Reading Unit of Study
First Grade: Launching the Reading Workshop
Unit 1
Try changing the color of the font to white to show
up nicely against a darker background.
You may have to send the photo “to the back”
after being inserted (right click mouse for option).
First Grade
Launching the Reading Workshop
Unit 1
8/13/2013 Draft
*This unit is presently under Pilot and Review revisions will be made summer 2014. Feedback is expected based on implementation of the unit. Please see the feedback form attachment included in Atlas.*
Table of Contents
Background Section3
Abstract3
Background Information4
Sample Unit Section
Resources and Materials Needed6
Why a script?7
Overview of Sessions – Teaching and Learning Points8
Routines and Rituals9
Read Aloud11
Lesson Plans12
Resource Materials Section
See Separate Packet
Please note: A unit may have additional information under the background section.
Background Section
Abstract
Launching the reading workshop in first grade is all about the excitement and pressing the importance to do all that readers know to do already as readers. Our roles as teachers will be to gather our class around an inspiring spirit, guided by support and encouragement to become powerful readers. We will want our readers to see that they are already part of a larger reading community. They come to us with literary knowledge and know-how and we’ll want to help them see that they can build on and extend their foundation by reading, thinking and talking.
The first concept in this unit isReaders stretch themselves to read with stamina and focus. This line of work will lead teachers and readers to see that each and every day we stretch ourselves to become even better than the previous day. The work at hand will have teachers timing minutes read, and demonstrating ways that readers can stay focused on print and meaning making. You may even decide to challenge another first grade to see which class can increase their minutes read with focus. You will teach readers that daily, we keep records of number of books read and number of minutes spent reading. We will not set demands without thoughtful demonstrations based on readers’ previous experiences with reading workshop classrooms and structures. It will be important to begin quickly by assessing informally. This will help to determine who is already reading above grade level expectations, who needs support with staying focused, and who does or does not understands the routines and procedures. This will allow teachers to keep layering instructional moves, while also differentiating based on reader’s needs.
The second concept in this unit is Readers envision the way their books go in their minds, and revise them as they read on. Here we will implore “eyes on the print and minds on making meaning”. The teaching points within this concept will ask readers to consider the pictures the words help make in their minds and push them to see beyond the pictures on the page. Readers will spend time flagging pages with post-its where words created vivid pictures and movies so that they can share their findings with reading partners. This work will help readers see that the words on the page and the readers’ thinking stay closely connected.
The last concept in this unit, Readers build stamina and focus by sharing reading and thinking with others, shifts much of the work into beginning partnerships based on quick observations and assessments. It is not necessary to do a formal DRA or Benchmark assessment to assert that “these two readers are reading at similar levels and using similar strategies”. Initially, partnerships may last day by day, a few days, or a week at a time. However, as you near the last concept, consider forming lasting partnerships until the unit concludes based on your informal or formal assessments. This will allow readers to read and think with partners at similar reading levels, adding to the minutes of appropriate reading time across the day and week. We will encourage partnership stamina and focus in ways similar to independent reading time. Teaching readers ways to read with partners, ways to talk with partners and ways to think with partners.
Background Section
Background Information
It is assumed that readers are part of an aligned school-wide reading workshop structure. Kindergarten readers were reading for a minimum of 30 minutes daily in June. Your first grade readers have a year of workshop structures to lean on. Quickly announce before you call readers to the meeting area your expectations for gathering for the mini-lesson. Remind them that they will gather every day, just like last year. Some readers may need additional teaching on procedures for transitioning, sitting, listening, etc. Work with them through strategy groups and conferences to acquire these skills. (See Kindergarten Unit 1 for support)
Unit one; Launching a Reading Workshop aims to build a community of readers who understand that reading and talking for long stretches of time is important to reading growth. It is critical that you teach what your students need based on your observations and assessments. Additional lessons on decoding by stretching and blending, using word wall words, one-to-one and looking all the way through words are examples of lessons that have not been woven into this launching unit, but certainly will be needed in a first grade classroom for some readers. By utilizing conferences, small groups, mini-lessons, mid-workshop teaching and share time you will meet the needs of your students. Shared reading is an additional instructional strategy and can be a separate part of your day and part of a balanced literacy program where more time is devoted to” letter-sound work, spelling patterns, high-frequency words, word structures, and strategies for problem solving” (Calkins, A Curricular Plan for Reading Workshop, 2011). All of which will preface unit two. Each of these structures is designed to demonstrate, introduce, reinforce or extend skills and strategies. The impossible job of uncovering what every first grade classroom needs for instruction is not impossible if the teacher employed rallies in the idea that they are the decision maker on what is a priority for their class
Begin to meet in conferences and small groups right from the start. Readers will quickly come to expect your activity of moving around the room and understand that everyone will meet with the teacher one-one-one and in smaller groups no matter the level. It also sets an authentic purpose for a quiet, independently working, group of readers. In other words, “Our room must remain quiet (not silent) so readers and the teacher can meet together”.
Charting reading minutes is important across this first unit of study. If kindergarten classes were reading 30 minutes in June, start your chart at 30 minutes. Encourage meeting those minutes and exceeding them daily. If they are not met initially try and influence the quick attainment of that previous year’s goal by demonstrating and explaining how to read with focus. As readers grow more minutes as a class, chart that increase visually. The visual data will encourage group effort. Some teachers use the visual of steps with a star or reader that climbs...others use a clock with a moving arrow, like a stopwatch. The idea of reading for 10 or 15 minutes, independently here, does not value or honor the readers your students were 3 months previous.
Alternatively, if readers are having difficulty during the independent reading time, use your mid-workshop interruption more frequently to explain and demonstrate expectations. Remind students that you know what they learned in their previous year of reading workshop. Again, teach readers in small groups and as individuals in conferences, if the readers needing support represent a third or less of your class.
Additionally, in order to meet the stamina and focus expectations, your readers will need to be matched to the book quantities and levels suggested below. Some suggestions for preparing reading collections for readers to begin their work starting the very first day of school are:
●Prepare Kindergarten book baggies before school starts. Find out from the Kindergarten teachers titles, levels series, etc. students were reading so that books are familiar reads. Even better... ask kindergarten teachers to have Kindergarten readers prepare their own baggies the last day of school.
●Utilize as many books as possible. Readers might have wide text level ranges that allow easy reading. Baggies could include leveled readers, favorite series, Sulzby or Emergent Story books, “look-books” and informational text. Typically book baggies would have:
Fountas and Pinnell Levels / DRA Levels / Number of BooksA-C level readers / A- 4 / 10-15 books
D-K level readers / 6-20 / 6-10+ books
L-N level readers / 24-30 / 5-8 books
O-Q level readers / 34+ / 2 chapter books, informational and favorites
●These baggies will be altered each week (approximately) until shopping routines are taught. Exchanging of books should be done outside the reading workshop and with high teacher guidance. One suggestion is to allow readers to return books and select new books from crates out on tables organized by type of text (Levels, Emergent Story Book, and Informational). The class may be working independently as the teacher assists readers in small groups. Teachers will need to assign a quantity per reader, per crate (example: Select 7 books from A-C crate, 2 Emergent Story Books, 2 informational, 2 Choice). This method will only exist until shopping for just right reading is discussed once assessments help identify reading levels.
*These are suggestions based on practices utilized by workshop teachers and meeting objectives outlined by the Common Core Standards. Teachers should organize as they see fit given their resources.
Sample Unit Section
Resources and Materials Needed
Teacher Resources
●Gallon size plastic bag for every reader and the teacher
●Plastic bag for every reader filled with books from kindergarten reading May-June: Leveled books, classics, favorites, series, read-aloud books, informational titles, shared reading poems, songs
●Teacher’s text for demonstrations in baggie: Leveled books, classics, favorites, series, read- aloud books, informational titles, shared reading poems, songs, from Kindergarten libraries May-June (matches readers’ baggies)
●Many books mixed genre that match the books students were reading in Kindergarten May-June: Leveled books, classics, favorites, series, read aloud books, informational titles, shared reading poems, songs stored in crates organized by type of text. Essentially, a classroom library in crate form. (Helps with movement of books to readers and teacher guidance with selection of books)
●Large crates to hold individual bags after workshop (makes for easy cleanup and distribution)
●Abundance of chart paper
●Abundance of post-it/sticky notes in all kinds of shapes and sizes
●Easel
●Meeting area
●Markers
●Pens or pencils for readers stored in baggies
●Post-its/sticky notes stored in baggies
●Read Aloud books for use in demonstrations
●Two puppets
Professional Resources:
- Calkins, L. (2001). The Art of Teaching Reading. Boston: Allyn and Bacon.
- Calkins, L. (2011-2012). A Curricular Plan for Reading Workshop, First Grade. Portsmouth, NH: Heinemann.
- Collins, K. (2004). Growing Readers: Units of Study in the Primary Classroom. Portland, MA: Stenhouse
- Goldberg, G. & Serravallo, J. (2007). Conferring with Readers: Supporting Each Student’s Growth & Independence. Portsmouth, NH: Heinemann.
- Serravallo, J. (2010). Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers. Portsmouth, NH: Heinemann.
None of the book titles suggested in these lessons are needed if you have titles which match the suggested books’ genre and characteristics. In other words, there are thousands of books that would work during demonstrations and throughout your mini- lesson. The titles in lessons are all suggestions to help you make choices beyond our recommendations.
Sample Unit Section
Why a script?
The following unit has been written in script form to help guide and support teachers in implementing effective reading instruction; routines, procedures, strategies and specific instructional vocabulary. In other words, the script serves as a “reading coach” for teachers. Teachers, whether new to the teaching profession or new to reading workshop, or new to some common core standards, may benefit from having detailed lesson plans. The goal is that in time teachers will no longer need a script per se because they will have had time to study and gain procedural knowledge for many of the common core units of study. Also, many teachers feel a script serves as a guide for guest/substitute teachers or student teachers. Please view these scripts as a framework from which to work – rewrite, revise, and reshape them to fit your teaching style, your students, and your needs.
Additional lesson information:
Balanced Literacy Program (BLP) - A Balanced Literacy Program which is necessary to support literacy acquisition includes: reading
and writing workshop, word study, read-aloud with accountable talk,small group, shared reading and writing, and interactive
writing. Teachers should make every effort to include all components of a balanced literacy program into their language arts block.
Reading and Writing workshop are only one part of a balanced literacy program. The MAISA unit framework is based on a
workshop approach. Therefore, teachers will also need to include the other components tosupport student learning.
Mini-lesson-A mini-lesson is a short (5-10 minute) focused lesson where the teacher directly instructs on a skill, strategy or habit
students will need to use in independent work. A mini-lesson has a set architecture.
Independent Reading and Conferring - Following the mini-lesson, students will be sent off to read independently. During independent reading time teachers will confer with individuals or small groups of students.
Mid-workshop Teaching Point –
The purpose of a mid-workshop teaching point is to speak to the whole class, often halfway into the work time. Teachers may relay an observation from a conference, extend or reinforce the teaching point, highlight a particular example of good work, or steer children around a peer problem. Add or modify mid-workshop teaching points based on students’ needs.
Partnership Work-
Partnership work is an essential component of the reading workshop structure. In addition to private reading, partnerships allow time each day for students to read and talk together, as well as provide support for stamina. Each session includes suggestions for possible partnership work. Add or modify based on students’ needs.
Share Component –
Each lesson includes a possible share option. Teachers may modify based on students’ needs. Other share options may include: follow-up on a mini-lesson to reinforce and/or clarify the teaching point; problem solve to build community; review to recall prior learning and build repertoire of strategies; preview tomorrow’s mini lesson; or celebrate learning via the work of a few students or partner/whole class share (source: Teachers College Reading and Writing Project).
Sample Unit Section
Overview of Sessions – Teaching and Learning Points
Alter this unit based on students’ needs, resources available, and your teaching style. Add and subtract according to what works for you and your students.
Concept I:Readers stretch themselves to read with stamina and focus.
Session 1Readers reconnect with familiar books by rereading with memories, smiles and laughter.
Session 2Readers sound like grown-up readers by rereading familiar books.
Session 3Readers get their reading muscles ready by settling into a workable reading spot.
Session 4Readers get their reading minds ready by looking at pictures and words together and thinking about the way their
books go based the pictures and words together.
Session 5Readers set goals for their reading by counting how many books or pages they’ve read.
Session 6Readers read for a long time by taking tiny breaks and stepping right back into reading.
Session 7Readers stay focused on reading even with distractions by stepping back into books and rereading parts.
Session 8Readers reread books over and over in order to gain a better storytelling voice, more thinking time or learn
something new.
Session 9Readers add reading minutes to their day by reading and talking with reading partners.
Concept II:Readers envision the way their books go, in their minds, and revise them as they read on.