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Teachers College Reading and Writing Project
Shared Reading Curricular Calendar, First Grade, 2013-2014 Unit Four - Readers Meet the Character in Our Books
UnitFour–ReadersMeettheCharactersinOurBooks BesuretoconsiderassessmentdatawhenmakingteachingdecisionsforSharedReading.
BookSelection(considergenreofunitaswellastheneedtobalancegenresthroughouttheyearaswellasthelevel):TheLittleRedHenbyBrendaParkesandJudithSmith.BenchmarkEducation,ISBN:978‐1‐60634‐749‐2.ThisisafictionbookwithstrongcharactersanddialogueandisalevelI,whichisalevelabovethefirstgradereadingbenchmarkforSeptember.
BookIntroduction
Tellwhyyouchosethebook
Introducenomorethanthreeunfamiliarvocabularywords.Wordsshouldcomefromthebeginning,middle,andendofthebook,notonlythebeginning.
Discussunfamiliarconcepts“Readers,IwasthinkingaboutourclassasIwaschoosingournewSharedReading,TheLittleReadHenretoldbyBrendaParkesandJudithSmith. We’vebeenworkinghard to get to know the characters in our books, and this book has some reallyinterestingcharactersinit!TheLittleRedHenlivesonafarmwithherfriendswheresheplantswheat,whichiswhatbreadismadeof.Herfriendsdon’twanttohelpherwiththewheat.Let’sreadtofindoutwhattheLittleRedHenhandlesthisproblem!”[Considerexplaininggrain,mill,andflourwhenyoureachthosewordsinthebook].
FirstRead:
Readcovertocover,withlotsofexpressionandfluency
Invitechildrentochimein“NotI,”quackedtheduck.“NotI,”barkedthedog.“NotI,”meowedthecat.“NotI,”gruntedthepig.
Day 1
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Teachers College Reading and Writing Project
Shared Reading Curricular Calendar, First Grade, 2013-2014 Unit Four - Readers Meet the Character in Our Books
Focus:ReadtounderstandthebookDependingonthelevelofyourstudents,youcan:
modelaretellTheLittleRedHenwantedherfriendstohelpherwiththeworkofgrowingwheatandmakingbreadfromit,buttheykeptonsayingno,“NotI”andshehadtodoalltheworkbyherself.SoaftertheLittleRedHenbakedthebread,shewouldn’tletthemeatanyofit!
havekidshelpyouwitharetell havestudentsretellwithapartner
WarmUp:Quicklyrereadfamiliartexts(bigbooks,poems,songs,chants,charts,thewordwall)tobuildconfidenceandexcitement,getvoicesready.Focus:ReadtosolvewordsusingMSV
Cover4‐5wordsorpartsofwords.Studentswillmakeguessesatthewordandthencrosscheckbyusingmeaning,structure,orvisualcues–oracombinationofthethree.Somepossibleplacestocoverup,stop,andthinkinthisbook:
o p.2‐askedo p.3‐barkedo p.4‐meowedo p.5‐gruntedo p.7‐grewo p.9‐readyo p.14‐cookedandcool
Promptstudentstoask,“Doesitsoundright?Lookright?Makesense?”tofixupor
confirm.
Afterreading:Havestudentsturnandtalktotheirpartnersaboutwhattheywilldowhentheycometoatrickyworkintheirownbooks
Day 2
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2013-2014 ©
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Teachers College Reading and Writing Project
Shared Reading Curricular Calendar, First Grade, 2013-2014 Unit Four - Readers Meet the Character in Our Books
WarmUp:Quicklyrereadfamiliartexts(bigbooks,poems,songs,chants,charts,thewordwall)tobuildconfidenceandexcitement,getvoicesready.Focus:ReadwithafocusonWordStudy(high‐frequencywords,spellingpatterns,andvocabulary)
HighlightfamiliarwordwallwordsandwordpartsastheyarereadingSomepossiblehigh‐frequencywordsyoumighthighlightinthistextarethen,said,did,now,who.Youmightalsohighlightbeginningblendssuchasgringrainandgrunted.
Childrencanpointtowordsontheirminiwordwallstosupportusingthewordwallforhighfrequencywords
TeachkidsstrategiestounderstandunknownwordsandbuildvocabularyOnp.9isthewordripened.“Hm,ripened,whatcouldthatwordmean?Watchmethinkmoreaboutwhatishappeninginthispartandrereadthewordsaroundthatword.Wellitsays,“grewtall”andlater“cut,”soripenedmustmeangrownandreadytopick.”
Afterreading:
Childrencanwrite/usemagneticletterstomakenewwordswiththespellingpatternthatwashighlighted.Somekidswillbeabletosaythem,somewillbeabletoreadthem,somewillbeabletogeneratethem.
ChildrencanusehighlightingtapeorWikiStickstoemphasizewordwallwordsinthebookYoumightconsiderwritingsomenewwordswithbeginningblendslikepl‐orgr‐,orhavingchildrensearchtheirwritingfoldersforwordsthatbeginlikeplantorgrainandfixup.
WarmUp:Quicklyrereadfamiliartexts(bigbooks,poems,songs,chants,charts,thewordwall)tobuildconfidenceandexcitement,getvoicesready.
Day 3
Day 4
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Teachers College Reading and Writing Project
Shared Reading Curricular Calendar, First Grade, 2013-2014 Unit Four - Readers Meet the Character in Our Books
Focus:Readtopracticefluency,prosody,andexpressionWhilereadingwithfluencyandexpression,teacherandchildrencan:
Practicescoopinggroupsofwords“Thewordsbeforethecommaheregotogether,listen:‘Onespringmorning,’”
Focusonputtingstressoncertainwordsorphrases“Theauthorput‘NotI,’inboldprinttotellustoreaditwithbiggerfeelings.”
Stopandactpartsofthebook
Maketheirvoicessoundlikethecharacter“Thinkabouthowlazytheduck,dog,cat,andpigare.Let’smakeourvoicessoundlazywhenweread,‘NotI…’”
Payattentiontopunctuationandthinkabouthowitchangestheirvoices“Rememberthatcommastellustotakeashortpausewhenwearereading.Let’sbesuretotakeapausewhenweread‘Whenshegothomewiththeflour,sheasked…’”“Thissentenceendswithaperiod,soweneedtomakeourvoicesgodownandstopandtheend:‘Soonthebreadwasreadytobake.’Let’strythat.Oh,nowthissentencerightafterisaquestionanditendswithaquestionmark,soweneedtomakeourvoicesgoupandstopattheend:‘Whowillhelpmebakethisbread?’”
Coverpunctuationandhavechildrenusethemeaningofthesentencetopredictwhattypeofpunctuationwouldmakesense“Onpage15,alloftheanimalsareexcitedtoeatthebreadonceitwascool.Whatkindofpunctuationmighttheauthorhaveusedhereandwhy?”
WarmUp:Quicklyrereadfamiliartexts(bigbooks,poems,songs,chants,charts,thewordwall)tobuildconfidenceandexcitement,getvoicesready.Focus:Readtoorchestrateanduseeverythingwe’velearnedallweek.
ComprehensionYoumightdiscussthecharacters’feelingsandtraitsandhowthathelpsusreadsomeparts.
Day 5
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Teachers College Reading and Writing Project
Shared Reading Curricular Calendar, First Grade, 2013-2014 Unit Four - Readers Meet the Character in Our Books
Usingallthreesourcesofinformationwhilereading(MSV)Coveruptwowordsfromthebook.Stopatthese“trickywords”andaskchildrenhowtheycouldfigurethemout,thinkingaboutallthatishappeninginthestory.
Wordstudy/vocabulary“Let’sbesuretousewhatweknowaboutthe–edendingtoread.”
Fluency“Everytimewereadthisbook,ithassoundedsmoother!Ifwereadapartthatdoesn’tsoundsmooth,wemustbesuretorereadit.”
AfterReading:
HaveabooktalkfocusingonSpeakingandListeningSkills.Askchildrentocomeupwiththequestionsorthebigideastheyhaveaboutthisbook,thengrowthoseideasbigger!“RemindyourselfofyourideasabouttheLittleRedHenandtheothercharacters.Now,takethatideaandthinkmoreandsaymoreaboutittoyourpartner.”
Todosharedorinteractivewritingtocelebratethebook,youmight Addspeech/thinkingbubblestothepagesofthebigbook
“WhatmighttheLittleRedHenbethinkinghereonthelastpage?”Usesharedwritingonalargepost‐ittoaddathinkingbubbletothepage.
addapageandchangetheending
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