Reader's Workshop-January 2013 Unit: Reading Partners are Teachers Lesson: Warm up for Reading CCSS: ELA &

Literacy in History/Social Studies, Science, & Technical Subjects K-5, CCSS: Kindergarten, Reading: Foundational Skills Print Concepts RF.K.1. Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. Phonics and Word Recognition RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding words. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). CCSS: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5, CCSS: Kindergarten, Speaking and Listening Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL.K.1b. Continue a conversation through multiple exchanges. 3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric. SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. CCSS: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5 CCSS: Kindergarten Reading: Literature Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.K.1. With prompting and support, ask and answer questions about key details in a text.

Materials: 2 Unfamiliar books (Pop Pop Pop Pop Pop & Snow Mouse) Warming up for reading chart Superpowers chart Partner chart Objectives: 1. Students will look at the cover and title of the book to make a prediction about the book is about. 2. Students share with their partners what they think the book will be about based on title and cover. 3. Students will read their book. Co-teaching style: One teach, one assist Role of Ms. Regan: Primary role of delivering instruction to the whole class. Responsibilities include managing the whole class behaviorally, and leading large group instruction. Role of Ms. Rosen: Secondary role of helping students as needed. Responsibilities include rotating around the room and helping individual students if they have questions or difficulties or if they need attention. Connection: Readers, we have learned so many strategies to use to help us read books. [Refer to Superpowers chart]. Today I am going to teach you how readers warm up for reading when they are beginning a new book. Just like when we warm up our leg muscles before mighty milers by stretching, we also have to warm up our brain muscles for reading. Teach: When its time to read a new book, there are things that I can do to warmup before I read the words. [Show a new chart called Warming up for reading. Shalah come on up and help me read this chart. I know when Im warming up to read a book, it helps to say the title, look at the picture on the cover, and think, What might this book be about? What words and ideas might I find inside? Demonstrate Warming up for reading. Reference chart during demonstration. I am going to warm up for reading this book. (Show Pop Pop Pop Pop Pop) I am going to look at the title and picture and think, What might this book be about? Think aloud. Did you notice I looked at the title for clues? Did you notice I looked at the picture on the cover for clues? I warmed up to read this book by looking at the Title, looking at the picture, and taking a picture walk. Active Engagement

Show students a different book. This book is called Snow Mouse. We havent read this story before but I think we can figure out what it might be about by warming up for reading [reference chart]. We can warm up our brains to read this book by looking at the title, and looking at the picture on the cover. Hmm what might this book be about. Pause to look at the cover. I want you to turn and talk to your reading partner about what this book might be about. Look at the title and the picture on the cover, what do you think you might find when you read the book? (Allow students to discuss for about one minute. Listen to and help facilitate discussions in pairs.) What will we find inside this book? Listen during the turn and talk for discussion about the book to see who demonstrated the new behavior. Prompt them to say: I think this book is about_________. Link: Readers, today during independent and partner reading when you come across a new book, you can warm up for reading to help you figure out what the book might be about. You can warm up for reading by looking at the title, looking at the picture on the cover, and doing a picture walk. Independent Practice: Ms. Regan & Ms. Rosen, walk around and make sure everyone is settled. Ms. Rosen- Set timer for 15 minutes. Partner reading signal will sound at 7 minutes. Ms. Regan- pull small group for shared writing.) Options for Differentiation: Teachers will pull small groups of students with similar needs. Differentiated book baggies for independent reading. Individual reading goals for each student attached to each book baggie. Vocabulary support and book introduction to support the English Language Learners comprehension. Visual support for warm up for reading chart Partnerships o Reading partners paired by reading level o English dominant reader with ELL Small Group o Four students will be pulled for small group shared writing Behavioral Differentiation o Jalyssa- sits on a chair in the meeting area o Amara- uses a bean bag as a fidget toy which she rub with her hands while sitting in the meeting area. o Jean- sits near the teacher in the meeting area and stretches during whole group instruction. Sits on a chair during independent practice away from the math manipulatives o Maleesha- sits in the front of the meeting area during whole

group instruction o Shalah- will stand and help Ms. Regan point to each portion of the new Warming Up For Reading chart. Share: I noticed ____ and _____ warming up for reading.

Interactive and Shared Writing to Support Writing and Reading Skills Co-teaching style: Alternative teaching Role of Ms. Rosen: Primary role of monitoring whole group independent practice. Responsibilities include rotating around the room, keeping students engaged and working, and helping individual students if they have questions or difficulties or if they need attention. Take short notes during independent practice to see if the objective has been met. Role of Ms. Regan: Secondary Role of pulling a small group for shared writing. Responsibilities include delivering instruction to and managing behaviors within the small group. Readers/Writers: Christopher, Ghida, Jailene, Nadine Areas of Focus: Nadine Christopher Structure: forgets the pattern while reading Meaning: not looking at the picture to figure out the word Jailene Structure: forgets the pattern while reading Ghida Meaning: not looking at the picture to figure out the word Text/Level: A Date: 1/31/13

Bird Colors

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1. 1. Warm-Up: Reread I Can See

2. Introduction Introduce the text by: giving an authentic purpose for writing o I noticed during our writing that many of you like to write about things that you know a lot about. I know that you know a lot about all kinds of things like toys and pets. Today I want us to practice our reading by writing a book about something else you know a lot about which is colors. naming the skill(s) we will be using when constructing the text o As Ive seen you reading, Ive noticed that sometimes you are forgetting the pattern in our books, or you are not looking at the picture to help you figure out tricky words so today I think we should practice that. Lets try this out as we write together. Nadine and Jailene, it will be your job to remember the pattern in our book and to make sure that were writing the correct pattern. Christopher and Ghida, I want you to look at the pictures when we get to the tricky words so that we can reread our books. Give them a reading goal picture to help them remember their job. o 3. Composition/Rehearsal of the Text (MEANING and STRUCTURE) Students and teacher quickly compose the text, planning (talking and drawing) what will be written on each page and possibly the title (or do the title work at the end) o Lets look through this book to see what it will be about so that we can write in the words. o We know that when were reading we can look for patterns to help us read. What is a pattern we can use in our book about these birds. o Nadine and Jailene help with pattern o Christopher and Ghida help with meaning Words and sentence structure should match the instructional level. 4. Construction of the Text (integrate VISUAL information) Teacher writes the text with some student help Students help to write letters, parts of words, or entire words depending on what they are working on could be on white boards, in the air, or on the actual book) 5. Read and Reread! Invite students to come up to point Make small copies to go in book boxes/bags Search for letters and sight words Come back to it in the future to add more