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The First 20 Days of Reading: Kindergarten
Read Aloud, Shared Reading & Independent Reading
Day Minilesson Key Concepts Learning Outcomes Resources Needed
Day
1
Read AloudReading texts that clearly show the elements of story and can be easily retold.
o Students listen to texts to learn the elements of story.
o Students listen to modeled reading to learn to retell stories.
o Students help to build a graphic organizer to chart beginning, middle and end of a story.
o Students refer back to the book to complete a graphic organizer to retell the story.
Text Selection Chart tabletMarker
Shared ReadingConcepts of Print – top to bottom, left to right
See IPG for text selection
o Readers read and follow the print as they read through the selection.
o Teacher models pointing left to right and top to bottom.
o Readers learn print moves from left to right and top to bottom.
Text Selection
Independent ReadingIntroducing 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
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.
Allow students to practice selecting a text and returning it to it appropriate location in the library.
Organized classroom library
Begin Introducing Literacy Centers
Guidelines for our 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.
o As readers and writers, we follow specific guidelines to work together and help one another do our best learning
o Student help to generate and follow specific guidelines for literacy centers
o Teacher and students will revisit these expectations often and revise as needed.
Chart-What do Literacy Centers Look Like/Sound Like?1. Create an “I Can” chart for
each “literacy center” introduced today.
2. Introduce 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
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
Introducing the Block Center o We have books and maps in our block center that help us to research building with blocks.
o We have labels and pictures that show us how the block center is organized.
o Our block center is organized in a specific way to help us select blocks for building a variety of structures.
o We are all responsible for taking care of our blocks center.
o Students will explore using books, maps and blocks in the block center.
o Students will learn how to maintain their organized block center.
o Students will learn how to store and retrieve blocks in the block center.
o Students will learn how to safely work with the blocks.
Organized classroom block center with plenty of books on building, signs and maps.
Allow students to practice selecting blocks, working together and returning the blocks to the correct location.
Teacher Tips for introducing the Blocks Center:Introduce the center with a text on building or construction.
Guidelines for Blocks*Please do not build higher than your chin. (safety)*Establish a no building zone. (This is the area right in front of the block center. By leaving this space clear, others can get blocks off of the shelf – and put them back- without being in the way.)
Day
2
Read AloudLearners are able to retell a story.
Choose a text that allows for retelling.
o Learners listen to stories.
o Learners can retell the order of important events in stories.
o Students will learn that as readers we are capable of retelling a story with attention to what happens in the beginning, middle and end of a story.
Text SelectionTeacher and students model and practice “Turn and Talk” so they know the classroom’s routine for speaking and listening about books.
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.
*Continue practicing the “turn and talk” strategy throughout the following weeks.
Shared ReadingConcepts of Print – top to bottom, left to right
See IPG for text selection
o Readers read and follow the print as they read through the selection.
o Readers clap the syllables in their classmates’ names as they are substituted in the poem.
o Readers learn print moves from left to right and top to bottom.
o Readers learn that words have parts called syllables.
Text SelectionSticky Notes with names
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
Introducing Literacy Centers
Guidelines for our Literacy Centers
***Teaching Tip***Over the next few days continue to explicitly introduce literacy centers one at a time. Today, continue 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.
o As readers and writers, we follow specific guidelines to work together and help one another do our best learning
o Students help to generate and follow specific guidelines for literacy centers.
o Teacher and students will revisit these expectations often and revise as needed.
Chart-What do Literacy Centers Look Like/Sound Like?
1. Create an “I Can” chart for each “literacy center” introduced today.
2. Introduce 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
Introducing the Listening Center
Areas to Highlight: Use of CD or cassette
player Headphone use Voice level Storage and retrieval
of books on tape
Allow students to practice selecting a text and returning it to its appropriate location in the listening center. Demonstrate the use of the headphones as well.
o Our listening is organized in a specific way to help us select a variety of books for listening.
o We are all responsible for taking care of our literacy center.
o Students will explore and learn how to maintain their organized listening center.
o Students learn to use the CD or cassette player in the listening center.
o Students learn how to store and retrieve books on tape in the listening center.
Organized classroom listening center.
CD or cassette player
Books on tape/cd
Itroduce the Homeliving Center
Areas to Highlight: A place for everything
and everything in its place
Voice level Sharing and taking
turns
o We have reading materials in our home living center that help us work.
o We have labels and pictures that show us how the homeliving center is organized.
o Our homeliving center is organized in a specific way to help us talk and pretend with our friends.
o We are all responsible for taking care of ourhomeliving center.
o Students will explore in the homeliving center.
o Students will learn how to maintain their organized homeliving center.
o The students will learn how to store and retrieve items in the homeliving center.
.
Organized Homeliving Center
Teacher Tip: This center generates a great deal of oral language and should be placed in a part of the room that allows for some noise. Start with very few items in
the center and add items as they are appropriate in your curriculum.
Model the use of the items in the homeliving center before students work there.
Introduce the center with a book on houses or families.
Place plenty of reading materials in the center. (magazines, newspapers, recipe books, etc.)
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
Day
3Read Aloud(Choose a text that lends itself to retelling.)
o Learners can retell the order of important events in stories.
o Students will learn thattheir thinking/talking is valued in the classroom.
Students will practice retelling a story to their partner.
Text SelectionChart Tablet
Partners “Turn and Talk” during Read Aloud and/or Shared Reading.
Shared Reading/Interactive Writing
Concepts of Print – top to bottom, left to right
See IPG for text selection Teaching Tip:Remember to review the Concepts of Print including the author, the illustrator, etc.
o Use interactive writing to complete a line of text.
o Readers read and follow the print as they read through the selection.
o Students learn print moves from left to right and top to bottom as they take turns reading with a pointer.
o
Text Selection
Chart Sentence StripsMarker
Independent ReadingChoosing a “just right” book
(If needed, teacher models and students practice.)
Teacher 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.
Establish classroom criteria chart for choosing “just right” books.
Introducing Literacy Centers
Guidelines for our Literacy Centers
***Teaching Tip***Over the next few days continue to explicitly introduce literacy centers one at a time. Today, continue to establish procedural systems for working in centers. Remember, students need to have an opportunity to practice rotating between centers as well as exploring the centers.
o As readers and writers, we follow specific guidelines to work together and help one another do our best learning.
o Students help to generate and follow specific guidelines for literacy centers.
o Teacher and students will revisit these expectations often and revise as needed.
Chart-What do Literacy Centers Look Like/Sound Like?
1. Create an “I Can” chart for each “literacy center” introduced today.
2. Introduce 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.
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
“Thinking and Talking with a Partner” We use quiet voices We take turns talking We listen to one another
Introducing the Big Book Center
Areas to Highlight: Care and Use of Big
Books Voice level Sharing and taking
turns Care and Safe use of
pointers
o We read from big books to practice our reading strategies.
o We read from big books to practice fluency.
o We safely use pointers and masks to help us find specific words and phrases.
o We are all responsible for taking care of our big book center.
o Students will explore in the big books center.
o Students will learn how to safely use pointers and word masks in the big book center.
o The students will learn how to store and retrieve items in the big book center.
.
Organized Big Book Center
Teacher Tip: This center can begin with the big books we have read so far and a chart of the students names. Add books and items as
they are introduced within the curriculum.
Model the use of the items in the big book center before students work there.
Introduce the center with a book about loving books.
Introducing the Pocket Chart Center
Areas to Highlight: Care and Use of
sentence strips Voice level Sharing and taking
turns Care and Safe use of
pointers
o We read from our pocket chart to practice our reading strategies.
o We read from our pocket chart to practice phonics strategies.
o We safely use pointers and masks to help us find specific words and phrases.
o We are all responsible for taking care of the pocket chart center.
o Students will explore in the pocket chart center.
o Students will learn how to safely use pointers, sentence strips or pieces and word masks in the pocket chart center.
o The students will learn how to store and retrieve items in the pocket chart center.
Organized Pocket Chart Center
Teacher Tip: This center can begin with the sentence strips we have read so far and a set of cards of the students’ names. Add poems and items as
they are introduced within the curriculum.
Model the use of the items in the pocket chart center before students work there.
Introduce the pocket chart center with a book about words.
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
Day
4Read AloudReading texts that clearly show the elements of story and can easily be retold.
Read Aloud
o Students will listen to texts to learn the elements of story.
o Students listen to modeled reading to learn retelling a story in sequence.
o Students will review the classroom thinking/talking chart before read aloud.
o Students will practice retelling a story to their partner.
Text SelectionCriteria Chart for “Thinking and Talking”
Partners “Turn and Talk” during Read Aloud and/or Shared Reading.
Shared Reading/Interactive WritingUse same text as Day 2.
Using student names to change text, read newly created text.
This lesson is a 2-day lesson. It will begin today and be completed tomorrow.
o Use interactive writing to complete a line of text.
o Readers read and follow the print as they read through the selection.
o Students learn print moves fro left to right and top to bottom as they take turns reading with a pointer.
o Students use interactive writing to insert their names into a poem.
Text Selection
Chart PaperMarkersSentence Strips
Independent ReadingEnjoying Independent Reading in our Classroom
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.)
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?”
Literacy CentersBringing it all together!
o As readers and writers, we follow specific guidelines to work together and help one another do our best learning.
o Student are aware of and follow specific guidelines for literacy centers.
o Teacher and students will revisit these expectations often and revise as needed.
Review the use of the center rotation chart.
Discuss what is going well in the first 3 centers introduced. Discuss what needs adjustment and how adjustments should be made in order for these centers to be the most successful. (Remember to use Accountable Talk question/discussion stems)Allow the students to work in centers being mindful of any changes the class has made.
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
“Thinking and Talking with a Partner”
We use quiet voices
We take turns talking
We listen to one another
Day
5Read AloudReading texts that clearly show the elements of story and can easily be retold.
Read Aloud
o Students will listen to texts to learn the elements of story.
o Students listen to modeled reading to learn retelling a story in sequence.
o Students will help build a graphic organizer to chart beginning middle and end of a story.
o Students will review the classroom thinking/talking chart before read aloud
o Students will practice retelling a story to their partner using the class graphic organizer.
Text SelectionCriteria Chart for “Thinking and Talking”
Partners “Turn and Talk” during Read Aloud and/or Shared Reading.
Shared Reading/Interactive WritingUse same text as Day 2.
Using student names to change text. Reading newly created text.
This is the second day of a two-day lesson.
o Use interactive writing to complete a line of text.
o Readers read and follow the print as they read through the selection.
o Students use interactive writing to insert their names in the poem.
o Students learn print moves from left to right and top to bottom as they take turns reading with a pointer.
Text Selection
Chart PaperMarkersSentence Strips
Independent ReadingIntroducing 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
Literacy CentersBringing it all together!
o As readers and writers, we follow specific guidelines to work together and help one another do our best learning.
o Students are aware of and follow specific guidelines for literacy centers.
o Teacher and students will revisit these expectations often and revise as needed.
Review the use of the center rotation chart.
Discuss what is going well in the last 3 centers introduced. Discuss what needs adjustment and how adjustments should be made in order for these centers to be the most successful. (Remember to use Accountable Talk question/discussion stems)Allow the students to work in centers being mindful of any changes the class has made.
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
“Thinking and Talking with a Partner”
We use quiet voices
We take turns talking
We listen to one another
Read Aloud, Shared Reading & Independent Reading
Day Minilesson Key Concepts Learning Outcomes Resources Needed
Day
6
Read AloudSee IPG for Text Selection
o We use the text’s structure or progression of ideas to locate information within the text.
o Students will learn that readers use the text to locate and confirm information within the text.
Text Selection: Choose a text that supports the weekly comprehension focus, found in your IPGs.
Model making text structure to locate the ideas within the text.
Chart Tablet
Shared Reading
No Shared Reading Today
Shared Writing Option
Criteria Chart for Clean Up Time
o We write to record a variety of ideas and reflections.
o Students will help to create a criteria chart for clean up time.
Chart tabletMarkers
See sample criteria chart
Independent ReadingIntroducing 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 boxesLiteracy CentersMaking Public the Guidelines for our Literacy Centers
***Teaching Tip***Over the next few days continue to explicitly introduce literacy centers one at a time. Today, continue to establish procedural systems for working in centers. Remember, students need to have an opportunity to practice rotating between centers as well as exploring the centers.
o As readers and writers, we follow specific guidelines to work together and help one another do our best learning.
o Students are aware of and follow specific guidelines for literacy centers
o Teacher and students will revisit these expectations often and revise as needed.
Chart-What do Literacy Centers Look Like/Sound Like?
1. Create an “I Can” chart for each “literacy center” introduced today.
2. Introduce 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.
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
Clean Up Time Expectations Put items away neatly and carefully.
Everything should be in its place.
Use the labels and pictures on the containers to help you.
Clean quickly and quietly.
Introducing the Writing Center
Areas to Highlight: Care and Use of
Writing Materials Voice level Sharing and taking
turns
o We use supplies from the writing center to write our thoughts.
o We use charts and materials from the writing center to help our writing.
o We are all responsible for taking care of writing center.
o Students will explore in the writing center.
o Students will learn how use the charts and materials in the writing center.
o Students will learn how to store and retrieve items in the writing center.
.
Organized writing Center
Teacher Tip: This center can begin with different types of paper and writing utensils. Include a chart of the students’ names. Add items as they are introduced through writer’s workshop. Model the use of the
items in the writing center before students work there.
Introduce the center with a book about writing.
Day
7
Read AloudLocate and recall information from the text.
o We use the text’s structure or progression of ideas to locate information within the text.
o We can check our predictions with our text.
o Students will learn that readers locate and recall information from texts.
o Students will predict first, then use the text to confirm their predictions.
Cat’s Colors
Object Color
Text Selection: Choose a text that supports the weekly comprehension focus, found in your IPGs.
Model using text structure to locate the ideas within the text.
Chart Tablet
Shared Reading/Shared Writing
No Shared Reading Today
Shared Writing Continue Criteria Chart for Clean Up Time
o We write to record a variety of ideas and reflections.
o Students will help to create a criteria chart for clean up time.
.Criteria chart started on day 6.
Marker
Independent ReadingIntroducing 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
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
Clean Up Time Expectations Put items away neatly and carefully.
Everything should be in its place.
Use the labels and pictures on the containers to help you
Clean quickly and quietly.
Literacy CentersMaking Public the Guidelines for our Literacy Centers
***Teaching Suggestion***Over the next few days, continue to explicitly introduce literacy centers one at a time. Today, continue 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.
o As readers and writers, we follow specific guidelines to work together and help one another do our best learning.
o Students are aware of and follow specific guidelines for literacy centers.
o Teacher and students will revisit these expectations often and revise as needed.
Chart-What do Literacy Centers Look Like/Sound Like?
1. Create an “I Can” chart for each “literacy center” introduced today.
2. Introduce 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.
Introducing the ABC/Word Study Center
Areas to Highlight: Care and Use of
materials Voice level Sharing and taking
turns
o We practice our letter skills to make us better readers.
o We read from books and work with words to help us become better readers.
o We are all responsible for taking care of the ABC/Word Work center.
o Students will explore in the ABC/Word Work center.
o Students will learn how to work with words and letters in the ABC/Word Work center.
o Students will learn how to store and retrieve items in the ABC/Word Work center.
.
Organized ABC/Word Work Center
Teacher Tip: This center can begin with name cards and magnetic letters or letter cards for students to match. Include a chart of the students’ names. Alphabet books are great for this center. Add books and items as they are introduced within the curriculum. Model the use of the
items in the big book center before students work there.
Introduce the center with a book about loving books.
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
Day
8Read AloudLocate and recall information from the text
o We use the text’s structure or progression of ideas to locate information within the text
o We can check our predictions with our text.
o Students will learn that readers locate and recall information from texts.
o Students will predict first, then use the text to confirm their predictions.
I Went Walking
Object Seen
Color
Text Selection: Choose a text that supports the weekly comprehension focus, found in your IPGs.
Model using text structure to locate the ideas within the text.
Chart Tablet
Shared Reading/Graphophonemic Knowledge
o Students use a masking card or highlighting tape to find the word “I” in the story.
o For Spanish, substitute “I” with “Yo”
o Students look for specific letters within the story.
o Students will write their favorite color.
o Students will learn letter sound symbol relationships in text.
o Students will learn the high-frequency word, “I”.
o Students will write a color word.
Text selectionMasking card or highlighting tape
Independent ReadingReview 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.
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
Review chart – Independent Reading Looks Like/Sounds Like
Select several students to share their reflections of learning during independent reading.
Student book boxes
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
Literacy CentersMaking Public the Guidelines for our Literacy Centers
***Teaching Tip***Over the next few days continue to explicitly introduce literacy centers one at a time. Today, continue to establish procedural systems for working in centers. Remember, students need to have an opportunity to practice rotating between centers as well as exploring the centers.
o As readers and writers, we follow specific guidelines to work together and help one another do our best learning.
o Students are aware of and follow specific guidelines for literacy centers.
o Teacher and students will revisit these expectations often and revise as needed.
Chart-What do Literacy Centers Look Like/Sound Like?
1. Create an “I Can” chart for each “literacy center” introduced today.
2. Introduce 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.
Day
9
Read AloudLocating and Recalling Information Within The Text
o We use the text’s structure or progression of ideas to locate information within the text.
o We can check our predictions with our text.
o Students will learn that readers locate and recall information from texts.
o Students will predict first, then use the text to confirm their predictions.
Brown Bear Brown Bear
Item Seen Color
Text Selection: Choose a text that supports the weekly comprehension focus, found in your IPGs.
Model using text structure to locate the ideas within the text.
Chart Tablet
Shared ReadingIntroduce sentence segmenting and blending within text.
o Readers will re-enter a text for a new purpose.
o Readers use a sentence from the text to count the number of words and spaces in a sentence.
o Readers will observe a sentence being cut apart and placed back together.
o Students will learn to blend and segment a sentence.
o Students will see that spaces have meaning in print.
Text Selection
Sentence Strip with text from text selection Day 8
Scissors
Shared Reading/Interactive Writing ExtensionBegin writing color words through interactive writing.
o Students will write the names of their favorite colors.
o Students will locate the high-frequency word “I”.
o Students will learn print has meaning.
o Students will write to record a variety of ideas and reflections.
Our Favorite Colors chartMarkers
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
Our Favorite ColorsI like (color). (Sean)I like (color). (Shelley)
Independent ReadingReview 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.
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
Review chart – Independent Reading Looks Like/Sounds Like
Select several students to share their reflections of learning during independent reading.
Student book boxesLiteracy CentersIntroducing Our Literacy Centers
***Teaching Suggestion***As part of your center introduction, establish student accountability by modeling and posting an example of the center activity.
For example, in Word Study Center, students may write the words that they make during an activity.
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 each literacy center.
o Students learn that they are held accountable for doing their best work in literacy centers.
For each center teachers need to discuss..
“What is working well?”“What needs to be improved?”
Day
10
Read AloudLocating and Recalling Information Within The Text
(See IPG for Text Suggestions)
o We use the text’s structure or progression of ideas to locate information within the text.
o We can check our predictions with our text
o Students will learn that readers locate and recall information from texts.
o Students will predict first, then use the text to confirm their predictions.
(Book Title)
Item Color
o
Text Selection
Shared Reading/Interactive Writing ExtensionContinue writing color words through interactive writing.
o Students will write the names of their favorite colors.
o Students will locate the high-frequency word “I”.
o For Spanish, substitute “I” with “Yo”.
o Students will learn print has meaning.
o Students will write to record a variety of ideas and reflections.
Our Favorite Colors chartMarkers
Shared Reading/Phonics o Readers use text from Day 9 Interactive Writing lesson to review sentence segmenting and blending,.
o Students will learn that sentences are made of words and spaces.
Text Selection from Interactive Writing Lesson Day 9.
Scissors
Teacher Tip – Always mention the first/last letter of each word when cutting the word. This allows students to make graphophonemic connections.
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
Our Favorite ColorsI like (color). (Sean)I like (color). (Shelley)
Independent ReadingRevisit and Monitor classroom expectations and procedures as needed.
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
Literacy CentersIntroducing Our Literacy Centers
***Teaching Tip***As part of your center introduction, establish student accountability by modeling and posting an example of the center activity.
For example, in Big Book Center, students may hunt for and write words with the IPG phonics focus skill.
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 each literacy center.
o Students learn that they are held accountable for doing their best work in literacy centers.
For each center teachers need to…1. Model and explain
materials and activity. 2. Practice with students
allowing two or three of them to model center use.
3. Provide clear expectations and procedures using an “I Can” chart for each center
4. Provide guided practice5. Provide supported
application6. Provide time for
students to practice independently
7. Provide time for students to share and self-reflect using the criteria chart.
Ask…“What is working well?”“What needs to be improved?”
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
Read Aloud, Shared Reading & Literacy Work Centers
Day Minilesson Key Concepts Learning Outcomes Resources Needed
Day
11
Read AloudRetelling a story with a graphic organizer – beginning, middle and end
***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.
o Students listen to texts to retell stories in sequence with beginning, middle and end.
o Students help to build a graphic organizer to chart beginning, middle and end of a story.
o Students refer back to the book to complete a graphic organizer to retell the story
Text Selection: Choose a text that supports the weekly comprehension focus, found in your IPGs.
Sheet of Paper
Interactive WritingInteractive Writing – Things We Can Do
o Students will use interactive writing to record what they are able to do.
o Using repetitive sentences, write 2 sentences today and 3 sentences on Day 12.
o Students will learn print carries meaning.
o Students will review print moves from left to right and top to bottom.
Markers
Things We Can Do Chart
Independent ReadingRevisit and Monitor classroom expectations and procedures as needed.
Consider highlighting an author or genre from your classroom library to motivate students to read widely.
Day
12
Read AloudRetelling a story with a graphic organizer – a timeline – to chart beginning, middle and end
o Students listen to a text to learn the sequence of a story.
o Students use a timeline to retell a story in sequence.
o Students help to build a graphic organizer (a timeline) to assist in retelling a story in sequence.
o Students refer back to the book to complete a graphic organizer to retell the story.
Text Selection: Choose a text that supports the weekly comprehension focus, found in your IPGs.
Chart – Story Timeline
Shared ReadingNo Shared Reading Today
o
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
Things We Can Do I can ______ (Letitia) I can
______(Roshana)
Literacy CentersMaking Public the Guidelines for our Literacy Centers
***Teaching Tip**** Continue introducing and practicing centers during the next week as students become adjusted to their new routine. The Poetry Center, Computer Center, Puzzles and Games, Overhead, Creation Station, and Sand/Water are some of the many options for Kindergarten Centers.
o As readers and writers, we follow specific guidelines to work together and help one another do our best learning.
o Students are aware of and follow specific guidelines for literacy centers.
o Teacher and students will revisit these expectations often and revise as needed.
Chart-What do Literacy Centers Look Like/Sound Like?
1. Create an “I Can” chart for each “literacy center” introduced today.
2. Introduce 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.
Interactive Writing – Things We Can Do
o Students will use interactive writing to record what they are able to do.
o Using repetitive sentences, add 3 sentences to the chart from Day 12.
o Students will point out high frequency words can and I.
o Students will learn print carries meaning.
o Students will review print moves from left to right and top to bottom.
Markers
Things We Can Do Chart
Independent ReadingRevisit and Monitor classroom expectations and procedures as needed.
Day
13
Read AloudRetelling a story with a graphic organizer to chart beginning, middle and end
o Students listen to modeled reading to learn retelling a story in sequence.
o Students help to create and use a graphic organizer to help retell a story.
o Students help to build a graphic organizer to assist in retelling a story in sequence.
o Students refer back to the book to complete a graphic organizer to retell the story.
Text Selection: Choose a text that supports the weekly comprehension focus, found in your IPGs.
Chart – graphic organizer
Shared ReadingSee IPG for text selection or substitute another text for this activity.
o Readers discuss what happens in the beginning, middle and end of the story.
o Students will retell a story by discussing its beginning, middle and end.
Text Selection
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
Things We Can Do I can ______ (Letitia) I can
______(Roshana) I can _______. I can _______. But I can’t ______.
Beginning Middle End
Independent ReadingRevisit and Monitor classroom expectations and procedures as needed.Literacy CentersMaking Public the Guidelines for our Literacy Centers
***Teaching Tip**** Continue introducing and practicing centers during the next week as students become adjusted to their new routine. The Poetry Center, Computer Center, Puzzles and Games, Overhead, Creation Station, and Sand/Water are some of the many options for Kindergarten Centers.
o As readers and writers, we follow specific guidelines to work together and help one another do our best learning.
o Students are aware of and follow specific guidelines for literacy centers.
o Teacher and students will revisit these expectations often and revise as needed.
Chart-What do Literacy Centers Look Like/Sound Like?
1. Create an “I Can” chart for each “literacy center” introduced today.
2. Introduce 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.
Establish and practice the rotation system.
Day
14
Read AloudRetelling a story with a graphic organizer to chart beginning, middle and end
o Students listen to modeled reading to learn retelling a story in sequence.
o Students help to create and use a graphic organizer to help retell a story.
o Students help to build a graphic organizer (a timeline) to assist in retelling a story in sequence.
o Students refer back to the book to complete a graphic organizer to retell the story.
Text Selection: Choose a text that supports the weekly comprehension focus, found in your IPGs.
Chart – graphic organizer
Shared ReadingSee IPG for text selection or substitute another text for this activity.
o Readers discuss what happens in the beginning, middle and end of the story.
o Students use a graphic organizer to chart beginning, middle and end of a story.
o Students will help to build a graphic organizer to chart beginning, middle and end of a story.
Text Selection
Chart for graphic organizer
Independent ReadingRevisit and Monitor classroom expectations and procedures as needed.Literacy CentersAccountability in Literacy Centers
***Teaching Tip***Consider having whole class review/practice one or more centers you have already established. Plan for stop points to revisit the criteria chart to identify what is running well and what can be improved.
o Our literacy centers are organized in a specific way to help us do our best learning and thinking.
o Readers and writers keep track of their work in literacy centers.
o We are all responsible for taking care of our literacy centers.
o Students will learn the expectations and procedures for working successfully in each literacy center.
o Students learn that they are held accountable for doing their best work in literacy centers.
Chart-What do Literacy Centers Look Like/Sound Like?
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
Day
15
Read AloudRetelling a story with a graphic organizer – to chart beginning, middle and end
o Students listen to modeled reading to learn retelling a story in sequence.
o Students help to create and use a graphic organizer to help retell a story
o Students help to build a graphic organizer to assist in retelling a story in sequence.
o Students refer back to the book to complete a graphic organizer to retell the story.
Text Selection: Choose a text that supports the weekly comprehension focus, found in your IPGs.
Chart – graphic organizer
Shared ReadingUsing texts to practice sentence segmenting.
Text Selection – Use same text as used on day 14.
o Students will re-enter a text for a new purpose.
o Students will predict the number of words in a sentence before having a chance to see the teacher cut it into word segments.
o Students will observe text has meaning.
o Students will learn to blend and segment a sentence.
o Students will observe that spaces have meaning in print.
Text SelectionSentence StripMarkers
Independent ReadingRevisit and Monitor classroom expectations and procedures as needed.Literacy CentersAll Centers that are going to begin at the beginning of school should be open by now.
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.
Chart-What do Literacy Centers Look Like/Sound Like?
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.
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
Read Aloud, Shared Reading & Literacy Centers
Day Minilesson Key Concepts Learning Outcomes Resources Needed
Day
16
Read AloudIntroducing Reading Response
Respond to Stories in Ways that Reflect Understanding
o We can show understanding of texts by responding through art.
o Teacher models a reflective understanding of the text as you draw. (Repeat the author’s words and then draw a picture to match the words.)
o Students use art to respond to text.
Text Selection: Choose a text that supports the weekly comprehension focus, found in your IPGs.
Chart PaperMarkersCrayonsPaper
Shared ReadingModeling Print Concepts – Left to right and Top to bottom
o Students will use a pointer to see how print moves from left to right and top to bottom on a page.
o Students will participate when predictable and patterned texts are read aloud..
Text Selection
Independent ReadingRevisit 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…Practicing Literacy Centers
o Literacy work centers are a time for students to work productively in differentiated reading and writing practice activities on their own or collaboratively with peers.
o Students practice working in literacy centers and reflect to self-evaluate using the criteria chart.
o Teacher monitors and evaluates students working in literacy centers to support and foster independent, quality work.
Chart-What do Literacy Centers Look Like/Sound Like?
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.
*As students become proficient at working independently in centers, teachers will begin to pull groups or individual students for BOY assessment.
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
Day
17
Read AloudRevisiting Reading Response
Respond to Stories in Ways that Reflect Understanding
o We can show understanding of texts by responding through art.
o Teacher models a reflective understanding of the text through art. Think aloud as you draw. (Repeat the author’s words and then draw a picture to match the words.)
o Students use art to respond to text.
Text Selection: Choose a text that supports the weekly comprehension focus, found in your IPGs.
Chart PaperPaperMarkersCrayons
Shared Reading/Shared Writing
Responding to text through writing.
*This is the first of a two-day lesson.
o Readers will reenter text to create a text innovation.
o Readers will assist in creating a text innovation to demonstrate understanding of the text.
o Students will respond to the story by creating an innovation of the text.
Students will read the text when finished.
Text SelectionMarkersChart Sample – At the Zoo
Independent ReadingRevisit and Monitor classroom expectations and procedures as needed.Literacy CentersRevisit, Revise, Add Rigor as needed
Day
18
Read AloudRevisiting Reader Response
Respond to Stories in Ways that Reflect Understanding
o We can show understanding of texts by responding through dialogue.
o Teacher models a reflective understanding of the text through dialogue.
o Students use talk to respond to text.
Text Selection: Choose a text that supports the weekly comprehension focus, found in your IPGs.
Shared Reading/Shared Writing
Continue responding to text through writing.
*This is the second part of the lesson began on day 17.
o Readers will reenter text to create a text innovation.
o Readers will assist in creating a text innovation to demonstrate understanding of the text
o Students will respond to the story by creating an innovation of the text.
Students will read the text when finished.
Text SelectionMarkersChart Sample – At the Zoo
Independent ReadingRevisit and Monitor classroom expectations and procedures as needed.
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
At the Zoo Monkey ate yellow bananas… all day long.Elephant ate brown peanuts…all day long.
At the Zoo Monkey ate yellow bananas… all day long.Elephant ate brown peanuts…all day long.
Literacy CentersRevisit, Revise, Add Rigor as needed
Day
19
Read AloudReview Reader Response
Respond to Stories in Ways that Reflect Understanding.
o We can show understanding of texts by responding through art.
o Teacher models a reflective understanding of the text through art. Think aloud as you draw. (Repeat the author’s words and then draw a picture to match the words.)
o Students use art to respond to text.
Text Selection: Choose a text that supports the weekly comprehension focus, found in your IPGs.
Chart PaperPaperMarkersCrayons
Shared ReadingNo Shared Reading Lesson Today
Interactive WritingRecording Unique/Special Things About Ourselves
*This is a two day lesson that will finish on day 20.
o Students will use interactive writing to record special/unique things about themselves.
o Students will observe new high frequency word, “am”.
o For Spanish, substitute “soy” for “am”.
o Students will learn to write for a variety of purposes.
o Students will use phonological knowledge to map words to letters to write messages.
We are Special – ChartMarkers
Chart Sample
Shared WritingCriteria for Working At Centers.
This is a two-day lesson. It will begin today and be completed on Day 20.
o Students will use shared writing to create a criteria chart for center expectations.
o Students will discuss expectations for working at centers.
MarkersChart Paper
Sample Criteria Chart
Independent ReadingRevisit and Monitor classroom expectations and procedures as needed.Literacy CentersRevisit, Revise, Add Rigor as needed
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
We are Special I am blonde. (Lisa) I am tall. (Miguel)
Center Expectations We use the materials
correctly. We share with our
center partners. We take turns We follow the center
chart. We use the “I Can “
list. We solve problems. We put our things
away. We work quietly.
Day
20
Read AloudRevisiting Reader Response
Respond to Stories in Ways that Reflect Understanding
o We can show understanding of texts by responding through writing.
o Teacher models a reflective understanding of the text through writing. Think aloud as you write. Reflect upon the story and model writing what occurred at the beginning, middle and end. Help students sequence text.
Text Selection: See IPG for Text Suggestion
Writing Paper
Interactive WritingRecording Unique/Special Things About Ourselves
*This is a two-day lesson that began on day 19.
o Students will continue to use interactive writing to record special/unique things about themselves.
o Students will observe new high frequency word “am”.
o For Spanish, substitute “soy” for “am”.
o Students will build a new last sentence on the chart.
o Students will learn to write for a variety of purposes.
o Students will use phonological knowledge to map words to letters to write messages.
We are Special – ChartMarkers
Shared WritingCriteria for Working At Centers.
This is a two-day lesson. It began on Day 19 and will be completed today.
o Students will use shared writing to create a criteria chart for center expectations.
o Students will discuss expectations for working at centers.
Chart PaperMarkers
Sample Criteria Chart
Independent ReadingRevisit and Monitor classroom expectations and procedures as needed.Literacy CentersRevisit, Revise, Add Rigor as needed
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
We are Special I am blonde. (Lisa) I am tall. (Miguel) I am .. I am …. I am… But I am not …
Center Expectations We use the materials
correctly. We share with our
center partners. We take turns We follow the center
chart. We use the “I Can “
list. We solve problems. We put our things
away. We work quietly.
This pacing guide is intended to be lengthened/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: Kindergarten, 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.
Austin Independent School District, Elementary Language Arts Department, ’08-‘09
