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Launching Unit 1 Reading Workshop Page 1
DRAFT August 2010
August/September
Unit 1
Readers Build Good Habits with Concept and High Interest Books
Overview of Unit: In this unit your children will be reading high interest books in table top bins. The
children are readers exploring the exciting world of books and poems. The mini lessons
will focus on building good reading habits, management, and procedures during reading
workshop. Other mini-lessons might focus on how readers can read and talk about
concept books in clubs: talking and thinking about the ideas and print in related books.
Children will be reading high interest books (bright and colorful), alphabet,
counting/number, opposite, color, and shape books. Let the reading adventures begin!
Books for this Unit:
Children will be reading high interest books (bright and colorful), alphabet,
counting/number, opposite, color, and shape books.
Alignment with Standards:
K.1.1 Identify the front cover, back cover, and title page of a book.
K.1.2 Follow words from left to right and from top to bottom on the printed page.
K.1.3 Understand that printed materials provide information.
K.1.4 Recognize that sentences in print are made up of separate words.
K.1.5 Distinguish letters from words.
K.1.6 Recognize and name all capital and lowercase letters of the alphabet.
Phonemic Awareness*
K.1.7 Listen to two or three phonemes (sounds) when they are read aloud, and tell the number
of sounds heard, whether they are the same or different, and the order.
Example: Listen to the sounds /f /, /m/, /s/ or /l/, /n/, /v/. Tell how many sounds were heard and
whether any sounds were the same.
K.1.8 Listen and say the changes in spoken syllables (a word or part of a word that contains one
vowel sound) and words with two or three sounds when one sound is added, substituted, omitted,
moved, or repeated.
Example: Listen to the word bat and tell what word is left when you take the /b/ sound away. Tell
what word is left when you take the /br/ sound away from the spoken word brother.
K.1.9 Listen to and say consonant-vowel-consonant (cvc) sounds and blend the sounds to make
words.
Example: Listen to the sounds /b/, /e/, /d/ and tell what word is made.
K.1.10 Say rhyming words in response to an oral prompt.
Example: Say a word that rhymes with cat.
K.1.11 Listen to one-syllable words and tell the beginning or ending sounds.
Example: Tell what sound you hear at the beginning of the word girl.
K.1.12 Listen to spoken sentences and recognize individual words in the sentence; listen to
words and recognize individual sounds in the words.
K.1.13 Count the number of syllables in words.
Launching Unit 1 Reading Workshop Page 2
DRAFT August 2010
* When letters have a slanted line before and after them, such as /f /, /sh /, /b/, this
represents the sound the letter makes, not the name of the letter.
Decoding and Word Recognition
K.1.14 Match all consonant sounds (mad, red, pin, top, sun) to appropriate letters.
K.1.15 Read one-syllable and high-frequency (often-heard) words by sight.
K.1.16 Use self-correcting strategies when reading simple sentences.
K.1.17 Read their own names.
K.1.18 Understand the alphabetic principle, which means that as letters in words change, so do
the sounds.
K.1.19 Learn and apply knowledge of alphabetical order (first letter) when using a classroom or
school library/media center.
Vocabulary and Concept Development
K.1.20 Identify and sort common words in basic categories.
Example: Tell whether the words blue, yellow, and red are colors, shapes, or foods. Tell the names
of some favorite colors.
K.1.21 Identify common signs and symbols.
Example: Identify the meanings of common signs and symbols, such as stop signs or store signs,
from the colors, shapes, logos, and letters on these signs or symbols.
K.1.22 Listen to stories read aloud and use the vocabulary in those stories in oral language.
K.2.1 Locate the title and the name of the author of a book.
Analysis of Grade-Level-Appropriate Nonfiction and Informational Text
K.2.2 Use pictures and context to aid comprehension and to draw conclusions or make
predictions about story content.
Example: Tell how and where bees gather pollen after listening to a book about bees such as The
Honeymakers by Gail Gibbons.
K.2.3 Generate and respond to questions (who, what, where).
K.2.4 Identify types of everyday print materials.
Example: Walk around the school and identify the signs in the school, such as EXIT, Principal’s
Office, and Restrooms. Tell the difference between a storybook and a beginners’ dictionary.
K.2.5 Identify the order (first, last) of information.
Example: Listen to and look at the information in a book such as Going on a Whale Watch by
Bruce McMillan. Then draw pictures representing the main events of a whale watching trip in the
order in which they occurred.
K.3.1 Distinguish fantasy from reality.
Example: Listen to The Day Jimmy’s Boa Ate the Wash, Trinka Hakes Noble’s story about a class
field trip to a farm, and Farming, Gail Gibbons’ nonfiction book about farming. Tell how these
two books are different.
K.3.2 Retell (beginning, middle, end) familiar stories.
Example: Retell the story of a folktale, such as the version of The Three Little Pigs by Steven
Kellogg.
K.3.3 Identify characters, settings, and important events in a story.
Example: Identify the main characters in a story, such as Noisy Nora by Rosemary Wells.
Describe the setting in a familiar story, such as Goodnight Moon by Margaret Wise Brown. Retell
the important events in a story, such as the folktale Jack and the Beanstalk.
K.3.4 Identify favorite books and stories.
Launching Unit 1 Reading Workshop Page 3
DRAFT August 2010
K.3.5 Understand what is heard or seen by responding to questions (who, what, where).
K.4.6 Ask how and why questions about a topic of interest.
K.4.7 Identify pictures and charts as sources of information and begin gathering information
from a variety of sources (books, technology).
K.7.1 Understand and follow one- and two-step spoken directions.
Oral Communication
K.7.2 Share information and ideas, speaking in complete, coherent sentences.
Speaking Applications
K.7.3 Describe people, places, things (including their size, color, and shape), locations, and
actions.
K.7.4 Recite short poems, rhymes, and songs.
K.7.5 Tell an experience or creative story in a logical sequence (chronological order, first,
second, last).
Launching Unit 1 Reading Workshop Page 4
DRAFT August 2010
What Read Aloud looks like in August/September and how it supports this unit:
Partners – sitting side-by-side, taking turns, listening to one another, looking at
each other in the eye, turning back when the teacher begins rereading.
Getting ready to read – looking at the front cover, reading the title, thinking what
the book might be about.
Retelling -
-Retell by naming the characters.
-Retell by saying where the story is taking place.
-Retell what I just read by telling what happened first, then next, the next, and
then last.
-Say more about that part
-Start from the beginning and tell what’s happened so far
-So, what’s going on now in the story?
-Retell by making a movie in their mind and telling what they see.
Making Connections:
-Think of a time when
*Questioning – I wonder…
Most of the read-alouds will consist of books that will be used for Unit 2 Emergent
(Star) Books. These books need to be read at least 5 times before Unit 2 begins.
What Guided Reading looks like and how it supports this unit:
Launching Unit 1 Reading Workshop Page 5
DRAFT August 2010
Important Information for this Unit of Study
Charts are ideas that consist of separate mini-lessons to be completed on different
days. The chart is not intended to be completed during one mini-lesson. Skills
will be added to the chart as you teach it during each mini-lesson.
When reading through each section you are able to locate a heading that will
specify the bend in the road that you will take with the mini-lessons in that
section.
The skill is WHAT you will teach your students and the strategy is HOW your
students will do the skill. The so explains to your students WHY they need to do
and learn the specific skill you are teaching.
Some headings list specific concepts/vocabulary that would be beneficial to teach
your students.
In most sections, you will find one skill and several strategies to teach that skill.
During one mini-lesson, you will choose one skill and only one strategy to teach
that skill. On the next day, you may want to teach the same skill during your
mini-lesson with a different strategy since students learn differently.
Please remember that you are not required to teach each specific mini-lesson.
These are just different ideas to choose from or use as you assess what your
students may need to learn.
It is a good idea to have reading spots labeled ahead of time. This will make the
transition to reading time smooth and in a timely manner.
At the beginning of each unit it will be helpful to your students if you introduce
and say each title out loud when you display a new tub of books.
Launching Unit 1 Reading Workshop Page 6
DRAFT August 2010
Bend 1:
Readers Know How to Find Books We Are Interested in Thinking About and in
Sharing with Others. We Take Care of Our Books
Procedures and Routines
What is a reading mini-lesson and what does it look like?
“Everyday we will sit here on this rug
and learn about reading.”
What (skill): Readers learn about what they will try as a reader during each mini-
lesson
How (strategy):
By sitting, looking, and listening to the teacher as they teach something new that
readers do so we hear what the teacher is saying.
By listening with your eyes, ears, and heart so we can grow as readers.
What (skill): Readers show that they’re really listening during the mini-lesson
How (strategy):
By sitting Magic 5 on the rug with their legs crisscross, hands in their lap, lips
sealed, ears listening, and eyes on the teacher so we hear what the teacher is saying.
What (skill): Readers move back to their reading spots quickly after the mini-lesson
How (strategy):
By getting up, walking to their seat, choosing a book and starting to read right away
so we don’t waste time.
(Continue to discuss management issues during mid-workshop interruption and teaching
share time.)
(Chart Idea)
What a mini-lesson looks like:
My job: I talk!
Teach you about what readers do.
Your job: You listen!
Learn what you will be trying today as a
reader.
Our job: To grow as readers!
Launching Unit 1 Reading Workshop Page 7
DRAFT August 2010
Book Handling/Concepts About Print
Concepts to teach (definitions)
Title, Author, Illustrator, Front Cover, Spine, Title Page, Back Cover
What (skill): Readers hold their book
How (strategy):
By placing it in front of them right side up so they can read it.
What (skill): Readers identify the front cover of the book
How (strategy):
By looking for the big words that identify the title of the book and a picture that goes
along with the title so they can think about what their book is going to be about and
get ready to open their book for reading.
What (skill): Readers identify the title, author, and illustrator
How (strategy):
By locating the words on the front cover of the book so they know where these
important parts of their book are located.
What (skill): Readers identify the spine
How (strategy):
By locating the part that holds the pages together so they can learn to handle books
nicely, responsibly, and gently.
What (skill): Readers locate the title page
How (strategy):
By finding the page that looks similar to the front cover: with a title, author,
illustrator, and publisher so they know this important information about their book.
What (skill): Readers locate the back cover of the book
How (strategy):
By identifying the last part on the outside of the book so they learn that this is the
end of the book.
What (skill): Readers care for their books
How (strategy):
By carefully turning the pages using the corner so the pages don’t get ripped.
By not bending, ripping, or throwing books so there are books in good shape for
everyone to read all year and next year.
By carefully closing and placing their book in the tub before choosing a new one so
there are books in good shape for everyone to read all year and next year.
By returning them from home so the books don’t get lost and there are books to
read at school.
Launching Unit 1 Reading Workshop Page 8
DRAFT August 2010
(Chart Idea)
Parts of a Book
Front Cover:
Title/Picture that
Matches
Author
Illustrator
Title Page
Story Beginning
Spine
Back Cover
(Chart Idea)
Book Handling
Yes!
Choosing a book
Sharing books
Turning 1 page at a time
Using the corner to turn the page
Closing the book when finished
Placing it back in the tub
Oh no! (Add as it happens)
Throwing books
Hitting people with books
Putting books in tub open or backwards
Launching Unit 1 Reading Workshop Page 9
DRAFT August 2010
Choosing a book
What (skill): Readers choose a book to read
How (strategy):
By finding a book that looks interesting to them so they will have fun reading it.
By looking at the front cover and asking themselves, “Is this something that I’d be
interested in reading?” So, the book is a good match for them.
By looking at the pages (doing a picture walk), and asking themselves, “Is this
something that I’d be interested in reading?” So, they enjoy reading it.
By looking around and discussing with their partner which club interests them the
most so they are happy reading their book.
What (skill): Readers take turns with books so both people can get what they want
How (strategy):
By saying, “You can read it now. I’ll read it later.” So, everyone gets a turn to read
the books.
What (skill): Partners problem-solve when choosing a book club
How (strategy):
By noticing when the chairs at a club are full so they can go to a different club this
time.
By talking and taking turns with their partner so they each are okay with the choice
they made together.
(Chart Idea)
Concept books…
have naming labels under
the pictures
pictures all about one idea
or topic
try to teach you about
something
have similarities
have differences
Launching Unit 1 Reading Workshop Page 10
DRAFT August 2010
Bend 2:
Readers Know How to Take Care of Our Reading Time so We Can Do Our Best
Thinking and Talking
Independent Reading Time
Concepts to teach (definitions)
Detail(s)
What (skill): Readers keep reading during reading time
How (strategy):
By finishing one book, then they choose a second book of interest and keep reading
so they are reading and becoming better readers by practicing the whole time during
reading workshop.
What (skill): Beginning readers read
How (strategy):
By telling themselves the story using the detail in the pictures so they learn to know
the story better.
By finding the most important picture and telling the story using the pictures so they
really know exactly what is happening.
By pointing to the picture details and saying what they see and notice so they can
start to become readers.
(Chart Idea)
What does Independent Reading Time look
like?
My job: Conference with students
Teach you about what readers do
Your job: Try out what was taught from the mini-lesson
Read privately during private time
Take turns choosing books
Take turns reading and talking when it is
partner time.
Our job: To grow as readers!
Launching Unit 1 Reading Workshop Page 11
DRAFT August 2010
Private Time
What (skill): Readers have private reading time
How (strategy):
By sitting and reading to themselves quietly (model quiet level) so everyone can read
and think without being bothered by loud noises.
By reading quietly to themselves, not bothering anyone so everyone can read and
think during reading workshop.
By sitting back to back so it is easy to just read and not talk to your partner until it is
partner time.
Teacher Conferences
What (skill): Readers read while the teacher has conferences with students
How (strategy):
By reading their book and keeping their thought or question for the teacher in their
head until they can raise their hand when the teacher has finished conferencing so
everyone can read while waiting for the teacher.
What (skill): Readers don’t interrupt conferences
How (strategy):
By waiting until the teacher is finished working with a student so then the teacher
can come to everyone more quickly.
At the end of Independent Reading Time
What (skill): Readers clean-up when reading time is over
How (strategy):
By putting their book back in the tub, pushing in their chair, and walking back to the
rug so all readers are ready for share time and share time isn’t wasted because it took
to long to clean up.
Launching Unit 1 Reading Workshop Page 12
DRAFT August 2010
Bend 3:
Readers Have Many Ways to Read and Think about Books Even Before We Are
Reading all of the Words in Them
A Lesson Plan for this skill and strategy is available on the last page of this unit.
What (skill): Readers think about and share their favorite reading memories
How (strategy):
By thinking of a time reading felt good to them, closing their eyes, visualizing that
memory and making a sketch of that time so they can remember it and tell all about
it when it is their turn to do that.
What (skill): Readers can learn about themselves as readers
How (strategy):
By thinking about what kinds of books they really love to read so they can look for
those kinds of books.
By looking through a lot of books and then decide what to read so they can enjoy
reading what they like best.
What (skill): Readers can learn about themselves and other readers
How (strategy):
By thinking about all the different kinds of individuals that read and the different
kinds of things they might read so they can learn how helpful and special reading is
to all people.
Chart Idea Who Reads… What I Read… When I Read… Where I Read… Why I Read…
Children Books
Moms Magazines
Dads Newspapers
Bus drivers Lists
Getting Ready to Read
What (skill): Readers get ready to read their books
How (strategy):
By looking at the front cover, reading the title, and thinking, “Hmmmm…what
might this book be about?” So, they can decide to try it out or not.
What (skill): Readers get their mind ready to read
How (strategy):
By looking at the cover and asking themselves “What do I expect to see/learn/read
about in this concept book?” So, they are thinking about their book first before they
really read it.
By saying to themselves “I know this book is going to tell me or teach me
something, and my job is to try to figure out what that something is.” So, they can
learn and grow as much as possible from that book like readers do.
Launching Unit 1 Reading Workshop Page 13
DRAFT August 2010
How Beginning Readers Read/Monitoring for Meaning
What (skill): Beginning readers make their pictures go together
How (strategy):
By using the special words “And then…” as they turn each page so that the story
makes sense and it goes together in the right way.
What (skill): Beginning readers use special story words to start reading their stories
How (strategy):
By saying “Once upon a time…. “ Or “One day…” so others know when pr how
the story begins.
What (skill): Beginning readers know how the picture is helping them read their book
How (strategy):
By using the pictures and the cover to help them understand the story so that they get
used to acting like readers.
What (skill): Readers look for clues to see what their concept book is teaching them
How (strategy):
By looking at the words, labels, and pictures so they don’t miss anything in their
book.
Launching Unit 1 Reading Workshop Page 14
DRAFT August 2010
What (skill): Readers make predictions and check their predictions
How (strategy):
By using the author’s clues, noticing the characteristics of the books, and thinking
about what might come next in the book so that they can be like a detective when
they are reading. After they make their prediction, the reader will look head to
check to see if their prediction was correct or close to the correct answer so they can
see how they are doing at using the story clues to make their predictions.
What (skill): Readers invent ways to read their concept books
How (strategy):
By pointing and using pictures to figure out labels and words so they learn how to be
stronger readers.
By thinking of words (nonsense or real) that rhyme with words in their book so they
learn to read more words.
By paying attention to the first letter in words and using the picture clues so they can
think about what the tricky word.
By finding words they know (word wall words) so they can figure out other words.
By talking and discussing with a partner so they get other ideas about their book and
what the words in it say.
What (skill): Readers compare concept books and make connections
How (strategy):
By looking at similarities in the author’s labels, words, and pictures so they learn
more about their books and items in other books.
By looking at differences in the author’s labels, words, and pictures so they learn
and know more about their book.
What (skill): Readers compare similarities and differences of how author begin their
concept book
How (strategy):
By taking two books and sitting them side by side to compare how the author began
their story so they learn to think like an author.
*
Launching Unit 1 Reading Workshop Page 15
DRAFT August 2010
Characters
Concepts to teach (definitions)
Characters
What (skill): Readers wonder about the characters in their story
How (strategy):
By stopping and thinking what the characters are saying and doing so they learn and
know more about their book.
What (skill): Readers learn more about their characters
How (strategy):
By making their characters talk so they understand and learn more about their story.
Rereading/Comprehension
What (skill): Readers read books over and over
How (strategy):
By finding a favorite book that really interests them so they have fun reading their
book.
By noticing new things each time they read so they learn to think like a reading
detective.
By remembering previous things they learned about the book so it makes more sense
to them.
What (skill): Sometimes when readers read their ideas about the book does not make
sense. Readers reread to understand the story
How (strategy):
By saying “What?” and go back to reread to better understand what was read so they
can think and talk about the book with other readers.
What (skill): Readers love to reread their books
How (strategy):
By noticing new things in the pictures so they get even more excited about
something the author did.
By having new thoughts about the book each time they reread so they see more
things the author tried to show them.
Launching Unit 1 Reading Workshop Page 16
DRAFT August 2010
Fiction and Non-fiction
What (skill): Readers understand that fiction books are storybooks
How (strategy):
By noticing features in the story that are not real or might not happen in real life so
they learn that fiction books are mostly made up by the author.
What (skill): Readers understand that non-fiction books teach you about real things
How (strategy):
By noticing that they usually have pictures taken with a camera or realistic
illustrations so the reader notices that the information in the book is true, not make-
believe.
Launching Unit 1 Reading Workshop Page 17
DRAFT August 2010
Bend 4:
Readers Read Words Left to Right, Top to Bottom. We Know the Words Will Make
Sense and Will Go with the Pictures.
Readers find words (or letters) they know in books. If a word is on the word wall, the
same word can be found in a book.
What (skill): Readers one to one match when they read
How (strategy):
By pointing under labels so they are reading the same words that are on the pages of
the book with their voice.
What (skill): Readers know where to begin reading
How (strategy):
By locating the first page which has words and pictures so they start reading on the
first page of the book.
What (skill): Readers turn the pages in their book correctly
How (strategy):
By turning the page on the right to the left so they read the pages in the correct
order.
What (skill): Beginning readers read books
How (strategy):
By using the pictures and beginning on the left side of the page and moving to the
right so you can learn all that the book is about and don’t get mixed up.
What (skill): Beginning readers use and understand what a detail is
How (strategy):
By finding the important parts in a picture and including it into their words as they
tell the story so that other readers might want to try it out because they know all
about that book from listening to you tell the details.
Launching Unit 1 Reading Workshop Page 18
DRAFT August 2010
Bend 5:
Readers Read and Talk About Books
Important Talk
What (skill): Readers make connections to their stories
How (strategy):
Text to Self
By thinking about what the stories reminds them of from their life so the story is
more interesting to them.
What (skill): Readers have conversations with their partners
How (strategy):
By finding a place that reminds them of something in their life. They say to their
partner, “This reminds me of….” So, they remember their book better.
By finding places in their books that remind them of a special person, place, or thing
so reading the book is more fun because it reminds you of something in your own
life.
Text to Text
By thinking about what the stories reminds them of from another book they have
read, so they learn how to connect similarities in books.
What (skill): Readers have important talk with their partner
How (strategy):
By sharing their favorite parts in their book and sharing with their partner why it is
their favorite part so they have more fun with their book and their partner.
By sharing funny parts in their book and sharing with their partner why they thought
the part was funny so they remember and learn more about what happened.
By sharing a part that makes them feel scared, sad, happy, surprised in their book
and sharing with their partner why it makes them feel that way so they remember it
better.
By talking about funny, sad, weird, or confusing parts so it helps them learn and
understand the story (Growing Readers, page 92).
By telling their favorite character and why so they think more deeply about their
favorite character and the book.
By sharing what they would change in the story and how it would change the story if
they were the author so they get practice at thinking like an author.
What (skill): Readers use important talk book marks (Post-Its) to talk more about
their books with their partner
How (strategy):
By marking 1 spot in their book that matches the book mark and talking about that
special page with their partners so they think more about the story and why that part
is special.
Launching Unit 1 Reading Workshop Page 19
DRAFT August 2010
(Chart Idea)
Important Talk
Reminds me of
My life
Another book
Favorite Parts
Funny Parts
This part makes me feel
Scared
Sad
Happy
Surprised
because…
Launching Unit 1 Reading Workshop Page 20
DRAFT August 2010
Partner Time
What (skill): Readers get ready for partner reading time
How (strategy):
By reading and thinking about what they might share with their partner so they use
partner time to share their reading and not waste time.
What (skill): Readers share 2 books they have already read
How (strategy):
By taking their 2 books to meet with a buddy in their group so they learn how to talk
and think like readers.
What (skill): Readers read with a buddy
How (strategy):
By sitting side by side with one book in the middle so they both can share the book
quietly.
What (skill): Readers take turns reading and talking about their books
How (strategy):
By deciding who will go first while the other partner listens so they both can hear
and understand each other.
What (skill): The listening partner knows when to help the reading partner
How (strategy): By waiting for the reading partner to ask for help so they don’t interrupt their
partner’s reading.
What (skill): Partners use whisper voices during partner time
How (strategy):
By talking and reading quietly so the room doesn’t get too noisy so everyone can
hear and enjoy reading and then talking about their books.
What (skill): Buddies make plans for how they will read their book
How (strategy):
By deciding if they will act it out, read to their partner, or retell the story so partners
don’t get confused and overwhelmed.
What (skill): Partners only talk about their book with their partner
How (strategy):
By reading and sharing things only about their book so they learn that this is a very
special time to share special talk about their book.
What (skill): Reading partners work together
How (strategy):
By looking at and listening to each other so partners know they are listening with
their eyes, ears, and their hearts.
Launching Unit 1 Reading Workshop Page 21
DRAFT August 2010
What (skill): Partners solve problems and make decisions together
How (strategy):
By taking turns choosing which book to read first so they are both happy and content
during reading time (Growing Readers, page 92).
By telling each other when they can’t hear so they can read it again in a voice that
the partner is able to hear.
(This is a good time to introduce easy ways to decide who will go first.)
What (skill): Readers think about what else could possibly be in the concept book that
the author didn’t add
How (strategy):
By thinking about what they know about concept books and what they noticed in
other concept books so they do their best important talk about the book.
(Chart Idea)
Reading Partners
Partners Sit side by side with the
book in the middle
Each partner will take the books
they have been looking at already
Take turns Reading
Keep reading and reading
Launching Unit 1 Reading Workshop Page 22
DRAFT August 2010
Lesson Sample
Unit of Study: Readers Build Good Habits
Mini-lesson Teaching Point:
Good Readers think about when they like reading the best by closing their eyes and
thinking about a time when reading felt good for them and sketching a picture of that time
and place.
Materials: Favorite books, paper, pencils
Connection: (activate prior knowledge and focus student attention on the lesson – state
teaching point)
Well readers, today we are going to begin something very exciting in our classroom.
Every day we will sit here on this rug and talk about reading. We have already been
talking a lot about books and what kinds of things we read and today we are going to talk
some more about that during what we call reading workshop.
Teach: (demonstrate the teaching point, providing an example and explanation, or
providing an opportunity for guided practice – repeat the teaching point several times –
teacher talk only)
I want to tell you about the reading I do. I love reading! I really love to read
when________. (Consider mentioning sometime when you read with another person
because if you say you like to read alone they will say “I don’t know how to read.”)
reading feels really good for me when I ____________.
Demonstration:
I want to sketch a picture for you of ________________ so you can get a good picture in
your head. I will draw the ________________and the_______________ and myself.
Yes. Reading feels good for me when I________________________.
Active Engagement: (coach and assess during this time on the rug in the meeting area)
Now you are going to have a try. You are going to... close your eyes and think of a time
when reading feels good for you. If they do this well, they could turn to a partner. You
may want to wait until another day to begin partner talk during the mini-lesson.
Link: (review and clarify key points, globalizing their utility from now to the future –
repeat the teaching point)
Okay readers, today you are going to sketch your reading memory about when reading
feels really good for you. Give them a ½ sheet of paper so they don’t feel overwhelmed
by a large sheet. Then I will have some bins out on the table so they can look at books
when they finish their sketch but will not make a big deal about them.
Possible Mid-workshop Interruptions/Future Lessons (additional teaching points that
relate to the mini-lesson teaching point or the unit of study):
management issues and procedures