curriculum.austinisd.orgcurriculum.austinisd.org/schoolnetDocs/GR 1... · Web viewLesson Objectives: Students will make predictions before and during reading, and as they continue

Lesson Name: 1st 20 Day of Reading – Week 1 Estimated timeframe: 5 DaysGrading Period/Unit(CRM): 1st 9-weeks ARC 1 Grade level/Course: 1st Grade/Reading

Lesson ComponentsLesson Objectives: Students will make predictions before and during reading, and as they continue to read and stop periodically, they will confirm, adjust or refute their original predictions. Students will understand that making predictions is not about being “right” or “wrong”, but about engaging in thought before and during reading. The framework for independent reading workshop will be established as well as the weekly activities for shared reading and word wall work.

Language Objectives: The student will listen carefully and explain their own thinking while predicting what may happen next in text throughout collaborative tasks.

Prior Learning: The students will need to be able to identify characters in a story. The students will need to know their letter names and sounds.Standards(Texas Essential Knowledge and Skills):1.4 Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:1.4 (A) confirm predictions about what will happen next in text by "reading the part that tells"

1.9 Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:1.9 (B) describe characters in a story and the reasons for their actions and feelings.

College and Career Readiness:

Use effective reading strategies to determine a written work’s purpose and intended audience. Draw and support complex inferences from text to summarize, draw conclusions, and distinguish facts from simple assertions and opinions.

Essential Questions:

What do good readers do to understand texts? Why do good readers make predictions? How does making predictions help good readers understand the text better? How do predictions change?

Enduring Understandings: Readers make predictions before, during, and after reading. Readers adjust their predictions based on the text.

Vocabulary Essential: Prediction, character,

Supporting: Check, adjust

Lesson Preparation Locate copies of these books (or other texts that lend themselves to teaching predictions):First Day Jitters by Julie DannebergQue Nervios! El Primer Dia de Escuela by Julie DannebergIf You Give A Dog A Donut by Laura NumeroffSi Le Das Una Rosquilla a un Perro by Laura NumeroffIf You Give a Pig a Pancake by Laura NumeroffSi Le Das Un Panqueque a Una Cerdita by Laura Numeroff

Austin ISD Revised 6/15

Have You Seen My Duckling? by Nancy TafuriTuesday by David WiesnerMartes by David WiesnerGoldilocks and the Three Bears by James MarshallThis Is Not My Hat by Jon KlassenCreepy Carrots by Aaron ReynoldsLost and Found by Oliver JeffersPerdido y Encontrado by Oliver JeffersArmadillo Tattletale by Helen Ketteman Armadillo, El Chismoso by Helen Ketteman

Make sure to read the text in advance of the lesson and plan for stopping points and open-ended questions.

Select a beginning of the year poem for shared reading written on chart paper or sentence strips on a pocket chart. Print individual copies for poetry notebooks

Preselect reading partners (See addendum at the bottom of this document)

Select 5 word wall words

Gather texts to build book boxes (see addendum at the bottom of the document)

Get reader’s notebook, poetry notebooks, and word wall notebooks


Anchors of Support


Reader’s Workshop Expectations

1. Treat reading time like gold2. Stay focused on your own reading

the whole reading time3. Use a quiet voice while reading4. Try your very best every day


Differentiation strategies Special Education: Monitor collaborative groups and scribe for students if needed. Refer to the student’s IEP for other routinely offered accommodations.

English Language Learners: Pre-teach any vocabulary in the story that may be difficult for ELLs. The sentence stems will help to model sentence structure during the activity. Pair ELLs with students with strong vocabulary skills.

Extension for Learning: An extension activity could include students making predictions about a book based on the title and cover art, then writing their own version of the story. After writing their version, students read the original book and compare/contrast their version with the original book.

21st Century Skills Through classroom discussion in various grouping, the students will collaboratively create prediction steeped in text evidence and communicate those ideas with different audience through various means of communication.

English Language Proficiency Standards: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for


English Language Proficiency Standards (ELPS) to support English Language Learners.

Lesson CycleEngage Begin building enthusiasm by talking about why reading is important to you (it’s joyous,

we can live inside of a story, we can make friends with the characters, we can learn anything that we want, etc). Share your favorite picture book with the students. This is the first step in introducing young readers to developing their own identities as readers.

Lesson stages Day 1:Read/Think Aloud: Procedures of coming to the carpet, but also how to listen on the carpet

Begin by sharing the Reading Workshop schedule. Explain to students that every day they will meet together on the carpet to do the exciting and important work of enjoying books and growing as readers. To do this important work, readers also need to be excellent thinkers and listeners. Have students help you brainstorm what good listening looks like and sounds like as you record their ideas on the chart. Tell students that as you read today, and every day they should practice these habits. During and after the read-aloud, refer back to the chart to reinforce excellent listening skills.

ACTIVITY 1:Creating an anchor chart for good listening skills.

Minilesson for Independent Reading: Expectations for reading time and how to treat a book

While the students are gathered on the carpet with you, build excitement up for independent reading. Teacher says, “First grade is a time where we are going to change so much as people. They are going to get taller, they are going to lose teeth, and they are going to become readers! In order to grow as readers, there are a few things that we are going to have agree to so that everyone can do their absolute best reading.” Create an anchor chart titled Reading Workshop Expectations. Review the expectations for the students, keeping in mind that they should be few, broad, and positively stated (e.g. Treat reading time like gold, Stay focused on your own reading the whole reading time, Use a quiet voice while reading, Try your very best every day). Ask the students if there are any other expectations that they think should be added. Once the expectations are complete, make sure that everyone can agree to them and have them sign the expectations as a promise to one another. After everyone has signed the expectations, explain to the students that they will be picking out several books to read from the browsing boxes on their tables to read for the day. These are going to be books that they are going to read for the whole time even if you don’t know all of the words in them yet. Have one table model how to go back to their table and work together to pick out books. Once they have set the example, send the rest of the students back table by table to calmly select their books to read while setting a time for about 4-5 minutes. It is important to keep an eye out for kids who are hesitant to pick out books. Quickly help those students select a few books, give them some quick words of encouragement, and then continue to circulate. Once the timer goes off, remind the students that they are going to focus on reading the books that they have selected for 4-5 minutes. Set the timer and continue to circulate the room to help the students stay focused on their books. If the kids are really struggling with 4-5 minutes, stop the timer and note how long they were able to stay focused (that will be the starting


http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4

point for the next day, even if it is just two minutes long!). Gather the students back on the carpet and ask them what went well for them and what they found challenging. Use these answer to help them stay focused tomorrow.

Shared Reading:*The shared reading lesson plans will only be included in week 1 to provide a guide for how to set up your shared reading routines.

The first few weeks of shared reading, choose a favorite back to school poem or song written on a chart or on sentence strips in a pocket chart to read for enjoyment and fluency. Model using the pointer and reading with expression. This is an excellent thing for students to read during independent reading time. One or two poems and/or songs can be copied each week and kept in a special poetry notebook. (Some teachers will add one phonics poem and one poem for enjoyment.)

Day 1: When introducing a new poem, model reading it with expression. You may even want to have the students close their eyes to visualize what is happening in the poem. After you have read it aloud several times, have the students echo read the poem after you in chunks, and then read together chorally several times. Today’s reading should be based around enjoying the meaning, language, and rhythm of the poem or song. In the next few weeks, you may want to start introducing, charting, and reinforcing decoding strategies (e.g. looking at the first letters, looking for word parts, asking what would make sense, etc.). Give the students a copy of the poem and a poetry notebook (composition books work best because the pages don’t come out). The students will illustrate the poem tomorrow, so it is best to have them glue the poem on the back of the first page so they have a blank pages on the opposite side to illustrate.

Word Wall:*The word wall lesson plans will only be included in week 1 to provide a guide for how to set up your shared reading routines.

Introduce each new word wall word:o Students number paper 1-5 o Show and read the word, students repeat the wordo Discuss the word meaning and use it in a sentence.o Model how to snap the vowels and clap the consonants.o Snap Clap the word together (and/or add a kinesthetic movement such

as doing a jumping jack for each letter) Have students identify where the word will be placed on the wall. Add the word to the word wall Students write the word in their word study notebooks Repeat routine for all 5 words.

*Dual Language teachers should consult their DLTI Handbooks for additional expectations regarding the use of Word Walls.

Day 2:

Read/Think Aloud: Readers think as they read – Introduce thinking aloud and writing about predictions

Show the class the front cover of the book, If You Give A Dog A Donut. (You could use any of the books in this series: If You Give A Mouse A Cookie, If You Give A Cat A Cupcake, If You Give A Pig A Pancake, Si le das un pastelito a un gato.) Explain that when good readers read or listen to a story, they make


predictions (or guesses) about what will happen next in the story. It is helpful for predictions to be reasonable, or make sense. Explain the meaning of reasonable predictions. Model making a reasonable prediction about what will happen in, If You Give A Dog A Donut, based on the cover of the book. “By reading the title and looking at the pictures on the cover, I can predict that the book will probably be about somebody giving a dog a donut; and that the dog might drop his donut in the dirt. I would not predict that it would be about a pig or other animal because there isn’t anything on the cover to tell me that. I am using the pictures and text to make a reasonable prediction.” Then, begin reading the book, stopping periodically, at preselected stopping points, to ask students to predict what may happen next. Once you have finished reading, be sure to go back as a class to confirm or adjust the predictions the class made on a graphic organizer on large chart paper similar to the one below:

Explain that now the students will make some predictions of their own about another story written by Laura Numeroff called, If You Give A Pig A Pancake. Show the students the front cover of the book, then ask them to return to their tables to complete the sentence stem:

“I predict that ….” Students may be inclined to take the easy way out and say the book is about a pig or a pancake but that’s not enough. Press them to also predict what a character will do or an important event that may take place.

ACTIVITY 1 ( Students will work with partners)Students will complete the sentence stem, “I predict that…” in their reader’s notebooks.

ACTIVITY 2 (Students will work with partners)Students will compare their predictions, discussing the similarities and differences.

Minilesson for Independent Reading: Ways to read a book

Gather kids on the carpet. Teacher says, “Readers, when I look out at all of you, I see 22 very different people. Some are tall, some are short, some are boys, some are girls, some have black hair, some have blonde hair, etc. We are all very different people and we are all very different people. Some of us may already be reading the words in our books and some of us may be looking at the illustrations to think through the story. Though we may be at different points, everyone, including me, is still going to grow as reader this year. Because we are all very different as readers, I want to teach you three different ways to read a book.” Take out Ways to Read a Book anchor chart. Introduce each way to read a book and model using each strategy. For reading the words, use an easy, familiar, and repetitive book like Have You Seen My Duckling? by Nancy Tafuri with the students so that they can imagine themselves reading it independently. When modeling reading the pictures of a story, consider using a book with very detailed illustrations like Tuesday by David Wiesner to model studying illustrations and orally telling a story through them. When modeling retelling a familiar story, fairy tales like “Goldilocks” by James Marshall work well because they are so well known and the illustrations are clear. After modeling all three, remind the kids that those are three ways that they can read a book during their independent reading time. Briefly remind the students of the expectations and the solutions to potential problems as was discussed yesterday, send them to quickly get books out of the book boxes, and settle into reading. Take this time to circulate and support as many readers as you can. After the set amount of time for today (base this


on how your students did the day before with one more minute added), gather the students back on the carpet to share how they chose to read their books today and why. Have them reflect on how reading went for them today and brainstorm ways to solve the problems that arose.

Shared Reading: Read the poem aloud to the students several times. Invite them to read along

for with echo reads and choral reads as you did the day before. To reinforce the meaning of the poem, have the students close their eyes and visualize what the poem makes them see in their mind. Have the students turn and talk about their visualization with a partner, paying specific attentions to the words that shaped their visualizations. For this week, you may want to model this talk as a scaffold for the students. Model drawing a quick illustration that captures the meaning and have the students draw their illustrations in their notebooks on the opposite pages from their poem. Limit this illustrations to 7-8 minutes. In the following weeks, release more responsibility for generating images onto the students.

Word Wall: Day 2 - Rhyme Time Review (clap snap) new words Students number paper 1-5 Teacher gives word clue and students write the word wall word that rhymes

with the word you give.o Number 1 begins with a “t” and rhymes with walk.o Number 2 begins with /m/ and rhymes with byo Number 3 begins with an “l” and rhymes with bikeo Number 4 begins with /g/ and rhymes with stoodo Number 5 begins with an “s” and rhymes with head

Day 3:

Read/Think Aloud: Readers share their thinking with one another by turning and talking about the characters and their predictions – focuses mostly on the procedure of turn and talk

Explain that sometimes as we are reading together on the carpet, we will need to talk and discuss some ideas with someone. We need a way to do this, which shows respect for everyone and helps us do our best work. One way to do this is to “turn and talk” to someone sitting next to you or Bilingual Pair (DL) (or a reading partner—some teachers prefer to have a specific partner for each child pre-assigned who is also their partner for buddy reading, while others prefer to have children converse with any child who is sitting near them on a given day). When you are asked to “turn and talk,” you will be asked to discuss something which we have just been thinking about together as part of our lesson. When you turn and talk, you will be talking to your partner about whatever I have asked you to talk about together. It is important that you talk about the topic I ask you to discuss, and not to talk about other things, like what you had for dinner last night (or some other silly example). When you turn and talk, it is also important that you use your best manners for talking to someone else. You should face the person you are talking to, and you and your partner should look at each other as you pay attention to what you are saying to each other. When you turn and talk you should take turns with your partner as you talk,


without interrupting each other. When you turn and talk you should use a quiet voice, since you are sitting right next to the person you are talking to, and you don’t want to disturb other students who are talking to their partners. Finally, when turn and talk is finished and you are asked to stop talking so that you can go back to listening to the focus lesson, you should do so right away so that we can all go on with our learning.” Add these expectations to the anchor chart.

Model how to “turn and talk”. Pick a student ahead of time who is comfortable helping you model how to turn and talk. Have an extra chair next to your in order to model. Introduce This is Not My Hat by Jon Klassen to the class. Teacher says, “Readers, I am going to show you exactly how to turn and talk with a partner on the carpet. [students name] and I will be talking about our predictions based on title of this book, but first we need to turn our bodies to face each other. I need to make sure that our knees are facing each other and that we are giving each other our full attentions. After that is done, we are going to take turns sharing our predictions.” Ask the student if they would like to share first and share yours after. After modeling, allow time for students to practice the strategy with their prediction based on the cover and title. During your read-aloud, plan 1-2 stopping points for students to practice the skill. These stopping points should focus around making predictions. Asking one or two students to share what their PARTNER said after turn and talk will further encourage good listening and allow a few ideas to be shared out without bogging down the lesson. You will continue to use turn and talk during your preplanned stopping points throughout the year in all content areas.

ACTIVITY 1 ( Students will work with partners)Students will orally complete the sentence stem, “I predict that…” several times during the read aloud. They will write about one of their predictions in their reader’s notebook using the sentence stem “I predicted that…” and “I found that...”

ACTIVITY 2 (Students will work with partners)Students will compare their predictions, discussing the similarities and differences with their partner and with the whole group.

Minilesson for Independent Reading: Choosing books from browsing boxes to read during reading time

Gather kids on the carpet. Teacher says, “Readers, for the last few days, we have been choosing our books out of the baskets that I’ve put on your tables in the morning. I have filled these boxes with books that I feel are perfect for 1st grade readers at the beginning of the year because going to our classroom library without any directions can be overwhelming and we can end up with a bunch of books that are not good fits for us or it would take forever to search through box after box for perfect books for us. . However, when there is only one box books for you and the people at your table to choose from, it can be much easier to find books that are just right for us. Readers, today I want to show you how I think about choosing books from the basket so that I end up with a stack of books that I would want to read and stick with. Yesterday we learned about the three different ways to read a book: reading the pictures, reading the words, and retelling a story that we know. Today as I show you how I pick out books, I am going to continue to ask myself a very important question that even adult readers how to think about: do I want to read this book? Even if I can read all of the pictures, words, and retell a story, if I don’t want to read the book then I probably will get distracted and not treat my


reading time like it is gold.” Model looking through a preselected group of books while thinking aloud about if it is a book that would interest you. While modeling, think aloud about looking at the cover and reading the title to see if it would be of interest to you. Be sure to also model opening the books and think aloud about how you might read that certain book to continue building upon yesterday’s lesson. Explain that checking for interest and if there is a way that you could read the book is something that they will use today, tomorrow, and for the rest of their lives as readers. Briefly remind the students of the expectations, send them to quickly get books out of the book boxes, and settle into reading. Take this time to circulate and support as many readers as you can. After the set amount of time for today (base this on how your students did the day before), gather the students back on the carpet to share how they chose to read their books today.

Shared Reading: Reread the poem several times as a class (read aloud, echo read, choral read).

Have several preselected vocabulary words ready to look at and discuss meaning. This will be an important time throughout the year to discuss vocabulary strategies (context clues, word parts, replacing with synonyms, etc.). Use the CLI statue strategy to teach the words and review others:

o Explain that today students are going to be creating statues. Elicit that statues are still, silent, and composed of artistic choices that have multiple interpretations.

Introduce a new vocabulary word, posing questions such as:o What do you know about _____?o What are some synonyms for the word _____?o What are some examples of _____?o What are some non-examples of _____?

Ask students to think about creating a statue that would represent their understanding of the new vocabulary word; When kids have an idea about the statue they will create, they can give a thumbs up/make eye contact with the teacher

Ask the entire class to stand up and make a frozen, silent statue of the vocabulary word

Choose a strong example of the vocabulary word to spotlight, asking that student to remain standing while everyone else sits down. Reflect on the statue with the class:

o Describe: What do you see? (Help students to describe the statue’s arms, legs, facial expression, focal point)

o Analyze: How does this statue represent the word _____?o Relate: When in your life have you experienced ____?

Ask all students to stand up and replicate the statue for the new vocabulary word

Continue adding words until the class has created statues for each vocabulary word (maximum three per day)

Word Wall: Day 3: Fill in the Sentence (Cross Checking) Review (clap snap) new words Students number paper 1-5


Students write the word that fills in the sentence the teacher says:o The first word begins with a “t” and fits in the sentence: Carlos likes to __

on the telephone.

Day 4:

Read/Think Aloud: Readers explain their predictions deeply by explaining their thinking with their partner – focuses on how readers explain their thinking

Gather the student of the carpet with their reading partner/bilingual pair next. Teacher says, “Readers, we have been thinking so much about predictions, or thinking about what might happen next, as we read, but today I want to teach you how readers explain their thinking about predictions when we talk and write about. When readers make a prediction while reading, it is not enough to just tell someone what you think is going to happen; we have to explain it by using the word ‘because’. When we use because to explain, we point out to other people exactly what happened in the text to make us have our prediction. Watch as I explain my predictions with a ‘because’.” Begin read aloud and when Jasper Rabbit first starts to notice the carrots following him model your thinking and emphasize adding BECAUSE to it. Teacher says, “Readers, I predict that the carrots might be trying to scare Jasper Rabbit BECAUSE he has been eating the carrots and the carrots here in the illustration have teeth and scary looking eyes.” At the next stopping point, have the kids turn and talk to share their prediction and explain it to their partner/share out etc. Have the students compare their predictions with one another. After they pair-share, ask the class if anyone adjusted, or changed, their prediction based on their partners’ because statement. Continue to read aloud with several more planned stopping points for turn-and-talk about their predictions and adjustments.

ACTIVITY 1 ( Students will work with partners):Students will orally complete the sentence stem, “I predict that…because…” several times during the read aloud. They will write about one of their predictions in their reader’s notebook using the sentence stem “I predicted that…because…”

ACTIVITY 2 (Students will work with partners):Students will compare their predictions and text evidence with their partner and make adjustments based on the evidence that they provide one another.

Minilesson for Independent Reading: Building stamina an independent readers and reflections on how it went

Gather the students back on the carpet. Teacher says, “Readers, you are going to grow so much this year as readers, but sometimes that can be hard to see. It’s like when you see a grown-up you don’t see very often and they tell you that you have grown so much even when you don’t feel any taller. Sometimes we can feel that way when we grow as readers, but one way that we’re going to track our growth as readers is by using a stamina chart.” Show the blank stamina chart to the kids and ask if they know which science tool that looks like. Teacher says, “Readers, we are going to use this to track our reading stamina. Reading stamina is our ability to stay focused and read for long amounts of time. Reading stamina is so important to us because the more time we spend reading the more we grow as readers. Each day that we read


independently, we are going to push ourselves to see if we can read for one minute longer than we did the day before so that before we know it we’re reading for 30 minutes. Yesterday, we read for ___ minutes. [draw a line at the amount] Today, we are going to see if we can push ourselves to read for one more minute than we did yesterday.” Briefly remind the students of the expectations and what they reflected on from debriefing yesterday, send them to quickly get books out of the book boxes, and settle into reading. Add one minute to the stamina timer and have the students start reading. Take this time to check in with students and have quick conferences about reading preference and beginning reading strategies. After the time is up, pull the kids back to the carpet and debrief about how they did with reading today. If the students can’t stay focused for one more minute, make a plan to review before reading tomorrow on how they can stay focused. Remember that is not a time to be punitive – it is a time to plan with them and set up a strong foundation for the rest of the year.

Shared Reading: Phonics/Word Patterns. Reread the poem several times as a class. Preselect

several words with important phonics patterns in them. Write the rime on a white board (for example “–at”) and have the students generate other words that would go in the same word family. With more advanced word patterns, there will be words that rhyme but don’t have the same rime. This is an important distinction to recognize and in these cases you might want to draw a t-chart to group the words with different patterns.

Word Wall: Day 4: Be a Mind Readero Review (clap snap) new words o Students number paper 1-5o Teacher will think of a word on the word wall and give 5 clues to that word

Clue #1: I’m thinking of a word, and it’s on the word wall Clue #2: My word has 4 letters Clue #3: My word has 2 vowels Clue #4: My word begins with the same sound as “love”, “listen”, and

“ladybug” Clue #5: My word completes the sentence, “I __ to read books.”

o After each clue, students write down their guess. They may write a different guess after each clue is revealed.

o The answer is revealed and the clues are checked

Day 5:

Read/Think Aloud: Readers make predictions about books before reading to engage their minds before they start

o Gather students on the carpet and review how they’ve been thinking about texts as we read them together. Teacher says, “Today we are going to learn a new way that readers make predictions and that is looking at the title and cover of a book before we start. Before we read, we want to make sure that our brains are on and we are ready to think about the book even before we open it up by looking at the title and the illustrations. Readers make predictions about who the story will be about and what might happen before they start reading. Watch as I show you how I make predictions based on a book cover of Lost and Found by Oliver Jeffers. [Show the class the book cover


and read the title aloud] I am noticing that there is a boy and a penguin on the front cover. I can see that they are using an umbrella for a boat and the boy is holding a suitcase. It looks like they are somewhere cold because of the ice on the water. I predict that the boy and the penguin are lost on the ocean because they are floating on the umbrella and the title has the word ‘lost’ in it.” Reinforce using a ‘because statement’ to explain and cite evidence. Teacher says, “Readers, I want you to try this with your reading partners with a different book called Armadillo Tattletale. Take a few minutes to study the cover and think about the title. When I say, ‘turn and talk,’ please turn to your partner and share your prediction with your partner.” Record the predictions on an ‘I predict/I found chart’. Begin the read aloud with several preplanned stopping points for the students to turn and talk. Be sure to continue to emphasize using a ‘because statement’ and reflect on adjusting their predictions based on evidence. This text also connects well to SEL through empathy and how we treat others, so the wrap up discussion can focus on that as well or it can be touch on at a different time.

ACTIVITY 1 ( Students will work with partners):Students will orally complete the sentence stem, “I predict that…because…” several times during the read aloud. They will write about one of their predictions in their reader’s notebook using the sentence stem “I predicted that…because…”

ACTIVITY 2 (Students will work with partners):Students will compare their predictions with their partner and make adjustments based on the evidence that they provide one another.

Minilesson for Independent Reading: Making sure that we are using appropriate voice levels

Gather students on the carpet and praise them for the amazing work that they have been doing as readers for the past few days. Using the stamina chart, remind them that they are ALREADY growing up as readers. Remind them of the agreement that they have made with one another and that one of most important things that we need to do together is using a “library voice” while we read. As young readers, it is very important to be able to hear ourselves read aloud to be able to work through new words and retell the stories to ourselves, but we should be the only person who can clearly hear our voice. Model using a very loud voice to read and ask the children if they could clearly hear you and if they think that you could hear yourself. Model using an inaudible whisper and ask if they could hear you and if they think you could hear yourself. Model an appropriate “library voice” to show them that they aren’t distracted by you and you can still hear yourself. Briefly remind the students of the expectations and what they reflected on from debriefing yesterday, send them to quickly get books out of the book boxes, and settle into reading. Add one minute to the stamina timer and have the students start reading. Take this time to check in with students and have quick conferences about reading preference and beginning reading strategies. After the time is up, pull the kids back to the carpet and debrief about how they did with reading today. If the students can’t stay focused for one more minute, make a plan to review before reading tomorrow on how they can stay focused. Remember that is not a time to be punitive – it is a time to plan with them and set up a strong foundation for the rest of the year.

Shared Reading:


o Reread the poem together as a class. Have preselected students as the poets (reading partners or a small group of children) of the week come to the front of the classroom and read the poem aloud for the class. At the beginning of the year, you may want to break the poem up into chunks and have partners perform parts of the poems.

Word Wall: Day 5: Assessment (Can be combined with weekly phonics assessment)o Review (clap snap) new words o Students number paper 1-5o Say a word, put it in a sentence, and have students write the wordo Check assessments to provide immediate and corrective feedback as well as

additional practice opportunities for words misspelled.

Closure Activity

Revisit and discuss the Essential Questions (beginning of lesson guide). Facilitate a discussion about how and why readers make predictions when they read.

Check for understanding (evaluation)

Formative: Anecdotal records from classroom discussion and conferring with readers

Summative: Reader’s notebook entries

Addendum for browsing boxes and classroom library

At the beginning of the year, it is important to have boxes of preselected book for the students to choose from. Have enough boxes for each table to have one. These boxes should be filled with accessible texts (levels A-E) from a variety of genres. It is important to have familiar text and high interest texts available in these boxes as well. Though the students may not be able to conventionally read these texts yet, it is important to build enthusiasm for reading with young students. Each boxes should have around 30 books in them so that students have a lot of choices available for them. A great resource to build up these accessible text would be using your school’s literacy library and the earliest readers from the leveled books and decodable readers included with textsbooks.

An entire classroom library can be very overwhelming to students and they are far less likely to choose books that are appropriate for them without thoughtful, well-planned instruction on how to select book and use the library. Unfortunately, there are so many procedures to teach young readers at the beginning of the year that we cannot address fully teaching into the classroom library in this document and how to adjust your classroom library throughout the year to meet your readers’ needs. An excellent resource for this and many other minilesson topics geared towards first grade is Growing Readers by Kathy Collins.


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curriculum.austinisd.orgcurriculum.austinisd.org/schoolnetDocs/GR 1... · Web viewLesson Objectives: Students will make predictions before and during reading, and as they continue