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Unit 1 Launching Reading Workshop Grade: 1st Content Area: Foundations
Lessons: 10 Duration: 10 days Date Created/Revised: June 8, 2020
Enduring
Understanding
Reading workshop helps us become better readers.
Essential
Questions
Why and what do we read? What do readers do during reading workshop?
How can we share personal ideas in whole group conversations and with varied partners? How do we answer questions as we read and support our thinking with evidence?
Stage 1
What do we want students to know?
Standards:
I.2: Transact with texts to formulate questions, propose explanations, and consider alternative views and
multiple perspectives
R.4.1: Read grade-level texts with purpose and understanding.
R.5.1 Ask and answer who, what, when, where, why, and how questions to demonstrate understanding
of a text; use key details to make inferences and draw conclusions in texts heard or read. R.8.2 Use front cover, title page, illustrations/ photographs, fonts, glossary, and table of contents to locate and describe key facts or information; describe the relationship between these features and the
text. R.12.1 Classify literary texts according to characteristics of a genre.
R.3.2: Read independently for sustained periods of time to build stamina.
C.1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express
one’s own views while respecting diverse perspectives.
Factual Knowledge
Students will know
the purposes for reading to
books and the routines for
reading workshop.
Procedural Knowledge
Students will be able to explain
the purposes for reading to
various texts and follow the
routines of reading workshop.
Conceptual Knowledge
Students will understand
how to use reading workshop to
become better readers by giving a
reason for reading to various texts.
Stage 2
How will we know that students understand what has been taught and what should they be able to do?
Assessments:
F&P text assessment, observation
Projects/Research:
Extensions/Differentiation:
Stage 3
What daily instructional strategies, activities, and resources will be used to facilitate student learning?
Strategies: Mini Lessons, Teacher modeling, Guided Practice, Independent Practice
Resources/Materials: Classroom library with books sorted by topic/genre/author and/or text level,
individual book boxes for students to store their books
1 Book will be referenced later in reading and/or writing units 2 Book has a questions/teaching point sheet and/or unit file located on OneDrive
Stage 4
Lesson Plans
These lessons are organized to be taught simultaneously in order to lay the foundation for Reading Workshop routines at the same time as introducing Interactive Read Aloud (IRA) for comprehension. This
doesn’t mean that they are taught together, at the same time, just that each lesson could be taught at different times during the same day.
Lesson 1- Foundations Lesson 1- IRA
DLO
I can tell where our class meeting place is and
the procedures for getting there.
DLO
I can tell why people read.
Standards
C.1: Interact with others to explore ideas and
concepts, communicate meaning, and develop
logical interpretations through collaborative
conversations; build upon the ideas of others to
clearly express one’s own views while respecting
diverse perspectives.
Standards
I.2: Transact with texts to formulate questions,
propose explanations, and consider alternative
views and multiple perspectives.
Vocabulary
Vocabulary
book/text
* Introduce class meeting spot and procedures
for getting there.
* Discuss importance of class meetings each
day, develop list of rules as a class for how
students should behave during meeting (sitting
correctly, body controlled, eyes on speaker,
listening ears, etc.)
Book Suggestions:
The Best Place to Read
The Best Story1
Listen, Buddy
* Hold up any fiction book and ask students why
we read.
* Chart students’ reasons for reading
* Add to chart types of things people read
(newspaper, magazine, menu, etc.)
Review today we learned why people read.
Book Suggestions:
Back to School books
School’s First Day of School2
First Day of School
Hooray for First Day!
How Will I Get To School This Year?
Lesson 2- Foundations Lesson 2- IRA
1 Book will be referenced later in reading and/or writing units 2 Book has a questions/teaching point sheet and/or unit file located on OneDrive
DLO
I can tell 3 ways to read.
DLO
I can tell parts of a book and the purpose for
reading fiction books.
Standards
I.2: Transact with texts to formulate questions,
propose explanations, and consider alternative
views and multiple perspectives
Standards
RL.11.1 Identify the author’s purpose—to explain,
entertain, inform, or convince.
Vocabulary
Vocabulary
purpose/reason, fiction
* Model for students each way that you can
read a book:
(1) reading the pictures (illustrations tell a story),
(2) reading the words,
(3) retelling a familiar/known book.
* Create a chart for the three different ways to
read a book.
Book Suggestions:
Any favorite back to school or familiar books
(books that you read yesterday, or classic books)
Goldilocks and the Three Bears
Three Little Pigs
Pancakes1 (wordless book)
Good Dog, Carl (mostly wordless book)
How to Read a Story (illustrations match text)
* Review reasons for reading on chart from
previous lesson
* Review parts of a book (from kindergarten)
* Explain that our reason for reading this book
today is for enjoyment
* Read aloud any fiction book
Book Suggestions:
Back to school books, friendship books
First Day Jitters
Time for School Mouse!
Phonics: Look for opportunities throughout books
you read to point out/have students find
Letterland phonics skills
Unit 1: short a
Lesson 3- Foundations Lesson 3- IRA
1 Book will be referenced later in reading and/or writing units 2 Book has a questions/teaching point sheet and/or unit file located on OneDrive
DLO
I can tell how our books are organized and how
to take care of them.
DLO
I can tell the parts of a book and the purpose for
reading nonfiction books.
Standards
Foundations
Standards
RL.11.1 Identify the author’s purpose—to explain,
entertain, inform, or convince. I can tell the
purpose for reading fiction books.
Vocabulary Vocabulary
table of contents, heading, glossary/index,
* Model for students opening a damaged book,
losing pages, missing pages etc., and discuss the
importance for caring for books.
* Take class on a tour of the classroom library.
Discuss how the classroom library is organized
(alphabetically, by theme, numerical order, color
coded, or by levels, etc.)
* Create a book bin for broken books. Model
how to put a "broken book" into the bin. “Book
Hospital” is on option for labeling the bin.
Books Suggestions:
Mr. Wiggle's Book
Read it, Don't eat it!
Manners with a Library Book
What Happened to Marion’s Book
Who's Afraid of the Big Bad Book?
* Review that readers always have a purpose or
reason for reading a book.
* Explain that some books are not meant to be
read to just entertain us.
* Show nonfiction book, have students discuss
what they think our purpose is for reading this
book (learn facts or something new)
* The author wrote the book to teach us about a
topic, and sometimes we don’t read a nonfiction
book from beginning to end.
* Review parts of a book and point out
differences on nonfiction book (table of
contents, glossary/index, headings)
Book Suggestions:
Any nonfiction books (National Geographic for
Kids and Rookie Reader Biographies are good)
Lesson 4- Foundations Lesson 4- IRA
1 Book will be referenced later in reading and/or writing units 2 Book has a questions/teaching point sheet and/or unit file located on OneDrive
DLO
I can tell what my book box is for and how to
take care of it.
DLO
I can answer questions while reading a book.
(ongoing)
Standards
Foundations
.
Standards
RL.5.1 Ask and answer who, what, when, where,
why, and how questions to demonstrate
understanding of a text; use key details to make
inferences and draw conclusions in texts heard
or read.
Vocabulary
Vocabulary
purpose
* Introduce book boxes and their purpose.
* Discuss routines for getting book box, using
them, and returning them.
* Discuss how we take care of our books and
boxes by placing them in gently, facing the
same way, and books are closed correctly.
* Discuss materials that are allowed and not
allowed in the book box.
Book Suggestions:
My Book Box
Prepare: book chosen with 4-5 places marked to
stop and ask a question
* Review that readers always have a purpose for
reading.
* Show the cover of book and read the title.
* State purpose for reading this book
(entertain/enjoy).
* Explain that good readers ask and answer
questions about a text while reading to make
sure they understand what they are reading.
* Read aloud the text, stopping to ask questions.
Book Suggestions:
Ordinary Mary’s Extraordinary Gift2
Emmanuel’s Dream
Big Mama’s1
Shortcut1
Lesson 5- Foundations Lesson 5- IRA
1 Book will be referenced later in reading and/or writing units 2 Book has a questions/teaching point sheet and/or unit file located on OneDrive
DLO
I can control my voice level and handle noisy
neighbors during reading.
DLO
I can talk to a classmate about a book I read.
(ongoing)
Standards
Foundations
RL.13.1 Engage in whole and small group reading
with purpose and understanding
Standards
C.1: Interact with others to explore ideas and
concepts, communicate meaning, and
develop logical interpretations through
collaborative conversations; build upon the
ideas of others to clearly express one’s own
views while respecting diverse perspectives.
Vocabulary
tone
Vocabulary
tone
* Discuss why a reader needs a quiet place and
how a quiet place can be helpful.
* Explain that sometimes an area can become
noisy and we must remember to read/discuss
quietly and may need to remind our neighbors to
use a respectful noise level.
Book Suggestions:
A Quiet Place
Read to Tiger
Noisy Neighbors
Noisy Books
Prepare: book chosen with 4-5 places marked to
stop and ask a question
* Review that good readers think about and
ask/answer questions as they are reading
* Explain that discussing a book with classmates
can also help you understand what you have
read.
* Show the cover of book and introduce the title.
* Have students practice turning and talking
about what they are thinking about the book
(fiction/ nonfiction, purpose, etc.).
* Model that students need to face their partner,
take turns talking, listen quietly, and only discuss
the book.
* Read the book aloud. Stop to ask questions
and have students turn and talk with partner.
* Allow time for students to practice talking
about one of their books with a classmate.
Book Suggestions:
Recess Queen2
Farfallina and Marcel2
How To Lose All of Your Friends
Lesson 6- Foundations Lesson 6- IRA
1 Book will be referenced later in reading and/or writing units 2 Book has a questions/teaching point sheet and/or unit file located on OneDrive
DLO
I can tell how to find a reading spot and read
independently.
DLO
I can support my thinking with evidence.
(ongoing)
Standards
Foundations
R.13.2 Read independently for sustained periods
of time to build stamina.
Standards
RL.5.1 Ask and answer who, what, when, where,
why, and how questions to demonstrate
understanding of a text; use key details to make
inferences and draw conclusions in texts heard
or read.
Vocabulary
alone
purpose/goal
Vocabulary
evidence
Prepare: bring in peanut butter, jelly, and bread
(enough to model making 1 sandwich)
* Model making a peanut butter and jelly
sandwich by plopping some peanut butter and
jelly onto a slice of bread.
* Discuss:
-if it’s not spread out it will not taste as good
-that reading is the same way: we must spread
out when reading.
-what might occur if everyone reads close
together
-good places to spread out to read.
Book Suggestions:
Peanut Butter and Jelly by Nadine Bernard
https://www.youtube.com/watch?v=eRBOgtp0H
ac
My Special Place
All Alone
Prepare: book chosen with 4-5 places marked to
stop and ask a question
* Review that good readers answer questions
about a text.
* Explain that good readers can support their
thinking/answer with evidence from the text.
* Introduce book and begin to read aloud,
stopping to ask questions
* Create T chart with “My Thinking” and
“Evidence”, explain that evidence can come
from text or illustrations
* Have students give evidence as they answer
questions, write on chart (“What in the book
made you think that?”
Book Suggestions:
Crazy Hair Day2
Piggie Pie2
Phonics: Look for opportunities throughout books
you read to point out/have students find
Letterland phonics skills
Unit 2: -ack
Lesson 7- Foundations Lesson 7- IRA
1 Book will be referenced later in reading and/or writing units 2 Book has a questions/teaching point sheet and/or unit file located on OneDrive
DLO
I can read to build stamina.
DLO
I can answer questions and support my answers
with evidence.
Standards
R.13.2 Read independently for sustained periods
of time to build stamina.
Standards
RL.5.1 Ask and answer who, what, when, where,
why, and how questions to demonstrate
understanding of a text; use key details to make
inferences and draw conclusions in texts heard
or read.
Vocabulary
stamina
Vocabulary
* Review why we read: (1) to learn or get
information, (2) for entertainment.
* Discuss how we can get better at something-
ex. riding a bike, skating, etc.(practicing).
* If we want to become better readers, what do
we have to do? (practice reading)
* Model what “Real Reading” looks like
compared with “Fake Reading”
* Chart
Book Suggestions:
Petunia by Roger Duvoisin
Practice Makes Perfect by Rosemary Wells
Brave Irene by William Steig
* Continue reading various fiction/nonfiction
books for several days to allow students to
practice Lessons 4-6 with different types of books
for different reasons.
Book Suggestions:
The Chicken Chasing Queen of Lamar County2
The Night I Followed the Dog2
Lesson 8- Foundations Lesson 8- IRA
1 Book will be referenced later in reading and/or writing units 2 Book has a questions/teaching point sheet and/or unit file located on OneDrive
DLO
I can tell how to read with someone and
recommend a book I have read.
DLO
I can answer questions and support my answers
with evidence.
Standards
R.13.1 Engage in whole and small group reading
with purpose and understanding.
C.1: Interact with others to explore ideas and
concepts, communicate meaning, and develop
logical interpretations through collaborative
conversations; build upon the ideas of others to
clearly express one’s own views while respecting
diverse perspectives.
Standards
RL.5.1 Ask and answer who, what, when, where,
why, and how questions to demonstrate
understanding of a text; use key details to make
inferences and draw conclusions in texts heard
or read.
Vocabulary
recommend
Vocabulary
* Discuss ways we have practiced reading:
watching/listening while teacher reads and
reading by yourself
* Another way to practice is by reading with
someone (teacher, partner).
* Discuss and model how reading with partner
should look, feel, and sound. Create chart for
reminder.
Book Suggestions:
Student books
* Continue reading various fiction/nonfiction
books for several days to allow students to
practice Lessons 4-6 with different types of books
for different reasons.
Book Suggestions:
Amos and Boris2
Sylvie2
Lesson 9- Foundations Lesson 9- IRA
DLO DLO
1 Book will be referenced later in reading and/or writing units 2 Book has a questions/teaching point sheet and/or unit file located on OneDrive
I can tell how to choose a “just right” book
I can answer questions and support my answers
with evidence.
Standards
R.4.1 Read grade-level texts with purpose and
understanding.
Standards
RL.5.1 Ask and answer who, what, when, where,
why, and how questions to demonstrate
understanding of a text; use key details to make
inferences and draw conclusions in texts heard
or read.
Vocabulary
Vocabulary
* When we practice reading, we need to pick
“just right” books.
* Read one of the books listed about “just right”
and make correlations to choosing a “just right”
book. Discuss the concept of “just right” and
compare to shoes/books as appropriate.
* Model examples of hard books for you
(teacher) and “just right” books.
* Model how to pick “just right” books, then have
students practice picking “just right” books.
* Just Right Chart
Book Suggestions:
Goldilocks and the Three Bears
Too Big, Too Small, Just Right by F. Minters
Car Repair Manual, Comp. Magazine (hard)
Current Book I am Reading (just right)
* Continue reading various fiction/nonfiction
books for several days to allow students to
practice Lessons 4-6 with different types of books
for different reasons.
Lesson 10- Foundations Lesson 10- IRA
DLO
I can demonstrate how to return books correctly.
DLO
I can read for different purposes.
1 Book will be referenced later in reading and/or writing units 2 Book has a questions/teaching point sheet and/or unit file located on OneDrive
Foundations Standards
RL.4.1 Read grade-level texts with purpose and
understanding.
RL.12.1 Classify literary texts according to
characteristics of a genre.
Vocabulary
gently
Vocabulary
* Explain that when readers return books to the
classroom library, they return them correctly:
- all books must be closed
- arranged largest to smallest
- turned facing the same way, right side up
- returned gently to their correct bin
* Discuss why it is important we put books back
correctly and model how this is done.
* Have students model how to put books back
gently in their correct location.
Book Suggestions:
Various books from the classroom library
* Review how we have read different types of
books for different purposes.
* Hold up a fiction and nonfiction book (about
the same topic ex. Raccoon book and The
Kissing Hand).
* Discuss the purpose for reading each book (to
entertain/enjoy or to inform/learn) and whether
each book is fiction or nonfiction. * Make a chart
of differences between a fiction and nonfiction
text.
* Review/show various books and have students
identify if each book is fiction or nonfiction and
why.
* Have students sort books in their own book
bin/baggy into two stacks (fiction and
nonfiction) during independent reading.
Stage 5
How many students met the learning target?
1 Book will be referenced later in reading and/or writing units 2 Book has a questions/teaching point sheet and/or unit file located on OneDrive
*Revisit the standards and reflect on instruction
*Analyze student work
*Discuss progress toward proficiency
*Discuss strengths, weakness, and misconceptions identified
*Determine reteach and extend
Lesson 7 Chart back to Lesson 7
Lesson 9 Chart return to Lesson 9