Teach A La Carte - Teacher Blog idea on using the "VOICE" cards for reading auditions! Today we will be learning some of the rituals that will help us to become better readers during this year.Mini-Lesson: (25-30 minutes) 2. As you go to your reading spots today, I want you to think about the genre of your book. (Record thought on Thinkmark. We have learned how to select and take care of the books in our classroom library, how to choose just right books, how to track our thinking, how to buzz about our reading, and be aware of What Good Readers Do. Student makes comments or noises when reading or moves about disrupting the flow of reading in the room. Circulate and listen in on various student conversations. Pass out Rubrics for Week 1 and have students self-assess how they have done during workshop for the week. Student names: ___________________________________Sharing: (15 minutes)1. 4. Move around the room observing student behaviors. Return to the chart labeled Connections. Think aloud as you read a section of the book, placing post-it notes where you have a thought or idea. Decide who will go first and who will go second.

We have been talking about some of the ways we can help each other as readers and writers. The post-it notes are displayed somewhere in the room to make students accountable for their book choices. Remind students of what Good Readers do and focusing on their reading.Independent Practice: (25-30 minutes)Students should begin reading from the books that they selected for IR goal is 25-30 minutes of sustained reading. 8. Write your connections on your Thinkmark. Remind students of some of the conversations you heard taking place during the share time yesterday and what you have been observing during their IR time. (Record thought on Thinkmark.) None of us could ever relate to slavery, but it gives me hope that some slaves were able to learn challenging skills that they might have enjoyed. Tell students that today they will be rehearsing for what will begin happening next week. Have students record book information in their Daily Reading Logs.Materials: timer, chart paper, markers, book for book talk, article or text selected by teacher to use for modelingNote to teacher: This lesson is a simplified version of Notice When you Lose Your Way from Stephanie Harveys and Anne Goudviss Comprehension Toolkit. 9. Dismiss students to their reading places. Back cover information Characters weve read about in other books Another book in a series Interesting title Book recommendations from teachers and friends Books that are movies TP: These are ways we can select books we might be interested in. Can they identify strategies for regaining focus? Ask students if they know what stealth meansas in a stealth bomber! Stays on task Student reads the entire period. Sometimes we find ourselves reading one book and thinking about another. If necessary, have short conferences to monitor student book selection.Assessment: (during independent practice)Have short conferences with 6-8 students and ask for a 5-finger retell.Sharing: (15 minutes)1. Call students to the meeting area and have them sit with a partner. Call students back to the gathering area after 25 minutes. I want you to think on your own for a minute and see if you can come up with 3 more ideas to add to our chart. Can students do a 5-finger retell about the book they are reading? Also, remember to stop a couple of times and make a prediction about what might happen next.Independent Practice: (25-35 minutes)Students should begin reading from the books that they selected for IR - goal is 30-35 min. Show students the place where each category of books is kept. It will also give students a chance to reflect on their reading in a different way. Introduction: (2 minutes)How can we get better as readers? After reading, model the 5 finger-retell. Some of the books you have read are actual facts about something that is read. Interactive Read Aloud: __________________________________________________ Read a short, interesting picture book and have students turn and talk several times during the reading. I was happy for a character when 3. Select books you think youll enjoy and abandon books that arent working for you after youve given them a good chance. Review the Good Reading Behaviors chart and remind students it takes everyone doing the right thing in order for all to be successful. Is everyone else busy and unable to help you? Have I assessed ALL new students with the QRI? Continue reading to the end) The ending reminds me of coming home from a long trip. 3. Lets make a visual to help us remember the 5-finger retell. Model THINKMARK focus on predictions this week! Student names: ____________________________________________________________Sharing: (15 minutes)1. (Record thought on Thinkmark. Continue reading.) Thinking TracksStudent is leaving using post-it notes to track their thinking. 23. How are they used in the text? If you have this resource, it is recommended that you read through this lesson.Day 14EQ: What can I write about in my response journal?Connect:There are many different ways we can respond to our books and share our thinking. Take a moment to think about this story. Compare your book to another story. 3. Maybe there are words that you dont understand. Continue reading.to reading away) This reminds me of when I taught in Ohio and we went to Camp Joy. Did this story remind you of other characters, events, or themes you have read in other books? What is one connection, question, idea that you have had that has helped you understand your story better? TP: Today, we are going to think about all the ideas we have talked about the past few days and add more ideas to our What Good Readers Do anchor chart. Think aloud as you read a section of the book, placing post-it notes where you have a thought or idea. Why is it important that we work together to keep our books orderly?Mini-Lesson: (15-20 minutes) (Routine) 4. Then, Im going to go through and place a checkmark next to the items on the rubric. Model how to complete the Daily Reading Log and have students record this information in their reading notebooks.Materials: timer, chart paper, markers, book for book talk, sorted trade books, notebook paper, wipe boards or clip boards, pencilsConference Notes / Observations / Comments: Day 5EQ: What are the routines of selecting books and telling what we have read?Pre-Workshop Prep:1. Keep in mind this will be students first written response to their texts. Once they have finished, they can begin independent reading. Explain to students that they will have 20 minutes to read. Finally, Im going to include a third paragraph that tells my opinion of the book and what Im thinking about me as a reader. This may be independent reading or done with adult or peer assistance, as assigned.

Format is not correct and entries are not recorded daily. Move around the room observing student behaviors. Call students back to the gathering area after 20 minutes. Book Log Student completes all parts of the book log as modeled by the teacher. The listeners look at the speaker. Have them begin writing a letter to you about the book you have been reading. During Reading Workshop it is important that everyone works together in order to help everyone be successful in growing their reading skills and abilities.Mini-Lesson: (20-25 minutes) 4. My ring finger helps me remember the events. 2. Suggest they may want to read this book if it is suitable for them. Dismiss students to their reading spots.Sharing:1. We talked about other ideas that are listed on the board.Independent Practice: (25 minutes)Students should begin reading from the books that they selected for IR goal is 25 minutes of sustained reading. This time should be silent and there should be as little movement as possible around the room. Laura waited anxiously one time for her grandparents to arrive. When I got married it was an amazing and wonderful event in my life. Book Talk Selection: __________________________________________________ Give a brief book talk, and read an interesting portion of the book. Also, remember to stop a couple of times and make a prediction about what might happen next.Independent Practice: (25 minutes)Students should begin reading from the books that they selected for IR - goal is 30-35 min. Ask students to share about what they read and the predictions, connections, or questions they had. (GIVE THINK TIME)!! Practice)Move around the room to keep students on task, referring students to the chart for Good Behaviors. Turn and talk with a partner about reasons readers abandon books. I am wondering 10. Ask students to offer solutions to fix behaviors that arent contributing for the good of all, or solutions for students who were struggling to have a conversation. (After some talk time, call students back together. Great Guided Reading lesson plan format based on The Next Step in Guided Reading by Jan Richardson. (Use various levels throughout the next few weeks in order to appeal to all students.) Remind them that Reading is Thinking and refer them to the Good Behaviors chart. Reflect with students how reading workshop is going. Collect rubrics and add your own score. Have students record book information in their Daily Reading Logs.Materials: chart paper, markers, text to share for modeling Day 19EQ: How can previous knowledge enhance the comprehension of a book?Connection:This week we have been learning how being reminded of other books or events from our own lives helps us to understand a story better. Explain why. Day 6 What are some ways that readers choose books? practice)Administer reading records that will help determine instructional level benchmark. One person talks at a time. 2. An entry is recorded for each day of assigned reading. Have students record book information in their Daily Reading Logs.Materials: spiral to model reflection letter, students need notebooks with list of ideas, timer, chart paper, markers, Thinkmark, Reading Response Guideline copies Day 15EQ: What can I write about in my response journal?Connect:Yesterday, I showed you the different ways you can respond to your books and share our thinking. Tell the students a connection(s) (no more than three) that you make with this book. Rotate through groups allowing them to share only one answer at first. TP: These are a few things to think about when finding a book. Remind them of knee-to-knee and eye-to-eye. Help them find a just right book.Sharing (15 minutes)1. Day 11 What are the different kinds of fiction books? What TV shows, movies, or pictures have I seen that help me understand my book better? Do students demonstrate an understanding of transition expectations for Guided Reading? Move around the room to help keep students on task, referring students to the chart for Good Behaviors if necessary. chazzcreations marries immigrant waters mary ga ann morgan church ireland county jr john nc elizabeth state york william moore carolina henry north iii waters ga mary railroad ann chazzcreations county nc john wayne north york florida william todd rail state creek carolina peggy



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