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LEVEL 2 YEARLY READERS WORKSHOP PLANNER

Month
February

Unit of Study
Launching the Readers Workshop Readers Build Good Habits

Focus
What is the Readers Workshop Procedures/Routines of the Readers Workshop What do good readers do? Model our reading behaviours Favourite book sharing Genre Recount - PM Books 1, 2, 3 - Purpose, structure, language conventions, punctuations

Resources
RRW, ch4 GR, ch4 RWM, ch2&3 CC, ch2

March

Readers use strategies to figure out words Prior Knowledge (Schema)

Decoding strategies: - Using letter-sound relationships - Relate new vocabulary to known words - Using meaning to understand new words - Using structure to understand new words - Finding chunks in words - Finding words within words - Using a word that makes sense - Identifying beginning, middle and ending sounds - Using base words - Using prefixes and suffixes - Using syllables Genre Recount - PM Books 1, 2, 3 - Purpose, structure, language conventions, punctuations

RWM, ch3&4 GR, ch5

April

Readers use strategies to figure out words Prior Knowledge (Schema)

Schema - concete experience: The Schema Roller, cc p31 - sensory exercise: One Minute Schema Determiner, cc p33 - thinking aloud - text to self connections

RWM, ch3&4

- text to text connections - text to world connections, themes - Concentric Circles of Connections, cc p37 - authors - text types - text elements - evidence of understanding and Independence - Schema thinking stems, cc p42 May Pursuing Meaning Creating Mental Images/Visualising Creating Mental Images/Visualising - concrete experience: A Room with a View, cc 91 - sensory experiences: Different ones, cc p94 - thinking aloud - anchor lessons (5) - evidence of understanding and independence - Visualising thinking stems, cc p95 Genre Poetry - selection of poems - large size, poem books, rhyming books - purpose, structure, language conventions, punctuations June Retelling/Main Idea Asking Questions Asking Questions - concrete experience: Questioning Rocks, cc p63 - sensory exercise: Q24/7, cc p66 - anchor lessons (6) - evidence of understanding and independence - Questioning thinking stems, cc p64 GR, ch6 DM, ch6 GR, ch6

Genre Narrative - PM Books 1, 2, 3 - Purpose, structure, language conventions, punctuations July Inferring Inferring - concrete experience: Garbage Bag, cc p50 and Shoes, cc p52 - anchor lessons (5)

- before, during, after questions - evidence of understanding and independence - Inferring thinking stems, cc p51

August

Determining Importance in Nonfiction

Determining Importance in Non-Fiction - concrete experience - difference between fiction and non-fiction - learning something new - convention notebooks - locating specific information - evidence of understanding and independence Good reader strategies continue Genre - Description - PM books 1, 2, 3 - purpose, structure, language conventions, punctuation

September

Determining Importance in Nonfiction

Determining Important Ideas and Themes in Text - concrete experience: Purses, cc p78 - sensory exercise: Just Add Water, cc p80 - anchor lessons (6) - evidence of understanding and independence - Determining importance thinking stems, cc p64 Genre - Information Reports - PM books 1, 2, 3 - purpose, structure, language conventions, punctuation

October

Summarising and Synthesing

Synthesizing Information - concrete experience: Nesting Dolls, cc p104 - sensory exercise: Spiraling Out of Control, cc p105 plus others - anchor lessons (4) - evidence of understanding and independence

- Synthesizing thinking stems, cc p106 November December Author Study Independent Reading Projects Recap and reflect on what we have learnt

Gradual Release of Responsibility 1. Teacher modelling and explanation of a strategy. Concrete and sensory experiences. 2. Guided practice: turn and talk, brainstorm and record ideas and thinking together, in groups, pairs 3. Independent practice (with feedback) 4. Apply the strategy in real reading situations to with by Notes - Use concrete items and sensory experiences to introduce new concepts, skills and strategies. Refer Comprehension Connections by Tany McGregor. - Use specifically selected picture and other books that relate to the focus when not doing genre focus. Refer Debbie Miller and other recommendations. Resources Children need: Reader's Notebook (project book with lines and blank pages, front cover), a place to keep their chosen book/s for the week Teachers need: Large spiral book (like writing one), small books for conferencing (one per child), clipboard with whole grade on for anecdotal records, guided reading notes pages? or spiral book for each gr group, task board Everyone needs: sticky notes, pencils, glue, scissors, Songs As we enter for Readers Workshop/or gather for read aloud/mini lesson: Song/music to gather for sharing: Song/music as we pack up: Typical Day - read aloud and mini lesson - one group guided reading, individual conferences, one small group based on like needs, independent practice - read and respond - relates to mini lesson, computers?, listening post? - share and reflect - bookclubs later - one per week