Reading Unit 1:
Unit 1 Day 1:
This year, you will be part of a classroom reading community- reading, thinking about, and discussing books together. You will also learn powerful reading comprehension strategies to help you make sense of what you read.
Students learn how to read words fluently, but still have a difficult time understanding what they read, especially as the books get more challenging. This year you will all work together, with my help, to become good readers of all kinds of text.
To learn the strategies well, you will need to share your thinking, listen carefully to one another, and take responsibility for yourselves. For this reason, it will be important to be a reading community in which everyone feels welcome, safe, and respected. In the next few weeks, you will focus on building a caring reading community in your classroom.
This year, you will be part of a classroom reading community- reading, thinking about, and discussing books together. You will also learn powerful reading comprehension strategies to help you make sense of what you read.
Students learn how to read words fluently, but still have a difficult time understanding what they read, especially as the books get more challenging. This year you will all work together, with my help, to become good readers of all kinds of text.
To learn the strategies well, you will need to share your thinking, listen carefully to one another, and take responsibility for yourselves. For this reason, it will be important to be a reading community in which everyone feels welcome, safe, and respected. In the next few weeks, you will focus on building a caring reading community in your classroom.
You're going to hear many stories read aloud and talk about them.
Here's what I want you to do during read aloud:
1. I will say, "meet me at the rug." At that time, get up, push in your chair and move quickly and quietly to the rug.
2. Sit on the rug facing me, criss-cross applesauce, hands in your lap.
3. I would like you to look at the illustrations as I read, and raise your hand if you want to share what you're thinking. When we talk as a class, one person will talk at a time and everyone else will look at the person who is talking.
4. Make sure you have chosen an appropriate place on the rug, away from people you may be distracted from.
Let's Practice!
What did you do to move in a responsible way? What might you do differently when we try it again?
Here's what I want you to do during read aloud:
1. I will say, "meet me at the rug." At that time, get up, push in your chair and move quickly and quietly to the rug.
2. Sit on the rug facing me, criss-cross applesauce, hands in your lap.
3. I would like you to look at the illustrations as I read, and raise your hand if you want to share what you're thinking. When we talk as a class, one person will talk at a time and everyone else will look at the person who is talking.
4. Make sure you have chosen an appropriate place on the rug, away from people you may be distracted from.
Let's Practice!
What did you do to move in a responsible way? What might you do differently when we try it again?
Let's do our first read aloud!
A Bad Case of Stripes by David Shannon
A Bad Case of Stripes by David Shannon
As we look at the cover of the book, what can you tell about this book already?
Do you think this will be a serious book or a funny one? Why do you think so?
Are you sitting in a way that will help you listen? If not, what can you do?
Vocabulary Words:
Distraction: something that gets in the way of concentration
Contagious: easily spread from person to person
Remedies: treatments that can cure a disease
What causes Camilla's bad case of stripes? What in the story makes you think so?
When the old woman gives her a few lima beans and says, "I knew the real you was in there somewhere," what does she mean? Why do you think so?
What do you think David Shannon might be trying to tell us in this story about Camilla Cream?
What did you do to take responsibility for yourself during the reading discussion today?
Do you think this will be a serious book or a funny one? Why do you think so?
Are you sitting in a way that will help you listen? If not, what can you do?
Vocabulary Words:
Distraction: something that gets in the way of concentration
Contagious: easily spread from person to person
Remedies: treatments that can cure a disease
What causes Camilla's bad case of stripes? What in the story makes you think so?
When the old woman gives her a few lima beans and says, "I knew the real you was in there somewhere," what does she mean? Why do you think so?
What do you think David Shannon might be trying to tell us in this story about Camilla Cream?
What did you do to take responsibility for yourself during the reading discussion today?
Unit 1 Day 2:
I will assign a random partner for you to work with for the next few weeks. Please come to the rug and sit together for the read aloud.
During today's reading, and in the reading throughout the year, I will stop and ask each student to turn and talk to their partner. The purpose is to give all students a chance to think more about what they are learning by talking with others.
When I say 'turn and talk to your partner,' you will turn to face your partner and start talking about the book or a question that I ask. When I say 'come back to me,' you will finish what you are saying and turn back to face me. Please make sure your partner has a chance to talk, and listen while they are speaking. Wait until your partner is finished talking before you begin to talk.
Let's try it!
Turn and talk to your partner about what is your favorite school subject and why.
As you turn and talk to your neighbor today, you will be responsible for both thinking on your own and sharing with your partner. At the end of the lesson I will ask you to report how you think you did.
We will be talking about the book we read the other day, A Bad Case of Stripes by David Shannon.
What do you remember about this book? Turn and talk to your partner about that.
We are going to reread this book. Please listen carefully to hear any details you may have missed during the first reading. Rereading is an important technique for helping readers understand a book at a deeper level. This year I will often reread books and ask you to practice a reading comprehension strategy or think more deeply about the reading.
Page 12 and 23. What happens in the part of the story you just heard? Turn and talk to your partner.
What did you hear during the second reading of this story that you missed during the first reading? Turn and talk to your partner.
How do you think that you did with turning and talking to your partner today? In what ways did it go well? What would you like to do differently tomorrow?
Unit 1 Day 3:
Meet me at the rug. Please make sure to sit next to your partner. I'm going to ask you to turn and talk to your partner several times throughout today's reading. Remember this is a chance for all students to think more about what you're reading by talking to others.
The Old Woman Who Named Things by Cynthia Rylant
This story is about an old woman who has outlived all of her friends.
Turn and talk to your partner about what it means to have outlived all of your friends. What do you think that would be like?
Vocabulary Words:
Bills: notices asking for payment of money owed
Tolerate: to put up with
Clever: smart
After page 23. What's happening in the story What do you think will happen next? Turn and talk to your partner.
Why is the old woman reluctant to name the dog?
After rereading page 24, What is the old woman's decision? Why does she make that decision?
This story is about an old woman who has outlived all of her friends.
Turn and talk to your partner about what it means to have outlived all of your friends. What do you think that would be like?
Vocabulary Words:
Bills: notices asking for payment of money owed
Tolerate: to put up with
Clever: smart
After page 23. What's happening in the story What do you think will happen next? Turn and talk to your partner.
Why is the old woman reluctant to name the dog?
After rereading page 24, What is the old woman's decision? Why does she make that decision?
Unit 1 Day 4:
Meet me at the rug and make sure to sit next to your partner. In building your reading community this week, we have been learning some new procedures like coming to the rug and turning and talking to your partner.
How do you think our class is doing in becoming a caring reading community?
What do you want to keep working on?
I'd like you to focus on the things you'd like to work on during the reading today. At the end of the lesson, I'll ask you to report on your partner conversations.
Today we will be rereading The Old Woman Who Named Things by Cynthia Rylant.
Remember, please listen carefully to hear any details you may have missed during the first reading. Rereading is an important technique for helping readers understand a book at a deeper level.
Turn and talk to your partner about these questions:
What did you hear during the second reading of this story that you missed during the first reading?
The story says, "[She] named only those things she knew she could never outlive." Why do you think the old woman did that?
What does this story tell us about loneliness and friendship? What in the story makes you think that?
What were some of the things that you wanted to work on in building your reading community?
What did you do today to help build our community? How will doing those things consistently help to build our reading community?
What did you do to take responsibility for yourself this week?
How do you think our class is doing in becoming a caring reading community?
What do you want to keep working on?
I'd like you to focus on the things you'd like to work on during the reading today. At the end of the lesson, I'll ask you to report on your partner conversations.
Today we will be rereading The Old Woman Who Named Things by Cynthia Rylant.
Remember, please listen carefully to hear any details you may have missed during the first reading. Rereading is an important technique for helping readers understand a book at a deeper level.
Turn and talk to your partner about these questions:
What did you hear during the second reading of this story that you missed during the first reading?
The story says, "[She] named only those things she knew she could never outlive." Why do you think the old woman did that?
What does this story tell us about loneliness and friendship? What in the story makes you think that?
What were some of the things that you wanted to work on in building your reading community?
What did you do today to help build our community? How will doing those things consistently help to build our reading community?
What did you do to take responsibility for yourself this week?
Unit 1 Week 2 Day 1:
One of the ways you will build your reading community this year is to share your reading lives with one another. In the coming days, you will have a chance to think about, share, and discuss your reading lives.
Think to yourself, what are your favorite books? What kinds of books do you like to read? Why?
Where is your favorite place to read?
What kinds of books do you want to read this year? What topics do you want to read about?
Share a few of your answers with the class!
Throughout this year, you will participate regularly in class meetings to discuss how you are doing at creating a caring and safe reading community. Today you will learn the procedure for participating in the class meeting to talk about your reading lives.
When I say, "meet me at the rug," I would like you to get up, push in your chair and walk quietly to the rug. Making sure you sit next to your reading partner. I would like you to keep this in mind every time we meet at the rug.
Let's practice!
What do you want to keep in mind to make moving go smoothly? Why is that a caring way to act?
Ground rules for everyone to follow during the class meeting:
1. One person talks at a time
2. Listen to one another
3. Speak respectfully to one another
4. When mentioning problems, say "people" instead of using names
5. It's okay to disagree
6. This is a safe space to share your thoughts and feelings so, be kind.
The purpose of the class meeting is to think about and share our lives as readers.
I love to read, I try to do it once a day. Usually, after I clean up dinner I like to grab my big cozy blanket and sit on my porch swing. I've always loved to read a good mystery book, although I have found that I really enjoy historical fiction novels.
Share your reading lives with your partner!
What question do you have for your partner about what they shared?
Do you and your partner have similar tastes in books?
How do you think we did following our ground rules today?
What might you do differently in our next meeting?
Think to yourself, what are your favorite books? What kinds of books do you like to read? Why?
Where is your favorite place to read?
What kinds of books do you want to read this year? What topics do you want to read about?
Share a few of your answers with the class!
Throughout this year, you will participate regularly in class meetings to discuss how you are doing at creating a caring and safe reading community. Today you will learn the procedure for participating in the class meeting to talk about your reading lives.
When I say, "meet me at the rug," I would like you to get up, push in your chair and walk quietly to the rug. Making sure you sit next to your reading partner. I would like you to keep this in mind every time we meet at the rug.
Let's practice!
What do you want to keep in mind to make moving go smoothly? Why is that a caring way to act?
Ground rules for everyone to follow during the class meeting:
1. One person talks at a time
2. Listen to one another
3. Speak respectfully to one another
4. When mentioning problems, say "people" instead of using names
5. It's okay to disagree
6. This is a safe space to share your thoughts and feelings so, be kind.
The purpose of the class meeting is to think about and share our lives as readers.
I love to read, I try to do it once a day. Usually, after I clean up dinner I like to grab my big cozy blanket and sit on my porch swing. I've always loved to read a good mystery book, although I have found that I really enjoy historical fiction novels.
Share your reading lives with your partner!
What question do you have for your partner about what they shared?
Do you and your partner have similar tastes in books?
How do you think we did following our ground rules today?
What might you do differently in our next meeting?
Week 2 Day 2:
Let's review the expectations for read aloud. (week 1 day 1 &2)
I'm going to teach you a cooperative routine called "Think, Pair, Share."
It is similar to turning and talking to your partner. However, you will first take the time to think about your own answer before you talk to your partner. Then, after I say, "pair" you'll turn to your partner and begin talking. Once I ask you to come back to me, you'll stop the conversation and face me. Today, you will use "Think, Pair, Share" by discussing a question that will get you thinking about today's read aloud.
Think about a time when an adult in your family told you about something they did when they were young. What did they tell you?
"Think, Pair, Share"
The Song and Dance Man by Karen Ackerman
I'm going to teach you a cooperative routine called "Think, Pair, Share."
It is similar to turning and talking to your partner. However, you will first take the time to think about your own answer before you talk to your partner. Then, after I say, "pair" you'll turn to your partner and begin talking. Once I ask you to come back to me, you'll stop the conversation and face me. Today, you will use "Think, Pair, Share" by discussing a question that will get you thinking about today's read aloud.
Think about a time when an adult in your family told you about something they did when they were young. What did they tell you?
"Think, Pair, Share"
The Song and Dance Man by Karen Ackerman
In today's story, Grandpa shows his grandchildren how he once sang and danced on the vaudeville stage. This means Grandpa used to be a performer in a kind of theater popular in the late 19th and early 20th centuries. It featured singing, tap dancing, comedy, and magic.
After page 9, What's happening? What do you think will happen next?
"Think, Pair, Share"
After page 17, What has happened in the story so far?
"Think, Pair, Share"
The story says, "We stand up together and clap our hands, shouting 'Hurray!' and 'More!' but Grandpa only smiles and shakes his head, all out of breath." What do you think Grandpa might have been feeling right then? Why?
Front cover VS. Page 16
What do you think about when you see these two pictures of Grandpa? What effect do his memories have on him?
What did you do to take responsibility for your thinking and talking during "Think, Pair, Share"? How did that help you and your partner think about the story?
After page 9, What's happening? What do you think will happen next?
"Think, Pair, Share"
After page 17, What has happened in the story so far?
"Think, Pair, Share"
The story says, "We stand up together and clap our hands, shouting 'Hurray!' and 'More!' but Grandpa only smiles and shakes his head, all out of breath." What do you think Grandpa might have been feeling right then? Why?
Front cover VS. Page 16
What do you think about when you see these two pictures of Grandpa? What effect do his memories have on him?
What did you do to take responsibility for your thinking and talking during "Think, Pair, Share"? How did that help you and your partner think about the story?
Week 2 Day 3: