Creating a Community of Readers Through

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: ______


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


Grade: ______


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.


Grade: ______


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


Grade: ______


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?


from IR bags

Procedure for swapping

books

Schedule for swapping

books

How do you return books?

1920. Balancing your reading

diet


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


Grade: ______


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


Grade: ______


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


Grade: ______


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?





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?


Grade: ______


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


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


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.


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?


Share/reinforce Who has a book they would like to share with the class? Why did you choose to share that book?


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.


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


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


Provide guided practice Invite the students to


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?



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.


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.


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.



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



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




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).


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


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.


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.


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.


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?


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



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



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.



Share/reinforce Let’s share some things you noticed today during RW. What did you see? What did you hear?


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.


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.


Say: Think Aloud.

Show: Model.


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.


When we read the story in these ways, it helps us remember the story so that we can share what we know with others.




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.




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.


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


Independent Reading Bags with 3-5

books

Student Volunteer

Name the Strategy.

Explain.


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.


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


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.



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



When you go to RW today, think about your reading and be ready to share with me how your reading is going.


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.


Anchor Lesson: 89 Partner Reading

Pre-assessment Turn and talk about what

partner reading may look like.


Select the materials One picture book per partner

Name the Strategy.

Explain.


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.


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


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.




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.




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.


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.



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.


Say: Think Aloud.

Show: Model.


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.


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.




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.




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?


Share/Reinforce Ask a few partnerships to

share how they helped each

other today during RW.


Anchor Lesson: 101 Stop and Jot


about how writing important

information/your thoughts

during RW could help you as a

reader.


Select the materials Familiar text (Roger the Jolly

Pirate by Brett Helquist) ,

post-it notes pencil

Name the Strategy.

Explain.


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.


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 –



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


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.




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.




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?


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.


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.


Select the materials Student notebooks

Name the Strategy.

Explain.


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.


Say: Think Aloud.

Show: Model.


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?


notebooks as they continue to

read and learn during RW.




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.




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.


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 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.


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.



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


Provide Independent



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?






Share/reinforce Let’s share some of the things you noticed about the books you are reading.


Independent Reading Log Name: ___________________

Date Title Pages Read


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"


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.


Select the materials Reader’s notebook/ goal sheet

Name the Strategy.

Explain.


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


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.




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.




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?


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.


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.


Select the materials Messy sheet/ small group

instruction sheet

Name the Strategy.

Explain.



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…


them together in a strategy

group.


Say: Think Aloud.

Show: Model.


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.




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.




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?


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.


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 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.



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



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.


book? Where in the library would this

book go? How do you know? What type of book is it


Share/reinforce Let’s share some of your books and how you determined where they would go in the library


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


books

Name the Strategy.

Explain.


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.


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


Goldilocks or bike riding analogy.



teacher guidance.

Have students turn and talk to a

partner about an “old favorite.”

Provide Independent



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?


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 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.


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.



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.






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.


Anchor Lesson : 189 How do you change books?


about what you do when you are

finished with a book.

Notes to Build Next

Lesson


books

Name the Strategy.

Explain.


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.


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.


Make a class chart emphasizing

what students should do when

changing books in their independent

reading bag.




teacher guidance.

Have students generate ideas for

class chart.

Provide Independent



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).


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?


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


Independent Reading Bags with 3-5

books

Chart of a Book Log

Name the Strategy.

Explain.


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.


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.



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


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


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?






Share/reinforce Let’s share some of the things you noticed about the books you are reading.


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.


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.


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.



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



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


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.


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.


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.


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.


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


guidance.

Turn and talk to your partner about how you find time to read at home.

Provide Independent



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


Anchor Lesson 223 Engaging in Reading

Pre-assessment Have you ever felt like giving up

during RW? What made you

feel like giving up?


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 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


book that I can understand, so that I can stay engaged.”


Say: Think Aloud.

Show: Model.


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.




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.




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?


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.


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.


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.


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



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




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?






Share/reinforce Let’s share some of texts you would recommend to each other.


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.


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.


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.



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



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.


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.


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 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.


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:




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


Provide Independent



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?






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,


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.


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


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.



teacher guidance.

Read aloud another few pages and

have students turn and talk with a

partner about what they are

thinking.

Provide Independent



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.


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?


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.


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


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.



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



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


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?


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.


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


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.



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



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


yourself as a reader today? What strategies did you try?

Creating a Community of Readers Through

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Transcript of Creating a Community of Readers Through