Post on 11-Jan-2023
Reader’s Workshop Page: 1
Creating a Community of
Readers Through
Reader’s Workshop
When our vision of community expands to create a culture and climate for
thinking (Perkins 1993) – when rigor, inquiry, and intimacy become key
components of our definition – it’s essential that we work first to build genuine
relationships, establish mutual trust, and create working literate environments.
If we look to the months ahead and envision children constructing meaning by
spontaneously engaging in thoughtful conversation about books and ideas,
asking questions that matter to them and exploring their solutions, and
responding independently to a variety of text in meaningful ways, we must be
deliberate in September.” Debbie Miller
Unit of Study: Creating a Community of Readers Through Reader’s Workshop
Grade: ______
Reader’s Workshop Page: 2
Prior Knowledge: What prior knowledge about comprehension do
students need to have before entering this Unit
of Study?
Definition What is Reader’s Workshop?
Reader’s Workshop is a time when students read
and practice the reading they are learning. It is
a time to enjoy books and learn new information.
The teacher confers with students one-on-one
and in small group to teach strategies, discuss
various aspects of the text, and learn about
each student as a reader.
Concepts to Teach What are the important concepts that you will
teach within this Unit of Study?
1. What is Reader’s Workshop?
2. What is the structure of Reader’s
Workshop?
3. Assign spots
4. Selling Books
5. Turn and Talk
6. Expectations of behavior
7. Three ways to read
8. Introduce conferring
9. Partner reading
10. Helping your partner
11. Stop and Jot
12. Notebooks
13. Keeping a log of titles and genres
14. Setting Goals
15. Introduce strategy groups
16. Introduce library – how is it organized?
17. Choosing just right books
18. How do you take care of books
19. How do you change books
20. Balancing your reading diet
21. Building stamina grades K-2
22. Building stamina grades 3-6
23. Engaging in reading
24. Recommending books
25. Types of books (author, genre, theme)
26. Abandoning books
27. Readers think while they read
28. Readers talk about their thinking with
other readers
29. Monitoring for meaning
Unit of Study: Creating a Community of Readers Through Reader’s Workshop
Grade: ______
Reader’s Workshop Page: 3
Anchor Lessons Text Key Concepts 1. What is Reader’s Workshop Define RW, model the
structure, and set the
purpose.
Definition of RW
2. Assign spots No text Why do we have assigned
spots?
3. Selling books
Share favorite titles from
library and why you love
reading.
(This lesson can be done by
the classroom teacher and
then followed up by other
teachers, administrators etc.
throughout the launch)
Choose titles from library
that represent a range of
difficulty, genre, author, and
topic.
Balanced reading diet
Love of reading
How readers discuss books
Recommending books
4. Turn and Talk No text Sit knee to knee and eye to
eye
Take turns listening and
speaking to partner
5. Expectations of behavior No text
IR bags
Rules
What do you do if you are
done with your books and it
is still IR time?
Quiet time
6. Three ways to read any familiar text or
Goldilocks and the Three
Bears
Learn to read pictures,
read words, or retell a
known story
78. Introduce conferring No text Structure of a conference
What is expected in a
conference
Model a conference
Show how you will keep
records
89. Partner Reading One familiar picture book per
pair/partnership
How to listen / assist a
partner
Take turns and make a plan
for partner reading
Read together for
different purposes
910. Helping your partner The Whales’ Song by Dyan
Sheldon
Giving clues to a partner to
solve tricky words, read
fluently, comprehend.
Unit of Study: Creating a Community of Readers Through Reader’s Workshop
Grade: ______
Reader’s Workshop Page: 4
101. Stop and Jot Familiar story or Roger the
Jolly Pirate by Brett Helquist
Use sticky notes and key
words
Stop reading to think and
jot
112. Notebooks Reader’s notebooks ( grade
3+)
Use notebooks and sections
to keep track of their
thinking
Use sections to record new
learning
123. Keeping a log of titles
and genres
Texts from IR bag How do you fill out the log?
How often do you fill it
out?
134. Setting Goals Goal section in notebook/ goal
sheet
Keep track of individual
reading goals
Watch for trends/patterns
of reading
145. Introduce strategy
groups
Messy sheet/ small group
instruction sheet
Work in small strategy
groups based on common
goal or need
156. Introduce Library – How
is it organized?
Classroom library How do you take books
out?
How do you return books?
Levels, genres, authors etc.
When do you go to the
library?
Finding “just right” books
167. Choosing Just Right
Books
3 books: 1 that is too easy, 1
that is too hard, and 1 that is
just right
Just right means you can
read the words AND
understand the author’s
message
Just right means that you
enjoy the books you are
reading
Just right means that you
are learning new
information
Discuss the number of just
right books in the IR bag
Model how to select a just
right book
Unit of Study: Creating a Community of Readers Through Reader’s Workshop
Grade: ______
Reader’s Workshop Page: 5
178. How do you take care of
books?
Texts from the library and
from IR bags
How do you handle books?
What do you do if a book
rips?
Where do you put books if
you don’t know where they
go in the library? (Don’t
know basket)
189. How Do You Change
Books?
Texts from the library and
from IR bags
Procedure for swapping
books
Schedule for swapping
books
How do you return books?
1920. Balancing your reading
diet
Texts from the library and
from IR bags
Variety of books: genre,
author, topic, theme, level
Look at your log to
determine the types of
books you are reading
Set reading goals to vary
reading diet
201. Building Stamina grades
K-2
Text from the library or IR
bag
Increase the amount
students read in school and
at home.
212. Building Stamina grades
3-6
Short chapter books Students learn how to
increase the amount of
reading they do
223. Engaging in Reading Books that have the same
topic, one difficult and one
just right
How to stay engaged in
reading using purpose,
interest, understanding
and knowledge of most
words
234. Recommending Books Texts from IR Bags Share titles that
represent a variety in
terms of genre, level etc.
Model how readers talk
about text
Student learn to evaluate
books
245. Types of Books Texts from the library and
from IR bags
Learn the characteristics
of different genres
Learn about authors,
series, themes etc.
256. Abandoning books Texts from IR bags Students will learn that,
after a good try, they may
have a reason to abandon a
book
Unit of Study: Creating a Community of Readers Through Reader’s Workshop
Grade: ______
Reader’s Workshop Page: 6
267. Readers think while they
read
Text from library and IR bags Model how you stop and
think as a reader
Model accountable talk
through turn and talk
278. Readers talk about their
thinking with other readers
Read aloud or text from
previous lesson
Readers learn how to share
their thinking with other
readers
289. Monitoring for meaning Picture book
Short text
Readers STOP reading
when something does not
make sense.
Readers reread for
meaning
Readers use fix-up
strategies to clear up a
confusion
Unit of Study: Creating a Community of Readers Through Reader’s Workshop
Grade: ______
Reader’s Workshop Page: 7
Anchor Charts Classroom Rules and Routines
Choosing Just Right Book
Genre Characteristics
Fix-up strategies for Meaning
Ways to Increase the Amount we Read
Book Log Chart
Classroom Book Recommendations
Abandoning Books
Ways to Record Thinking Graphic Organizers, Post-its,
Journals
Post-its
Reading Log
Just-right chart
Small Group
Text/Level Concept
Unit of Study: Creating a Community of Readers Through Reader’s Workshop
Grade: ______
Reader’s Workshop Page: 8
Independent Reading Conference Points
Why/how did you select that book?
How do you know it is a just right book?
May I hear you read a section? (checking fluency)
Tell me what is happening in the story right now. How did that
happen? What do you think will happen next?
Retell what you have read so far.
Let’s look at what books you have read so far? What types of
books (genre) do you tend to read?
Have you read any other books by this author? In this series?
What is a goal you would like to set for yourself as a reader?
How do you get back into the story from yesterday?
What do you do when you come to a word you do not know? Do
not understand?
Why are you not reading?
Why are you talking?
Are you enjoying this book? Are there any books you would
recommend? Why or why not?
Let’s take a look at your post-it notes. What have you noticed
about the amount of reading you are doing?
What seems to be in your way when you are reading? (At home
or school)
Does this book seem to help you to sustain your reading or does
it make it more difficult
Are there authors, genres or topics you might want to read
next?
Show me a book you love. Since you love this book, how does
that help you choose your next book?
What are you reading? How did you choose this book?
Are you enjoying this book? Are there any books you would
recommend?
Let’s look at what books you have read so far? What types of
books do you tend to read?
Have you read any other books by this author? In this series?
Why/how did you select that book?
How do you know it is a just right book?
Retell what you have read so far.
Tell me what is happening in the story right now.
Can you take me to a tricky word?
What do you do when you come to a word you do not know? Do
not understand?
Were there any places where you needed to STOP and do some
reading work?
Unit of Study: Creating a Community of Readers Through Reader’s Workshop
Grade: ______
Reader’s Workshop Page: 9
Evidence of Understanding and Independence (Oral and written)
Reading Logs
Turn and Talk Conversations
Students are well matched to books
Students are recommending books
Library is organized
Students know the structure of RW
Management issues have decreased
Students are working independently
Students are enjoying reading
Celebrations of Learning Read-a-thon
Book Club Tea: All the kids who love Eric Carle sit together and
discuss his books
Hundreds Day Book Celebration
Unit of Study: Launching Reader’s Workshop
Recommended Model Text for Launching Reader’s Workshop
Reader’s Workshop Page: 10
Title Author Notes
Old Favorites
Independent Level Texts for
the Class
Teacher Favorites
Community Building Books for
Beginning of Year
Poetry
Books about topics the class
is interested
Lilly’s Purple Plastic Purse Kevin Henkes Listening -rules
PiggyBook Cleaning up
Aunt Chip and the Great
Triple Creek Dam Affair
Patricia Polacco Love of Books
Thank You, Mr. Faulkner Patricia Polacco Upper grade –love of
reading
Leo the Late Bloomer Robert Kraus Lower Grade - learning
Harriet, You’ll Drive Me Wild Mem Fox Lower Grade - Rules
Frederick Leo Lionni Books, thoughts, poetry
Giraffes Can’t Dance Giles Andrede Learning
Sophie and Sammy’s Library
Sleepover
Judith Caseley Love of Books
Taking care of books
The Story of Ruby Bridges Robert Coles Upper Grade- importance
of school
Goin’ Someplace Special Patricia McKissack Love of Books
Slower than the Rest (Every
Living Thing)
Cynthia Rylant Differences in Learning
Abilities
My Great Aunt Arizona Gloria Houston Love of Books
Mirette on the High Wire Emily Arnold McCully Importance of Practice
Reader’s Workshop Page: 11
Anchor Lesson: 1 What is Reader’s Workshop?
Pre-assessment What does it mean to read
independently/partner? Ask a few
students to share.
Notes to Build Next
Lesson
Select the materials No text.
IR bags with 3-5 books that were
selected earlier in the week with
teacher guidance.
Name the Strategy.
Explain.
“I have noticed that …” “A strategy readers use is …”
Today we are going to have a very special time in our classroom, Reader’s Workshop. Reader’s Workshop is a time when students read and practice the reading strategies they are learning. It is a time to enjoy books and learn new information. I will confer with you one-on-one to teach strategies, discuss various aspects of the text, and learn about each of you as a reader.
There are 3 parts to Reader’s Workshop. The first part is called a focus lesson, which we are having now. During the focus lesson, we will gather together in the meeting area and learn about the ways good readers think and the strategies they use. During the second part of Reader’s Workshop, we practice our reading by reading. This time is called independent reading. I will also come around and confer with you about your reading. This is a time for me to teach each one of you. At the end of Reader’s Workshop, we will come back together and share something about our reading.
Demonstrate the
Strategy.
Say: Think aloud.
Show: Model. Explain: How this will help
Role-play by taking a bag to a spot
and by reading through a book or two.
Model how you might use the pictures
to read the story, or to recall a
familiar line.
Reader’s Workshop Page: 12
them as a reader. Show students that when you finish
reading books, you will read them
again if RW time is not over. Model
how to practice so you can read it
fluently.
When we read every day we learn to love books more and more. Practicing each day also helps us to become strong readers.
Provide guided
practice
Invite the students to
practice the strategy with
teacher guidance.
Give one student an IR bag and have
him/her find a spot and show how to
sit down and begin reading.
Provide Independent
practice
Remind students before
they go off to read … “When you go to IR try …”
Today at RW I want you to think about taking your books out of your bag and beginning to read them. This is a quiet time in our classroom to enjoy books and practice reading strategies. When we come back together I will want to hear about a book you enjoyed today, so think about that while you are reading.
Conference Points May I hear you read a section? Are you enjoying this book?
Why/how did you select that book?
Share/reinforce Who has a book they would like to share with the class? Why did you choose to share that book?
Reader’s Workshop Page: 13
Anchor Lesson: 2 Assign Spots Notes to Build Next
Lesson
Pre-assessment Think about where you like to read
when you are at home? Where are
you able to concentrate and read?
What would work in our room for
you?
Select the materials Choose a text that supports
the strategy.
Student book bag or box
Name the Strategy.
Explain.
“I have noticed that …” “A strategy readers use is …”
Today we are going to have a very special time in our classroom, Reader’s Workshop. Reader’s Workshop is a time when students read and practice the reading strategies they are learning. It is a time to enjoy books and learn new information. I will confer with you one-on-one to teach strategies, discuss various aspects of the text, and learn about each of you as a reader.
There are 3 parts to Independent Reading. The first part is called a focus lesson, which we are having now. During the focus lesson, we will gather together in the meeting area and learn about the ways good readers think and the strategies they use. During the second part of Reader’s workshop, we practice our reading by reading. This is our independent reading time. I will also come around and confer with you about your reading. This is a time for me to teach each one of you. At the end of Reader’s Workshop, we will come back together and share something about our reading.
Demonstrate the
Strategy.
Role-play by taking a bag to a spot
and by reading through a book or
two. Model how you might use the
Reader’s Workshop Page: 14
Say: Think aloud. Show: Model. Explain: How this will help them as a reader.
pictures to read the story, or to
recall a familiar line.
Show students that when you finish
reading books, you will read them
again if RW time is not over. Model
how to practice so you can read it
fluently.
When we read every day we learn to love books more and more. Practicing each day also helps us to become strong readers and having a specific reading spot in our classroom will help all of us concentrate
Reader’s Workshop Page: 15
Provide guided practice Invite the students to
practice the strategy with
teacher guidance.
Give one student an IR bag and a
spot and show how to sit down and
begin reading.
Provide Independent
practice Remind students before they
go off to read … “When you go to IR try …”
Today at RW I want you to think about taking your books out of your bag and beginning to read them. This is a quiet time in our classroom to enjoy books and practice reading strategies. When we come back together I will want to hear about a book you enjoyed today, so think about that while you are reading. Assign independent reading spots to
all the students and give them time
to read. Tell students they will be
reading for ___ minutes. Feel the
students’ energy and stop before
the students get restless. End
within a successful time limit.
Consistency is important for
learning; develop management
procedures so they become
automatic. Each day you want to
build the students’ stamina by
gradually increasing the amount of
time they spend reading
Conference Points May I hear you read a section? Are you enjoying this book? Why/how did you select that
book? Why are you not reading?
Share/reinforce Who has a book they would like to share with the class? Why did you choose to share that book?
Reader’s Workshop Page: 16
Anchor Lesson: 3. Selling Books Notes to Build Next
Lesson
Pre-assessment What kinds of books do you like
to read and why? Ask a few
students to share their thoughts.
Select the materials Texts from the library that
represent a range of levels, topic,
genres, and authors.
Name the Strategy.
Explain.
“I have noticed that …” “A strategy readers use is …”
Reader’s Workshop is a special time because you get to read books that you love. Readers can find books that they enjoy or topics they want to learn about. During RW you will have quiet time to read these books and practice your reading strategies. Today, I have brought some books that I love and want to share with you.
Introduce the Text. Share titles and explain why you
like these books.
Demonstrate the
Strategy.
Say: Think aloud. Show: Model. Explain: How this will help them as a reader.
Role-play by having a basket of
titles to share with the class.
Advertise a variety of books and
model how good readers talk
about text. Be sure to share
titles from a variety of reading
levels.
When we read every day we learn to love books more and more. We will also practice each day and this will help us to become strong readers.
Provide guided practice Invite the students to
practice the strategy with
teacher guidance.
Allow students to share a title
they love and why they love it
Provide Independent
practice
Remind students before they
Today at RW I want you to think about taking your books out of your bag and beginning to read them. This is a quiet time in our
Comment [TM1]: I think this introduce the text
box should go in each lesson and the words can just be under the name the strategy section. Some
lessons have this category and some don’t
Reader’s Workshop Page: 17
go off to read … “When you go to IR try …”
classroom to enjoy books and practice reading strategies. When we come back together I will want to hear about a book you enjoyed today, so think about that while you are reading.
Conference Points May I hear you read a section?
Are you enjoying this book? Why/how did you select that
book? Why are you not reading?
Share/reinforce Who has a book they would like to share with the class? Why did you choose to share that book?
Reader’s Workshop Page: 18
Anchor Lesson : 45 Turn and Talk
Pre-assessment What do readers talk to other
readers about? What do you like to
talk to other readers about?
Ask a few students to share.
Notes to Build Next Lesson
Select the materials No text.
Name the Strategy.
Explain.
“I have noticed that…”
“A strategy readers use is…”
Today during reader’s workshop we
are going to learn how to turn and
talk to a partner. When you turn
and talk, you will work with an
assigned partner and talk about
something I ask you to discuss. You
will sit knee to knee and eye to eye,
and really listen when your partner
is talking by looking at your
partner’s face and making eye
contact. You and your partner will
get a chance to be the listener and
the speaker. When we share our
thoughts with another person, we
can clarify our thinking, expand our
thoughts, and help our partner do
the same. We will use turn and talk
at different times and for
different purposes during reader’s
workshop.
I will walk around our circle and
assign partnerships by pointing to
two people at once. This partner
will be the person you will turn and
talk to when I say, “turn and talk…”
You will keep this partner for this
unit of study and then we will
change.
Demonstrate the Strategy.
Say: Think Aloud.
Show: Model.
Explain: How this will help them
as a reader.
Role-play with another adult in the
room, or with a student, by showing
how to sit knee to knee and eye to
eye. Talk about how you are making
eye contact and are ready to listen
to your partner when they speak.
Talk about a specific topic, such as
your favorite book, modeling how to
ask clarifying questions such as,
“what is your favorite book?” to
your partner. Show how to have a
You will have to
continually re-teach this to
lift the quality of the talk –
how you talk more, how
you expand on another
person’s thoughts, and
how you can agree or
disagree with another
person and share why
(citing evidence from the
text).
Reader’s Workshop Page: 19
conversation that goes back and
forth between partners, with
probing questions such as, “why is
that your favorite book?”, “what do
you think?”, agreeing or disagreeing
with the partner, etc. Model how
to turn back to the attention of the
teacher by saying, “readers” by
physically turning your body back to
the center of the circle.
Provide Guided Practice
Invite the students to practice
the strategy with teacher
guidance.
Have students practice the physical
movement of “turn and talk” and
turning back a few times when
signaled. Then give students a
topic to discuss for a few minutes,
reminding both partners to take a
turn talking and another turn
listening. Have students turn back
to the center by signaling them
with “readers” signal.
Provide Independent Practice
Remind students before they
go off to read… “When you to
to IR try…”
Ask students to think about
something they may like to turn and
talk to their partner about today
after RW. Send students off to
read independently, reminding them
to practice what they have done
for the last few lessons of reader’s
workshop.
Conference Points What are you doing well as a
reader today? How is your assigned spot
working for you?
May I hear you read a section? Why are you talking/ not
reading?
Share/Reinforce Practice turn and talk again, asking
students to share with their
partner one thing they did well as a
reader during RW today. Review
how this helps them as a reader-
expand/clarify their thinking, etc.
Reader’s Workshop Page: 20
Anchor Lesson: 56. Expectations of Behavior
Pre-assessment Turn and talk with a partner
about what has been working for
you during RW. What hasn’t
been working so well?
Notes to Build Next
Lesson
Select the materials No Text.
IR Reading Bag
Chart Paper
Name the Strategy.
Explain.
“I have noticed that …” “A strategy readers use is …”
Readers practice reading every day. Athletes practice, musicians practice, and readers practice. We practice reading to become the best readers we can be. We need a quiet time in our classroom for all of us to do our reading work. RW is a time to sit quietly and read our books. We all know our spots so we can get to them quickly and quietly. Once reading time begins we should just be reading and thinking about our reading. Let me show you how.
Demonstrate the
Strategy.
Say: Think aloud. Show: Model. Explain: How this will help them as a reader.
I am going to pretend it is RW time and I am going to show you how I practice reading and think about my reading. I want you to watch me and think about what I am doing and how I am working. After, I am going to ask you to describe what I did. Model: Model moving quickly to an
independent reading spot. Sit
down, organize your books and begin
reading. Demonstrate slowly
turning the pages, looking at the
picture and reading the words.
Once you read the books in the bag,
model how you would read them
again.
Let’s make up some rules for RW time to help remind us what we should do during this time in our classroom. Who can tell me what we should see and hear during this time?
Reader’s Workshop Page: 21
Make a class chart emphasizing
what students should do. Post
chart in classroom.
During Reader’s Workshop we will… Anchor Chart: Classroom Rules and Routines
Provide guided practice Invite the students to
practice the strategy with
teacher guidance.
Have students generate ideas for
class chart on rules. Send one
student at a time to model and “talk
aloud” about what he/she is doing.
After 3-4 students,try sending 3
kids at once while the rest watch
and note what they are doing. You
may say what you notice students
are doing for clarification for
students still on the rug.
Provide Independent
practice Remind students before they
go off to read … “When you go to IR try …”
When you go to RW today, think about how readers practice their reading. Look around and notice what you see and hear. I will ask you periodically to stop and notice and after RW today we will look at our chart and see if our classroom was a good environment for learning.
Conference Points May I hear you read a section? Are you enjoying this book? Why/how did you select that
book? Why are you not reading?
Share/reinforce Let’s share some things you noticed today during RW. What did you see? What did you hear?
Reader’s Workshop Page: 22
Anchor Lesson: 67 Three Ways to Read
(primary)
Pre-assessment What are some different ways
that you can read a book? Turn
and talk to your partner about
this question.
Notes to Build Next Lesson
Selectthe materials Any familiar text or Goldilocks
and the Three Bears
Name the Strategy.
Explain.
“I have noticed that…” “A strategy readers use is…”
Readers, today we are going to
think about ways that we can
read a book. There are three
ways to read a book. Authors
and illustrators give us lots of
clues in a book to help us read.
If we can’t read most of the
words in a book, we can read
the pictures. When we read
the pictures, we are looking at
the details an illustrator chose
to put in them to help tell the
story. We can also read the
words in a book. The author
chooses specific words to tell
their story, and if we are able
to read them, this is another
way to read a book. A third
way we can read a book is to
retell a story that we already
know, like Goldilocks and the
Three Bears.
Introduce the Text. Let me show you how I can read
Goldilocks three different
ways.
Demonstrate the Strategy.
Say: Think Aloud.
Show: Model.
Explain: How this will help them
as a reader.
First, tell the story, using
picture cues from each page,
focusing on the sequence of
events and important details.
When you get to a familiar
page, read the words that are
known, such as “too hot”, “too
cold”, and “just right”. Point out
that you are using the words
you know to read the story. A
third way, retelling the familiar
story can be modeled at this
time, as well.
Reader’s Workshop Page: 23
When we read the story in these ways, it helps us remember the story so that we can share what we know with others.
Provide Guided Practice
Invite the students to practice
the strategy with teacher
guidance.
Give partners familiar books
from their book bags or from
the classroom library. Ask
them to read the pictures, read
the words or retell a familiar
story.
Provide Independent Practice
Remind students before they
go off to read… “When you to
to IR try…”
Ask students to think about a
way they can read a book or
books in their book bags during
RW today. Reiterate the 3
ways to read a book, and ask
them to choose one way while
reading.
Conference Points What are you using to read
this book today? Are you reading the
pictures or the words in
this book? Can you retell part of this
story to me today?
What are you doing well as
a reader today?
Share/Reinforce Have students share with a
turn and talk partner how they
read their books today. Have
two or three partnerships
share what they did well as a
reader today during RW.
Reader’s Workshop Page: 24
Anchor Lesson: 78 Introduce Conferring
Pre-Assessment What do you know about
conferences? Where have you
heard that word before? What
happens during a conference?
Turn and Talk to your partner
about these questions.
Notes to Build Next
Lesson
Select the materials No Text.
Independent Reading Bags with 3-5
books
Student Volunteer
Name the Strategy.
Explain.
“I have noticed that …” “A strategy readers use is …”
I have noticed that you are all doing a great job practicing your reading and creating an environment where everyone can learn. Today, I want to talk with you about a part of RW -- the conference. A conference is when a teacher works with a student individually or with a partnership. You are all different and sometimes you need me to teach you specific things. This will be my chance to help each of you with the reading work you are doing.
We typically think about
1:1 lessons as “expensive”.
If we can meet with more
than one student with the
same need, we can cut
down the “expense” of the
lesson but still meet the
needs of students. We
want to use our time during
IR effectively and
efficiently.
Demonstrate the
Strategy.
Say: Think aloud. Show: Model. Explain: How this will help them as a reader.
I am going to pretend that it is RW time and I am going to show you what a conference will look like. Jennifer has offered to have a conference with me while you watch. Please watch carefully and notice what Jennifer and I are doing. Model: Demonstrate the structure
of a conference (Research, Decide,
Teach), your note taking system,
and the student’s role.
What did you notice? So, when I come to you during RW please continue reading until I begin the conference. I will typically begin the conference by asking, “what are you working on as a reader?” I will not confer with every student every day, but each of you will read with me at least once a week. As the
Reader’s Workshop Page: 25
teacher, I have a job to do, and as the student, you have a job to do, too. My job is to listen to you read, take notes, and teach you something new about you as a reader. Your job is to share what you have been doing as a reader and to learn something new about yourself. We will also make a goal for you to work on while you continue to read after we are finished conferring.
Provide guided practice Invite the students to
practice the strategy with
teacher guidance.
Allow student to ask questions
about conferring. Turn and talk
about how you can prepare yourself
to make the best use of conference
time.
Provide Independent
practice Remind students before they
go off to read … “When you go to IR try …”
When you go to RW today, think about your reading and be ready to share with me how your reading is going.
Conference Points May I hear you read a section? Are you enjoying this book? Why/how did you select that
book? Tell me what is happening in the
story right now. Retell what you have read so
far. What are you working on as a
reader?
Share/reinforce Let’s share some of the things that happened during the conferences I had today.
Reader’s Workshop Page: 26
Anchor Lesson: 89 Partner Reading
Pre-assessment Turn and talk about what
partner reading may look like.
Notes to Build Next Lesson
Select the materials One picture book per partner
Name the Strategy.
Explain.
“I have noticed that…” “A strategy readers use is…”
Readers, today we are going to
talk about another way you may
be able to read during reader’s
workshop. It is called partner
reading. You have a turn and
talk partner, and at times, you
may be asked to read with this
partner. When you turn and
talk, each of you gets a chance
to talk and listen. The same
will happen with partner
reading. Partner reading can
be helpful to readers in many
ways. When you read with a
partner, you can hear how they
may say the words the author
wrote, you can help each other
with words you may not know,
and you can stop and think
together about what you have
just read. We will use partner
reading sometimes during
independent reading time in
RW.
We typically partner for
different reasons, so this
lesson may be taught multiple
times with different purposes
in mind.
Introduce the Text. Model using any picture book or
informational text.
Demonstrate the Strategy.
Say: Think Aloud.
Show: Model.
Explain: How this will help
them as a reader.
Partner with another adult, or
with a student in the class.
Model how you will sit side by
side so that both partners can
see the text, and have both
partners hold part of the book.
Talk about how both of you can
see the book completely, and
make a plan about who will read
and when. In your plan, you
will decide who will begin to
read, how many pages each
partner will read, and when you
will stop to talk to each other.
Discuss how to stop and chat
about what they have read so
Each of these different ways
can be taught in subsequent
lessons
Reader’s Workshop Page: 27
far, after just a few pages.
For example, “ Let’s stop after reading this page, and think about what our purpose for reading is. I think the character is changing (how) and this is my evidence.” Think
aloud about how the
partnership is helping each
other.
Provide Guided Practice
Invite the students to practice
the strategy with teacher
guidance.
Give each partnership a text
that they can read together,
making sure it is accessible to
both students. Invite one
partnership to model how they
will sit side by side, make a plan
and begin to read. Ask other
students to watch how that
partnership is working
together. Then send the rest
of the partnerships off to read
together, reminding them to
work together, and make a plan
about how they will share the
reading.
Provide Independent Practice
Remind students before they
go off to read… “When you to
to IR try…”
Students continue partner
reading during RW time.
Conference Points How is your partner reading
going?
Did you make a plan
together? How are you helping each
other? Are you stopping to talk
about what you have read?
Share/Reinforce Have a couple of partnerships
share how partner reading went
today.
Reader’s Workshop Page: 28
Anchor Lesson: 910 Helping your partner Notes to Build Next Lesson
Pre-assessment Turn and talk to your partner
about what you can do when you
read together?
Select the materials Pairs of books for each
partnership
Name the Strategy.
Explain.
“I have noticed that…”
“A strategy readers use is…”
Sometimes when reading with
your partner, you or your
partner can get to a tricky
word that you don’t know how
to fix,( or someone may read
too quickly, or one of you may
not understand what you are
reading. ) Partners can help
each other with all of these
problems, and become a
partner problem solver.
This lesson can be repeated as
needed for partners to help
with fluency or comprehension.
Introduce the Text. Let me show you how my
partner and I can be a partner
problem solver using the book,
The Whales’ Song by Dyan
Sheldon.
Demonstrate the Strategy.
Say: Think Aloud.
Show: Model.
Explain: How this will help them
as a reader.
With another adult or a
student, model how a partner
can help if the other partner
comes to an unknown word.
(Ask the partner to sit side by
side, listening and watching the
words as you read). Let’s make a plan. Do you think we should each read a page? Ok. Do you want to read first? Yes. As I
start to read, think about what
I am doing as a partner
problem solver. If I am listening to my partner, and they come to a tricky word they don’t know, I can help them by giving them clues that I know. (Ask partner to read
the first page correctly but
get “stuck” on the word,
peaceful. They can say, “I don’t know this word.” ) I can ask, “what would make sense?, or did you use the picture to help
Comment [TM2]: I love this lesson but I think the unit needs another lesson on how to help your
partner.
Reader’s Workshop Page: 29
you?, or is there a part of the word that you know that can help you solve this word?” Write these clues on an anchor chart for student use. Partner says the word “peaceful.” Ask
the partner how they knew
that word. Did you see how I was a helpful partner problem solver? Turn and talk to your partner about what you saw me do to help.
Provide Guided Practice
Invite the students to practice
the strategy with teacher
guidance.
Display the next page on a
document camera or other
overhead device. Ask students
to read to the word
“grandmother” and pretend
they don’t know the word. Ask
them what they could prompt
their partner to try. (what
would make sense?, use the
picture,try a part of the word.)
Encourage them to use the
anchor chart to prompt their
partner. Have partners switch
and read the next page.
Highlight the word, “perfect”
as the “tricky word”. Ask this
partner to become the helper
and give the same clues as
before.
Provide Independent Practice
Remind students before they
go off to read… “When you to
to IR try…”
Ask students to find a book
from one student’s book bag to
partner read today. Remind
students as they go off to
partner read during RW today,
to be a partner problem solver
if their partner needs help.
Also remind them that they
need to be very good listeners
to see if their partner needs
help. They should always be
thinking about what makes
sense in their story.
Conference Points * Did you need to help your
partner today?
* What clues are you giving
your partner today?
Reader’s Workshop Page: 30
Share/Reinforce Ask a few partnerships to
share how they helped each
other today during RW.
Reader’s Workshop Page: 31
Anchor Lesson: 101 Stop and Jot
Pre-assessment Turn and talk to your partner
about how writing important
information/your thoughts
during RW could help you as a
reader.
Notes to Build Next Lesson
Select the materials Familiar text (Roger the Jolly
Pirate by Brett Helquist) ,
post-it notes pencil
Name the Strategy.
Explain.
“I have noticed that…” “A strategy readers use is…”
Readers who think while they
are reading are more likely to
remember and enjoy more of
what they read. As we read
longer or more complicated
texts, we may need a way to
keep track of our thinking or
mark a line in the text instead
of waiting until we are finished
with a book or a chapter. We
will want to write a few
important words that will help
us to talk to someone else
about our thinking. We may
even use these notes when we
are in a conference with our
teacher. Many times readers
will make notes in the margins
of their books, but if this book
isn’t yours, you will need a
different way to keep track of
your thinking. One strategy
readers use is post-it notes.
Post –it notes can act like the
margins on a book. When I
write on post-it notes, I want
to stop and jot down just a few
important words that will
remind me about what I want
to discuss with someone else.
Introduce the Text. Let me show you a book I have
read before that I kept notes
in as I read.
Demonstrate the Strategy.
Say: Think Aloud.
Show: Model.
Use a familiar book you have
read with the class before.
(Roger the Jolly Pirate) Model
how you stop and jot –
Reader’s Workshop Page: 32
Explain: How this will help
them as a reader.
emphasizing how you only wrote
a few key words that would
remind you about what you
read. A variety of ideas can be
captured, but if you are
working on retelling for
example, you can show how you
are identifying story elements
as you read. For example, “ the
text says, ‘Roger was a lousy
pirate.’ I am writing his name
on the sticky note because he
is a new character I just met. I
am also going to write the word
lousy, because it said that he
was a lousy pirate. As I keep
reading, I am finding other
characters such as the Admiral.
I am going to write his name
down with the word enemy,
because on this page it said,
‘there was only one enemy
worthy of their scowls. He was
known as the Admiral.’” This is
going to help me as a reader
because I am keeping track of
the characters names, and a
word that reminds me of them,
but I don’t have to write
everything I read. Later, if I
want to talk about the
characters I learned about
with another reader or the
teacher, I can quickly use my
notes to help me. I may also
jot notes about what the text
makes me think. When I read
about how lousy Roger is, I
think about the book How I
Became a Pirate. I am going to
write the connection I made on
a post-it note; connection to How… Pirate-. For intermediate readers,
model how you are keeping
track of character change over
a text, or evidence from the
text for a theme. Using the
Comment [CL3]: Can you put some teacher model language in here? Like what you marked,
what youwrote and why you did it and how it helps
you
Comment [k4]: Is this enough, or do you think we should add more?
Comment [TM5]: I think we should add more ideas for what to write down because teachers might only think kids should write down character’s names
Reader’s Workshop Page: 33
same text, I can still write the
character name, but now I can
find some evidence about the
character traits the character
exhibits. On the second page,
the text says, “He smiled
instead of scowling, …grinned
instead of growling… He always
had a yarn to tell or a sea
shanty to sing…” I am going to
write just a few words that
remind me of the way Jolly
Roger was described. I wrote
smiled, grinned, told stories,
sang songs. These notes are
helpful because they give me
reminders of what I may want
to show another reader about
how I keep track of my
thinking. Next, model how you
would use these notes to talk
to a partner. Say, “I think at
the beginning of the story,
Jolly Roger is a lousy pirate
because he smiled and grinned,
told stories and sang songs, and
that isn’t what the rest of the
pirates on his ship did.” This
will give my partner (teacher)
and I something to discuss
when we meet together.
Provide Guided Practice
Invite the students to practice
the strategy with teacher
guidance.
Have students work with you as
you continue to read the text,
stopping now and then to turn
and talk to a partner about
where they would stop and
what they would jot down.
Provide Independent Practice
Remind students before they
go off to read… “When you to
to IR try…”
As students go off to RW, ask
them to use a book they are
currently reading to practice
stopping and jotting- thinking
about what they would focus on
and would like to remember to
discuss with you or a partner.
Conference Points Are you remembering to
stop and jot?
What are you keeping track
of with your notes?
Reader’s Workshop Page: 34
Why did you mark this or
write this? Are you writing key words,
or are you writing too
much? How are these notes
helping you as a reader?
Share/Reinforce Ask a few students to share
some of their notes. Or… have
students share their notes with
a partner, thinking about how
they helped them as a reader.
Reader’s Workshop Page: 35
Anchor Lesson: 112 Notebooks ( grade 3 +)
Pre-assessment How has the strategy of
stopping and jotting helped you
as a reader? Turn and talk to a
partner about this question.
Notes to Build Next Lesson
Select the materials Student notebooks
Name the Strategy.
Explain.
“I have noticed that…” “A strategy readers use is…”
I have noticed that you have
been using sticky notes for a
while now, and it seems as if
you are ready to use a reader’s
notebook. A reader’s notebook
is a place to keep all of your
learning and thinking in one
place. You will notice that your
notebook is organized into
sections. These sections have
been chosen because they will
help you to keep your thoughts
and what I teach you during
RW and small group instruction
separate. We will try out some
of these sections over the next
few weeks, and then decide
which ones work for us and
which ones may not be
necessary.
This lesson may be taught
multiple times with different
sections of the notebook,
depending on how many sections
you will introduce to your
students.
Let’s look at the sections in
your notebook to think about
where you will keep track of
your thinking and learning.
Demonstrate the Strategy.
Say: Think Aloud.
Show: Model.
Explain: How this will help
them as a reader.
Using a document camera or
other overhead technology,
discuss each section you choose
to include in your student’s
notebooks. Briefly discuss how
each will be used. Model how
they will continue to stop and
jot in some sections- not
writing complete sentences.
Talk about how you may
sometimes give them graphic
organizers to copy into their
notebooks or may use some
sections to teach them a
strategy they will be able to
refer back to in their
Possible Notebook Sections
My thinking
Reading Log
Small group work
Focus Lessons
Read Aloud
Books I want to read next
My goals
Vocabulary
You will want to choose the
sections that make the
most sense for your class.
You can use as many or as
few sections as necessary.
Comment [CL6]: What is notebook suggestions?
Comment [k7]: I added these from memory. Any others you would add to the list?
Reader’s Workshop Page: 36
notebooks as they continue to
read and learn during RW.
Provide Guided Practice
Invite the students to practice
the strategy with teacher
guidance.
Teach children how to find the
section for new learning, and
have them draw a T-chart –
labeling it with answer at the
top, evidence in the left column
and explanation in the right
column. Tell them that this T-
chart is something they will
continue to refer back to and
use while stopping and jotting
notes.
Students will use different
sections on different days,
depending on your goals for
them as readers. This lesson
may be repeated as you
introduce different sections,
and new units of study. This
notebook is intended to grow
with the students as they
develop throughout the year.
Provide Independent Practice
Remind students before they
go off to read… “When you to
to IR try…”
Discuss the way you would like
students to label pages within
the “my thinking” section so
that they are able to locate
what they record quickly (ie.
Title of book, date, topic, etc.)
Have students use the “my
thinking” section while reading
today, just like they used
sticky notes to stop and jot.
Remind them that they will still
write important words and not
complete sentences to keep
track of their thinking.
Conference Points What did you write in your
“my thinking” section
today? Are you writing important
words or sentences? Show me how you are using
your notebook.
Share/Reinforce Let’s share how you used your
notebook today.
Comment [TM8]: Do you think this sounds too much like what you would write in the book log section?
Comment [k9]: I was thinking these were just suggestions of ways to keep their sections organized.
I will try to make it a bit clearer.
Reader’s Workshop Page: 37
Anchor Lesson: 123 Keeping a log of titles and
genres
Pre-assessment Turn and talk to your
partner about the kinds of
books you like to read, and
why.
Notes to Build Next
Lesson
Select the materials Independent Reading Bags with 3-5
books
Chart of a Book Log
Name the Strategy.
Explain.
“I have noticed that …” “A strategy readers use is …”
I have noticed that some of you are reading lots of books. We want to keep track of the titles of the books you are reading. This way we can see all the practice you have been doing. You choose ____ books to write on your log _________a week. You may also keep track of how long you read or if you stick with a book which is called stamina, or you may see some patterns or trends in your choice of books. You may read a lot of books by the same author, or books with the same genre. Your log is a great place for you to keep track of yourself as a reader.
Demonstrate the
Strategy.
Say: Think aloud. Show: Model. Explain: How this will help them as a reader.
I am going to pretend that I need to fill out my book log. Model: Model how you would write
the title, author, genre etc. for the
books in your IR bag. The log will
stay in the IR bag ( or in a student’s
reading notebook)
Make a class chart of the log as a
model for students to follow.
Post chart in classroom.
This lesson may also be
taught many times
depending on the purpose of
the log entry.
Provide guided practice Invite the students to
practice the strategy with
teacher guidance.
Have students look through their
IR bag and discuss with a partner a
book they will add to their IR log.
Have them discuss how recording
this data may help them as a
reader. Discuss how this may help
them to set goals for themselves
for their future reading.
Comment [TM10]: I think lesson should be the
first lesson after reading notebooks.
Comment [CL11]: Now we do a lot more about purpose in a log –we have some articles on choice
that should help you with this language
Comment [k12]: I used the article to add to this. What do you think?
Comment [TM13]: Add this chart to anchor chart section
Reader’s Workshop Page: 38
Provide Independent
practice Remind students before they
go off to read … “When you go to IR try …”
When you go to RW today, write the book(s) you have chosen on your log and include the information that we discussed. Remember to use this chart as a model if you forget what to do.
Conference Points Let’s look at what books you have read so far?
What types of books do you tend to read?
Have you read any other books by this author? In this series?
Why/how did you select that book?
How do you know it is a just right book?
Retell what you have read so far.
Tell me what is happening in the story right now.
Share/reinforce Let’s share some of the things you noticed about the books you are reading.
Reader’s Workshop Page: 40
Independent Reading Log Name: _____________________________
Start
Date
End
Date
Title/Author Genre Thoughts,
comments,
connections …
Anything else?
A question?
A quote? A
Word?
Formatted: Right: 1", Top: 0.63", Width: 8.5", Height: 11"
Reader’s Workshop Page: 42
Anchor Lesson: 134 Setting Goals
Pre-assessment What kinds of goals do you set
for yourself when you play a
sport? Play a musical
instrument? Turn and talk to
your partner.
Notes to Build Next Lesson
Select the materials Reader’s notebook/ goal sheet
Name the Strategy.
Explain.
“I have noticed that…” “A strategy readers use is…”
When you play a sport, a
musical instrument, or a video
game, you usually have a goal in
mind; something you would like
to accomplish or to improve
how you play. When you read,
you will want to do the same;
set a goal for yourself to
improve your reading. Today,
we are going to think about a
place in your reader’s notebook
to keep track of your goals for
reading. We want to set goals
based on your needs as a
reader. Some readers have
trouble sticking with a book,
some read just one type of
genre and want to try some
others, or you may want to use
your log to look for patterns in
your reading, like reading
longer in school than at home.
We are going to think about
how you can use your book log /
goal sheet to set goals based on
what you notice about yourself
as a reader. Sometimes your
teacher may help you set a goal
for your reading too, based on
what he or she has noticed
about your reading and what a
good next step would be. After
setting these goals, we hope
that you will find that you
improve your reading. We can
also use this section to learn
from mistakes that we have
made. It is a great place for us
to do some reflecting on our
This lesson can be taught
numerous times with different
goals in mind. This may also be
taught in small group or
through individual conferring.
Comment [TM14]: Book log lesson should probably come first
Reader’s Workshop Page: 43
learning.
Introduce the Text. Show book log and where you
will ask them to keep track of
their data. This could be in a
standard log section, or in a
different goal setting section.
Choose the place that makes
the most sense for each
student.
Provide Guided Practice
Invite the students to practice
the strategy with teacher
guidance.
Model how you will look for the
book log section to notice
something about yourself as a
reader. Have data in your log
that shows that you have read
much of the same type of genre
for the last few weeks. Explain
that you are thinking that you
would like to try reading a
different genre because of
what you are noticing. Set a
goal for yourself to read two
books in a different genre
before going back to the genre
you have been currently
reading. Write that goal in the
goal section of your notebook.
Date the entry and give
yourself a time frame to
complete this goal. Think aloud
about who you could ask to help
you achieve this goal. Perhaps
there is a student in class who
seems to enjoy the new genre
you are thinking of, and you
make a plan to ask them for
recommendations of books to
try.
Provide Independent Practice
Remind students before they
go off to read… “When you to
to IR try…”
Before you begin to read in RW
today, think about yourself as a
reader. What do you think you
may want to try as a reader?
Think about what your goal may
be, and how you may keep track
of it.
Conference Points What are you working on as
a reader?
Reader’s Workshop Page: 44
Do you have a goal for your
reading?
What is your goal?
How will you keep track of
it?
How will you know when you
have met your goal?
Share/Reinforce Have a few students share the
goals they created for
themselves as readers and
where they are going to keep
track of the goal.
Reader’s Workshop Page: 46
Anchor Lesson : 145 Introduce Strategy
Groups
Pre-assessment What is a strategy? How can a
strategy help you as a reader?
Turn and talk to a partner.
Notes to Build Next Lesson
Select the materials Messy sheet/ small group
instruction sheet
Name the Strategy.
Explain.
“I have noticed that…”
“A strategy readers use is…”
Today we are going to talk
about a different way I may
confer with students. When I
confer with you by yourself,
you may have noticed that I
teach you something and talk
about your goal before I move
on to work with another
student. Working like this,
with just one student at a time
can be expensive; just like a
one on one ski lesson can be. I
can only see a few students
during each RW time, and don’t
get to see all of you as much as
I would like to. Sometimes it
will make sense to meet with
groups of students who have
some of the same needs or
goals. These are called
strategy groups. A strategy
group is a group of students
who may be working on the
same strategy or goal to help
them improve their reading. It
makes sense to work with those
students in a group, so that I
can meet more of you in one
RW period, and it is less
expensive!
Introduce the Text. Let me show you how I have
grouped some of you by
strategy. Show students your
messy sheet, or the
organizational plan you use to
group your students by need.
Discuss how you feel some of
them have the same needs, and
it would make sense to meet
Comment [TM15]: Not sure if the word expensive works. Should it be redundant? I am just
wondering if some people won’t understand because
they are reading it – thoughts?
Comment [k16]: I am not sure. We wouldn’t want to say it would be a waste of time. I will keep
thinking…
Reader’s Workshop Page: 47
them together in a strategy
group.
Demonstrate the Strategy.
Say: Think Aloud.
Show: Model.
Explain: How this will help them
as a reader.
Let me show you how a strategy
group may work. Model how you
would ask them to come to a
certain part of the room
together with their IR books
and notebooks (grades 3 +).
Fishbowl a small group mini-
lesson in the middle of your
circle, pointing out the
similarity in their goal, and how
they can get the same
information from the lesson to
improve their reading. Talk
about how knowing others have
similar goals may help them to
work with other students if
they have difficulty when you
are not available. Also be sure
to let them know that just like
when you are conferring
individually, your small group is
not to be interrupted unless
there is an emergency.
Provide Guided Practice
Invite the students to practice
the strategy with teacher
guidance.
Model one more small group,
based on need. Be sure to
reiterate how this small
strategy group will work
together until their goal is
reached, or because their
needs have changed and they
will work with a different small
strategy group for another
goal.
Provide Independent Practice
Remind students before they
go off to read… “When you to
to IR try…”
When you go off to RW, if I
call your name to meet in a
small strategy group, be sure to
come prepared with your IR
bag and your notebook. If you
are not called to a group, please
continue to read independently,
and focus on your reading goal.
Conference Points What is our goal for this
group?
What are we working on?
Reader’s Workshop Page: 48
How will we know when we
reached our goal?
Share/Reinforce Have a group of students you
work with share how the
strategy group worked. Ask
students who were not in a
strategy group if anything
changed for them as a reader
today.
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Anchor Lesson: 156 Introduce Library- how is it
organized?
Pre-assessment What have you noticed about our
classroom library? Turn and talk
to a partner.
Notes to Build Next
Lesson
Select the materials Have students move to library area.
Name the Strategy.
Explain.
“I have noticed that …” “A strategy readers use is …”
I have noticed that some of the books in our library are on the floor or are being put back into the wrong spot. I want to explain to you how our library is organized so that you can find the books you want and put them back in the correct area. This will help keep our books in good shape and help you find the books you want.
Demonstrate the
Strategy. Say: Think aloud. Show: Model. Explain: How this will help them as a reader.
Show the students how the library
is organized (author, genre, topic,
level etc.) Model how you would
choose a book and use the
organization system to help you.
Model how you would put a book
back.
Provide guided practice Invite the students to
practice the strategy with
teacher guidance.
Have students generate a type of
book they would like to find and
help them find that book. Give the
students a book and have them try
to put it back. Have them think
aloud the strategies they used to
figure out where to put the book.
Provide Independent
practice Remind students before they
go off to read … “When you go to IR try …”
Today at RW take a minute to look at the books in your bag and think about where they would go in our library. Think about what information you used to help you figure out where the book should go.
Conference Points May I hear you read a section? Are you enjoying this book? Why/how did you select that
book? Where in the library would this
book go? How do you know? What type of book is it
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Share/reinforce Let’s share some of your books and how you determined where they would go in the library
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Anchor Lesson: 167 Choosing just right books
Pre-assessment What does it mean when a book is
just right for you? Turn and talk
to your partner about how you
know.
Notes to Build Next
Lesson
Select the materials Independent Reading Bags with 3-5
books
Name the Strategy.
Explain.
“I have noticed that …” “A strategy readers use is …”
Readers choose books that are just right for them. They find books that are interesting and that make them feel strong as a reader. When you choose new books, I may show you a basket of books that I think are good for your learning. You can choose some of your books from that basket; some that are old favorites; and some you are interested in reading. Once you choose your book, read a few pages. Was it a smooth read? Can you “read it like you talk”? Did you get stuck on more than 3 words? Did you understand what you read?
Demonstrate the
Strategy.
Say: Think aloud. Show: Model. Explain: How this will help them as a reader.
I am going to pretend that I am changing the books in my bag. Watch how I choose my books and notice how I am deciding if it is a “just right book.” Model: Model how you are choosing
the majority of your books from a
basket that is good for you learning.
Choose books from this basket that
you are interested in. Model giving
it a try and seeing if it is a smooth
read. Then choose an old favorite,
poetry, or a book you are interested
in reading.
Make a chart called:
List the strategies that the
students observed you using.
You may also model using the
Choosing a “Just Right”
Book
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Goldilocks or bike riding analogy.
Provide guided practice Invite the students to
practice the strategy with
teacher guidance.
Have students turn and talk to a
partner about an “old favorite.”
Provide Independent
practice Remind students before they
go off to read … “When you go to IR try …”
When you go to RW today, read the books in your bag. As you are reading, listen to yourself and decide if it is a book that you can “read like you talk” or if it is a book that you are still learning. Reading books that you can read smoothly will help you become a better reader. You will learn more words and you will understand the story better. If a book is just right, you can read the words and understand the story.
Conference Points May I hear you read a section? Why/how did you select that
book? How do you know it is a just
right book? Retell what you have read so
far. Show me how you check to see
if a book is a just right book.
Share/reinforce Let’s share some of the things you noticed about yourself as a reader today. How did you know your books were just right? Did anyone find a book that was not just right?
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Anchor Lesson: 178 How do you take care of
books?
Pre-assessment Turn and talk about how you
take care of your books. Notes to Build Next
Lesson
Select the materials Independent Reading Bags with
3-5 books
Name the Strategy.
Explain.
“I have noticed that …” “A strategy readers use is …”
I have noticed that some of our books are getting torn and the pages are falling out. In our classroom, books are very special and we need to take care of them. If we don’t take care of them, then we won’t have any books to read. Readers are careful with books and make sure they handle them gently.
Demonstrate the
Strategy.
Say: Think aloud. Show: Model. Explain: How this will help them as a reader.
Show students how you carefully
take books out of your IR bag and
place them in a pile. Model how
you carefully turn the pages and
do not fold the pages. Also model
how you select books from the
library and put books back
without shoving them in or
grabbing them.
When we take care of our books, we will continue to have more and more books in our library. This will give us more books to choose from and enjoy.
Provide guided practice Invite the students to
practice the strategy with
teacher guidance.
Have a few students model how
they take care of books.
Provide Independent
practice
Today at RW, I want you to think about how you are handling your books. Think about ways we can take care of the books in our classroom. When we come back together I will want to hear about some of the ways you are taking care of books.
Conference Points May I hear you read a section?
Are you enjoying this book?
Comment [k17]: I changed it to pages. I didn’t write this one, so I am not sure if that is what you
wanted.
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Why/how did you select that book?
How do you know it is a just right book?
Retell what you have read so far.
Tell me what is happening in the story right now.
How do you get back into the story from yesterday?
Share/reinforce Let’s share some ways you are caring for the books in our classroom.
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Anchor Lesson : 189 How do you change books?
Pre-assessment Turn and talk to your partner
about what you do when you are
finished with a book.
Notes to Build Next
Lesson
Select the materials Independent Reading Bags with 3-5
books
Name the Strategy.
Explain.
“I have noticed that …” “A strategy readers use is …”
I have noticed that some of you are becoming experts at the books you are reading. Once every week or few days you will look through your IR bag and decide which books you are an expert on and which books you are still learning to “read like you talk.” When it is your turn to choose some new books you will need to decide which books you want to keep and which books you would like to trade for a new book. Let me show you how I would decide which books I would trade and which books I would keep.
Demonstrate the
Strategy.
Say: Think aloud. Show: Model. Explain: How this will help them as a reader.
I am going to pretend that it is my turn to change the books in my reading bag. Before I change them, I need to think about how I read each book, if I understood it, and if I really need a new book. I may decide to keep a book or two because I absolutely loved it and I think I could practice it more and do more thinking about what is happening in the text. Watch how I read each book and notice how I listen to myself to determine if I can “read it like I talk.” Readers read fluently which means that they know a book so well that it sounds like they are talking when they read it. Model: Model how it sounds to read
a book fluently and decide to trade
it in; model a book you are still
learning and choose to keep it;
model a book you read fluently and
choose to keep it because it is an
old favorite.
Comment [TM18]: I think this part needs to say something about how I read the book, I understood it it and I am done with it and I need a new book. Or ,
I want to keep it because I absolutely loved it and I
think I could practice it more and do more thinking about what is happening in the text.
Reader’s Workshop Page: 56
Make a class chart emphasizing
what students should do when
changing books in their independent
reading bag.
Post chart in classroom.
Provide guided practice Invite the students to
practice the strategy with
teacher guidance.
Have students generate ideas for
class chart.
Provide Independent
practice Remind students before they
go off to read … “When you go to IR try …”
When you go to RW today, read the books in your bag. As you are reading, listen to yourself and decide if it is a book that you can “read like you talk.” or if it is a book that you are still learning. Put your books into two piles: books to trade and books to keep. (Teacher
needs to choose a system to have
kids record: post-it notes or leave
trades on tables or do this in small
group in the classroom library).
Conference Points May I hear you read a section? Are you enjoying this book? Why/how did you select that
book? How do you know it is a just
right book? Retell what you have read so
far. Tell me what is happening in the
story right now. How do you get back into the
story from yesterday?
Share/reinforce Turn and talk to your partner about the process for changing books. How do you know which books to keep and which books to put back?
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Anchor Lesson: 1920 Balancing your reading diet
Pre-assessment What kinds of books do you like
to read? Do you read a lot of
different genres? Turn and talk
about what you read and why you
like them.
Notes to Build Next
Lesson
Select the materials No Text.
Independent Reading Bags with 3-5
books
Chart of a Book Log
Name the Strategy.
Explain.
“I have noticed that …” “A strategy readers use is …”
I have noticed that some of you are reading lots of books. We are using book logs to keep track of the titles of the books you are reading. This way we can see all the practice you have been doing. We can also use this log to look at the different types of books you are reading. Readers choose to read lots of different types of books. They try different genres, authors, and topics. This helps them be a better reader because you learn new strategies when you read different types of books.
Demonstrate the
Strategy.
Say: Think aloud. Show: Model. Explain: How this will help them as a reader.
Let me show you how I would look at my reading log and think about the types of books I have been reading and the types of books I may want to try. Readers have more than one type of text in their IR bag. Model: Model how you categorize
books by genre or author or topic.
Then show how you would go to the
library and note if there are some
genres or topics I might try.
Provide guided practice Invite the students to
practice the strategy with
teacher guidance.
Have students look through their
IR bag and discuss with a partner
the types of books they tend to
read and the types they might try.
Provide Independent
practice Remind students before they
go off to read … “When you
When you go to RW today, think about one type of text you might want to try the next time you go to change books. Write it on a post it
Reader’s Workshop Page: 58
go to IR try …” and leave it in your bag so you will remember.
Conference Points Let’s look at what books you have read so far? What types of books do you tend to read?
Have you read any other books by this author? In this series?
Why/how did you select that book?
How do you know it is a just right book?
Retell what you have read so far.
Tell me what is happening in the story right now.
Share/reinforce Let’s share some of the things you noticed about the books you are reading.
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Anchor Lesson: 201 Building stamina grades K-2 Pre-assessment Have you ever had a time when
you couldn’t stick with your
reading? Turn and Talk to a
partner about what that was like.
Notes to Build Next
Lesson
Select the materials 4-6 Easy leveled texts
Name the Strategy.
Explain.
“I have noticed that …” “A strategy readers use is …”
Today I want to talk about how people get good at things. If we wanted to be a good basketball player, we would need to practice dribbling and shooting. If we wanted to become a stronger swimmer we would spend a lot of time practicing different strokes in the pool. Readers need to practice too. The more you read, the better you become at reading and good readers read a lot. Today I want to show you a strategy to help increase the amount you are reading.
Demonstrate the
Strategy.
Say: Think aloud. Show: Model. Explain: How this will help them as a reader.
When I want to practice my reading, I read and reread lots of books. When you read more, you not only read more smoothly,but you think more about the book and enjoy the book more.
Watch me read my independent reading books. I will read some of the books I read yesterday. Watch how I notice new ideas and have an easier time figuring out those tricky words when I reread the books.
Provide guided practice Invite the students to
practice the strategy with
teacher guidance.
Choose a book out of your independent reading bag that you want to reread. Turn and talk to your partner about why you chose that book.
Provide Independent
practice Remind students before they
go off to read … “When you go to IR try …”
Today, I would like you to not only read new books but to also reread books you have already read. As you are reading these, notice when you learn a new idea or remember words that were tricky the day
Reader’s Workshop Page: 60
before.
Conference Points What did you notice when you reread a book?
How is rereading helping you as a reader?
What distracts you during RW? What are you doing to avoid
those distractions? Show me how you reread a book. Show me where you found a
tricky word. Let me listen to you read. Let’s
talk about how you can read like you are talking.
Share/reinforce Let’s share what we learned when you reread your books during R.W.. today.
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Anchor Lesson 212 Building Stamina (3-6)
Pre-assessment Did you ever have a time when
you couldn’t stick with a book,
or felt as if you got
distracted? Or, Do you know
what stamina is? Turn and talk
to a partner about what you do
to help yourself.
Notes to Build Next
Lesson
Select the materials Short Chapter Books: e.g.
Catwings by Ursula LeGuin,
Stories Julian Tells by Ann
Cameron
Name the Strategy.
Explain.
“I have noticed that …” “A strategy readers use is …”
Today I want to talk about how people get good at things. If we wanted to be a good basketball player, we would need to practice dribbling and shooting. If we wanted to become a stronger swimmer we would spend a lot of time practicing different strokes in the pool. Readers need to practice too. The more you read, the better you become at reading and good readers read a lot. Today I want to show you a strategy to help increase the amount you are reading which is also called stamina.
Demonstrate the
Strategy.
Say: Think aloud. Show: Model. Explain: How this will help them as a reader.
When I want to increase the amount of time reading, I keep track of how much I am reading. Simply keeping track can help me stay focused and increases the amount I read. When you read more, you not only become faster but you also enjoy the book more. When we get distracted frequently while reading it is hard to keep track of the characters and what is happening and we begin to lose interest in the book. Watch Me: I have labeled these post-its: Monday – school, Monday – home, Tuesday-school,
Comment [TM19]: I think we should introduce the word stamina here.
Reader’s Workshop Page: 62
Tuesday-home. I am going to put these post-its in the front of my book and I finish my reading, I will place the post-it in the appropriate spot. At the end of the week the post-it notes will help me to see if my reading is actually increasing.
Provide guided practice Invite the students to practice
the strategy with teacher
guidance.
Turn and talk to your partner about how you find time to read at home.
Provide Independent
practice Remind students before they
go off to read … “When you go to IR try …”
Today, I would like you to write the 10 post-its that I wrote and place them in the front of your book. After RW, please put the Monday-school post-it where you stopped reading. This system will help you keep track of your reading all week so you can monitor your progress.
Conference Points Let’s take a look at your post-it notes. What have you noticed about the amount of reading you are doing?
What seems to be in your way when you are reading? (At home or school)
Does this book seem to help you to sustain your reading or does it make it more difficult?
What are you doing to build your stamina?
What distracts you during RW?
Share/reinforce Let’s share some strategies that students used for maintaining focus during RW today
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Anchor Lesson 223 Engaging in Reading
Pre-assessment Have you ever felt like giving up
during RW? What made you
feel like giving up?
Notes to Build Next Lesson
Select the materials Books you are interested in and
ones that you are not. Books
that are too easy, too difficult,
and just right for you as a
reader.
Name the Strategy.
Explain.
“I have noticed that…”
“A strategy readers use is…”
I have noticed that sometimes
when I look around the room
during RW time, some students
are not reading. They may be
looking out the window, or at
the clock, or they may be
pretending to read but aren’t
really reading. When this
happens, we say that a reader
isn’t engaged in their reading.
To stay engaged in reading, a
few things need to be in place.
First, you need to be
interested in the book you are
reading, you need to have a
reason to read it, and it has to
be something you understand
and know most of the words.
If any of these things aren’t
just right, you may not be
engaged in your reading. Or
you may lose the stamina to
stick with the book.
Introduce the Text. I brought a few books from home that I thought maybe books I may want to read during RW time. “ I brought one of my husband’s computer books today, because I am interested in learning more about computers. Let me try to read it.” “After reading this section, I realize that I didn’t understand one bit of what I read. So this book isn’t one that will keep me engaged.” Choose another
book that is of interest. “Now that I know this book was not one that I could understand, I will be sure to look for a different computer
Reader’s Workshop Page: 64
book that I can understand, so that I can stay engaged.”
Demonstrate the Strategy.
Say: Think Aloud.
Show: Model.
Explain: How this will help them
as a reader.
Continue to model thinking
about engagement with an
easier book that is just right,
and continue to discuss the
things that will keep a student
engaged in their reading. “I am also going to think about why I am reading what I am reading. If I don’t know what my goal is, I may not stick with a book. I need to think about my purpose for reading a computer book. I want to get better at my computer skills. This is going to keep me engaged in my reading for sure.” “I also brought another book that was recommended to me by a friend, but I am not sure that I am interested in it at this time. I don’t think I will choose to read it, because I may not stay engaged in it.”
It may be helpful to repeat
this lesson at several points
during the year, as students
may become complacent about
their reading choices.
Increasing text complexity is a
key goal of the common core
and one that we need to help
our students with regarding
book choice and engagement.
Provide Guided Practice
Invite the students to practice
the strategy with teacher
guidance.
Have students use their own
book bags to look at their book
choices with purpose, interest,
understanding and knowing
most of the words in mind. A
chart with the 4 words on it
may be posted for students to
refer to.
Provide Independent Practice
Remind students before they
go off to read… “When you to
to IR try…”
Today when you go to RW, look
carefully at the choices you
have made in your book bags,
and think about the purpose,
interest, understanding and
knowing most of the words. If
all four of these things are not
what you see in your books, you
may want to think about
whether or not they will help
you stay engaged as a reader.
Conference Points What have you found out
about your book choices?
Will they keep you
engaged?
Reader’s Workshop Page: 65
What books will help you
stay engaged?
What distracts you during
RW?
What are you doing to avoid
being distracted?
Share/Reinforce Have a few students share how
this activity helped them as a
reader today.
Reader’s Workshop Page: 66
Anchor Lesson: 234 Recommending books Pre-Assessment What would you tell another
reader about the book you are
currently reading?
Notes to Build Next
Lesson
Select the materials Books from the library that
students can read independently.
Name the Strategy.
Explain.
“I have noticed that …” “A strategy readers use is …”
Something readers do during and after they have read is to share their reading. Readers learn they have certain tastes for particular authors, genres, and topics. They also learn about strategies they use while they read that help them become stronger readers. Each day at the end of RW we come together for Group Share. During Group Share we learn about each other as readers. Today, during Group Share, I want you to share some books that you think are a “good read” and would recommend.
Demonstrate the
Strategy.
Say: Think aloud. Show: Model. Explain: How this will help them as a reader.
Model: Model how you would share
a book. Show the characteristics
you would use to determine if a
book was a “good read.”
Or
Model Book Pass (See attached for
directions)
Make a chart:
Or
Provide guided practice Invite the students to
practice the strategy with
teacher guidance.
Have students turn and talk with a
partner about what they think
makes a “good read.”
Provide Independent
practice
When you go to RW today, I want you to think about the books in your
Class
Recommendations
What makes a “Good
Read” for our class?
Comment [TM20]: Add to anchor chart section in the front of the unit
Reader’s Workshop Page: 67
Remind students before they
go off to read … “When you go to IR try …”
bag and on your reading log. Do you have a favorite? What is it about that book that makes it so good? At the Group Share, we will recommend books to each other.
Conference Points Are you enjoying this book? Are there any books you would recommend?
Let’s look at what books you have read so far? What types of books do you tend to read?
Have you read any other books by this author? In this series?
Why/how did you select that book?
How do you know it is a just right book?
Retell what you have read so far.
Tell me what is happening in the story right now.
Share/reinforce Let’s share some of texts you would recommend to each other.
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Anchor Lesson: 245 Types of books (author,
genre, theme)
Pre-assessment What types of books do you like
to read? Turn and Talk to a
partner and tell them what you
like and why.
Notes to Build Next
Lesson
Select the materials Pair of books by author, genre or
theme
Name the Strategy.
Explain.
“I have noticed that …” “A strategy readers use is …”
We have been talking about how to recommend books to other readers because readers learn that they have certain tastes for particular books. We learned that readers get ideas for great books to read from other people. Another way readers choose books to read is by thinking about authors, genres or topics they like to read about.
Demonstrate the
Strategy.
Say: Think aloud. Show: Model. Explain: How this will help them as a reader.
Watch me. Last night I read this terrific folktale by Paul Galdone that _______ recommended to me. So today I am either going to look for another book by Paul Galdone or read a different folktale. As a reader I could also make a different decision. Spring is coming and I love planting flowers. Today I might decide that for the next few days I am going to read books about planting. These books will be by different authors but be about the same topic.
Provide guided practice Invite the students to
practice the strategy with
teacher guidance.
Please turn to your partner and talk about the authors, genres or topics you might like to read about at independent reading.
Provide Independent
practice Remind students before they
go off to read … “When you go to IR try …”
Today at independent reading, I would like you to look through your book bags and reading log and think about the books you have really enjoyed. Then jot down a couple of authors, genres or topics that you think you might want to read next.
Reader’s Workshop Page: 69
Conference Points Are there authors, genres or topics you might want to read next?
Show me a book you love. Since you love this book, how does that help you choose your next book?
What are you reading? How did you choose this book?
Share/reinforce Who would like to share a book that you are reading and how that book helped you to think about what you will read next.
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Anchor Lesson: 256 Abandoning books Pre-assessment Have you ever had a time when
you started reading a book, and
thought that it wasn’t good for
you, or you didn’t like it? Turn
and talk to your partner about
what you did.
Notes to Build Next
Lesson
Select the materials Text to model abandoning books.
Name the Strategy.
Explain.
“I have noticed that …” “A strategy readers use is …”
I have noticed that some of you keep deciding you don’t want to finish a book you have started. I call this abandoning books. Sometimes readers choose a book to read and even after they have given it a good try, they find that they are not enjoying it. They’re not interested in reading it anymore and they want to stop. Let’s talk about why readers might abandon a book.
Demonstrate the
Strategy.
Say: Think aloud. Show: Model. Explain: How this will help them as a reader.
I am going to share with you some books that I have abandoned and think aloud about why I abandoned them. Show a piece of nonfiction: I did not have the background knowledge on the topic and was confused.
Show a piece of fiction: I found it boring – too long before the action started.
Show a sequel: I was disappointed in this sequel.
Make a class chart:
Post chart in classroom.
Provide guided practice Invite the students to
practice the strategy with
teacher guidance.
Have students turn and talk with
a partner about a book they have
abandoned and why they
abandoned it.
Why Readers Abandon Books
Reader’s Workshop Page: 71
Provide Independent
practice Remind students before they
go off to read … “When you go to IR try …”
It’s important to give a book a chance before you decide to abandon it, but readers do abandon books sometimes. If you are considering abandoning a book, think about why. Have you given it a good chance? This means that you previewed the book, read several chapters, and you talked to someone about it.
Conference Points Are you enjoying this book? Are there any books you would recommend?
Let’s look at what books you have read so far? What types of books do you tend to read?
Have you read any other books by this author? In this series?
Why/how did you select that book?
How do you know it is a just right book?
Retell what you have read so far.
Tell me what is happening in the story right now.
Share/reinforce Has anyone abandoned a book this year? Discuss why you chose to abandon the book?
Comment [TM21]: I would add a sentence or two about what it means to give a book a good chance. I previewed the book, I read several
chapters, I talked to someone about it,
Reader’s Workshop Page: 72
Anchor Lesson : 267 Readers think while they
read
Pre-assessment Why is it important for readers
to stop and think while they
read? Turn and talk about this
with your partner.
Notes to Build Next
Lesson
Select the materials Chester’s Way, Kevin Henkes
Name the Strategy.
Explain.
“I have noticed that …” “A strategy readers use is …”
We have talked about the two jobs that readers have: read the words and understand what is happening in the text. I have noticed that many of you are reading and reading without every stopping to think about what you are reading. Then you cannot tell me what happened in the story.
Repeat this lesson several
times using more difficult
text. After students are
comfortable with turning and
talking, teach students how
to jot their thoughts on
post-it notes.
Demonstrate the
Strategy. Say: Think aloud. Show: Model. Explain: How this will help them as a reader.
Let me show you how readers stop and think about what they are reading so they can understand and enjoy what they are reading.
Read aloud a section of Chester’s Way. Choose a stopping point and
share your thinking with the class.
Model this two more times in the
book.
Provide guided practice Invite the students to
practice the strategy with
teacher guidance.
Read aloud another few pages and
have students turn and talk with a
partner about what they are
thinking.
Provide Independent
practice Remind students before they
go off to read … “When you go to IR try …”
Today, when you go to independent reading make sure you are not reading to be “done.” Stop and think about what you are reading so that you can understand and enjoy the book.
Conference Points Tell me what you are thinking
Are you enjoying this book? Why/how did you select
that book? Retell what you have read so
far. Tell me what is happening in
the story right now.
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What are you thinking? What in the text made you
think that?
Share/reinforce Who would like to share with us some thinking they did while reading today?
Reader’s Workshop Page: 74
Anchor Lesson : 278 Readers talk about their
thinking with other readers
Pre-assessment What have you talked about with
other readers? Turn and talk to
your partner about this.
Notes to Build Next
Lesson
Select the materials Read aloud text or text from the
prior days lesson
Chester’s Way, Kevin Henkes
Students should be reading
books with a partnership in
this part of the launch.
Name the Strategy.
Explain.
“I have noticed that …” “A strategy readers use is …”
We have talked about the two jobs that readers have: read the words and understand what is happening in the text. When you stop and think about the text and become invested in the story then want to share your thinking with someone else. You want to hear other people’s opinions and share your own. This is why so many people have joined book groups. It is exciting to share your thinking with others.
Demonstrate the
Strategy. Say: Think aloud. Show: Model. Explain: How this will help them as a reader.
Watch me share my thinking. ________ and I are reading the same book and we have both written on post-it notes. I am going to look over my notes and think about which idea is really important to me. Which one could we talk a lot about? Now after we both do that we can have a conversation about it.
Model the conversation with
another student.
Provide guided practice Invite the students to
practice the strategy with
teacher guidance.
Please look over your post-its right now and choose 1 idea that you will want to talk with your partner about. Think about whether that idea is something you could talk a lot about.
Provide Independent
practice Remind students before they
go off to read … “When you go to IR try …”
When you go back to independent reading today, begin by talking about your one idea. See what happens as talk about it. Do you have a lot to say? Do you have the same opinion? Did you learn something based on what your partner said?
Conference Points Show me your post-it that
Reader’s Workshop Page: 75
holds one of your important ideas.
What did you talk about? How did talking about the
book help you to understand the text?
Share/reinforce Who would like to tell us about their conversation? How did talking about the book help you understand the text? What, if anything didn’t go well with your partner today?
Reader’s Workshop Page: 76
Anchor Lesson: 289 Monitoring for meaning
Pre-assessment Turn and talk about what you do
when you come to a word you
don’t know, or you don’t
understand what you just read.
Notes to Build Next
Lesson
Select the materials Picture Book or Short Text (Refer to Monitoring for
Meaning Unit of Study)
Name the Strategy.
Explain.
“I have noticed that …” “A strategy readers use is …”
Readers have two jobs. One is to read the words and the other is to think about what is happening in the text you are reading. Readers STOP reading if something does not make sense and they reread until they understand.
Demonstrate the
Strategy. Say: Think aloud. Show: Model. Explain: How this will help them as a reader.
Read aloud a piece of text and make
a miscue that alters the meaning.
Stop and think aloud about how it
does not make sense. Reread and
self-correct until it makes sense.
Think aloud about the strategies
you are using.
Readers listen to themselves as they read to make sure that it makes sense, sounds right, and looks right. This will help you understand what you are reading.
Provide guided practice Invite the students to
practice the strategy with
teacher guidance.
Read aloud another section of the
text and miscue. Have the students
self-correct and think aloud about
the strategies they used.
Provide Independent
practice Remind students before they
go off to read … “When you go to IR try …”
Today, when you go to RW listen to yourself as you read. If something doesn’t make sense STOP and reread. Use your strategies to figure out the word that does not make sense.
Conference Points Can you take me to a tricky word?
What do you do when you come to a word you do not know? Do not understand?
Were there any places where you needed to STOP and do some reading work?
Share/reinforce What did you notice about