Lesson Name: First 20 Days of Reading Week 1Estimated Timeframe: 5 Days (60 Minutes Daily)

Lesson Name: First 20 Days of Reading – Week 1Estimated timeframe: 5 Days (60 minutes daily)

Grading Period: 1st 9wks ARC 1-2Grade level: 1st Grade Reading

• What do good readers do to understand texts?
• Why do good readers make predictions?
• How does making predictions help good readers understand the text better?
• How do predictions change?

• Begin by sharing the Reading Workshop schedule. Explain to students that every day they will meet together on the carpet to do the exciting and important work of enjoying books and growing as readers. To do this important work, readers also need to be excellent thinkers and listeners. Have the class help you brainstorm what good listening looks like and sounds like as you record their ideas on the chart. Tell students that as you read today, and every day they should practice these habits. During and after the read-aloud, refer back to the chart to reinforce excellent listening skills.

• While the students are gathered on the carpet with you, build excitement up for independent reading. Teacher says, “First grade is a time where we are going to change so much as people. They are going to get taller, they are going to lose teeth, and they are going to become readers! In order to grow as readers, there are a few things that we are going to have agree to so that everyone can do their absolute best reading.” Create an anchor chart titled Reading Workshop Expectations. Review the expectations for the students, keeping in mind that they should be few, broad, and positively stated (e.g. Treat reading time like gold, Stay focused on your own reading the whole reading time, Use a quiet voice while reading, Try your very best every day). Ask the students if there are any other expectations that they think should be added. Once the expectations are complete, make sure that everyone can agree to them and have them sign the expectations as a promise to one another. After everyone has signed the expectations, explain to the students that they will be picking out several books to read from the browsing boxes on their tables to read for the day. These are going to be books that they are going to read for the whole time even if you don’t know all of the words in them yet. Have one table model how to go back to their table and work together to pick out books. Once they have set the example, send the rest of the students back table by table to calmly select their books to read while setting a time for about 4-5 minutes. It is important to keep an eye out for kids who are hesitant to pick out books. Quickly help those students select a few books, give them some quick words of encouragement, and then continue to circulate. Once the timer goes off, remind the students that they are going to focus on reading the books that they have selected for 4-5 minutes. Set the timer and continue to circulate the room to help the students stay focused on their books. If the kids are really struggling with 4-5 minutes, stop the timer and note how long they were able to stay focused (that will be the starting point for the next day, even if it is just two minutes long!). Gather the students back on the carpet and ask them what went well for them and what they found challenging. Use these answer to help them stay focused tomorrow.

• The first few weeks of shared reading, choose a favorite back to school poem or song written on a chart or on sentence strips in a pocket chart to read for enjoyment and fluency. Model using the pointer and reading with expression. This is an excellent thing for students to read during independent reading time. One or two poems and/or songs can be copied each week and kept in a special poetry notebook. (Some teachers will add one phonics poem and one poem for enjoyment.)
• Day 1: When introducing a new poem, model reading it with expression. You may even want to have the students close their eyes to visualize what is happening in the poem. After you have read it aloud several times, have the students echo read the poem after you in chunks, and then read together chorally several times. Today’s reading should be based around enjoying the meaning, language, and rhythm of the poem or song. In the next few weeks, you may want to start introducing, charting, and reinforcing decoding strategies (e.g. looking at the first letters, looking for word parts, asking what would make sense, etc.). Give the students a copy of the poem and a poetry notebook (composition books work best because the pages don’t come out). The students will illustrate the poem tomorrow, so it is best to have them glue the poem on the back of the first page so they have a blank page on the opposite side to illustrate.

• Introduce each new word wall word:
• Students number paper 1-5
• Show and read the word, students repeat the word
• Discuss the word meaning and use it in a sentence.
• Model how to snap the vowels and clap the consonants.
• Snap Clap the word together (and/or add a kinesthetic movement such as doing a jumping jack for each letter)
• Have students identify where the word will be placed on the wall.
• Add the word to the word wall
• Students write the word in their word study notebooks
• Repeat routine for all 5 words.

• Show the class the front cover of the book, If You Give A Dog A Donut. (You could use any of the books in this series: If You Give A Mouse A Cookie, If You Give A Cat A Cupcake, If You Give A Pig A Pancake, Si le das un pastelito a un gato.) Explain that when good readers read or listen to a story, they make predictions (or guesses) about what will happen next in the story. It is helpful for predictions to be reasonable, or make sense. Explain the meaning of reasonable predictions. Model making a reasonable prediction about what will happen in, If You Give A Dog A Donut, based on the cover of the book. “By reading the title and looking at the pictures on the cover, I can predict that the book will probably be about somebody giving a dog a donut; and that the dog might drop his donut in the dirt. I would not predict that it would be about a pig or other animal because there isn’t anything on the cover to tell me that. I am using the pictures and text to make a reasonable prediction.” Then, begin reading the book; stopping periodically, at preselected stopping points, to ask students to predict what may happen next. Once you have finished reading, be sure to go back as a class to confirm or adjust the predictions the class made on a graphic organizer on large chart paper similar to the one below:

• Explain that now students will make some predictions of their own about another story written by Laura Numeroff called, If You Give A Pig A Pancake. Show the students the front cover of the book, then ask them to return to their tables to complete the sentence stem:
• “I predict that….” Students may be inclined to take the easy way out and say the book is about a pig or a pancake but that’s not enough. Press them to also predict what a character will do or an important event that may take place.

• Gather kids on the carpet. Teacher says, “Readers, when I look out at all of you, I see 22 very different people. Some are tall, some are short, some are boys, some are girls, some have black hair, some have blonde hair, etc. We are all very different people and we are all very different people. Some of us may already be reading the words in our books and some of us may be looking at the illustrations to think through the story. Though we may be at different points, everyone, including me, is still going to grow as reader this year. Because we are all very different as readers, I want to teach you three different ways to read a book.” Take out Ways to Read a Book anchor chart. Introduce each way to read a book and model using each strategy. For reading the words, use an easy, familiar, and repetitive book like Have You Seen My Duckling? by Nancy Tafuri with the students so that they can imagine themselves reading it independently. When modeling reading the pictures of a story, consider using a book with very detailed illustrations like Tuesday by David Wiesner to model studying illustrations and orally telling a story through them. When modeling retelling a familiar story, fairy tales like “Goldilocks” by James Marshall work well because they are so well known and the illustrations are clear. After modeling all three, remind the kids that those are three ways that they can read a book during their independent reading time. Briefly remind the students of the expectations and the solutions to potential problems as was discussed yesterday, send them to quickly get books out of the book boxes, and settle into reading. Take this time to circulate and support as many readers as you can. After the set amount of time for today (base this on how your students did the day before with one more minute added), gather the students back on the carpet to share how they chose to read their books today and why. Have them reflect on how reading went for them today and brainstorm ways to solve the problems that arose.

• Read the poem aloud to the students several times. Invite them to read along for with echo reads and choral reads as you did the day before. To reinforce the meaning of the poem, have the students close their eyes and visualize what the poem makes them see in their mind. Have the students turn and talk about their visualization with a partner, paying specific attentions to the words that shaped their visualizations. For this week, you may want to model this talk as a scaffold for the students. Model drawing a quick illustration that captures the meaning and have the students draw their illustrations in their notebooks on the opposite pages from their poem. Limit illustrations to 7-8 minutes. In the following weeks, release more responsibility for generating images onto the students.

• Review (clap snap) new words
• Students number paper 1-5
• Teacher gives word clue and students write the word wall word that rhymes with the word you give.
• Number 1 begins with a /t/ and rhymes with walk.
• Number 2 begins with /m/ and rhymes with by
• Number 3 begins with an /l/ and rhymes with bike
• Number 4 begins with /g/ and rhymes with stood
• Number 5 begins with an “s” and rhymes with head