Unit 1 Launching

Reading Workshop: Big Ideas
Establishingmanagement around routines andstructures. Establishing partnerships andtalk structures: sharingyourthinking andlisteningto others.
* View themselves as readers and know what good readers do
* Read and explore a variety of just right books
* Listen and discuss stories with partners and in small groups
* Use classroom rituals and routines to work independently and with others
* Use strategies to solve reading problems and comprehend texts (e.g., make predictions, use illustrations, draw conclusions, figure out unfamiliar words)
Unit Standards
3.1.1.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. A. Self-select texts for personal enjoyment, interest, and academic tasks. (On-Going)
3.1.7.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e. g . create mood, emphasize aspects of a character or setting).
3.2.1.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (On-going)
3.8.1.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. B. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). C. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. D. Explain their own ideas and understanding in light of the discussion. E. Cooperate and compromise as appropriate for productive group discussion. F. Follow multi-step oral directions.
3.8.6.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification . (See grade 3 Language standards 1 and 3 on page 4 1 – 4 2 for specific expectations.)
3.10.4.4 Determine or clarify the meaning of unknown andmultiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. A. Use sentence-level context as a clue to the meaning of a word or phrase. B. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). C. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). D. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases ( On-going)
Reading Resources
Lucy Calkins’ Readers Workshop Units of Study Book #1: Building a Reading Life
Choice Words: How Our Language Affects Children’s Learning, by Peter H. Johnston, Stenhouse Publishers, Portland, Maine, 2004.
Knee to Knee, Eye to Eye: Circling in on Comprehension, by Ardith Davis Cole, Heinemann, Portsmouth, NH, 2003.
Comprehension Through Conversation: The Power of Purposeful Talk in the Reading Workshop, by Maria Nichols, Heinemann, Portsmouth, NH, 2006.
Bringing Words to Life: Robust Vocabulary Instruction, by Beck, McKeown, and Kucan; The Guilford Press, NY, NY, 2013.
Assessment
Benchmark
STAR/AR
Study Island
RIT
Stop & Jot
See Rubrics
Integration
* bus safety

Reading Unit __1_: ____Launching Reading______

Unit Bends in the road / POSSIBLE Teaching Point/Teaching Focus
(These teaching points do not need to be taught in this particular order. Adjust them to your class’ needs and your teaching style.)
Knowing Yourself as a Reader
Resource: Session I of Building a Reading Life, Lucy Calkins /
  • Readers pause and reflect on their reading lives and then make choices and changes to make reading the best it can be. Examples:
  • Recall and sketch a good and bad time to use for reflection
  • T chart in reader’s notebook
  • Reading timeline of their reading life
  • Readers keep records and research their reading habits by keeping reading logs.
  • Readers set meaningful reading goals for themselves based on their knowledge of themselves as readers. (recommended to do 2-3 weeks into the school year)
  • Readers need tons of high-success reading, and they understand what “high-success” means. (LC vol. 1 p. 40-46)

Routines and Procedures /
  • Readers understand what Readers Workshop looks like and sounds like by reflecting on what makes reading successful for them. Examples:
  • Where they read
  • When and how they move about the room
  • Teacher and Student Responsibilities
  • Stamina
  • What to do when they finish a book
  • Readers do their best work by finding a place in the room
  • Readers get started right away by having their resources ready
  • Readers gain stamina by getting rid of distractions
  • Readers gain stamina by making sure the stories are in their heads
  • Readers record their thinking by making notes in their readers notebooks (See teaching points under writing about reading.)
  • Readers understand how to check-out and return books from their classroom library
  • Readers have a plan for their reading, which includes keeping books on deck (Readers Notebook: Books to Read)

Choosing Just Right Books /
  • Readers recognize books at their own level so they can read smoothly, accurately, and with understanding (LC vol 1 p. 49)
  • Readers choose just right books by abandoning books at times
  • Readers choose just right books by exploring new and different genres
  • Readers choose just right books by thinking if the text really matters to them
  • Readers know they have a just right book by retelling it
  • Readers know they have a just right book if their reading is fluent

Understanding that Reading is Thinking /
  • Readers know the purpose of all reading is to make meaning
  • Readers prepare for reading by reviewing where they left off in the book
  • Readers are aware there are different genres and they begin to understand how their reading is different when they read different genres
  • Readers track their thinking by using effective strategies to rehearse and record their thinking
  • Turn and Talk
  • Stop and Jot
  • Sketches
  • Readers develop stamina by reading faster, longer, and stronger by taking off the brakes as they read (LC Vol 1. p. 54)
  • Readers monitor for sense and activate problem solving strategies when meaning breaks down
  • Readers check their understanding by summarizing the text
  • Readers understand what they read by asking questions as they read
  • Readers think about their text by making predictions and reading on to see if they are confirmed or challenged
  • Readers are always aware of their thinking as they read (self-monitoring) (Read themselves awake LC vol 1 p. 70)

Unit 1 Launching Reader’s Workshop

Rubric

Standard / Does Not Meet / Paritally / Met
Chooses Just Right Book
Sustains 20 min of independent reading
Listen and discuss stories with partners and small groups
Uses word solving strategies
Completes Writing about Reading