Wondering: Reading Workshop Taylor Podvin Thursday, January 31, 2013 Benchmarks: CCSS.ELA-Literacy.SL.1.

2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CCSS.ELA-Literacy.SL.1.3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. CCSS.ELA-Literacy.RL.1.10: With prompting and support, read prose and poetry of appropriate complexity for grade 1. CCSS.ELA-Literacy.RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.1.4: Read with sufficient accuracy and fluency to support comprehension. Objectives/Intended Outcomes: The students will be able to develop questions based on the story that has been read aloud to them. They will then be able to apply this same reading strategy to their own silently read books. Materials / Supplies Teacher: Down the Road by Alice Schertle Making Meaning: Strategies That Build Comprehension and Community Teachers Manual Group Reading Logs Students: Individual Reading Book Bags: These are bags with each students designated number. Books have been placed in their bags that are at each students appropriate reading level. The books are exchanged by the teacher or classroom helper on a weekly basis. Writing Paper Guided Reading Books: These will vary based upon the reading group. o Ella, Klaire, RJ, Hunter, Evelyn, and Aubree: (Level M) Tonight on the Titanic by Mary Pope Osborne o Andrew, Brody, Aaron, and Natalie: (Level K) Gingerbread Boy by Paul Galdone o Vincent, Diego, Amelia, and Sarah: (Level I) Zoom by Robin Cruise o Travis, Keegan, Bella, and Ally: (Level E) Why Elephants Have Long Noses by Sharon Fear o Eliana, Richie, AJ, Shane, and Ryan: (Level E) The Broken Clock by Emma DeBrose Motivation/Anticipatory Set/Prior Knowledge (Included in the procedure): The students will be told that over the last week we have been focusing on a reading strategy called wondering. The students will be asked the question, What does a reader do to wonder about a story? The students will then be told that today they are going to get the opportunity to hear the start of a new story today, and they will be practicing the strategy of wondering as they listen. Procedure: Motivation/ Anticipatory Set/ Prior Knowledge (3 minutes): The students will be returning from their daily Chinese class. The students will go to the carpet, and sit in their designated places. The students will be told that this afternoon we will be completing reading workshop. o Reading workshop is generally held in the morning, but due to a guest speaker it has been changed to the afternoon just for today. The students will be introduced to the student teachers supervisor.

o The supervisor will be introduced as the student teachers teacher. The students will be told that
she enjoyed being here so much last time that she wanted to come back again, and see all the exciting things that we have been working on. The students will be reminded that we have been focusing on the reading strategy of wondering. The students will be asked the question, Who can tell me what a reader does when they wonder about a story? o The teacher will be looking for the students to say that they think of or ask questions about the story that they have read or heard. The students will be told that today we are going to begin another story. The students will be shown the cover and read the title aloud: Down the Road by Alice Schertle and illustrated by E.B. Lewis. The students will be reminded to be thinking, and listening carefully to the story, as they will be asked questions about it throughout.

Whole Group Instruction (15 minutes): The students will be told that this story is about a girl named Hetty along with her mother and her father (184). The teacher will then turn to the title page, and show the students the illustration. o The students will be told that Hetty lives with her parents in the country. The students will be told that the picture on the title page is where she lives. The students will then be told that in this story we will find out what happens when Hettys parents want eggs for breakfast, and Hetty goes to the store alone because her parents are too busy (184). The students will be asked the question: After getting to hear a little bit about what this story is about, and seeing two of the illustrations, what are you wondering about? (185). o Three students will be selected to share what they are wondering. The students will be reminded again that they will be asked questions throughout the story so to pay close attention. The students will be told that they will hear the first half of the story today, and the second half tomorrow. The teacher will read pages 4 through 18. o The teacher will stop at page 6 and ask, What have you learned about Hetty and her family so far? The students will turn and discuss the question with their designated partner on the carpet (186). The teacher will walk around, and listen to the students as they discuss. Two students will be selected to share. o The teacher will continue reading. o The teacher will stop at page 10 and ask, What is Hetty thinking as she walks into the store? (186). The students will discuss this question as a class. Three students will be selected to share. o The teacher will then ask the students, What do you wonder about the story so far? (186). o The teacher will then continue reading to page 18. o The teacher will stop at page 18 and ask, What do you wonder about the story? (186). The students will be told to turn and discuss the question with their partner. The teacher will select two students to share their ideas. o The teacher will ask the question, Hetty was given the first grown-up job of her life. What was the job? (187). The teacher will call on one student to share. o The teacher will ask the question, How do think Hetty is doing so far? (187). The teacher will select two students to share. o The students will be told that they are now going to have time to read silently. o The teacher will ask the students, What should it sound like in or classroom during reading workshop? The teacher will be looking for the students to say that it should be quiet.

o o

The teacher will tell the students that she will be calling groups up to read, and she is looking for full body listeners to call book bag numbers for their tables. Students will be selected based on behavior. Once the students have received their book bags they will go to their designated reading spot. The teacher will then say, On your mark, get set, READ!

Silent Reading/ Guided Reading (30 minutes): Evelyn, Ella, RJ, Hunter, Aubree, and Klaire (Level M) will be called to the table. o Each student will be handed a copy of Tonight on the Titanic by Mary Pope Osborne. o The students will be told to read chapter 2, and then complete a piece of writing that answers the question, What are you wondering about? o The teacher will model for the students how to begin their writing. o The students will be sent to their seats to with their books and their writing paper. They will be told to bring their writing and books back when they are done. o They will be told that the teacher will collect their writing, and they will share it as a group on the following day. Andrew, Brody, Aaron, and Natalie (Level K) will be called to the table, and asked to bring The Gingerbread Boy by Paul Galdone. o The students will be told that they are read this book a few times now, and the teacher would like to know what they are wondering about. o The students will be told that today they are going to complete a piece of writing. o The teacher will tell the students that they are going to answering the question, What are you wondering about? o The teacher will model for the students how to begin their writing. o The students will be told that when they are done, they may bring their writing to the teacher, and we will discuss our wondering as a group during the next day. o Each student will receive a paper, and be sent back to their seat to work.

Vincent, Diego, Amelia, and Sarah (Level I) will be called to the table, and asked to bring Zoom by Robin Cruise. o Sarah will be reminded to bring her yellow highlighter. (This is to accommodate for her visual impairment.) o The students will be told that we have had the chance to read Zoom a few times now. o The students and the teacher will do a group retell through the illustrations. o The students will be asked what they are wondering about. This will be a group discussion. o The students will then be asked to read Zoom again silently at the table. o The teacher will listen to each student read 1-2 pages of the story. o After the teacher has listened to each student, they students will be sent back to their seats to finish their reading. Travis, Keegan, Bella, and Ally (Level E) will be called to the table, and asked to bring Why Elephants have Long Noses by Sharon Fear. o The students will be told that they have had the chance to read this story several times, and they are now experts on it. o The students will be asked the question, Now that you have had the chance to read this book a few times, what are you wondering about? o After each student has had a chance to share, the teacher will instruct the students to read the story again and the teacher will listen to each student read 1-2 pages. o After the teacher has listened to each student read, they will be sent back to their seats to finish. Eliana, Richie, AJ, Shane, and Ryan (Level E) will be called to the table, and asked to bring The Broken Clock by Emma DeBrose. o As a group, we will retell the story through the illustrations. o The students will then be asked the question, What are you wondering about? o After each student has had an opportunity to share their ideas, they will be told to begin reading. o The teacher will listen to each student read 1-2 pages. o After the teacher has listened to each student, they will be sent back to their seats to finish reading.

Closure (2minutes):

The teacher will ring the bell to get the students attention. The students will be told that it is almost time to clean up, but first, the teacher would like to have some friends share about some things they are wondering about in the books that they are reading. o The teacher will allow two students to share.

Closure: The students will be told that it is time to clean up their book bags, but before they do the teacher will ask the students if anyone read anything in their book today that they are wondering about. The teacher will select three students to share. Assessment: The students will be informally assessed based on their ability to formulate questions in regards to wondering in both their reading groups, as well as during the class discussion. The students may also be assessed if they were asked to complete a piece of writing. Adaptations for other learners: The students are placed in reading groups based on their current reading ability level. Each students book bag has also been previously filled with books that are at their current reading level. Early finishers activities : The students will not be finishing early for this lesson, as they are to read until the designated time frame is complete. References: Cruise, R. (2001). Zoom!. Wright Group Publishing: Bothell, WA. DeBrose, E. (2009). The Broken Clock. Fountas and Pinnell Leveled Literacy Intervention Books: Portsmouth, NH. Developmental Studies Center. (2008). Making Meaning Strategies That Build Comprehension and Community. Developmental Studies Center: Oakland, CA. Fear, S. (2001). Why Elephants Have Long Noses. Wright Group/ McGraw-Hill: Bothell, WA. Galdone, P. (1975). The Gingerbread Boy. Houghton and Mifflin Company: New York, NY. Osborne, M. (1999). Tonight on the Titanic. Scholastic: New York, NY. Schertle, A. (1995). Down the Road. Harcourt Books, Inc.: Orlando, FL.