilize the word wall as a resource for spelling common words in their writing.

Empty Word Wall with letter headings. Vowels and Consonants should be different colors.


Week 2: Modeled Reading, Shared Reading, Independent Reading, Word Wall & Literacy Centers


Day

6

Modeled Reading Making Predictions Teaching Tip: This would be a good week to begin a literature unit/author study to promote student text connections and in depth literature study. Kevin Henkes is a great first author study to analyze character traits and build community. Model making predictions. Ask questions such as, “Given what the author has told us already, what do you think is going to happen in the story?”

o Making predictions as we read helps us understand the story.

o Students will learn that readers naturally make predictions as they read.

Text Selection Generate the beginning of a predicting anchor chart with children. (See sample chart on left.)

Shared Reading Reading Strategy– “check the picture” Teaching Tip: Teacher may choose to use the same shared reading text for the duration of each week to highlight the different teaching points. Consider using the “Share the Rhyme” Text for Shared Reading

o Readers use “picture cues” to solve unknown words.

o Students will learn to “check the picture” when they encounter a reading roadblock.

Text Selection Chart- What do readers do when they come to a reading roadblock? Introduce and model using the strategy and add to chart with students. (See sample to the left.)

Independent Reading Introducing our Individual Book Boxes/Bags

o We have an organizational system we use to store and maintain our independent book choices.

o Students learn how to manage their own independent reading materials.

Chart – Independent Reading Looks Like/Sounds Like Student book boxes/bags

What Do Readers Do…? • Check the picture

Thoughts That Come to Mind When I Predict

• I think… • Oh no! • I predict that… • I wonder if… • I know what’s going to

happen!


Word Wall Adding words to the word wall: Learning our routine Today you will be establishing your weekly word wall routine and introducing the first 5 high frequency words to the word wall. Teaching Tip: High Frequency Words are words students should know automatically; words that you don’t want students to have to decode while reading or invent the spelling of while writing. Choose words from the AISD 1st

o I can use the word wall to help me easily read and spell important words that all authors use.

Grade Non-Negotiable List. If students are still misspelling or having difficulty reading Kinder words, choose words from the AISD Kinder or First Grade Non- Negotiable lists. Teaching Tip: Only high frequency words that are introduced with students should be added to the word wall. Content area words, vocabulary words, and seasonal words should be added to separate Word Banks, not to the word wall.

o I must spell the words on the word wall correctly in my writing.

o Students learn the routine for adding high frequency words to the word wall.

o Students will spell the new word wall words correctly in their writing and after practice, read the words instantly and automatically.

5 word wall words (each printed large and clear on a sentence strip, index card, or construction paper.) Student word study notebooks or journals for recording word wall words and daily practice activities. Teaching Tip: Using handwriting paper folded and stapled into student notebooks is an affordable way to create word study journals that also serve as opportunities to practice legible handwriting. Teaching Tip: Use different colored construction paper backing to help students distinguish between confusing or similar words.

Literacy Centers Continuing to Introduce Literacy Centers Teaching Tip: As part of your center introduction, establish student accountability by modeling and posting an example of a completed student work product. For example, in the Buddy Reading Center, students may work together to complete a reading response and their reading log. For example, in the Computer Center, students may work on www.starfall.com .






activity. 2. Model the center activity

with a student. 3. Provide clear expectations

and procedures using an “I Can” chart.

4. Provide guided practice. 5. Provide time for students

to practice independently. 6. To reinforce successful

center experiences for all students, provide time for students to share and self-reflect using the “I Can”.


Explicit Routine for Adding Word Wall Words (Every Monday)

1. Have students number their paper 1-5 2. Identify the word, say it, have students repeat. 3. Discuss the word meaning and use in a sentence. 4. Say the word again, and have students repeat. 5. Model how to snap the vowels and clap the

consonants. 6. Snap Clap the word together. 7. Have students identify where the word will be

placed on the word wall and why. 8. Add the word to the word wall. 9. Students write the word on their paper and check

it on the word wall. 10. Repeat for each word.

http://www.starfall.com/�


Day

7

Modeled Reading Review Making Predictions Review Story Structure Understanding Plot Remind children that a fiction story tells about things that an author has made up. The author is the person who wrote the words in the story.


o Events in a story happen in order

o Stories have a plot

o Students will review that readers naturally make predictions as they read.

o Students listen for the

order of events in a story

Text Selection Add to and revisit the predicting anchor chart with children. (See sample chart on left.)

Shared Reading Review Reading Strategy “check the picture” Review and model using the strategy with another book. Remember to imbed the Weekly Comprehension Focus.

o Readers use “picture” cues to solve unknown words.

o Students will learn a problem solving strategy when they encounter a reading roadblock.

Text Selection Chart- What do readers do when they come to a reading roadblock?

Independent Reading Review procedures for individual Book Boxes/Bags Teacher Tip: By adding 2 minutes per day during independent reading, reading time increases by 10 minutes per week.



Review chart – Independent Reading Looks Like/Sounds Like

Literacy Centers GRAND OPENING!!!! Teaching Tip: After center time, conduct a whole group class meeting to reflect on what went well and what needs improving. Modify and adjust charts as needed.

o We are ready to be independent learners in our literacy centers.

o Students celebrate the grand opening of literacy centers and work independently in their center/centers while teacher monitors.

Chart-What do Literacy Centers Look Like/Sound Like?




happen!


Word Wall Reviewing and Practicing Word Wall Words Teaching Tip: Review the 5 new words introduced on Monday by snap clapping and chanting the words. (Repeat this routine Tuesday through Friday.) In addition, plan a 5-10 minute practice activity that may include any word wall words previously taught. Add kinesthetic movements to make the activities engaging and fun! Links to Practice Activities: http://searchlight.utexas.org/content/first/handout-to-hide/m1001272.pdf http://www.kllynch2000.com/wordwallactivites.html

o When I practice reading and writing our word wall words, I can remember them easily and automatically.

o Students practice new and previously taught word wall words to improve fluency and automaticity. (There are only 5 words at this point on the word wall)

Student Word Study Notebooks or dry erase boards

Day

8

Modeled Reading Making and Adjusting Predictions Review Story Structure Review Plot Think aloud about the beginning, middle, and end of the story.


o Adjusting our predictions also helps us understand the story.



o Students will learn that readers naturally make and adjust predictions as they read.



Text Selection Revisit the predicting anchor chart with children. (See sample chart on left.)

Shared Reading Review Reading Strategy “check the picture” Remember to imbed the Weekly Comprehension Focus. Consider using the “Share the Rhyme” Text for Shared Reading




Sample Practice Activity for Day 2: Rhyme Time 1. Review (clap snap) new words for the week 2. Students number their paper or dry erase board 1-5 3. Teacher gives a word clue and the students write the word

wall word that rhymes with the word you give. a. Number one begins with a t and rhymes with walk b. Number two begins with /m/ and rhymes with by c. Number three begins with an l and rhymes with bike d. Number four begins with /g/ and rhymes with stood e. Number five begins with an s and rhymes with head




happen!

http://searchlight.utexas.org/content/first/handout-to-hide/m1001272.pdf�



http://www.kllynch2000.com/wordwallactivites.html�




Independent Reading Review procedures for individual Book Boxes/Bags Teacher Tip: By adding 2 minutes per day during independent reading, reading time increases by 10 minutes per week. Select several students to share their reflections of learning during independent reading.



Review Chart – Independent Reading Looks Like/Sounds Like

Literacy Centers Revisit, Revise, add Rigor as needed

Word Wall Reviewing and Practicing Word Wall Words


o Students practice new and previously taught word wall words to improve fluency and automaticity. (There are only 5 words at this point on the word wall.)


Day

9

Modeled Reading Review Making and Adjusting Predictions Review Story Structure Review Plot Understanding Fiction Remind children that the events in a story happen in a particular order. Tell them to listen for the order of events in the story. Pause midway through the text to ask children what events have happened so far in the story.








Text Selection Revisit the predicting anchor chart with children. (See sample chart on left.)

Sample Practice Activity for Day 3: Fill in the Sentence (Cross Checking)

1. Review (clap snap) new words for the week 2. Students number their paper or dry erase board 1-5 3. Students write the word that fills in the sentence the teacher says

a. The first word begins with a t and fits in the sentence-Carlos like to ___ on the telephone.



happen!


Shared Reading Review Reading Strategy “check the picture”




Independent Reading Review procedures for individual Book Boxes/Bags Teacher Tip: By adding 2 minutes per day during independent reading, reading time increases by 10 minutes per week. Select several students to share their reflections of learning during independent reading.



Review chart – Independent Reading Looks Like/Sounds Like




o Students practice new and previously taught word wall words to improve fluency and automaticity. (There are only 5 words at this point on the word wall)



Sample Practice Activity for Day 4: Be a Mind Reader 1. Review (clap snap) new words for the week 2. Students number their paper or dry erase board 1-5 3. Teacher will think of a word on the word wall and give 5 clues to that word

a. It’s one of the words on the word wall b. It has four letters c. It begins with /th/ d. The vowel is an e e. It finishes the sentence: I gave my books to _____.

4. After each clue, students write down their guess. They may revise their guess after each clue. 5. The answer is revealed and the clues are checked.


Day

10

Modeled Reading/Shared Reading Bringing It All Together! Review: Check the Picture Making and Adjusting Predictions Story Structure Plot Teaching Tip: Strategies from week one will also be integrated as part of your natural conversation. Continue to model all strategies introduced and encourage active student participation.

o Readers use more than one strategy at a time when they read.




o Students will learn that we can use a variety a strategies as we read.



Text Selection: Using a Big Book or other shared reading text, review and connect the skills introduced this week. Chart- What do readers do when they come to a reading roadblock?

Independent Reading Revisit and Monitor classroom expectations and procedures as needed.


Word Wall Assessment This may be combined with weekly spelling test. Teaching Tip: Monitor student reading and writing of high frequency words during guided reading, independent reading conferences, and writing conferences.

o I am responsible for reading and spelling our word wall words correctly.

o Students take a short word wall assessment to demonstrate mastery of the five new high frequency words.

Student Word Study Notebooks, dry erase boards, or lined paper

Sample Practice Activity for Day 5: Assessment 1. Review (clap snap) new words for the week 2. Students number their paper or dry erase board 1-5 for their spelling check 3. Say a word, put it in a sentence, have the students write the word. 4. Check assessments to provide immediate and corrective feedback as well as additional

practice opportunities for words misspelled.


Week 3: Modeled Reading, Shared Reading, Independent Reading, Word Wall, Literacy Centers, & Star of the Day Interactive Writing


Day

11

Modeled Reading Introducing Expository Text

o Some stories we read are make-believe: They are about people or animals that are not real. Other selections are true: They tell us information, or facts, about real people in real places. These stories are called nonfiction

o Students will learn that some texts are fiction and some texts are nonfiction.

Text Selection

Shared Reading Reading Strategy – Beginning Sounds Remember to imbed the Weekly Comprehension Focus. Teaching Tip: Teacher may choose to use the same shared reading text for the duration of each week to highlight the different teaching points. Consider using the “Share the Rhyme” Text for Shared Reading

o Readers use strategies to solve unknown words such as using beginning sounds.


Text Selection Chart- What do readers do when they come to a reading roadblock? Introduce and model using the strategy and add to chart with students. (See sample to the left.)

Independent Reading Revisit and Monitor classroom expectations and procedures as needed. Consider highlighting an author or genre from your classroom library to motivate students to read widely.

Literacy Centers Revisit, Revise, add Rigor as needed.

Word Wall Adding words to the word wall Choose 5 more words to add to the word wall this week from the AISD Non-Negotiable List. Teaching Tip: Look at student writing to choose misspelled high frequency words for the week as well as words that appear in shared and guided reading texts




5 word wall words (each printed large and clear on a sentence strip, index card, or construction paper.) Student word study notebooks Sample word wall Day 11

What Do Readers Do…? • Check the picture • Get your mouth ready


Day

11

(Con

tinue

d)

Star of the Day: An Ongoing Interactive Writing Activity Introducing the Routine Today you will be establishing your daily star of the day routine; a multileveled activity that promotes differentiated instruction. This begins as modeled writing, and then moves quickly to shared writing, and finally to interactive writing. This gradual release will depend on your class.

o Everyday we will interview a new star of the day.

o I can help my teacher write. We can write what we say, and we can read what we write.

o I can write a special letter to the star of the day with pictures and words.

o When I’m Star of the Day, I will get my own special book to read.

Children with very little understanding of what reading and writing are and how they work are going to learn to… o Track print o Left to right progression o Return sweep o Read some of their

classmates names o Write many of their

classmates names in a fashion that can be read by others

o Name some letters of the alphabet

o Stretch words and blend sounds together to form a words

Children who are moving into literacy, but are not reading are going to learn to… o Read most of their

classmates names o Write most of their

classmates names o Name all of the letters that

occur in these names o Look for patterns and

relationships between letters and sounds

o Read several words in the Star of the Day chart

Children who come to school already reading are going to learn to… o Read all of the Star of the

Day chart fluently o Write several sentences

about a classmate o Read and spell high

frequency word o Understand that letters can

have a variety of sounds o Learn on their own,

patterns not yet taught because they are used to looking at new words and trying to figure out why the letters do what they do

Chart paper “Oops” tape (White correction tape) Markers Student paper (blank or lined with space for a picture) Student names written on craft sticks and placed in a jar for random star selection. Teaching Tip: Keep track of students names that have already been called by: • Coloring one end of the

student name stick red and one end blue. Turn over the stick once a student has been called.

• Placing a smaller cup within the larger cup. After a student is selected, put their stick into the smaller cup

Chart “Interview Questions” created with students (see sample chart below)

Star of the Day Interview Questions

1. What is your

favorite food? 2. What is your

favorite hobby? 3. What is your

favorite color?

Getting Ready for Star of the Day 1. Gather students on the carpet in front of the chart

paper. 2. Explain that everyday we will celebrate and get to

know one special student, the star of the day. Show the craft sticks, write each student’s name on a stick (or prepare ahead of time) and explain how we will use the sticks to randomly choose the star each day.

3. Tell students that we will interview the star, or ask them questions that they will answer. Together, we will write down their answers on our chart paper. Sometimes the teacher will write, and sometimes students will come up to the chart to write.

4. After the interview, students will get to write a letter to the star of the day using pictures and words. The letters will be collected and bound together in a special book for the star of the day. The star will get to make the cover for their book. Show students the special writing paper with a place for words and a place for a picture of the star.

5. After explaining the routine, brainstorm and record a list of questions for the interview on chart paper. As a class, decide on the three best questions that all students will answer during their interview. Record these questions on a separate chart.

****This is a good stopping point for the first day. Tell students that tomorrow, you will choose and interview the very first star of the day.


Day

12

Modeled Reading Recall Details in a Nonfiction Read Aloud Ask children what they learned from the selection.

o Readers listen for important information and details in texts.

o These details help the reader understand what the text is mostly about.

o Students will learn that recalling details of a text helps them comprehend the story.

Text Selection Revisit the retelling anchor chart with children. (See sample chart on left.)

Shared Reading Reading Strategy – Review Beginning Sounds



Text Selection Chart- What do readers do when they come to a reading roadblock? Model using the strategy and review chart with students. (See sample to the left.)



Word Wall Reviewing and Practicing Word Wall Words Teaching Tip: Repeat the practice activities from the prior week, or visit these websites for additional activity ideas


o Students practice new and previously taught word wall words to improve fluency and automaticity.


Thoughts That Come to Mind When I Retell • The book is mainly about… • The big ideas in this book were… • I learned…


http://searchlight.utexas.org/content/first/handout-to-hide/m1001272.pdf http://www.kllynch2000.com/wordwallactivites.html




Star of The Day: An Ongoing Interactive Writing Activity Our First Star of the Day! Today you will interview your first star of the day. Teaching Tip: Draw a line on the bottom of the chart paper to create a “practice” area where students can practice forming a letter or writing a word before they put it on the main chart. Use correction tape to quickly and easily cover mistakes and provide a “do-over” opportunity. The practice area then may be cut off before the chart is posted in the classroom.

o I can help my teacher write. We can write what we say, and we can read what we write.

o I can write a special letter to the star of the day with pictures and words.

o Students learn a variety of skills such as spacing, letter formation, and letter sound relationships through teacher modeling and explicit minilessons.

o Students “share the pen” to help record information about the star of the day.

o Students write independently using pictures and words as the teacher circulates to conduct one on one writing conferences and individualized minilessons.

“Oops” tape (White correction tape) Markers Student paper (blank or lined with space for a picture) Student names written on craft sticks and placed in a jar for random star selection Chart “Interview Questions” Chart for the Star of the Day (see sample below)

Star of the Day Instructional Routine

1. Gather students on the carpet in front of the chart. 2. Pull a name from the jar to choose the star of the day. 3. Model drawing a picture of the student, adding labels and details to the picture. 4. Ask the student the interview questions established the day before. Require

students to answer in complete sentences (support as needed). 5. Record the student answers in complete sentences on chart paper (see sample on

right). This will begin as a modeled writing, but quickly transition to shared and interactive writing as the week progresses. Call students to help write letters or words on the chart. Students who are watching my trace the letter or word on the carpet or in the air to remain actively engaged.

6. After the interactive writing, give students paper to draw a picture and write their letter to the star of the day. Give the star a blank piece of paper to make the cover for their book. Students may use information they learned from the interview in their writing (i.e. “I like pizza, too), but may not copy the chart.

7. As students write, circulate to conduct writing conferences with students. Encourage students to write the sounds they hear, and use resources such as the word wall and the star chart as opposed to spelling words for them.

8. Allow time for one or two students to share their letter. Mark student accomplishments to encourage others to try the same skills. (i.e. “I like how you added detail to your picture so we can really tell that it is Monica.)

9. Collect all letters and staple or bind into a book for the star. 10. Post the chart paper in the room. Continue to post future charts.

Monica is the Star of the day. Her favorite food is pizza. Her favorite sport is baseball. Her favorite color is red.

Syllabication Name: Monica Say the name, clapping the syllables as you say it. Say the name again and have the children clap with you.

Count the letters in a name Say the letters of the name. Have the Ss chant them with you. Point out that Monica begins with the letter M. It is bigger than the other letters because it is a capital letter. The other letters are smaller letters and we call them lowercase letters.

Cheer Let the Ss lead a cheer with his/her name. Give me an m-, etc. What have you got? Monica

Additional Star of the Day Activities:


Day

13

Modeled Reading Review: Recall Details in a Nonfiction Read Aloud Ask children what they learned from the selection.


o These details help the reader understand what the text is mostly about.

o Students will learn that recalling details of a text helps them comprehend the story.






Shared Reading Reading Strategy – Review Beginning Sounds Consider using the “Share the Rhyme” Text for Shared Reading



Text Selection

Chart- What do readers do when they come to a reading roadblock?

Model using the strategy and review chart with students. (See sample to the left.)



Star of the Day Repeat routine for a new star of the day.

Day

14

Modeled Reading Retell Events in a Nonfiction Biography Selection

o Some nonfiction selections tell what happened in the life of a real person. A true story about a real person is called a biography.

o Readers pay attention to what happens first, next, and last in a text.

o Students will listen and respond to a nonfiction biography selection.

o Students will recognize that story events happen in sequence.


Shared Reading Reading Strategy – Review Checking the Picture and Beginning Sounds Remember to imbed the Weekly Comprehension Focus.

o Readers use strategies to solve unknown words such as using beginning sounds and “checking the picture.”


o Students will learn a problem solving strategies when they encounter a reading roadblock.


Model using the strategy and review chart with students. (See sample to the left.)


Thoughts That Come to Mind When I Retell

• The book is mainly about…

• The big ideas in this book were…

• I learned…


Thoughts That Come to Mind When I Retell • The book is mainly about… • The big ideas in this book were… • I learned…









Day

15

Modeled Reading/Shared Reading Bringing It All Together! Review: Expository texts Retell Checking the Picture Beginning Sounds Teaching Tip: Strategies from week one and two will also be integrated as part of your natural conversation.


o Readers use strategies to solve unknown words such as using beginning sounds and “checking the picture.”


o Students will learn that as readers we are capable of thinking in many different ways.

o Students will learn a problem solving strategies when they encounter a reading roadblock.

Text Selection: Using a Big Book or other shared reading text, review and connect the skills introduced this week.



Word Wall Assessment






Week 4: Modeled Reading, Shared Reading, Independent Reading, Word Wall, Literacy Centers & Star of the Day Interactive Writing

*Use this week to review Smart Start lessons and administer primary reading assessments. You will begin Unit 1 next week with the Curriculum Road Maps and Street Views.


Day

16

Modeled Reading Review and Introduce Reading Responses Teacher models writing a reading response.

o One of the ways readers think about their reading and make their thinking public is writing about the books they read.

o Students learn basic elements of a quality reading response so they can think critically and write about books they are reading.

Text Selection Chart – A Quality Reading Response… Provide sentence stems (See sample on left.)

Shared Reading Reading Strategy – Thinking about Meaning “Does that make sense?”

o Readers use strategies to solve unknown words such as thinking about meaning.


Text Selection Chart- What do readers do when they come to a reading roadblock? Model using the new strategy and add to the chart with students. (See sample to the left.)

Independent Reading Revisit and Monitor classroom expectations and procedures as needed. Consider highlighting an author or genre from your classroom library to motivate students to read widely.


Word Wall Adding words to the word wall Choose 5 more words to add to the word wall this week from the AISD Non-Negotiable List. Teaching Tip: Look at student writing to choose misspelled high frequency words for the week as well as words that appear in shared and guided reading texts




5 word wall words (each printed large and clear on a sentence strip, index card, or construction paper.) Student word study notebooks


What Do Readers Do…? • Check the picture • Get your mouth ready • Think, “Does that

make sense?”

Sentence Leads For Reading Response Journals

o I think… o In the story… o I learned…


Day

17

Modeled Reading Review Reading Responses Teacher models writing a reading response.









Literacy Centers Revisit, Revise, Add Rigor as needed







make sense?”




Day

18

Modeled Reading Review Reading Responses Teacher facilitates a shared writing of a reading response in order to gradually release the responsibility to the students.















What Do Readers Do…?

• Check the picture • Get your mouth ready • Think, “Does that

make sense?”




Day

19

Modeled Reading Review Reading Responses Teacher facilitates a shared writing of a reading response in order to gradually release the responsibility to the students.




Shared Reading Reading Strategy - Go Back and Reread Teaching Tip: Going back and rereading is a strategy that is naturally connected with asking yourself “Does that make sense?” Explicitly model how these two strategies work together.

o Readers use strategies to solve unknown words such as rereading to maintain meaning.

o Students will learn to monitor their reading by rereading to maintain meaning when meaning breaks down.

Text Selection Chart- What do readers do when they come to a reading roadblock? Model using the strategy and review the chart with students. (See sample to the left.)









make sense?” • Go back and reread




Day

20

Modeled Reading/Shared Reading Bringing It All Together! Review Teaching Tip: Strategies from week one, two and three will be integrated as part of your natural conversation.

o Readers consider the importance of a particular piece.

o Students will learn that as readers we are capable of thinking in many different ways.

Text Selection Chart – A Quality Reading Response…



Word Wall Assessment (Continue word wall routine weekly throughout the year.)




Star of the Day Repeat routine for a new star of the day. (Continue until all students have been the star.)

Documents

The First 20 Days of Reading: 1st Grade - Wikispacesmcrileyliteracyresources.wikispaces.com/file/view/1stGr_First20... · The First 20 Days of Reading: 1st Grade ... Day 5 of each