Welcome to the Unit - literacy.cmswiki.wikispaces.netliteracy.cmswiki.wikispaces.net/file/view/First+Grade+Unit+01...Unit One - Readers Build ... kindergarten, and you will also teach

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Teachers College Reading and Writing Project

Reading Curricular Calendar, First Grade, 2013-2014 Unit One - Readers Build Good Habits

UnitOne–ReadersBuildGoodHabits September(Level3ReadingBenchmark:D/E)

WelcometotheUnit Duringtheirkindergartenandfirstgradeyears,childrendefinethemselvesinrelationtoreading.Somedevelopidentitiesthatallowthemtosay,“I’magoodreader.ILOVELOVELOVEtoread!”whilesomechildrensayjusttheopposite.Yourchildrenwillcometoyouwithfairlywell‐developedsensesofwhatreadingamountstointheirlivesandofthemselvesasreadersbecausekindergartenwillhaveleftabigimpressiononthem,butnow,attheverystartofanewyear,thoserolesareespeciallyopentorevision.Youryoungstersarewillingtobe“soldabillofgoods”andyouneedtodosomeselling!Soasyoustartthisyear,keepforemostinyourmindthatyouneedtohelpeachandeverychildseehimselfandherselfassomeonewholovestoread.Yourjobatthestartofthenewyear,then,istorallyyourclass,toinspireyourkids,andtomakethequiet,individualconnectionsthathelpeachchildfeelsecure,confidentthatheorsheisbecomingastrongreader,writer,scientist,andlearner.JerryHarste,aprominentliteracyresearcher,oncesaid,“Ourjobistocreateintheclassroomthekindofrichlyliterateworldthatwebelieveinandthentoinvitechildrentoroleplaytheirwayintobeingthereadersandwriterswewantthemtobe.”

Welcome to the Unit

Overview

EssentialQuestion:HowcanIbethekindofreaderwhoreadsandrereadsforthewholetimeduringreading,gettingreadytotalktomypartner?

BendI:ReadingLongandStrong(Volume,Stamina,Fluency)HowdoImakesurethatIamreadingmanybooks,assmoothlyaspossible,foraslongaspossible?

BendII:ReadersMakePicturesinTheirMindsasTheyRead—andRevisethePicturesasTheyReadOn(Envisioning,Predicting,MonitoringforSense)

HowdoImakesurethatIampicturingandunderstandingwhatIamreading? BendIII:SharingBookswithFriendsMakesStrongerReaders

(StrengtheningPartnerships,Retelling,Clarifying)HowcanmypartnerandItalkaboutourbooksinwaysthatletussharethemandthinkaboutthemandalsohavefunwiththem?


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Inthisfirstunitoftheyear,yourfocuswillbeongettingeverythinginthereadingworkshopupandrunning,fromthebehaviorsandstrategieschildrenwillneedtoknowinordertoreadontheirown,aspartofaclass,andwithapartner,tothegoalstheywillsetforthemselvesinordertogrowasreadersandtocarryonwithsomeindependence.InBendI,you’llreviewwithyourstudentsthebehaviorsofreadersthattheylearnedinkindergarten,andyouwillalsoteachthemnewhabits.Childrenwillsetgoalsforthemselvesaroundreadingstaminaandvolumeandtheywilllearnbothstrategiesandprocessesforreadingdesignedtobuildtheirskillsasreaders.Theywilldiscovertheimportanceof—andreasonsfor—rereading,howtotackledifficultyasitarises,andwilltryoutsomeoftheworkthatpositionsthemuptotakeawaybiggerunderstandingsoftheirbooks.InBendII,you’llspotlighttheroleofenvisioningthatisintegraltoreadingcomprehension.Childrenwilllearnspecificstrategiesforvisualizingwhattheyread,andthey’lllearn,too,theimportanceofbeingflexiblewhilereading,revisingone’s“mentalmovie”asneeded.They’llhaveachancetorevisitandpracticethekindofbehaviorsthatsupportstrongtalksaboutbooks,andtheclosereadingworkthatbuildscomprehension.Inthefinalbendoftheunit,yourattentionwillturntotheworkthatchildrendoinpartnerships.Specifically,studentswilllearnhowtohaveproductive,meaningfulconversationsinwhichtheyworktogethertotackledifficulty,toaskthoughtfulquestions,andtobuildonandgrowtheirthinking.Aspartofthis,they’llengageinalittleactingandthinking/talkingacrossbooks.AsyourallyyourfirstgraderstobecomereaderswhoLOVEtoread,therearefivemajorstandardsyouwilladdressthroughoutthisfirstunit.Studentswilldemonstratetheirlevelofcomprehensionbyretellingstorieswithkeydetails(theworkofStandardRL1.2)andusingillustrationsanddetailstodescribethestory(theworkofStandardRL1.7).Studentswillusecontexttoconfirmtheirwordrecognitionandunderstanding(theworkofStandardRF1.4c).Aschildrentalktogetherduringthisunit,theywillrevisitsomefundamentalrulesfordiscussions,suchasspeakingclearly,oneatatime,aboutthetopicsbeingdiscussed,andlisteningtootherswithcare(theworkofStandardSL1.1a),andthencontinuingbybuildinguponothers’talkinconversations(theworkofStandardSL1.1b.)

CCSS/LS Standards Addressed in this Unit


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Gatheravarietyofhighinterestfictionandinformationalbooksinbinsorbaggiesthatspanyourstudents’currentjust‐rightlevels,basedonendofkindergartenreadingassessments.Beforeyoustarttheunityouhavesomechoicestomakeaboutbooks.Youcanusethereadingassessmentsfromkindergartentoputleveledbooksinbaskets,alongwithsomehighinterestbooks,andsendchildrenofftotablesthatmatchtheirlevels.Someteachersstarttheyearwitheachchildreadingfromabaggieofbookspreparedattheendofthepreviousyear.Theadvantageofchildrenthroughoutaschoolenteringthenewgradewithbookbaggiesinhandisthatthiswayyouneedn’tworryaboutassessingchildrenuntilthesummerrusthaswornoff,andchildrencanmeanwhilereadbooksthatareatleastwithintheirzone.Thenaftertwoweeks,baggiesandbookscanbereturnedtotheiroriginalclassroom.Ifyourschoolhasnotinstitutedthissystem,anotheralternativeistoborrowsometextsfromkindergartenclassroomssothatyoucanhangfamiliarenlargedpoemsandsongsaroundyourclassroom,conveneyourgrouparoundbelovedbigbooks,andrevisitsomefavoritepicturebooksandinformationbooksthatwereaspecialhitlastyear.Prepareindividualorpartnerbinsorbaggiesandindividualtake‐homebaggieswithclassnames.Onceyouhaveassessedchildrenandmatchedthemtobooks,you’llgiveeachreaderabaggieorbookbinofabout10‐12booksthatarewithinthatchild’sreachandyou’llinvitechildrentoswitchthecontentsofthosecontainersaroundeveryweek,drawingfromleveledbookcollectionsinyourclasslibrary.Haveawordwallreadytoaddclassnamesandhigh‐frequencywords.Youcanusetheclassnamestolaunchthewordwalluntilyouassessyourstudents’high‐frequencywordknowledge.Itisimportanttolocatethewordwallinanareathatisaccessibletostudentsandeasilyseenwhilereading.

Getting Ready


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Organizearecordkeepingsystemforassessmentsandconferring.Manyteachersusea3‐or4‐inchthree‐ringbindertohousetheirliteracyassessments,withasectionforeachstudent.Youwillalsowanttohaveasystemforkeepingyourconferencenotes,suchasclipboards,pocketfolders,notebook,orbinder.Decideonthetypeofreadinglogsyouwanttouseandmakecopies.Checkwithyourkindergartenteacherstoseehowtheyhadchildrenkeeptrackofhowmanytimestheyreadtheirbooks,andeitherborrowtheonetheyusedattheendofkindergarten,ormakeyourown.Onepopularlogamongteachershasaspaceforthetitleofeachbookinthechild’sbaggieandthencolumnsfortallyingeachday.Thebackhaspromptsthathelpkidsself‐reflectontheirweek’sreading,suchas“Whatbookwasyourfavoritethisweekandwhy?”“Whatdidyouworkhardonasareader?”“Whatdoyouplantoworkonnextweek?”Thisisonewaytohelpchildrenmakereadinggoals.Hereareafewotherthingsyouwillwanttoprepare:

Plantomakechartsthatwillsupportworkshoproutinesandreinforcereadingstrategies

Prepareagridwithstudentnamesdownthesidetocollectinformationasyouobservestudents

Selectreadaloudtexts,suchasRuthieandthe(notso)TeenyTinyLiebyLauraRankin,tomodelenvisioning,predicting,andretelling.

Gathersharedreadingtextsandbigbooksthatwillsupportbothwordsolvingandmeaningmaking(seeTheGingerbreadManbyBrendaParkesintheAppendix)

Werecommendthatyoudoacoupleofassessmentsthroughoutthisfirstunittogettheyearofftoastrongstart.Becauseyourstudentsarefirstgraders,manywillcomewithassessmentsfromkindergarten.Togettoknowyourstudentswell,youwillwanttoconductafewdifferenttypesofassessmentsacrossyourunit,aswellasacrosstheyear.Inadditiontotheseassessments,wesuggestconductingformativeassessmentsacrosseachbendofyourunitofstudyaswellasadditionalassessmentsthatcansupportyouinmakingcurriculardecisionsforreadingworkshop,sharedreading,orevenwordstudytime.Formativeassessmentscouldincludeone‐on‐oneconferringandtableconferenceswithgroupsofkids.

Assessment


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InitialAssessmentsThefirstassessmentthatwerecommendisaninformalrunningrecordtobeconductedduringthefirstfewdaysofschool.Onapieceofpaper,youcanrecordwithcheckmarkseachwordthatthechildreadsaccurately.Writedowntheirmiscuesandthenaskacoupleofcomprehensionquestionsaboutthetext.Soonyou’llhaveachancetoconductformalrunningrecords,andyou’llbeabletomovechildrentothemostchallengingtextstheycanhandlewith95%accuracyandcomprehension.Bythen,you’llbeabletobeginsupportingreadersthroughbookintroductions,coaching,guidedreading,andsmall‐groupwork.Fornow,justmakesurethatkidsarematchedtobooksthattheycanreadandunderstand.Somekidswillhavemovedasreadersoverthesummer.Keepmovingkidsuptohardertexts,ifyoufindthattheyneedmorechallengingbooks.Runningrecords:Youcanwaituntilmid‐wayortowardstheendoftheunitThesecondformofassessmentyouwillwanttoconductareformalrunningrecords.Youcandecidewhenintheunityouwouldliketobegindoingthese.Youmaydecidetowaituntiltheendoftheunit,sothatstudentshaveachancetowarmupandcatchuptowheretheywerelastyear.Also,waitinggivesyouanopportunitytogetabettergraspofwheretheirjustrightbooklevelisfirst,beforeyougivethemarunningrecordthatwillbeattheinstructionallevel.Beawarethatsometeachersassessuntilthechildreadsabookwith95%accuracy,fluencyandstrongcomprehensionandthenstopassessing,saying,“I’vereachedthechild’slevel.”Youwon’tknowifyouhavereachedthemaximumlevelunlessyoukeepgoingbeyondthatpoint,assessingahigherlevel.Perhapsthechildisokayatthatnextlevelaswell.Youwon’tknowuntilyoutry.Youwillwanttoknowwhatskillstoworkontomovethatreaderforwardanduptothenextlevel.Establishingafewgoalswillsupportnotonlythiscurrentunit,butalsotheunitstocome.Ifachildseemsalmostatthatnextlevel,youmightsuggestshemoveintoamixedbaggie,withsomebooksthatareeasy,andsomethatarethenextlevelup,andjustaweebithard.Ifchildrenseethemselvesmakingprogressearlyintheyear,they’llcometoexpectthatthiswillbeayearwhentheirreadingtakesoff.YoucanfindblankrunningrecordformsontheRWPwebsite:www.readingandwritingproject.com.SpellingInventorytoInformPhonicsandSpellingWorkAcrosstheUnitandtheYearThethirdandfinalassessmentwerecommendbeforeunittwobeginsisaspellinginventory.Youmightuseyourwordstudytime,earlyinthefirstweek,toconductthespellinginventory.Thiswilltakeabout30minutesinyourdaytoadminister,butfromityoucanlearnatremendousamountabouthowtoestablishyourphonicssmallgroupsandwhatexactlytoteachinphonicsandspellingduringwordstudy,sharedreading,andreadingandwritingworkshop.ThespellinginventorycanbefoundinthebookWords


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TheirWay(Bearetal.2008),alongwithspellingandphonicslessonsthatmatchthelearner’sspellingstage.AssessingreaderswhoarebelowbenchmarklevelinSeptember(LevelsCandbelow)Evenduringthefirstweekofschool,you’llwanttopayspecialattentiontoreaderswho,accordingtolastyear’sdata,arebelowgradelevel.Whileformalassessmentcanwaituntillaterformostofyourclass,youwillwanttogetajumpstartonattendingtoyourmostvulnerablereaders.Rightawayyouwillwanttotakeformalrunningrecordswithyourstrugglingreaderssothatyougetthesechildrenintojustrightbooksimmediately.Runningrecordsalonewon’ttellyouthesourceoftheirdifficultysoyouwillalsoassesstheirknowledgeofhigh‐frequencywords,conductaspellinginventory,andevaluatetheirabilitytomatchletterswithsounds.Alloftheseassessments,exceptthespellinginventory,areavailableontheRWP’swebsite(www.readingandwritingproject.com).Ideally,youcandrawonthesupportofaschoolreadingspecialistorliteracycoachtohelpyouadministertheseassessmentsanddeviseplansforeachat‐riskreader.Certainlyifayoungsterisreceivingadditionalhelp,youwillwanttobesurethathelpiscoordinatedwiththehelpthechildreceivesinyourclass.IfYouHaveTimeandNeedMoreInformation:BuildingAReadingLifeLearningProgressionYourgoalsforthisunitwill,toalargeextent,involveyourfirstgraders’readinghabits.TheRWP’sBuildingaReadingLifeLearningProgressioncanguideyourclass’progresstowardsengagedreading.Youcanturnthislearningprogressionintorubricsandchartsthatyourchildrencanusetoself‐assesstheirhabitsasreaders.Ifyoudecidetousethatlearningprogression,thenwerecommendthatononeofthefirstdaysofyourreadingworkshop,youconductaquickinitialassessment.IfyouhavemadeagridonwhichyoulistthenamesofyourstudentsdownthesideofapageandlistthefeaturesfromtheBuildingaReadingLifeLearningProgressionacrossthetopofthepage,youcancollectinformationnowandagainattheendoftheunitonthispaper.Occasionallystopteachingtodoaquickstatus‐of‐the‐classsurveyandusethatmethodtorecordthingsliketheapproximateamountoftimekidssustainreadingindependently,thosewhofinishonebookandstartanother,ontheirown.Byseeingwheretheclassfallsinthislearningprogression,you’llhavehelpmakinginstructionalplansfornextsteps.Perhapsinthemiddleoftheunitandcertainlytowardstheendofit,youwillwanttoagainpauseperiodicallyduringoneday’sreadingtime,doinganotherquicksurvey,notingthesamebehaviors,andthissummativeassessmentwillallowyoutoseeandnoteincreasedworkhabitsandindependenceduringreadingworkshoptime.Aboveall,makethissurveypublicandenlistkids’helpintheendeavortoreachforhighergoals.


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Oneofthechallengesthatyou’llfaceatthestartoftheyearisthatyouwillbeassessingyourchildrenasreaders(andindoingso,notingwhattheycan’tdoaswellaswhattheycando)andyouwillalsobemakingsurethateachchilddevelopsapositiveviewofreadingandupbeatexpectationsfortheirreadingduringtheyearahead.Youandeachofyourchildrenwilldiscovertogetherwhatthatchildcando,andcan’tyetdo,asareader.Somechildrenwillnotquitebewhereyou’dhopetheywouldbeinthetrajectoryofreadingprogress,andfrankly,childrenwillprobablyseethat.Youmayaswellprepareyourselftobeopenaboutthat,“Yes,youneedabitofhelpwithlettersandsounds,butnoproblem,you’llgetthathelpstraightawayandgoodness,theprogressyou’llbemakingthisyear!Whoa!”Whenyoubuildupeachchild’sself‐conceptasareader,itwillhelpifyou,yourself,haveabroadviewofwhatitmeanstobeareader,sothatyoudon’tfallintothemindsetofthereisjustoneway.Thatis,achildcanbeareadernotjustbyreadingbookswithhigheralphabetlevelsaffixedtoeachspinebutbyreadingnumbers,charts,mathproblemsandbaseballstatisticsreallywell,thinkingalotaboutthem,orbyhavingreallythoughtfulideasaboutbooksyoureadaloud,ortheoneshereadsonhisown.Remember,oneofthemostimportantfactorsinachildmakinggreatprogressinreadingisthattheyareconfidentabouttheirabilitytoreadandfeelthattheycantakerisks.SupportchildrenastheyresumepracticeofreadingbehaviorstheylearnedlastyearEarlyon,helpyourchildrengetbackintotheswingofpointingundereachword,checkingforone‐to‐onematching,lookingatthepicturesandtheprintforhelpwithtoughwords,andsoforth,whicharesomeofthefundamentalsthattheCommonCoreexpectedofyourstudentslastyear.Evenifyoucanborrowbooksfromlastyear’sclassrooms,itislikelyyourchildrenwillneedhelprememberingtousemanyofthestrategiestheylearnedlastyearandtogetbackintothehabitoffunctioningasindependentreaders.Tosupportthisindependenceandtohelpchildrenstayengagedandfocusedduringreadingtime,setthemuptodolotsandlotsofreading.Earlyintheunit,they’llprobablybedrawingonbinsofaccessiblefamiliarbooks,andthenonceyouhaveassessedeachreaderandsethimorherupwithabinofbooks,helpallyourkidsgetintothehabitofshoppingforatleasttentotwelvebooksperweek.Thestartoftheyearisyourchancetosetthepulseofthereadingworkshop—sobesuretosetithigh!You’llwantyouryoungreaderstoshareyourenthusiasmforreading,evenwhentheyencounterdifficultiesorlags,astheysurelywill.Readingwon’talwaysbea

BendI:ReadingLongandStrong


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breeze,andyouwon’twanttosugarcoattheworkforchildren.Instead,readingtakesdrivetogetstartedandmomentumtokeepgoing.Sometimesreadersgettiredorencounterbumpsintheroad—andwhenthathappens,theyknowthattheyneedtotryalittleharder.Thegoodnews,youcantellreaders,isthattherearethingstheycandoasreaderstobetheverybestreaderstheycanbe.Asfirstgraders,theyalreadyaredoingsomeofthosethings—andsoonthey’llbedoingevenmore.TeachchildrenbothprocessesandstrategiesforreadingYou’llteachchildrenthatreadersgetreadyforreadingbeforedivingintoabook.First,theyfindacomfortablereadingspot,onewheretheyknowtheycangivethemselvesovertoagoodbook,andthentheysettleintothatspotwiththebookthey’veselected.Buttheywon’treadjustyet.First,they’llwanttospendafewminutesgettingafeelforthebook.Theycanlookatthecoverandtheback,noticingwhatkindofimagestheysee.Thentheycanflipthroughthepages,lookingatthepicturesandthinkingaboutwhatmighthappeninthisbook.Inthisway,childrenwillwarmuptoreadthisbook.Forexample,inFourIceCreamsbyJennyGiles(levelC)kidscanlearnfromlookingatthecoverthatadadhasfouricecreamconesandheseemstobegivingoneofthemtomom.Askidslookfurtheratthepagestheywillseethatheisalsogivingicecreamtohischildren.Thissetsthemuptounderstandtheconceptofthebookandastheyreadtheywilldiscoverasurprisethatendswith“Fiveicecreams.”Previewingbeforereadingandthinkingabouttheconceptswillenablekidstounderstandastheyencountersurprisesandhumor.Thislessonshowschildrenthatwhenpeopleread,theydon’tjuststartwiththefirstpagetheyhaveaprocessforgettingsettledintoabook.You’llwantyourkidstorecognizethatyouhavegiventhembothaprocessandarepertoireofstrategiestochoosefromwhenreading.Inthisway,youwillbesupportingyourstudentsastheyengageinhigherlevelthinkingaboutgettingreadytoread.NormanL.Webb,inhisDepthofKnowledge(DOK),challengesustogivestudentstheopportunitytonotonlylearnstrategies(Level2)buttoapplythosestrategiesbychoosingwhichoneswillbestservetheminaparticularsituation(Level3).Bygivingstudentsarepertoireofstrategiesforpreviewingbooks,weincreasetheirDOKlevelbysettingthemuptomakepurposefuldecisionsratherthanjustapplyingoneassignedstrategy.TeachchildrentomakegoalsforthemselvesaroundreadinglongandstrongAstheunitprogresses,you’llteachchildrenthatreadersset

"TodayIwanttoteachyouthatreadersgetreadytoreadevenbeforetheybegin.Onewaytheydothisisbyflipping

throughthebook,lookingatthepictures.Sometimes

readersask,'Whatwillhappen?or'WillIlearnstuff?'"

"TodayIwanttoteachyouthatreaderssetgoalsforthemselvestoreadlongandstrong.Theymightstartbyjustreadingacoupleofbooksinoneday,butthentheymightsay,'IbetIcanreadevenmore!'Theymightevensetagoalforthemselves."


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goalsforthemselves.Atfirst,readersmightonlybeabletoreadacoupleofbooks.Butthemoretheyread,thefastertheyfinishtwobooks,andsoontheythinktothemselves,“IbetIcouldreadevenmore!MaybeIcouldreadfiveorsixbooksinsteadoftwoorthree.”Theycanevenkeeptrackoftheirreadingbyrecordingwhichbookstheyreadeachday.Theycandothisintheclassroomandtheycandoitathome.Thisgoalworkwillcommencechildren’srecordkeepingoftheirreadingwork.Youmightteachthemtomanageasimpleversionofareadinglog;havethemputaPost‐itonthebackofeachbookandaddatallymarkeachtimetheyreadit,asmanyofthemdidintheirkindergartenclassrooms.Alternatively,youcouldsetchildrentotracktheirreadinginasimplebookloginwhichtheyrecordtheirbooktitlesandthentallytheirrepeatreads.Howeveryouchoosetosetchildrenuptotracktheirreading,youwillwanttotalkuptheimportanceofreflectingonvolume.Wehavefoundareadingtrackingtoolsupportsthenotionthatinadditiontoreadingmoreandmorebooks,readersalsoreadforalongtime.Teachstudentstousetheirbaggiestohelpthemdothislongreadingwork.Itisnothardtosellchildrenontheideaofreadingforlongperiodsoftime.Bynowyourkidswillbeeagerlytrackingtheirprogressandfeelingmoreandmoreconfidentastheymeasuretheirgrowthinconcreteways.Youcouldcreateachartoralinegraphthatshowshowlongchildrenreadduringthefirstweekofschoolandhowtheyhavebuiltuptheirreadingovertime.Thisway,childrenwillfeelthattheirreadingstrengthsaren’tjustmakingthemstrongreadersontheirown,butaremakingthewholeclassastrongerreadingforce.Youmightevenjoininahealthyread‐a‐thonwithotherfirstgradeclassroomsbyhavingachartoutsidetheclassroomdoorthatindicatesthenumberofminutestheclasshasreadeachday,whichwillrallykidsacrossthegradetoreadevenmore.Talkuptheimportanceofrereading,teachingpurposesforthisinseveralminilessonsTohelpyourchildrenstayfocusedonbooksandonreadingforlongerstretchesoftime,encouragethemtoreread.Youcanspendafewminilessonsteachingstudentsavarietyofpurposesforrereading.Forexample,youmightteachthemthatwhentheyfinishabook,theycangobackandreaditagain,thistimeintheirbeststorytellervoice.Theycanalsorereadabooktofindsomethingtheydidn’tnoticeorthinkaboutthefirsttimetheyreadit.KidsmightnotunderstandwhyattheendofFourIceCreams,thelastpagesays“Fiveicecreams!”becausetheyarefocusedontheprint.Astheyreturntothebookandreread,theywillhaveadeeperunderstandingofthechangeandsurpriseattheend.Soyoucanteachthemthatoftenreaderswillfocusalotonthewordsthefirsttime,butwhentheyrereadtheyhaveanopportunitytofocusmoreonthepictures.Showthemexamplesofbookswherethepicturesoffermoreinformationthanthewords,aswellasbookswhosepicturesmaycontradictthewordsofthebook(suchasSaturdayMornings,aMondobook).Youmightwanttocreateachartcalled“DifferentWays

"TodayIwanttoteachyouthatreadersrereadbookstonoticethingsthattheydidn'tnoticebefore.Onereasontheydothis

istolearnmorefromthepicturesthattheydidn'tlearn

fromthewords!"


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WeCanReread”sothatchildrenlearnthatallofthesearereadingchoicestheycanmakeatanygivenmoment.Youcanaskkidsaboutthechoicestheyaremakingortothinkaboutbetteronestheymightmake.Again,thissortofrepertoireteachingwillencourageyourstudentstogofromsimplyapplyinganassignedstrategy(DOKLevel2)tomakingameaningfulchoiceaboutwhichstrategieswillbestsuittheirindividualrereadingpurposes(Level3).InvitechildrentothinkthroughideasforhowtodealwithtroublewhenreadingYoucanalsoteachchildrenthateventhestrongestreaderscanlosefocusforabit.Perhapsthere’saloudnoise,orsomethinginterestinggoingoninanotherpartoftheroom.Perhapsthereaderhastogogetatissuetowipehisnose,ormaybesomeoneinterruptsthereader.Wheneverthesethingshappentoreaders,theyhavestrategiestogetrightbacktoreading.Forexample,readersoftengobackapageortwo(oraparagraphortwo)andrereadtorefreshtheirmemoriesaboutwhat’sgoingoninastory.Youmaywanttodoabitofinquirywithyourchildrenandelicitfromthemwhatstrategiestheyhaveusedinthepasttogetthroughtrickywordsorpartsoftheirbooks.Thiscanbethestartofyourchartcalled“WhileI’mReading,IfIGetStuckICan...”Youwillwanttobesurethatyouarebuildingonwhatkidsalreadyknow.Duringthisfirstunitofstudy,you’llwanttomakeapointofremindingstudentswhattheylearnedtheyearbeforeandnowknow.Manyteachersfindithelpfultocreatesometools,likecharts,withchildrenthattheycanuseindependentlywhentheygetstuckorneedreminders.Whenkidscontributetowritingthestrategies,thishelpsthemalsorecallandgraspwhattheycandotohelpthemselves.Useread‐aloudtomodelthekindofthinkingandtalkingworkyouexpectchildrentodoRead‐aloudwillplayabigroleinSeptember.InRWPworkshops,themainpurposefortheseearlyread‐aloudsistoteachyourchildrenthatduringthistime,theywillhaveanimportantresponsibilitytothinkandtalkaboutthebooktheyarereading.You’llalsoteachstudentsyourexpectationsforparticipation,engagement,andbehavior.Modelhowtomakeapredictionaboutabookbylookingatthecover,flippingthroughthepages,andenvisioningwhatyouthinkitwillbeabout.Thenmodelhowtopredictandreviseand/orconfirmthatpredictionasyoureadthroughthebook.

"TodayIwanttoteachyouthatwhenreadersgetdistracted,

theyhavestrategiestogetrightbacktoreading.Ifthishappenstoyou,youmightgobackalittlebitinyourbookand

rereadtorefreshyourmemoryaboutwhatishappening."


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Teachingretellingrightfromthestartoftheyearwillbeveryimportantaswell.CommonCoreStateStandardRL1.2expectsfirstgraderstobeableto“retellstories,drawingonkeydetails,anddemonstrateunderstandingofthecentralmessageorlesson.”Therefore,you’llwanttomodelforchildrenhowtoincorporatemeaningintoyourretelling.Youwon’tjustsay,“InRuthieandthe(NotSo)TeenyTinyLie,Ruthiefindsatinycameraontheplayground,liesthatitishers,andattheendadmitsshewaslyingandgivesitbacktoMartin.”You'llsay,“InRuthieandthe(NotSo)TeenyTinyLie,Ruthie,wholovesallteenytinythings,isdelightedwhenshefindsateenytinycameraontheplayground.WhenherclassmateMartintellsherthecameraishis,shelies,insistingthatitishers.That’sbecauseshewantsthatcamerasobadly.Theteacher,notknowingwhotobelieve,takesthecameraawayfrombothofthem.Ruthiefeelsawfultherestofthedayandfinallybreaksdowntoherparents.Theyassureherthateveryonemakesmistakes,andthatshecanfixhers.ThenextdayshetellsherteacherthetruthandsayssorrytoMartin.Herteachertellshershewasbravetobehonest,andMartinsaysit’sokay.Shehaslearnedsomevaluablelessons:Weallmakemistakessometimes,lyingcanleadtolotsofagony,andpeoplewillforgiveyouifyoutellthetruth.”ItisalsohelpfultoreadsomelevelC/D/E/Fbooksforreadaloudandmodelaretellingsothatkidscanhearretellingsfrombooksthatareasimilarcomplexitytowhattheyarereadingaswellasvalidatingthereadingofbooksatlowerlevels.Bydoingthis,forexample,BabyTigerCheatsCheetah(levelC)youmaywanttomodelhowtoretellthissimplebookwithcomplexconceptsbyshowingkidshowtoretellacrosstheirfingers...“First,BabyCheetahtellsBabyTigerthattheyshouldhavearaceandhewillwin.Next,BabyTigerrunsoffasfastashecan.Then,BabyCheetahyellsathimtocomebackbecausehehadn’tsaidthattheracehadstarted.Finally,BabyTigertellsBabyCheetahthathecanrunfastbuthe(BabyTiger)wontherace.”BystartingwithasimpleretellofalevelC/D/E/bookyouwillbeshowingyourkidswhattheycantrywhentheygoofftoread.AndasyoumodelretellsinabooksuchasRuthieandthe(NotSo)TeenyTinyLie,youwon’texpectthatyourstudentswillretellwithquitethatlevelofsophistication,butyouwillmodelitfortheminthisway,withtheexpectationthattheywillbegintoapproximatethisastheyretelltheirownbooks,touchingonimportantdetailsandgesturingtowardalargermessageorlesson.Thiswhole‐classexperiencewillsupportchildrenwhentransferringtheseskillstoindependentreading.Someofyoumayfindithelpfultoassignread‐aloudpartnershipsearlyintheyearanddoexplicitteachingabouttheexpectationsforpartnerworkduringtheseread‐alouds,suchasturn‐and‐talk.Thesebeginning‐of‐the‐yearread‐aloudpartnershipstendtolastforonlyaweekortwo.Beforelong,youwillknowchildrenenoughtoestablishlonger‐lastingpartnershipsinBendThree.


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Inthesecondbend,you’llspotlighttheworkofenvisioningandofbeingaflexiblereader.Youcouldsay,“Whenreadersgetreadytoreadabook,theycanmakeapictureintheirmindofhowthebookmightgo.Theycanusethecover,lookatthewordsandpicturesonthefirstpage,andflipthroughthepagestogetasenseofwhatkindofbookitwillbe.Andbecausetheyknowthatbooksdon’talwaysgothewaytheythinktheymightgo,theyalsoknowthatthepictureintheirmindmightnotmatchthestoryastheyreadon—andtheygetreadytoreviseitwhenthathappens.”SharesomestrategiesforpreviewingandreadingbooksTeachchildrenthatreadersdon’tjustlookatthecoverandthefirstpageofthebookandthink,“Idon’tknowhowthiswillgo.”Ofcoursetheydon’tknowhowthestorywillgo,buttheyhavesomeideas,andtheybeginmakingapossiblemovieintheirmind(justatinyone)beforetheystarttoread.Thistakesbrainpower.Ittakesimagination.Likewise,aschildrenread,theywillneedtousetheirimaginationtoaltertheirideaofwhatabookisaboutwhentheyreadtheactualwordsthatareonthepage.Forexample,achildreadingastoryaboutaboyvisitinghisgrandparents’farmmightatfirstthinkthecharactersarestandinginverytallgrass.Butwhenshelooksatthelettersintheword,she’llseenotagbutacandwillhavetothinkaboutwhatelsemightbeatallleafythingthatbeginswiththeletterc.Perhapsshe’llrecallthatfarmersgrowcrops—andwillthinkaboutfoodsthataregrownthatbeginwiththelettercandwillrealizethatinfact,thesearecornfields.Infiguringoutthistrickywordthechildwillneedtoorchestratemeaninginformationfromthebook(thechildisatafarmstandinginsomethingtall)andvisualinformation(thewordstartswithac).Byputtingthisinformationtogether,thechildwillbeabletofigureoutthetrickyword.Thishigh‐levelprocessofgatheringinformationandthensynthesizingittoreadwithaccuracyisjustthekindofworkthatNormanWebbdescribesasDOKLevel3.

BendII:ReadersMakePicturesinTheirMindsasTheyRead–andRevisethePicturesasTheyReadOn

"TodayIwanttoteachyouthatbeforereadersstart,theylookatthecoverandgetsomeideas.Theythinkabouthowthebookmightgoandmakeatinymovieintheirmindwiththeirimagination."

"TodayIwanttoteachyouthatreaderssometimesimaginewhata

wordisgoingtobeandthen‐whoops!‐itdoesn'tmatchwhatisonthepage.Ifthishappens,youcouldthink,'Whatmakessense?'and'Whatmatchesthe

lettersintheword?'"


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Itisnotasmalldealtoteachchildrentorevuptheirbrainsinanticipationofreadingtheprintonthepage.Wesuggestyouencourageyourchildrentopausebeforetheystarttoread,nottodiverightintothewordworkofreading,buttoinsteadfocusonthecontentofthebook.Thispositionsthemtomakeandrevisemeaningastheyread.Setthemuptotrythiswork.Perhapsyou’llhavethemlookatabooktitledAttheZoo.Beforetheyread,they’llthinkabouttheanimalstheyhaveseenatthezooandthusexpectthatthebookmayhaveanelephantandsometigers,andmaybeahousefullofsnakes,too.Then,astheyreadthatbook,theactualwordsmaychallengethoseexpectations.Thisworkofrevisingpredictionsoradjustingexpectationswhenthebooknecessitatesitisimportant.AccordingtoCommonCoreStateStandardRL1.7,firstgradersshouldbeableto“usetheillustrationsanddetailsinastorytodescribeitscharacters,setting,orevents.”Thisparticularreadingwork,andthisunitingeneral,supportsthatskillwork.Aschildrenreadtheirbooks,helpthemholdintheirmindswhattheyanticipatethebookwillbeabout.Astheyreadeachpagetheywillthinkabouthoweachpagegoeswithwhattheyanticipated,ortheywillrevisethoseideas.Teachthemthatwhenabooktakesadifferentspinonanideathantheyanticipated,theyneedtorevisetheirthinkingtoensuretheyaregettingthebook’sintendedmeaning.Muchofthisworkinvolvesenvisioningandpredicting,thoughyouwon’t,ofcourse,nametheseskillsforchildren,insteadkeepingitlight.Youmight,forexample,saytothechildreadingthestoryaboutaboywhoopensaboxofanimalcrackersanddaydreamsaboutunusualcreatures(IHadaHippopotamus:levelD)youmightsay,“Whatdoyouseeasyoureadthisstory?Whatkindsofanimalsfromtheboxofanimalcrackerscanyouimagine?”Ofcoursechildrenwillgetmuchofthisfromtheactualillustrations,butthiswillconveytothemthatreaderspayattentiontopicturesastheyreadusingthemtoreally“see”thestory.Astheactionunfurlsoneachpage,youcancoachchildrentoaddtotheirmentalpicture.“Look,hegaveawarthogtothegirlnextdoorandshe’shavingapicnic.Whatdoyouthinkwillhappennext?”TheStandardsexpectfirstgraderstoengageinthiswork,specifically,StandardRF1.4statesthatfirstgradersshouldbeableto“usecontexttoconfirmorself‐correctwordrecognitionandunderstanding,rereadingasnecessary.”Revisitsomeconversationprotocolsandbehaviors,asneededDependingonyourstudents’experienceswithread‐aloudinpreviousschoolyears,youmayfindthatit’snecessarytomodelhowtoturnandtalkandtorevisittheconversationtechniquesdescribedinthepreludetothiscalendar.Wesuggestafewdifferentoptions.Oneistoreadaloud,thensaytochildren,“Whocouldgetusstartedinaconversation

"TodayIwanttoteachyouthatsometimesbooksdon'tgoexactlythewayreadersthinktheywill.

Whenthishappens,youhavetostopandchangethemovieinyourmind."


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about...?”Thencallononechild,andafterheorshespeaks,scantheroom,noddingforsomeoneelsetoparticipate.Asyoudothis,watchforinstanceswhenchildrendothesortsofthingsyouhopethewholeclasswilldo.Ifonechildsays,“Ithink...because...”andthenreferstothebook,say,“Wow.Iamsoimpressedthatyoualreadyknowhowimportantitistobackupyourideasbysaying,‘Ithinkthisbecause...’andthenreferringtothebook.You’rejuststartingfirstgradeandalreadyyouknowthat!”Ifyouworrythatit’stooearlytoconveythistochildren,don’t.Astheygetolder,theywillbeexpected,increasingly,togroundtheirthinkinginspecifictextevidence,acrossthedisciplines.Whenachildaddsontoortalksbacktowhatanotherchildhassaid,againexpressenthusiasm.Ifachildasksanotherchildtosaymore,youcanpracticallyfalloverinexcitement.Thiswon’tbeanexaggeration,either;theCommonCoreaddressestheabilitytoaddontoand/orclarifyinformationinconversationinthreeofitsstandards(SL1b‐c,2,3).Theseskillsarecrucialtosuccessinanysubject,andcertainlyinreading,whichreliesheavilyontheabilitytocomprehendanddiscussthecontentsofbooksthroughconversation.Ofcourse,ifchildrendonotrememberhowtohaveaconversation,you’llwanttoreintroducethemtotheexpectedbehaviors.Theclasscouldvisitaclassofolderstudentsandlisteninastheytalkabouttheirbooks.Astheydoso,pointoutthethingstheydo.Then,backinyourownclassroom,say,“CananyonetalkbacktowhatJoejustsaid?Doyouagree?Doyouhaveanexample?LetJoeknow.”Aschildrentalktogether,nameandspotlightwhatsomechildrendowell.Thiswillallowyoutorevisitsomefundamentalcharacteristicsofahigh‐levelconversation,suchasspeakingclearly,listeningactively,disagreeingwithcivility,addingontowhatsomeonehassaid,stayingwiththebookinsteadofgoingoff‐track,andsoon.This,too,supportstheCommonCore’sSpeakingandListeningStandard1.1,whichexpectsfirstgradersto“participateincollaborativeconversationswithdiversepartnersaboutgradeonetopicsandtextswithpeersandadultsinsmallandlargergroups,”andinparticularsubcategoriesbandc.UseRead‐aloudtomodelthesortofclosereadingthatleadstocomprehensionTheRWPstressestheimportanceofplanningclosereadingsforreadaloudthatteachnotonlymethodsfortalkingwell,butalsomethodsforcomprehendingwell.Atthispointintheyear,youmaywanttofocusonreadingabitandthenstoppingtomodelhowyoumonitorforsense.Youcanshowstudentshowyoustopandretellthemaineventsbeforeyoumoveon.Itislikelythatyourfirstgradersalreadyknowhowtopredictwhatwillhappennextanddosoquitenaturally.Youcanpauseandsay,“Sofar...happened.Iwonderwhatwillhappennext?”Studentscanturnandtelltheirpartnerwhattheythinkwillhappenandwhytheythinkthis.Someofyourread‐aloudsmightalsofocusonreactingtothebookandmakingsimplecharacterinferencesbyputtingyourselfinacharacter’s


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“shoes.”Youcansay,“Wow!In‘Let’sGetaPup!’SaidKatebyBobGraham,Kate’sfamilyfeelsreallysadwhentheyadoptDaveandleaveRosieattheanimalshelter.IfthatweremeIwould......”Promptstudentstoexplaintheirreactionstothebookandempathizewiththecharacter.ThisretellingworkissupportedbyCCSSRL1.2.

Forthisfinalportionofthefirstunit,you’llofferyourchildrensupportintheirbooktalkswiththeirfriends.Youmightsay,“Forthenextfewdays,we’lllearnwaystoreadwithafriendsothatyoubothbecomestrongerreaderswhocanreadforlongertimes.”ReviewandgrowtalkingbehaviorsandstrategiesinthecontextofpartnershipsItwillhavebeenawhilesincechildrenhavereadwithapartner.Inadditiontoalltheindependentreadingworkchildrenwillengageinthisyear,theCCSSinSpeakingandListeningemphasizetheimportanceofdevelopingconversationalskills,andpartnertimeistheperfectplacetogetthisgoing.Startbyremindingstudentsofthebasicsofpartnerreading:

howtosithip‐to‐hip howtoplacethebook(inthemiddleofthem) howtoreadonebookbetweenthem howtotaketurns howtodecidewhogoesfirst,whosebooktoread,and

othersharingtechniques.Teachdifferentwaystoreadwithapartner,suchasecho‐reading,choralreading,androleplaying.RemindchildrentotalkoffofPost‐itsduringpartnertime,toretellbookstoeachotherattheendoftheirreading—eithertellingbeginning,middle,end;problemandsolution;orsynthesizingthebookandsaying,“Mybookiscalled...because...”or“Thetitleofmybookis....andit’smostlyabout....”ThisaddressesCCSSSL1.a,whichstatesthatstudentsshouldbeableto“followagreeduponrulesfordiscussion.”(e.g.listeningtootherswithcare,speakingoneatatimeaboutthetopicsandbooksunderdiscussion).Youmayneedtotuckinlittlereminders,butingeneral,bythistimeintheyear,yourfirstgradersshouldhavethesebasicspeakingandlisteningskillsdown.

BendIII:SharingBookswithFriendsMakesStrongerReaders

"TodayIwanttoremindyouthatreaderstalkabouttheirbookswith

theirpartners.Onewayyoucandothisisbypretendingtobeacharacterin

yourbookandactingitout!"

"TodayIwanttoteachyouthatwhenreaderstalktotheirpartnerstheyaskquestions.Ifyourpartnersays

somethingconfusingyoucouldsay,'Huh?Whatdoyoumean?'"


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Aspartnersfurthertheirreadingrelationships,youwillalsosupporttheminStandardSL1.b,thatis,youwillnudgethemnotonlytovoicetheirownthoughtsandideasaboutabook,butto“buildonothers’talkinconversationsbyrespondingtothecommentsofothersthroughmultipleexchanges.”Steerthemto“askquestionstoclearupconfusionaboutthetopicsandbooksunderdiscussion”(SL1.c).Partnershiptalkisanimportantpartofthereadingworkshopandofchildren’sreadinglives.Partnersmeeteverydaytoreadandtalkasyouconferwiththem,teachingkidshowtocoacheachotherintheirreadingandhelpingthemtalkmoreabouttheirbooksaftertheyread.TheseareallpartoftheexpectationslaidoutintheRWP’sBuildingaReadingLifeContinuum,andthatdocumentwillfurtherassistyouwithyourinstructiontosupporttheseskillsandbehaviors.ChannelpartnerstoaddressdifficultyandtoaskthesortsofquestionsthattriggermeaningfultalkYoucanshowpartnerswaystocoacheachotherintheirreadingbyrelyingonstrategiestohelpthemgetthroughtrickypartsandfigureoutwords.Youcanalsoteachchildrenwaystoretelltopartnersaftertheyreadtoeachother.Aschildrenretell,you’llnudgethemtothinkaboutwhatthemostimportantpartsoftheirbooksare.Ratherthantellingeverything,they’llwanttothinkaboutwhichpartswillgivetheirpartnerasenseofthemajoreventsofthebook(CCSSSL1.2)andwhichpartsmatterthemosttothestoryline.Kidswhoarereadingathigherlevels,suchasJandabove,thisearlyonintheyearcanreadinsame‐bookpartnershipsandreadandtalkabouttheimportantpartsoftheirbookstogether.YoumaywanttorefertoUnitOneintheRWPSecond‐GradeCurriculumCalendarforReadingforideasabouthowtosupportyourhigher‐levelreaders.Aspartnerstalkabouttheirbookswithoneanother,you’llwanttobesurethattheyareaskingtherightsortsofquestionstohaveameaningfulconversation.You’llobserveandnote:

Aretheythinkingaboutwhodidwhatwhere? Whentheyretell,aretheysharingwhathappenedatthebeginning,middle,andend

oftheirbooks? Aretheylookingatboththepicturesandthe

booktogetafeelforthestory,andrevisingtheirmentalimagewhenneedbe?

Aretheyconsideringwhatchangedoverthecourseofthestory?

Whathavetheylearnedasreaders?

"TodayIwanttoteachyouthatreadersthinkaboutexactlywhatpartsofbookstheywanttosharewiththeir

partners.Onewaytheydothisisbythinking,'Whatarethemostimportantparts?'or'Wheredidsomething

BIGhappen?'"

"TodayIwanttoteachyouthatwhenreadersfinishabooktheytalkwiththeirpartnersaboutwhattheylikedandwhattheydidn'tlikeaboutit.Youmightsay,'Ilikedthepartwhere....'and'Ididn'tlikethepartwhere....'"


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Challengepartnerstoengageindramaandcross‐booktalkItmightbehelpfulforpartnershipstoactoutpartsoftheirbooks,especiallypartsthatareparticularlydramatic.Whenkidsfinishabooktogether,theyalsomighthelpeachdrawsomeconclusionsaboutwhathappenedinthebook.Theymighttalkaboutwhysomeofthethingsthathappenedintheirbookchangedandhowthecharactersfeelattheend(CCSSRL1.4).Theymayevendosomebeginningcritiqueworkandtalkaboutwhytheylikedordidn’tlikethebookthattheyjustread.IntheseRWPworkshops,youwanttosetthestandardhighforreadersandtoteachthemtothinkattheveryhighestlevelsofliteracyearlyintheyeartogivethemafeelandtasteofthegreatthinkingworkthatliesaheadforthemthisyear.Youcanalsogetkidstonoticewhat’sthesameandwhat’sdifferentintwobooks.ChildrenwillrealizethatinIHadaHippopotamus,thestoryisaboutwhathappensinaboy’simaginationwhileinLizardLosesHisTailbyBeverlyRandall(levelD)thestoryisa“real”storythatcouldactuallyhappen.ThisworksupportsCCSSRL1.9,whichsuggeststhatfirstgradersshouldbeableto“compareandcontrasttheadventuresandexperiencesofcharactersinstories.”Further,compareandcontrastworkisintegraltothesecondgradeCommonCoreexpectations,sothisunitplantsaseedforwhatistocome.Useread‐aloudstosupportchildren’sperformanceinthereadingworkshopYou’llcontinuetosupporttheworkchildrenaredoinginworkshopthroughyourread‐alouds,perhapsspotlightinghowreadersdrawconclusionsandthinkaboutwhatwelearnfrombooks.Aretherelessonswecanlearn,messagesthattheauthorismaybetryingtoteachusthroughthestory?(CCSSRL1.2).Atthispointintheunit,youmaywanttochoosebookstoreadaloudthathaveparticularlyclearlessonsthatchildrenwillhaveaneasytimespotting.Demonstratehowtonotonlythinkabouttheselessons,buttoalsotalkinpartnershipsaboutthem.Youcansupportkidswithlearninghowtoconnectandrelatetothecharactersandwhathappensinthebooktoengagetheminlistening,talking,andthinkingabouttheirreading.Allofthisworkintheclosereadingofsharedbooksduringreadaloudwillalsoliftthelevelofcomprehensionduringindependentreading,thushelpingchildrentodevelopallreadingskillsdescribedintheCommonCoreundertheheading“KeyIdeasandDetails.”Meanwhile,duringscienceandsocialstudies,you’llalsowanttobereadingaloud.Theseread‐aloudswillhelpchildrenseehowreadinghelpsthembothlearnnewinformationandbeamazedbyinterestingideasandfacts.Thosechildrenwhochosetoreadnonfictionduringreadingworkshopwillalsobesupportedwhenyoushowhownonfictionreaders


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orchestratemanyreadingworkshopstrategies.Tomakesenseofthebookandtolearnnewinformation,readersneedtoconstantlythinkaboutthebigideastheauthoristryingtogetacross.Welookfrompicturestobooktosynthesizetheinformationonthepage.Whenwecometonewvocabulary,weworktolearnitfromtheglossary,context,orpicturesbecausenewvocabularyispartofthenewlearning.Youmaychoosetohaveyourstudentsreadinbooksets,wheretherearemanybooksaboutonetopic,toshowchildrenhowtotalkacrossbookstocompareandcontrast.Socialstudiesandscienceread‐aloudscanbringinothergenresbesidesnonfiction—poetry,songs,stories,andsoon—toshowchildrenhowtherearemanygenresthatcanbeusedtoteachaboutatopic.Havingstudentsidentifythedifferencebetweenbooksthattellstoriesandbooksthatgiveinformation,drawingonawidereadingofarangeofbooktypesisanimportantskilldescribedinCCSSRL1.5.Thereissomuchthatfirstgradersneedtolearnaboutlettersandwordsandhowtheywork.Aneffectivewordstudycurriculumforfirstgrade,accordingtotheCommonCoreStateStandards,coversphonemicawareness,letter/soundwork,spellingpatterns,high‐frequencywords,wordstructures,andstrategiesforproblem‐solvingwords.Thegoalinwordstudyistohelpchildrenbecomeefficientproblemsolversofwordsastheyarereadingandwriting.Youwillwanttomakesurethatyouareshowingchildrenhowtotransferwhattheyarelearningaboutwordstotheirownreading.Therefore,youwillwanttobalanceyourinstructionsothatsomeoftheworkwithwordsoccursinisolationandmuchofitoccurswithinthecontextofreadingandwriting.TypicalConceptstoAddressforStudentsReadingD/ELevelTexts:

PhonologicalandPhonemicAwareness

rhyming(canrhymeswithfan)blendinglettersandpartsofwords(e.g.,b‐a‐ttogetbatorf‐antogetfan)segmentinglettersandpartsofwords(e.g.,breakbatintob‐a‐torfanintof‐an)

Word Study


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Phonics initialandfinalconsonantsounds(ifneeded)

(e.g.,/b/inbook,and/k/inbook)shortvowel,samevowelspellingpatterns(e.g.,‐atasinmatandcat,‐otasinhotandpot)

AssessmentYoucanbeginmakingplansforwordstudybyadministeringassessmentstodeterminewhatchildrenalreadyknowaboutlettersandwordsandwhattheyarereadytolearnnext.WerecommendthatyouusetheSpellingInventoryinWordsTheirWaytodothis.Itisadministeredjustasyou’dadministeraspellingtest.Thisassessmentwillhelpyoudetermineeachchild’sstageofspellingdevelopment.Makesuretoalsolookatwhatstudentsknowaboutusingwordsinthecontextofreadingandwritingbylookingatwritingsamplesandrunningrecords.Simplyknowinghowtoreadorwritingthewordsinisolationdoesnotnecessarilymeanthey’velearnedhowtoapplythisknowledgewhentheyareintheactofreadingorwriting.You’llalsowanttodoletteridentificationandsoundassessmentforanyreaderswhoarereadingbelowlevelDtomakesuretheyhavesecuredtheirlettersounds.Youwillwanttoassessstudents’phonemicawarenessknowledge.Inotherwords,you’llwanttofindoutwhatstudentsunderstandaboutthesoundsinwordsorphonemesinwords.AccordingtoStandardRF1.2,childrenshouldbeabletohearindividualphonemes,blendphonemes,andsegmentphonemes.Aperfecttimetoassessstudentswouldbeduringwritingwhenstudentsarewritingwords.Askstudentstotellyouthesoundtheyhearatthebeginningofaword,endoftheword,andinthemiddleoftheword.Noticewhetherornotthestudentcanisolatesoundsinwordsandblendsoundstogether.Amoredifficulttaskwouldbetosaythewordandhavestudentssegmentthesoundsinaword.Forexample,saytothestudent“Iwillsaytheword‘hat,’yousaythesoundsyouhearin‘hat.’”Thestudentshouldbeabletosay/h/‐/a/‐/t/.WordWorkOnceyouhaveassessedallofyourchildren,youwillhaveabettersenseofhowyoucanorganizeyourwordstudy.You’llnoticeyourstudentswillneedtoworkondifferentfeaturesofwordssoyoucananticipatethatyou’llneedtoprovideforsmall‐groupsupport.Managingsmallgroupscanatfirstfeeldaunting.Startbyteachingchildrentheroutinesforseveralwordstudyactivitiessuchassorting,wordhunts,andmakingwordswithmagneticletters.Youmightteachtheroutinesinawholegroup,asyoureviewsomeofthefeaturestaughtinthepreviousyear.Forexample,youwillwanttoteachallofyourstudentshowtodoasort.Oncechildrenareassessedandyouhaveformedgroups,allstudentscansortattheirownstageofspellingdevelopment.Forexample,youmighthaveonegroupwhostill


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needsworkoninitialandfinalconsonantsounds.While,ifmostofyourstudentsarereadingtextsatlevelsDandE,thentheywilllikelyneedworkondifferentshortvowelspellingpatterns.Asyouareteachingtheroutinesforwordstudyactivities,however,youmightwanttoreviewsomeofthephonemicawarenessworkfromkindergarten,suchasrhymes,hearingsyllables,andblendingandsegmentinglettersandpartsofwords(seeconceptsmentionedinchartabove).Researchshowsthatphonemicawarenessismosteffectivewhenitisdoneinsmallgroups.Afterassessingyourstudents’knowledgeofphonemicawareness,youwillnoticethatsomestudentsneedtoworkonisolatingsoundsinwords,whileothersarereadytodomoreworkwithsegmentingsounds.Youmighthavekidsplaywordriddlestoworkonthisphonemicworkwhereyousay“Istartwith/c/andIendwith/an/,putthesoundstogetherandIamcan!”Rightaway,youwillalsowanttocreateawordwalltowhichchildrencanaddthreetofivehigh‐frequencywords(e.g.“the,”“went,”“is,”“and”)aweeksincetheywillneedtoknowmoreandmorehigh‐frequencywordsastheyreadlevelD,EandFtexts.Thesewordsaredifferentthanthespecializedwords(wordsthatsupportsciencestudies,seasonalwords,andsoon)thatyoumightputonwordlists,separatefromthewordwall,sincemosthighfrequencywordsarethosethatdonotfollowtypicalspellingpatterns,andthereforestudentsneedtojustrecognizethembysightbecausetheyoccurfrequentlyintexts.Thisattemptwillkeepthewordwalllessclutteredandmorehelpfultostudents.Inmostfirst‐gradeclassrooms,youwillalsoprobablybegintheyearinwordstudybydoinganameinquiry,whichmaybefamiliartomanyofyourstudentsiftheydidanamestudyinkindergarten.Eachday,oneofthestudents’namesisfeatured,andtheclassstudiesthenameinmanydifferentways.Duringthenamestudy,youwillreteachletternames,letter‐soundrelationships(focusingonbeginningandendingsounds),andphonemicawareness(hearingindividualsoundsinwords,blendingandsegmenting,rhymes,syllables).ThissupportsCCSSRF1.3band1.2d.SharedReadingYouwillwanttoplantimeforsharedreadingeveryday.Sharedreadingtakesonlytentotwentyminutesanditprovidesopportunitiesforchildrentofallinlovewithbooks,readwithjoy,andvalidatetheirmembershipinacommunityofreaders.Duringasharedreadingsession,manyteachersspendpartofthetimerereadingfamiliarsharedbigbookswiththeirstudents.It’simportanttoincludeavarietyofbooks,includingbigbooks,nurseryrhymes,songs,shortpoems,classcharts,andsoon,andtomakesurestudentshavechancestojoininandreadthebooktogether.Duringsharedreadingyouwillwanttosupportstudentswithtransferringwhattheyarelearninginwordstudytotheirreading.Somestudentswillneedmoreworkonusingtheir


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knowledgeofbeginningsounds,whileotherswillbereadyformoreworkwithblendsanddigraphs.Yourworkduringsharedreadingshouldhelpputtogetherwhatchildrenneedasreadersandwhattheyarelearningaboutwordsduringwordstudy.Onceyouadministerrunningrecordsonyourstudentsandanalyzethem,youwilllearnagreatdealabouthowtheyareprocessingbooks.Somestudentswillneedmorepracticesearchingthemeaningofthebooktosupporttheirwordsolving,whileotherswillneedtodomoreworkmonitoringtheirreadingtomakesurethewordtheyaresayinglookslikethewordinthebook.Inaweeklysuggestedplanintheappendixofthebigbook,TheGingerbreadManbyBrendaParkes,theteachingoftheseskillsandstrategiesareplannedwithaspecificteachingfocusforeachdaywhileconstantlycyclingbacksothatkidswillorchestratealltheskillsandstrategiesthattheyarelearning.Beingabletoself‐monitorandself‐correctisperhapsoneofthemostimportantskillsweattheRWPwantchildrentosolidifyatthebeginningoftheyear.WhiletheCCSSdelineatethisasanimportantskillfortheyear’send(CCSSRF1.4),weknowthatchildrenstartedthisworklastyearandthereforeshouldfeelcomfortablemonitoringandself‐correctingrightfromthestart.Youwillwanttoremindstudentsofthestrategiestheyhavelearnedinkindergartenaswellasbuildonwhattheyhavealreadylearnedtodo.Planthepromptsyouwillusewithstudentsasyoureadthesharedreadingbook.Forexample,ifstudentsneedtosearchthemeaningofthebookandsearchthevisualinformation(print),youmightsay,“Thinkaboutwhatwouldmakesenseandalsolookright”asyoureadthebooktogether.Youalsowanttoreinforcethecomprehensionworkreadersdo—makingpredictionsandenvisioning—thatisgoingoninread‐aloudaswell.

Documents

Welcome to the Unit - literacy.cmswiki.wikispaces.netliteracy.cmswiki.wikispaces.net/file/view/First+Grade+Unit+01...Unit One - Readers Build ... kindergarten, and you will also teach