Grades 3rd-5th

Launching Reader’s WorkshopDay Mini-Lesson #1 Mini-Lesson # 2

1

We come together to grow as readers. Give a signal to come to the carpet

(pairs, tables, individuals) Come to assigned space (cards, tape) Discuss Expectations for carpet timeTeacher talk time- hands free, face the teacher, criss -cross applesaucePartner talk time- turn knee to knee, stay on topic, eye contact, use good conversation rules

Readers read for different (variety) of reasons (purposes). Enjoyment (fun) Escape real life Experience something/ somewhere

new Learn how to do something Learn about a new topic Day to Day living

2

Readers conduct conversations about the books that they are reading.Listening facing your partner maintain eye contact respond to comments before sharing

your own ideasSpeaking Use complete sentences Refer to the text and prior learning Use conversation starters

Readers make good book choices. (The Best Book to Read) You can enjoy it You can finish it and not get frustrated Understand what you are reading Helps you to grow as a reader

3

Ways We Choose Books Read Title and look at cover Read the summary on the back Choose a section in the middle to

read Authors we like Next book in a series Book recommendations from

teachers, friends, or critics Read it before and enjoyed it Topics we are interested in Great illustrations Genres we like to read New or popular book

Finding a just right book (I- PICK strategy) P- Purpose (Why do I want to read?) I- Interest (Does it interest me?) C- Comprehend (Do I understand it?) K- Know (Do I know most of the

words?)

4

Independent readers are engaged in readingStudents Stay in their space Have reading material ready Read to yourself Respect other readersTeachers Will conference with students Listen in Work with a small group

Readers pace themselves when we read. Sometimes we need to take off the

brakes and speed up Sometimes we slow down so we can

take in what we are reading

5 Readers analyze themselves through interest inventories.

Readers analyze themselves through reading logs.

6 Readers make movies in their mind. We visualize the words that we read. (Use fiction and non-fiction, Lindamood Bell resources)

7 Sometimes our movie stops when we come across a tricky word. Readers can jump over the tricky words just like a monster truck.

8Sometimes our movie stops when we don’t have schema for new words or ideas. Readers can : flag it and keep reading ask someone about it Research it (Use non-fiction read aloud for example)

9Sometimes our movie stops when we come to a confusing part. When this happens, readers can: Stop and reread Keep reading to see if you can make sense of it

10Sometimes our movie stops when we have external distractions. Refocus your eyes on the text Reposition yourself Read louder in your mind Go back and reread

11Sometimes our movie stops when we have internal distractions.(Your mind wanders or you are falling asleep) Go back and reread Reposition yourself Take a mental break

12Readers notice when the movie stops and record why. (Use post-its) Include the page number The reason the movie stopped Some relevant details about why it was difficult Post-its should be visible when the book is closed

13 Readers visualize when they read and draw a picture. (Use post-its) Include page number Drawings should include details

14Readers retell stories they read. Skim the book referencing the book and post-its Take big steps through the timeline of events, telling only the key parts. Step over the details and small events and touchdown on the big important

events. Use transition words like first, next, then, finally

(Can model large stones and small stones on board)

15Readers share their retells with reading partners. Refer to “turn and talk” procedures Refer to retell procedures Ask follow up questions if you want more details about the story.

16Readers create buzz about the books they enjoy. They could write out their book recommendation. Tell the sort of readers who would like the book They summarize or tell a little about the book Read a little aloud Tell why the book is special Tell just enough to spark interest but don’t give away all the good parts

17Readers share the buzz with their reading partners. (Celebration) Refer to “turn and talk” procedures“Speed Buzzing” Students meet for 2 minutes in partners and rotating to share their buzz.Post book recommendations in the room for others to read.

Launching ML1A: Workshop ExpectationsML1A: Workshop Expectations

Connection: Today, I am going to teach you that readers come together to grow as readers.

Teaching Point & Demonstration #1: As readers it is important that we can come together to learn new strategies, share ideas, and learn from each other. When we come together to grow as readers we come to the carpet. I will give you the signal that it is time to come to the carpet. When you come to the carpet you will come to your assigned space. You will sit criss-cross applesauce on your assigned space.

Active Engagement #1:Now I'm going to give you the chance to try. When I call your name I want you to come to your assigned space on the carpet.

Teaching Point& Demonstration #2:When you come to the carpet we will have set procedures so that we can grow as readers. There will be times when I am talking and then there will be times when you will get to turn and talk with your partner next to you.

Teacher Talk Partner Talk Time hands are free face the teacher criss cross

applesauce

turn knee to knee eye contact use conversation rules (wait your turn, listen intently to your

partner) stay on topic

When we turn and talk to our partners we will turn knee to knee so that we can look our partners in the eye. When we talk we will use normal conversation rules so that we are polite. We will wait our turn to talk and not interrupt our partners. We will listen to what they have to say and then we can comment on what they have shared before sharing our own thoughts. When we read with partners we will stay on topic so that we do not waste learning time. So just to review (gesture T-chart) we will turn knee to knee, keep eye contact, use conversation rules, and stay on topic. Let me show you what I mean. (Model behaviors) I’m going to turn to my partner, _____________, knee to knee, I’m going to maintain eye contact, I’m going to use my conversation rules and wait my turn to talk while I listen and I’m going to stay on topic. We are going to discuss one thing we did this summer. I’m going to listen while ___________ shares what he/she did this summer. Now I’m going to respond to what he/she said. “I’ve never done that before. It sounds really exciting. Were you scared?” I’m going to let my partner respond before I share my thoughts. Now it is my turn to share. This summer I got to go to the beach in New York with my nephews. We made sand castles and buried my nephew in the sand.” Did you see that we both stayed on topic? Now it is your turn. You will turn knee to knee, keep eye contact, use conversation rules, and stay on topic.

Active Engagement #2:Students will show their understanding of Teacher talk time procedures while explaining expectations for partner talk time.Students will practice Partner talk time procedures. The teacher will circulate to listen to partner talk. Make observations of the behaviors you saw and compliment students on their positive behaviors.

Link to Ongoing Work:  Today, I taught you that we can come together to grow as readers.When you come to the carpet today and every day, remember that you are going to follow our carpet procedures. (Refer back to T-chart). Now you are going to return to your desk. When you get to your seat, you will choose a book from your table that you are interested in reading. You will read quietly to yourself. (Students will return to their seats and choose a book to read from the center of the tables.)

Sharing: I love that I see students reading quietly and showing interest in new books.

Launching ML1B: Why We ReadML1B: Why We Read

Connection: (Practice coming back to the carpet using procedure.) Earlier we learned that we come together to grow as readers. We will all grow as readers this year. Today, I am going to teach you that readers read for different reasons or a variety of purposes.

Teaching Point & Demonstration: Readers don’t just read for one reason. There are many different reasons why we read. (Reference Anchor chart: Readers read for a variety of purpose)

Readers read for different (variety) of reasons (purposes). Enjoyment (fun) Escape real life Experience something/ somewhere new Learn how to do something Learn about a new topic Day to Day living

First I need to think of something that I read and then think about why I read it.For example I like to read fantasy books like Harry Potter. When I think about why I read a book like Harry Potter I think it is because it’s something new and different. We my read to experience something or somewhere new, we can dive into a new world, visit a different planet, go to Hogwarts, go surfing just by reading books.I also read on my way to work today. I read road signs and restaurant signs. I read signs because I need to know where I’m going. We read just to get through day to day living like reading a road sign or an address, the name of stores, or products we use.Restate teaching point. We read for a lot of different reasons. Readers don’t just read for one reason. (Reference Anchor chart: Readers read for a variety of purpose) What are some other reasons why we read?First think of something that you read and then think about why you read it.

Active Engagement:Now I'm going to give you the chance to try. I want you to first think of something that you read and then think about why you read it. (Give a minute for think time.) Now you are going to turn and talk with your partner to share what you came up with. Remember that we are going to use our partner talk time expectations (reference back to T-chart from previous lesson). Allow students to partner talk and share ideas. Bring the class back together and list some of the things you heard from partner talk.(Readers read for enjoyment, just to have fun. Readers read to escape real life, we can leave our own lives and visit other character’s lives. We can learn how to do something like make a new recipe, learn how to put a grill together or tie a tie. You also may learn about a new topic like seahorses or gladiators.)

Link to Ongoing Work: Today, I taught you that readers read for different reasons or a variety of purposes.When you go off to read today and every day, think about why you are reading that text. (Students will return to their seats and read independently. Students will think about the purpose of reading the text they choose.)

Launching ML2A: Conversation Skills

ML2A: Conversation Skills

Signal students to sit on the carpet, having them sit with a reading partner.

Connection: Yesterday we learned that readers come to the carpet to grow as readers together. We started discussing some of the expectations that we have for our workshop time and how important this time will be throughout the year. Today I am going to teach you that readers conduct conversations about the books they are reading.

Teaching Point & Demonstration: Readers conduct conversations about the books they are reading. One of my favorite things about being a reader is discussing the books that I love with other readers who also love those books. By talking about the books that we are reading (or have read), it helps us as readers because we find even more meaning in the books when we have conversations and grow ideas together. When we have conversations about books, it is important that we are good conversationalists. This means that we follow rules of conversation so that we can make our conversations as meaningful as possible. When I was trying to come up with some rules of conversation, I thought back to times when I was really engaged in a discussion and times when it was hard for me to follow a conversation. Based on these conservations, I decided some of the

expectations that we will want to follow so that we can be good conversationalists. (reference anchor chart)

Readers conduct conversations about the books they are reading.Listening Facing your partner Maintain eye contact Respond to comments

before sharing your own ideas

Speaking Use complete

sentences Refer to the text and

prior learning Use conversation

starters**You may want to start a separate anchor chart with conversation starters (see Balanced Literacy reference guide). Add a few each day to build students’ conversation skills.

Let me show you what I mean. (Sit with a student on the carpet and model a conversation about a book you have read aloud this week, making sure that you over-emphasize your use of the skills listed on the anchor chart.)

“Did you see how _______ and I were facing each other and we had good eye contact throughout the conversation. We also responded to each other’s comments before we shared our own ideas and use complete sentences throughout the conversations. I also made sure to talk about specific things that happened in the book that we read. We also used some of the conversation starters from our anchor chart.”

Active Engagement: “Now I'm going to give you the chance to try.  (Have students turn and talk to their partner about another book that you have read this week. Lean in and coach students as needed).

Link to Ongoing Work:  Today, I taught you that readers conduct conversations about the books they are reading. This is going to be something that we do throughout the year as we grow as readers. Whenever you are having conversations about books, remember that we want to be good conversationalists and follow these expectations.

Launching ML2B: Why to Choose Books Carefully

ML2B: Why to Choose Books Carefully

Signal students to sit on the carpet, having them sit with a reading partner.Have several book bins ready at/near the carpet for students to look through.

Connection: Yesterday we learned that readers read for different reasons, like enjoyment or an escape from reality. Another reason why readers read is because they like to discuss books with others. Today I am going to teach you that it is important for readers to make good book choices.

Teaching Point & Demonstration: One thing that is really important for us to remember as readers is that readers make good book choices. I remember when I was little, I always wanted to read the books that [my older sister] was reading. Every time she finished a book and returned it to the library, I would check it out and try to read it. The problem was that because she was older than me and at a higher reading level, I really wasn’t ready to read those books. I remember not understanding why she had enjoyed the book so much because to me they were frustrating and I couldn’t really understand what I was reading. Now I realize what the problem was- I wasn’t making good book choice. One thing that we need to remember as readers is that making good choices is important for different reasons. (reference anchor chart)

Readers make good book choices so that they can… Enjoy the book

Finish the book without getting frustrated Understand what they are reading Help themselves to grow as readers

Let me show you what I mean. (Go through a book bin with books that are way too difficult and way too easy, with just one book that is around the right level. Think aloud as you decide which good to choose.)

“Did you see how I thought about what a good book choice would be? I really make sure that the book would be one that I could enjoy, read without getting frustrated, understand, and wasn’t too easy.”

Active Engagement: “Now I'm going to give you the chance to try.  (Have students go through book bins and talk to partners about what books would and would not be good book choices.)

Link to Ongoing Work:  Today, I taught you that readers make good book choices. This is going to be something that we do throughout the year as we grow as readers.

Launching ML3A: Ways We Choose BooksML3A: Ways We Choose Books

Signal students to sit on the carpet with their partners.Have several book bins ready at/near the carpet for students to look through.

Connection: Yesterday we learned that Readers conduct conversations about many different topics.Today, I am going to teach you that readers use many different strategies to choose books to read.

Teaching Point & Demonstration:Readers use many different strategies to choose books to read.Ways We Choose Books

Read Title and look at cover Read the summary on the back Choose a section in the middle to read Authors we like Next book in a series Book recommendations from teachers, friends, or

critics Read it before and enjoyed it Topics we are interested in Great illustrations Genres we like to read New or popular book

Let me show you what I mean. Browse through a book bin searching for 2 books to read. Make sure to think aloud while making your selections.Examples of think aloud: “I really like animals, I think I’m going to look for a book about an animal. I see this book and it has a cute illustration of a dog on the cover and the title has the word dog in it. I think I’ll choose this book.”

Picking up a book and reading the back cover, “This book is about a boy who is lost in outer space. Space has never been an interesting topic for me so I think I’ll put this book back.”

“My friends have been talking about the new Diary of a Wimpy Kid movie that is coming out. I think I’ll read the first book in the series so I can join in on their discussions.”

“Did you see how I chose a topic that interested me when I was looking for an animal book? I also read the back of a book about outer space and immediately put it down because I knew that topic would not interest me so I would probably have a finishing the book. My friends talking about Diary of a Wimpy Kid was a good recommendation so I chose to start reading that series.”

Active Engagement:Now I'm going to give you the chance to try.  I want you to look through the book

bin in front of you (make sure book bins are within reach of partners). Use some of the techniques in the anchor chart to choose a book to read. When you find a book, discuss with your partner the reasons you chose this book compared to other books in the bin.

Link to Ongoing Work:  Today, I taught you that readers use many different strategies to choose books to read.When you go off to read today and every day, remember that you are going to read the back cover, look for authors that you like, search out topics that interest you, or use another strategy to select reading materials.

Launching ML3B: I-PICK Strategy

ML3B: Finding a Just Right Book- I PICK

Signal students to sit on the carpet with their partners.Have several book bins ready at/near the carpet for students to look through.

Connection: Earlier we learned that readers use many different strategies to choose books to read.Now, I am going to teach you that readers can find a “just right” book by using the I-PICK strategy.

Teaching Point & Demonstration: Many times, when I am searching for a book to read using the strategies that I taught you in the previous mini lesson, I come across a book that looks interesting but it may not be the best book for me to read. Just like Goldilocks, readers have to find a book that is just right for them. If a book is too easy we won’t grow as a reader and if the book is too hard we may lose the comprehension and become frustrated. Readers can find a “just right” book by using the I-PICK strategy.

Finding a just right book (I- PICK strategy) P- Purpose (Why do I want to read?) I- Interest (Does it interest me?) C- Comprehend (Do I understand it?) K- Know (Do I know most of the

words?)Let me show you what I mean. Browse through a book bin searching for a book to read. Make sure to think aloud while making your selections. This time while browsing the book bins make sure to focus on the words in the book. Are they too easy, too difficult, the length of the story, whether it is non-fiction or fiction, etc?

Example of think aloud: “I have a project on ecosystems due at the end of the month. Here are two books on the rainforest. This book has a lot of colorful pictures and I can read most of the words. This other book has many chapters and the words seem very difficult. I think I’ll choose the book with only a few difficult words.”

“Did you see how I chose a book based on a purpose (having a project on the rainforest)? I also browsed the books looking to see what the words would be like. I chose the book that had a few words that I didn’t know instead of the book that had many unfamiliar words so I wouldn’t get frustrated and overwhelmed. Having a just right book will help me grow as a reader and will also help me research for my ecosystems project.”

Active Engagement: Now I'm going to give you the chance to try.  I want you to look through the book bin in front of you (make sure book bins are within reach of partners). Use the I-PICK strategy to find a just right book to read. When you find a book, discuss with your partner the reasons you chose this book compared to other books in the bin.

Link to Ongoing Work:  Today, I taught you that readers can find a “just right” book by using the I-PICK strategy. When you go off to find a book to read today and every day, remember that you are going to have in mind a purpose, think about your interests, look to see if you comprehend the topic and make sure the words are not too easy or too hard.

Launching ML4A: Independent Reading Expectations

ML4A: Independent Reading Expectations

Signal students to sit on the carpet with their partners.

Connection: Yesterday we learned that readers use many different strategies to choose books to read.Now, I am going to teach you that independent readers are engaged in reading at all times.

Teaching Point & Demonstration:Independent readers are engaged in reading at all times. When readers are engaged in their reading they are not talking with other people. Readers that are engaged are not wandering around the room looking in desks or looking for materials. (Describe what readers look like using the anchor chart. Also describe what the teacher looks like/will be doing during reading workshop).

Independent readers are engaged in readingStudents

Stay in their space Have reading material ready Read to yourself Respect other readers

Teachers Will conference with students Listen in Work with a small group

Let me show you what I mean. Model what students should not be doing during reading workshop. You may want to look through a desk or a bookshelf looking for a book, tap a pencil on the desk next to you, whisper to your neighbor, or just flip through the pages of a book but not read it.

Then model the correct behavior by choosing a spot with your materials/books ready. Sit in the spot and begin to read.

“Did you see how I had my materials ready, I chose a spot to sit quickly, I started reading, and I didn’t bother the people around me?”

Active Engagement: “Now I'm going to give you the chance to try.  Take turns with your partner and practice being an engaged reader. Stay in your spots on the carpet. Observe your partner while they are actively engaged. When you have both had a chance to practice, discuss what you observed.”

Link to Ongoing Work:  Today, I taught you that Independent readers are engaged in reading at all times. When you go off to read today and every day, remember to stay focused on the reading at all times. Be respectful of the people around you, make sure your materials are ready, and stay in your space.

Launching ML4B: Pacing Ourselves

ML4B: Pacing Ourselves

Signal students to sit on the carpet with their partners.Make sure you have a book available that you can model from.Make sure book bins are available for students to pull books and read from.

Connection: Earlier we learned that independent readers are engaged in reading at all times.Now, I am going to teach you that readers pace themselves when we read.

Teaching Point & Demonstration:Readers pace themselves when we read. In reading, just like when we are driving a car, sometimes we need to speed up and sometimes we need to slow down depending on

the situation. When the traffic is busy or it is a dangerous road we may need to press on the brake and slow down. The same thing happens when we are reading. Sometimes if the words are challenging or it is a new topic readers may need to press on the brake and slow down their reading in order to fully comprehend the text. On the other hand, when the traffic is light or we are on familiar roads we may take off the brake and speed up. In reading, when we are reading a book we have heard or read before, the words are easy, or the topic is familiar readers also take off the brakes and speed up.

Readers pace themselves when we read. Sometimes we need to take off the brakes and speed up Sometimes we slow down so we can take in what we are

readingLet me show you what I mean. Using a familiar book and an unfamiliar (non-fiction) book model how readers take off the brakes or press on the brakes to comprehend the text. Remember to think aloud while modeling. “I remember hearing this story last year.” “The topic is familiar to me and the words are fairly easy.” “I know that non-fiction is more difficult to read so I’m slowing down to make sure I understand all of the words and concepts.”

“Did you see how I changed my reading to make sure I comprehended the book to the best of my ability? I took off the brakes and sped up my reading when the story was familiar and contained easier words. I also pressed on the brakes when the reading was unfamiliar and the words were more difficult.”

Active Engagement: “Now I'm going to give you the chance to try.  When I tell you to, turn with your partner and practice taking off the brakes for familiar texts and pressing on the brakes to decode and comprehend unfamiliar difficult text. Make sure both you and your partner have a chance to practice.”

Link to Ongoing Work:  Today, I taught you that readers pace themselves when we read.When you go off to read today and every day, remember to pace your reading based on how familiar you are with the text and the difficulty of the text. If the text is difficult or unfamiliar, press on the brakes and slow down your reading. If the text is familiar and easily read take off the brakes and speed up your reading.

Launching ML5A: Discussing Reading Interest Inventories

ML5A: Discussing Reading Interest Inventories

Signal students to sit on the carpet with their partners.Have the interest inventories ready and available for students to complete.

Connection: Yesterday we learned that readers pace themselves when we read.Now I am going to teach you that readers analyze themselves through interest inventories.

Teaching Point & Demonstration: Readers analyze themselves through interest inventories. Readers take the time to think about what they like and what they don’t like. They also think about what they are good at and areas they may need to grow. By taking the time to complete an interest inventory, readers can determine what types of books or genres of books will be interesting or beneficial to read.

*Have a completed interest inventory completed so you can analyze it together.

Let me show you what I mean. Show the students your interest inventory. Determine what topics are of interest to you and brainstorm some areas you are interested in but may need to learn more about.

“Did you see how I completed all of the items on the interest inventory? Then I used the interest inventory to see which kinds of books I would like and areas that I need to read and learn more about.”

Active Engagement: “Now I'm going to give you the chance to try.  Complete the interest inventory by yourself. Make sure to

answer the questions to the best of your ability. When you are finished, discuss the interest inventory with your partner and determine your areas of interest.”

Link to Ongoing Work:  Today, I taught you that readers analyze themselves through interest inventoriesWhen you go off to read today and every day, remember that you can decide what to read next by completing and analyzing your interest inventory.

Launching ML5B: Reading Logs

ML5B: Reading Logs

Signal students to sit on the carpet with their partners.Have a completed interest inventory copied for students to analyze and one on chart paper (if possible) for teach & demonstration.

Connection: Yesterday we learned that readers analyze themselves through interest inventories.Now I am going to teach you another way that readers can analyze themselves. Readers analyze themselves by using reading logs.

Teaching Point & Demonstration: Readers analyze themselves by using reading logs. Readers take the time to what record what they read each day, both at home and at school. They use a reading log in order to organize all the information about their reading life, like the title, author, and level of the books they are reading, the amount of time they spend reading, and how many pages they are reading. By keeping a reading log, readers are able to look back and analyze themselves as readers.

*Have a completed reading log (if possible on chart paper) so you can analyze it together.

Let me show you what I mean. Here’s an example of a reading log. (Quickly talk through the columns headings so that students are familiarized with the form.) I can tell that this student is really into nonfiction books, because everything they have read in the past week has been nonfiction. I can also tell that this student is on about a reading level N, because most of the books are at that level. I’m wondering if this level J was chosen because it was something that just happened to be interesting to this student. When I look at the home/school column, I can tell that the student is not reading at home consistently. I’m wondering if they have a routine for reading at home and if that student has been bringing home books on their level. I’m also going to check out the page numbers and total time columns, so I can see how much this student is reading. These columns can tell me about that readers pace (compare to running) and the volume of their reading (how much they are reading).

“Did you see how much I can tell about a reader, just by taking a peek at their reading log? The great thing is that once you are keeping your own reading log, you can use it to analyze yourself as a reader. This year, we will be keeping reading logs so that we will be able to analyze ourselves as readers. Every day (starting today) at home and at school you will record your reading life using this log.”

Active Engagement: “Now I'm going to give you the chance to try.  (Hand out another complete example of a reading log to partners.) I want you to turn and talk with your partner and analyze this reading log together. What can you tell me about this reader?”

Link to Ongoing Work:  Today, I taught you that readers analyze themselves by using reading logs. When you go off to read today and every day, I want you to remember that we always start our reading by filling out our reading log with information about our book. This is going to help us as we analyze ourselves as readers throughout the year.

Launching ML6: Movies in Our MindsML6: Movies in Our Minds

Connection: (Signal Ss to come to the meeting area/carpet.) Yesterday we learned that you analyze & understand yourself as a reader through your interest inventories and your reading logs.Today, I'll teach you that readers make movies in their minds as they read to really get into their books and understand the story or text better.

Teaching Point & Demonstration:So as you are reading the words, sentences, and paragraphs in your books, you'll be making pictures in your mind that match the words that you're reading, just like watching a movie, and this helps you keep track of the story or text and understand it better. Let me show you what I mean: Listen as I read from [Spiders' Secret by Richard Platt] and listen to how I describe the pictures in my mind and how they change, just like a movie as I continue to read. ["All in a spin...Spinning a new web is hard work for, but it's fun to watch for you. " ] I can see a [spider, maybe the size of a quarter with skinny, long black legs, working away on a web that's not quite done]. Close your eyes and see it in your mind..can you see [that spider and its web?] Then I read, [" You'll see me at my busiest...] Now [my spider is moving a little faster on that web, very busy...] and I keep reading, ["early on a misty fall morning in a field or a park."] Now my picture is changing, just like a movie, and [that web is in a tree with orange leaves or red leaves and the web is covered in tiny drops of water that cling to each silk strand, with my spider moving around web and making the web move a little, too.] Did you see how I made a picture in my mind as I read the words? Then how my picture changed, became a movie, as I continued to read?

Active Engagement:Now I'm going to give you a chance to try. I want you to listen as I continue to read and picture in your mind how the words change your picture, just like a movie. Listen..." [I am an orb-web spider and my web is a clever trap. "Orb" means a ring or circle, which describes my web's shape. If webs lasted forever, it would be an easy life, but lots of things spoil them. Rain, wind, and animals break webs."] Turn to your partner and describe the movie in your mind. (You might number students when you first assign partnerships as Partner 1 and Partner 2, then say one or the other goes first...move around and listen in on conversations...coach if necessary - [what shape is the web? What is the spider doing? What is breaking the web? Show your partner with your hands what broke the web.]Share: Signal students for their attention, then share what you heard a couple of students describing.

Link to Ongoing Work:Today, I taught you that readers make movies in their minds as they read, picturing what the text is saying in their heads, because it helps you understand what you're reading so much better. So today and every day as you read, make sure you are making movies in your mind as read - really seeing in your head what the words on the page are saying. (Dismiss students to independent reading by partners, tables, or whatever way you've established.)

Launching ML7: What to Do When the Movie Stops (Tricky Words)You can reference “Learning New Words from Books” on pg. 140 in Unit 1 of Reader’s Workshop Kit for more info.

ML7: What to Do When the Movie Stops (Tricky Words)

Connection: Have you ever seen an ant crawling and put your finger or foot in front of it as it was moving along? The ant stops and tries to go around...if you move your finger in front of him again, it'll keep trying to go around, never just climbing up and over. I'm telling you this because I don't want you to be that ant! Yesterday we learned that readers make movies in their minds as they read. Sometimes our movies stop and we get stuck. One reason our movie might stop is if we come to a tricky word - one we don't know the meaning of or have never seen before. We aren't ants! Don't get stuck!Today, I will teach you that when you come to a tricky word, you can be a monster truck - going up and over that word to keep reading, without getting stuck like that ant.

Teaching Point & Demonstration:As you are reading, you're going to come upon words you don't know - I want to teach you to keep going -to jump over the tricky word like a monster truck -and don't let it slow you down.Let me show you what I mean - (Choose a book you're reading with a sentence that contains a word your students probably won't know- write the sentence/passage on chart paper, the board, or easel, then model reading the sentence and "jumping" over the word, and making meaning of the sentence in spite of the tricky word - think aloud of a word that would make sense in place of that word...a synonym, then read the sentence again with the synonym in the tricky word's place. Model asking yourself "Does....

make sense? Does it fit with the rest of the story? Model your answers to yourself.)Did you see how I kept right on going, like a monster truck, over that tricky word? Then I thought of a word, a synonym, that made sense in the sentence in its place? I read on, not getting stuck like that ant I told you about.

Active Engagement:Now I'm going to give you a chance to try. I want you to read like a monster truck, working with your partner. I want you to read the passage I've written on chart paper to yourself, paying special attention to the tricky word in red. Go right over that word and keep reading, trying to make sense of the sentence as you read on. I'll give you a few moments to do this work in your heads. (Let students read.) Now, readers, think of a word that you could put in place there that would make sense and try it out in your head. (Pause) Okay, turn to your partner and take turns reading the sentence with your synonym in the tricky word's place. (Listen in as partners try it.) Then, "Readers, eyes up here. As I listened in, I heard you try...say the words you heard... that is so smart! Those are all great synonyms for this word!

Link to OngoingWork:So readers, when you're reading and you get to a word you don't know, read on, like a monster truck, and see if you can make sense of the sentence anyway, sometimes finding a word you can substitute. (Dismiss)

Launching ML8: What to Do When the Movie Stops (Schema)ML8L What to Do When the Movie Stops (Schema)

Connection: Yesterday we learned that readers can jump over tricky words like a monster truck to keep reading, substituting a word that makes sense in the tricky word's place. Today I want to teach you that sometimes readers' movie stops because they just don't know anything about the tricky word or idea - you have no schema, or background knowledge, about it, but you don't let that stop you! Today, I'll teach you that readers can keep their movies going by using strategies to keep reading.

Teaching Point & Demonstration:So the best readers have a "toolkit" of strategies they can use to keep them reading when they might get stuck on a word or idea they have no schema for- no background knowledge.Let me show you what I mean...read a NF example you've chosen and written on chart paper or the SmartBoard. Have a book handy, then, model how you can:

What to Do When the Movie Stops flag it with a Post-It and keep reading - write the page # and word on

the Post-It ask a neighbor or your partner, then get right back to reading research it - in the glossary, a dictionary, or on the computer

Refer to your Anchor Chart as you discuss each.Did you see how I was able to keep reading even though I had no schema for this word (or idea) by using these strategies?

Active Engagement: Now I'm going to give you a chance to try. I want you to read the following passage to yourself and keep going right over the tricky word. Go ahead and do that now. (Pause - Display passage on chart paper or SmartBoard). Now, turn and take turns with your partner listing the strategies you can use when you don't have schema for a tricky word or idea. (You might have students reserve a portion of their journals for strategies and turn there and record them after they finish talking.)

Link to OngoingWork:Today, I taught you that readers use these strategies to keep reading when they come to tricky words or ideas for which they have no schema.So today and every day as you read, make sure you try these strategies (refer to Anchor chart and reread) when you get tricky word or idea.

Launching ML9: What to Do When the Movie Stops (Confusing Parts)You can reference Unit 1, Lesson 6 “Holding Tight to Meaning” of Reader’s Workshop Kit for more info.

ML9: What to Do When the Movie Stops (Confusing Parts)

Connection:Yesterday we learned that sometimes readers' movies stop because they don't have schema, but you don't let that stop you! Today I want to teach you that sometimes your movies stop because we get to a confusing part in our books and suddenly we’re not quite sure what’s going on- like our film breaks in the mental movie we’re making. When that happens, readers say, “Huh?” and we can continue reading,

asking, “What’s going on?” paying attention to the details, and if that doesn’t help, sometimes we need to reread.

Teaching Point & Demonstration:So the best readers pay attention to when they get to that confusing part and say, “Huh?” to themselves-and they reread and pay attention to the details in the story. Let me show you what I mean…I’m going to read from our Read Aloud (_________), and I want you to watch and listen and pay attention to when our mental movie gets blurry. Read from the text you’ve chosen that has a confusing part, demonstrating your confusion – say “Huh?” Then explicitly name the strategies readers can use to reconstruct meaning. Refer to the Anchor Chart “When Our Mental Movie Stops” and point out what you added:

What to Do When the Movie Stops flag it with a Post-It and keep reading - write the page # and word on

the Post-It ask a neighbor or your partner, then get right back to reading research it - in the glossary, a dictionary, or on the computer Notice when they are confused – stop and ask “Huh?” Read on, asking, “What’s going on?” Go back and reread, looking at the details

[demonstrate reading on, asking, “What’s going on?” Read, then stop at confusing part, acting puzzled and modeling that…say “Huh?” then say “I don’t get, I’m confused about…let me read on (do it) and model, “Oh, now I get it” and explain, then say and model still not getting it and having to go back and reread, fixing your mental movie]Did you see how I was able to make my mental movie clear again by either reading on or rereading?

Active Engagement: Ask Ss to turn and talk to their neighbor/partner and tell each other what they noticed you doing.Share: Signal for attention, “I heard you sharing…[note successful observations].

Link to Ongoing Work: “Today, I taught you that as good readers you notice when you get confused – where your mental movie gets blurry or stops and you read on, paying attention to the details, or go back and reread to fix your movie and understand what you’re reading. So today and every day as you read, make sure you try these strategies (refer to Anchor chart and reread) when your reading movie stops.]

Launching ML10: What to Do When the Movie Stops (External Distractions)ML10: What to Do When the Movie Stops (External Distractions)

Connection:Yesterday we learned that when our reading movies stop because we get confused, we read on for details or go back and reread - we stop to make sense of our reading. Today, I want teach you what to do when your movie stops because of external distractions, or things around you distract you from your reading.

Teaching Point & Demonstration: I want to teach you that you can choose to do something to refocus on your reading if something around you is distracting you-like other kids talking or playing outside the window, or you're sitting at your desk and you keep notice a pencil or something in there you want to mess with, or the teacher is conferencing right next to you, you can [point to Anchor Chart you've made]

Sometimes our movie stops when we have external distractions. Refocus your eyes on the text Reposition yourself Read louder in your mind Go back and reread

Let me show you what I mean[demonstrate w/your read aloud - enlist some Ss to be distractions. Model noticing, getting distracted, and using strategies on chart.]. Did you see how I [reiterate teaching points - referring to anchor chart]

Active Engagement:Now I'm going to give you a chance to try. I want you to read your text while [student name] and I create a distraction - practice [restate TPs] while we distract you. [Move around after

distracting to see strategies Ss are using. Signal for attention. Restate teaching point and note successful strategies or clarify confusion.

Link to OngoingWork:Today, I taught you that readers sometimes get distracted by external things - things outside of them, and that as readers, you can [refer to anchor chart] to fix that and get your reading movie going again and making sense. So today and every day as you read, make sure you remember you can do these things when something's distracting you from your reading.

Launching ML11: What to Do When the Movie Stops (Internal Distractions)ML 11: What to Do When the Movie Stops (Internal Distractions)

Connection: Yesterday we learned what to do when your movie stops because of external distractions, or things around you distract you from your reading. Sometimes, though, our reading movies stop because of internal distractions - things inside of us that cause us to lose focus on our reading, and when that happens, we have strategies to use to get our movies going again.

Teaching Point & Demonstration:I want to teach you that you can choose to do something to refocus on your reading if something inside you is distracting you-like you start thinking about something else (your mind wanders), or you get sleepy or hungry, or just tired, but you need to keep reading! First you have to notice - say, "Whoa self! I stopped really reading, let me get back on track! "You can [point to Anchor Chart you've made]

Sometimes our movie stops when we have internal distractions.(Your mind wanders or you are falling asleep) Go back and reread Reposition yourself Take a mental breakThen get those movies going again!

Let me show you what I mean [demonstrate reading and getting distracted. Model noticing,and using strategies on chart to get back on track. Think aloud so Ss can see you using the strategies.]Did you see how I [reiterate teaching points - referring to anchor chart]

Active Engagement:Now I'm going to give you a chance to try. I want you to watch me read again and notice what I do to get my movie going again. [Model reading, obviously getting distracted internally, using strategies to refocus.] Say: Now turn and tell your partner/neighbor what you saw me doing.Signal for attention. Note what you heard as you listened in.

Link to OngoingWork:Today, I taught you that readers sometimes get distracted by internal things - things inside of them, and that as readers, you can [refer to anchor chart] to fix that and get your reading movie going again and making sense. So today and every day as you read, make sure you remember you can do these things when something's distracting you from your reading.

Launching ML12: Recognizing When and Why the Movie Stops (Intro to Post Its)ML12:Recognizing When and Why the Movie Stops (Intro to Post Its)

Connection:We've been learning strategies to use when we get distracted while we're reading and our reading movies stop or get blurry [refer to previous anchor charts.] Today, I want to teach you to make a record of those times on a PostIt note on the page where your movie broke down so we can figure out why that happens.

Teaching Point & Demonstration:As readers, we want to keep track of what confuses us and why, so today I want to teach you to use a PostIt note to track when your movie breaks down.

Let me show you what I mean [model from a read-aloud and getting confused...use a large PostIt to record: [refer to anchor chart you've prepared]

Recording When and Why the Movie StopsMake sure you include… The page number The reason the movie stopped Some relevant details about why it was

difficultPost-its should be visible when the book is closed

Did you see how I [point out the elements on PostIt?] When you do that, you'll have a record of where your mental movie broke or got blurry so you can talk about it with your partner or with me during a conference.

Active Engagement:Now I'm going to give you a chance to try. I want you to listen as I read this confusing part, then practice on your PostIts recording this information [refer to anchor chart. You may want Ss to write the strategies on a PostIt title "When My Movie Stops" to keep in their journals, as well.] Read, then pause, acting confused...show/display pertinent information to Ss then move around and watch -coaching as necessary.Signal for attention, then note what you saw.

Link to OngoingWork:Today, I taught you that readers record [reiterate strategies from chart] on PostIts when their movies break.So today and every day as you read, make sure you use PostIts with this information on them when your movies break so you have a record and can share and talk about it with someone.

Launching ML13: Drawing Sketches to Show Our Visualizations ML13:Drawing Sketches to Show Our Visualizations

Connection:We've been learning strategies to use when we get distracted while we're reading and our reading movies stop or get blurry [refer to previous anchor charts.] and how to record of those times on a PostIt note on the page where your movie broke down so we can figure out why that happens. Today, I want to teach you that sometimes really picturing in your mind, or visualizing, what’s going on in your book, then drawing it on a PostIt, can help you understand better what you read, and reading and understanding go together!

Teaching Point & Demonstration:As readers, we want to keep track of our understanding of what we’re reading and, so today I want to teach you to use a PostIt note to sketch a quick picture of a scene from your mental movie to help you better understand your text. Let me show you what I mean [model from a read-aloud and quickly sketching from your mental movie ...use a large PostIt to sketch and include page number and details: [refer to anchor chart you've prepared]

My sketch should include…:*page number*details PostIt should stick out of book when closed

Did you see how I [point out the elements on PostIt?] When you do that, you'll have a little picture of that part of your mental movie, so you’ll better understand whatever you are reading.

Active Engagement:Now I'm going to give you a chance to try. I want you to read a part of the book you brought to the carpet today, then sketch, very quickly, but including the page number and the details in your sketch. Then turn to your partners and explain your sketches. Move around and watch -coaching as necessary. Signal for attention, then note what you saw.

Link to OngoingWork:Today, I taught you that readers record their movies as quick sketches, with page numbers and details, on PostIts to help them better understand what they’re reading. So today and every day as you read, make sure you use PostIts for quick sketches to visualize and record parts of your mental movie, including page numbers and details.

Launching ML14: Retelling StoriesML14:Retelling Stories

Connection:Have you ever been to a movie or read a book, and just had to share it with someone? [Share a book or movie you’ve read lately or reference a read-aloud from class.] Today, I want to teach you that the best readers have a strategy for retelling the stories that they read.

Teaching Point & Demonstration:Today, I want to teach you to [refer to anchor chart you’ve prepared:Retelling Stories

Skim the book and reference your PostIts Take big steps through the timeline of events, telling only the key parts Step over the details and small events, and touch down on the big

important events Use transition/sequence words such as first, next, then, finally, after,

before

So readers, listen as I read from our read aloud, then watch me retell using these key points. [Demonstrate, then retell – you could make grey stepping stones w/big ideas on them and little pebbles with details, affix to board, then have a magnetic man/clip hopping from big ideas and skipping over the little stones as you retell.]Did you see how I [reiterate from anchor chart, using your text as examples?]

Active Engagement:Now I'm going to give you a chance to try. I want you to read a part of the book you brought to the carpet today, then on one PostIt, quick write the key parts of what you read, remembering to leave out the small details and use those transition words. [As Ss read and jot, move around and read, coaching as necessary.]Signal for attention, then note what you saw.

Link to OngoingWork:Today, I taught you that the best readers have a strategy for retelling the stories that they read. They [refer to anchor chart.]So today and every day as you read, make sure you [refer to anchor chart] as you retell the stories and texts that you’re reading.

Launching ML15: Sharing Retells with Reading Partners You can reference Unit 1, pg. 184 “Thinking Over Stories with Partners” of Reader’s Workshop Kit for more info.

ML15: Sharing Retells with Reading Partners

Connection:Yesterday we talked about retelling stories/texts that we’ve been reading and how to include really just the main events and about how the best readers make a mental movie in their minds about what’s happening in the books they read. Readers, I’ve been thinking about something. How many of you go to the movies by yourself? Thumbs up or down? …Me, too…I usually go with a friend. Why don’t we like to go alone? Turn and talk to your partner/neighbor…I heard several of you say it’s more fun to go with someone because you can talk to them about the movie and that’s so true! Today I want to teach you how to share book retells and mind movies with your partner, just like you would share about a movie.

Teaching Point & Demonstration:Today, I want to teach you to [refer to anchor chart you’ve prepared:Sharing Retells with Reading Partners

Remember how to “turn & talk” : listen well – be still & focus on your partner, let them share all of their thoughts, nod to show you understand or ask questions when you are confused

Tell only the key parts, skip over unimportant details, and use transition words Explain things that happened earlier in the book if you need to Stay focused on your books!

Active Engagement:Now we need to practice [in corners of the room, set up partnerships to demonstrate retelling-first an experience, then a story. Set up observers to record ways that sharing life

and reading are, or could be, similar.] “Let’s get a feel for what this will be like [explain activity.] I’m going to ask you to research what people do when we talk about stuff we’ve done, then the person will switch to talking about what he or she has read. Researchers, I want you to listen in to that part and think, “When people talk about books, is it a lot like when people talk about life? Should it be?” [Pass out white boards to four groups to record when the person retelling talked about what happened in the story and then if the person tells about what they thought while they were reading. [Send them off. *Alternatively…you could demonstrate w/a “partner” you’ve chosen.Signal for attention, gather back in meeting area/carpet, and ask “Researchers, what did you see your person doing when he or she talked about life or a book? Turn and talk about what you saw. [Then reinforce correct partner talk by noting what/how you want partners to share about their books…refer to anchor chart as necessary.]

Link to OngoingWork:Today, I taught you that the best readers have a plan for how to share their books with their partners. They [refer to anchor chart.]So today and every day as you read, make sure you [refer to anchor chart] as you retell the stories and texts that you’re reading.

Launching ML16: Creating a Buzz about BooksML16:Creating a Buzz about Books (Recommend Books to Others)Have Ss come to the meeting area/carpet with a book they think others would like to read. (Tip: Have them set the book down in front of them instead of holding/playing with it.)

Connection:Readers, I’m thinking about how some books get really popular and how that happens. It seems kind of strange that all of a sudden everyone would want to read the exact same book or series of books – like Harry Potter, or Big Nate, or Fly Guy [insert any books your students have loved in the past], or Diary of a Wimpy Kid. I know that if I read a really good book, I can’t wait to share it with my friends – just like sharing a super movie – I can’t wait to tell others all about it. Today, I want to teach you about ways we can “create a buzz” or recommend books to our friends.

Teaching Point & Demonstration:TW want to decide how this will go in his/her individual classroom – written or verbal “buzzes” or a combination of both. Adjust minilesson accordingly.So today, I want to teach you to “create a buzz” – which means to make others want to read a book you’ve read and really liked, by [ writing these things on an index card ][refer to anchor chart you’ve prepared:]

Creating a Buzz about Books Tell the sort of readers who would like the book (ex: kids who like

mysteries) Summarize the book – tell some of the main events Tell why the book is special Don’t tell everything! Just enough to make someone want to read

it. Maybe read part of it aloud, if giving a book buzz. [like a brief book

talk] [Demonstrate either verbally or on an index card/chart paper creating a buzz about a book you’ve chosen.]Ask: Did you see how I…[restate anchor chart elements.]

Active Engagement:Now it’s your turn to try. Turn to your partners and take turns “creating a buzz” about the book you brought to the carpet today. [Have Ss do this verbally or write on an index card.] TW move around and listen in, coaching as necessary.

Share: Signal for attention and note what you heard/saw – complimenting successes and clarify procedure if necessary, referring to anchor chart. [You may want to indicate where in the room Ss will place books/recommendations if you are planning a special place for the “Buzz”.]

Link to OngoingWork:So today, we learned that readers recommend their books to others by [refer to elements on anchor chart.]So today during independent workshop, make sure you create one buzz, even if you’re not quite finished with that really good book, because we’ll need your buzzes for a surprise tomorrow! [Send Ss off for independent work.]

Launching ML17: Sharing the Buzz about Books (Speed Buzzing)Launching Day 17:Sharing the Buzz about Books (Speed Buzzing)Have Ss come to the meeting area/carpet with the buzzes they created on index cards yesterday.FYI: Speed Buzzing is similar to “speed dating”. [Not to be shared with students;)]

Connection:Yesterday we learned how to create a “buzz” about a book we’ve read and loved and want to share with others so they can read it, too. We learned to create our buzzes by [refer to anchor chart created yesterday.]

Teaching Point & Demonstration:So today, I want to teach you how we’re going to share our recommendations about these books by “Speed Buzzing.” [On an anchor chart entitled “Speed Buzzing” draw a quick sketch of ½ the Ss sitting in desks not moving, and an arrow to indicate the movement to the left of the other ½ of the Ss, with their buzz cards.] At my signal, [or whatever you choose], you will share your buzz with the person sitting across from you. At the next signal, partner number 1 will move to the right, while partner #2 will stay in their seats. Then you’ll each share your buzz again with the person across from you, until everyone has shared their buzzes with everyone else. [Demonstrate with Ss volunteers.]Ask: Did you see how [note main elements of “Speed Buzzing” as acted out by volunteers –refer to Create a Buzz anchor chart as necessary.]

Active Engagement:Now it’s your turn to try. [Number off partners -1, 2, 1, 2, and so on, if you haven’t already done so. Dismiss/Instruct Ss to form a “speed buzz” formation in whatever way works for your room…on the carpet, around the room, or seated at their desks, partners #1 on one side facing all the partners #2] At my signal, begin- partner #1 will share first, then partner # 2 will share with partner #1. You’ll each have about one minute to share your buzz and asking the buzz author questions is a great way to find out more about the book, to decide if you’d like to read it…but remember – just share enough to get your friends interested – don’t give away the end. [Conduct activity.][At conclusion, after all have shared their buzz, signal Ss back to carpet for Share.]

Share: Signal for attention and note what you heard/saw – complimenting successes and clarify procedure if necessary, referring to anchor chart. [You may want to indicate where in the room Ss will place books/recommendations if you are planning a special place for the “Buzz”.]

Link to OngoingWork:So today, we learned that readers use their “buzzes” during a “Speed Buzz” to recommend books you really like to others in our classroom.So today and every day when you read a great book, remember to create a buzz to be ready to share those books you love with others in our “Speed Buzzes.”