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Building Good Reading HabitsFirst Grade Quarter One

The main purpose of this first unit is to remind readers about the good habits they already use at the beginnings, the middles, and the ends of books. Because it is easy for early readers to turn their attention to breaking the code, you will remind students to preview books so their work with words happens within the awareness of an entire book. According to literacy researcher, Jerry Harste, “Our job is to create in the classroom the kind of richly literate world that we believe in and then invite our students to role play their way into being the readers and writers we want them to be.” Keep this front and center in your thinking as you launch this year.

Your temptation may be to teach one thing on Monday, another thing on Tuesday, and yet another thing on Wednesday. The urge to try and get everything going is understandable. The problem, though, is that tossing one tiny teaching point after another at your kids means that very few of these will make a lasting impact. Your mini-lessons (teaching point) during these first couple of weeks should instead convey a sense of urgency and excitement. You’ll be teaching children to adopt enduring priorities. The little strategies are useful options, but there are some really important big priorities to spotlight. For now, at the start of this year, one of those priorities is conveying to kids that as first graders, they can now become more grown-up as readers, which means taking charge of their own reading lives.

The first concept of this unit sets the stage for the routines and procedures that should be prominent during a Reading Workshop classroom. What do good readers do? becomes the overarching question for this set of lessons. Explicitly teaching students to choose books that are “just right”, knowing what to do when you are finished, and how to work and speak with a partner. There are additional routines and procedures lesson examples included on the curriculum map.

Readers ask themselves questions as they read to make sense of the text. When readers ask their own questions, the reader learns to seek, pursue, and search for answers or deeper understanding. The second concept reminds students to ask themselves questions as they read. Readers learn that through questioning before, during, and after reading we stay connected to the text. Staying connected to the text helps readers think deeply about the characters and plot in fiction books as well as thinking about important facts in informational books. The third concept continues with questioning but moves towards asking and answering questions about the main idea (topic) and which details are key to understanding the message, lesson, or information. The fourth concept takes a deeper look at nonfiction and how textual features helps us as readers.

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The structure that your reading workshop will follow from day to day will stay the same, even when the unit changes from month to month, and grade to grade. For example, every day in your reading workshop, you’ll provide direct and explicit instruction through a brief mini-lesson; you’ll provide children with long stretches of time to read emergent storybooks, shared reading texts, interactive and shared writing texts, and just-right books; and you’ll provide individuals with assessment-based conferences and coaching.

Differentiated InstructionWhole group reading units should not replace the work needed to

support students in their development of phonemic awareness, phonics, word recognition, and spelling skills (RF standards). Reading Foundational Standards will be addressed daily during Differentiated Reading using Full Circle Reading and Reading A to Z Decodable lessons/books. Students will have opportunities to apply and reinforce the use of word recognition skills and strategies during Reading Workshop and Writing Workshop. For example, when a teacher models letter-sound correspondence during a Differentiated Reading lesson, the teacher will want to draw attention to using that skill during the workshop mini-lesson, and provide opportunities for students to apply their use of the skill during authentic reading and writing. Likewise, when teachers introduce a reading comprehension strategy (asking/answering questions) students should be expected to apply that strategy when they are working in their Guided Reading books. Graphic organizers and sticky notes should be used by students while working independently in their Guided Reading levels. Writing Standards 1-6 and most Language Standards will be taught during Writing Workshop, which is separate from Reading Workshop. However, these standards will be reinforced and will support the learning of other standards throughout these units.

Balanced LiteracyAlthough this unit focuses on specific reading standards, balanced

literacy must be ensured so that students’ progress in all aspects of literacy. Writing should occur both during the Reading Workshop and the Writing Workshop. During the Reading Workshop, writing will focus on writing about reading. During the Writing Workshop, writing will focus on the writing process. Shared Reading (guided reading) and Word Work (phonics) will occur during Differentiated Reading. Social Studies and Science standards should be integrated whenever possible. Connections between content areas helps students apply what they are learning.

Read aloud with accountable talk (see website for examples of lessons) is a critical component of a balanced literacy program. The purpose of read-aloud with accountable talk is to model the work that readers do to comprehend books and to nurture ideas and theories about stories, characters, and text. During this interactive demonstration, the teacher has

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http://commoncore2012.homestead.com/Professional_Learning/Reading_Comprehension_Strategies/CompStrategies.html

purposely selected text and flagged pages with the intention to teach a specific skill or strategy. The teacher is reading so children can concentrate on using strategies for comprehension and having accountable conversation about the text. To ensure that this occurs, teachers should read at least 2-3 books aloud to students daily. Students are asked to engage with the text by responding to one another through talking or jotting notes about their thinking. Read alouds should foreshadow the reading work that will be done in future mini-lessons and units of study. Remember, read aloud with accountable talk is different from using mentor texts as part of the Reading/Writing workshop. This is a perfect time to build in constructive response and higher order questioning.

A Note About BooksNone of the book titles suggested in these lessons are needed if you

have titles which match the suggested books’ genre and characteristics. In other words, there are thousands of books that would work during modeling and throughout your mini lesson. Many of the scripts are based on the language of the suggested book. Scripts should be modified if a different book is used.

Student access to books is critical. This unit is built on the assumption that readers have access to 5-7 books of varied genre and type (leveled books, emergent books, informational books, favorites (ones they know so well they can read), counting books, ABC books, etc) every day. Quantity does matter – the more books we allow readers to choose during independent reading time, the longer readers will read. This makes time for conferences and additional small group work.

Why a Script?The whole group reading units are written in a script format to help

guide and support teachers in implementing effective reading instruction; routines, procedures, strategies, and specific instructional vocabulary. In other words, the script serves as a “reading coach” for teachers. The scripts also provide consistency in best practices across the county. This is critical for specific instructional vocabulary. Teachers, whether new to the teaching of reading workshop, or not completely comfortable with the intent of common core standards, may benefit from having detailed lesson plans. The goal is that in time teachers will no longer need a script per se because they will have had time to study and gain knowledge about best practices and the standards. View the scripts as a framework from which to work – rewrite, revise, and reshape them to fit your teaching style, your students and their needs. The outcome (knowledge and skills) of the learning should remain the same.

Scripts are organized in a best practices format. Each lesson begins with a connection or way to hook/activate the learning or connect to a previous lesson. This is followed by a teaching point or the time in the lesson for the teacher to model the thinking and learning using a mentor

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text. Active engagement is the time when students practice while the teacher is close by listening in to clear up any misconceptions about the learning. The independent section is sending students off to work usually in a text of their choice but with a clear focus back to the teaching point. Teachers use this time to confer and even do informal assessment on the learning. The mid-workshop teaching point is used to reinforce a routine/procedure or to move the teaching point further along. Finally, the summarizer is for students to come back together to share their work and thinking. During all parts of the lesson students are turning and talking to their partner and many times recording their thinking in a written format.

Reader’s NotebooksMost lessons have a writing connection. Many times this is a response

to the literature students are reading. This is not writing instruction. Using a binder for each student provides an opportunity to watch progress over time. As writing instruction grows, independent writing should grow as well which should be reflected in all aspects of writing. A binder also provides the opportunity to add thinking tools (graphic organizers, sticky notes, etc.) to the notebook. Once a thinking tool is introduced and modeled, students should be expected to continue to use the tool when appropriate.

Getting StartedDuring the first few weeks of school you will individually assess your

students using Lexia CRT and Guided Reading. These assessments will help you group your students for Differentiated Reading instruction. These assessments will also let you know which instructional lessons each group needs (see Differentiated Reading page for more details).

During this time, Whole Group Reading should focus on building procedures and routines. Reading Workshop at the beginning of the year is less about teaching children how to read and more about modeling and teaching students what good readers do. Reading emergent books aloud to your students will help you establish these procedures. Remember these same procedures should be implemented throughout the day and across all content. Best practices in Reading and best practices in Math, Science, and Social Studies are the same.

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http://commoncore2012.homestead.com/K-2nd_Differentiated_Reading.html

Priority Standards Addressed in this Unit:

Highlighted standards were modified in ELA Georgia Standards of Excellence (GSE).

ELAGSE1RL1: Ask and answer questions about key details in a text.ELAGSE1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.ELAGSE1RL3: Describe characters, settings, and major events in a story.ELAGSE1RL5: Explain major difference between texts that tell stories and texts that give information.ELAGSE1RL7: Use illustrations and details in a story to describe its characters, setting, or events.ELAGSE1RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1.ELAGSERI1: Ask and answer questions about key details in a text.ELAGSE1RI2: Identify the main topic and retell key details of a text.ELAGSE1RI5: Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text.ELAGSE1RI6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.ELAGSE1RI10: With prompting and support, read informational texts appropriately complex for grade 1.ELAGSE1RF4: Read with sufficient accuracy and fluency to support comprehension.ELAGSE1L6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that).ELAGSE1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.ELAGSE1SL2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.ELAGSE1SL4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.ELAGSE1SL6: Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)

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Table of Contents for Procedure and Management Lessons – Concept One

Lesson name hyperlinked to lesson pages

General Procedure Lessons1. Reading Workshop Basics and Transitions2. Using Book Baskets3. What Do Readers Do?Workshop Format Lessons

Mini Lesson4. Student and Teacher Roles

Independent Reading Lessons:5. Classroom Library6. Choosing Books7. Individual Book Baggies8. Expectations9. What Do You Do When You Finish a Book?10. Interruptions During Conferences11. How to Begin Partner Reading12. Options for Partner Reading

Share Time Lessons:13. Share Time Procedures14. Building Stamina

Literature Suggested for Part 1Lesson 5 – Library Lion by Michelle KudsenLesson 6 – The Three Bears by Paul GaldoneLesson 9 – Lily’s Purple Plastic Purse by Kevin HenkesLesson 14- Click Clack Moo, Cows That Type by Doreen Cronin Fire Flies by Julie Brinckloe

Other Book Suggestions for Part 1A Bad Case of Stripes by David ShannonEnemy Pie by Derek MunsonOliver Button Is A Sissy by Tomie de PaolaAmazing Grace by Mary HoffmanChrysanthemum by Kevin HenkesIsh by Peter Reynolds

Table of Contents for Questioning – Concept Two

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Lesson name hyperlinked to lesson pages15. Fiction and Realistic Fiction16. Characteristics of Nonfiction17. Reading is Thinking18. Questioning Before, During, and After19. Answering Questions20. Finding Answers 121. Finding Answers 2

Extended Texts Used in LessonsLesson 15- What Do You Know About Dolphins by Harley ChanLesson 17 – The Art Lesson by Tomie dePaolaLesson 18- 19 – Grandfather Twiligh t by Barbara Berger Lessons 20-21 – The Lo t u s Seed by Sherry Garland

Table of Contents for Main Topic and Key Details– Concept ThreeLesson name hyperlinked to lesson pages

22. Main Topic and Supporting Details23. Which Details Are Important24. Using Details to Retell25. Using Details to Find the Central Message26. Key Details vs Small Details

Extended Texts Used in LessonsLesson 22 – The Butterfly Life Cycle – Reading A to Z Level HLesson 23- What Do You Do With A Tail Like This? by Steve JenkinsLesson 26 – Bats – Reading A to Z Level O

Table of Contents for Nonfiction Textual Features– Concept FourLesson name hyperlinked to lesson pages

27. How Do I Read Nonfiction?28. How Nonfiction Helps Us as Readers29. How Nonfiction is Organized30. How Do Features Help Me As A Reader

Extended Texts Used in LessonsLesson 30 – Coral Reef – Reading A to Z Level N Ants, Ants, and More Ants Reading A to Z Level G

Lesson 1: Reading Workshop BasicsThe purpose of this first lesson is to help students understand the structure of a reading workshop.

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Priority Standard: ELAGSE1RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1. ELAGSE1RI10: With prompting and support, read informational texts appropriately complex for grade 1.

Support Standards: ELAGSE1SL1, ELAGSE1SL6Materials: Favorite books including: fiction, informational, and classics (fairy tales,

nursery rhymes), counting, ABC Table top baskets that contain: leveled books, classics, favorites, counting,

ABC, fiction, and informational booksTips: The first week of school place baskets of books for each group (4-6) of

students at their tables. Include a good variety of books such as songbooks, fairy tales, ABC books, a few picture books, poetry, and well- illustrated nonfiction. Each basket should have about 25 books. Alternate baskets each day so students can begin to become familiar with the class library titles.

Have a designated mini-lesson area. The carpet, a corner, whatever works best for you. It is important for students to have a place to gather, so they are physically close to you and the materials you are using for instruction.

You are going to teach, model, and practice how students are to transition from one part of the room to another. Think through the logistics of how you want that to work, and how you need to set up your classroom to make it work smoothly.

Connection: Tell students that you know that many of them had Reading Workshop last

year in Kindergarten. Discuss the fact that students will also have Reading Workshop in First Grade,

but it might look a little different than last year. Have a few students share their kindergarten reading experiences.Teaching Point: Discuss the basic structure for Reading Workshop in first grade. At this

point, introduce the three basic parts of Reading Workshop and the location for each part.

Mini-lesson – A time for the teacher to teach. (Carpet) Independent Reading – A time for students to read and think about

their reading. (For now, at their table.) Sharing Time - A time to share what they have learned while reading their

books. (Back to the carpet.)

Active Engagement: Practice the transition to the Mini-lesson part of Reading Workshop with

students first. Take time with the “how-to” of coming to the carpet, sitting quietly for the mini-lesson etc. You may want to practice the physical coming to the carpet a couple times. Read a short book or poem of your choice that builds community. Books are listed at the beginning of the unit.

Independent: Have the first table go back to their seats and begin selecting books from

their baskets.

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Compliment thoughtful and polite sharing, putting books back, etc. Slowly release all students to go to their tables to look at their books. In the first weeks of school the goal is to build stamina, increasing quiet reading time each day by a successful and manageable amount of time. On Day 1 you may want to have students read their books for only 5 minutes and bring them back to the carpet.

Summarize Learning: Share the excellent manner in which you saw students putting their books

back into the baskets carefully and appropriately. Ask students to share what they experienced or observed during the Independent time. For instance, you could model something like this: “I saw Joey start to take a book from the basket, and Devon touched the book at the same time. Joey had such nice manners, he said, ‘Go ahead Devon, I will read it after you.” Use this time to also iron-out any issues that come up in the discussion. Problem solve together.

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Lesson 2: Book BasketsThe purpose of this first lesson is to help students understand the structure of a reading workshop.Priority Standard: ELAGSE1RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1. ELAGSE1RI10: With prompting and support, read informational texts appropriately complex for grade 1.



ABC, fiction, and informational booksTips: The first week of school place basket of books for each group (4-6) of

students at their tables. Include a good variety of books such as songbooks, fairy tales, ABC books, a few picture books, poetry, and well- illustrated nonfiction. Each basket should have about 25 books. Alternate baskets each day so students can begin to become familiar with the class library titles.

Have a designated mini-lesson area. The carpet, a corner, whatever works best for you. It is important for students to have a place to gather, so they are physically close to you and the materials you are using for instruction.

You are going to teach, model, and practice how students are to transition from one part of the room to another. Think through the logistics of how you want that to work, and how you need to set up your classroom to make it work smoothly.

Connection: Tell students that today they are going to practice the same three parts of

Reading Workshop that they practiced yesterday and how to share the basket of books on each table.

Teaching Point: Tell students that when they go back to their seats you want them to find a

book they really love, or a book that has something they want to learn about. Together come up with some things they need to remember when they are looking at books. Record their responses on an Anchor Chart.

Example below:Things to Remember When You Are Sharing Baskets of Books

Take one book at a time. Take books you love. Keep your voices calm and quiet. Be polite and thoughtful when reaching for the books. Take turns. Stay at your seat. (This may or may not change as children master the procedures of Reading Workshop.)

Have a basket of books handy and model how you would go about taking books out and replacing them. Allow a couple students to model. “Let’s go back to our seats and remember to use our best manners when selecting and returning books in our table baskets.”Active Engagement:

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Practice the transition to the Mini-lesson part of Reading Workshop with students first. Take time with the “how-to” of coming to the carpet, sitting quietly for the mini-lesson etc. You may want to practice the physical coming to the carpet a couple times. Read a short book or poem of your choice that builds community. Books are listed at the beginning of the unit.

Independent: We are going to practice the transitions of going back to our seats, looking

at a few of the books in the baskets at your tables, and coming back to the carpet for Share Time.

Summarize Learning: Share the excellent manner in which you saw students putting their books

back into the baskets carefully and appropriately. Ask students to share what they experienced or observed during the Independent time. For instance, you could model something like this: “I saw Joey start to take a book from the basket, and Devon touched the book at the same time. Joey had such nice manners, he said, ‘Go ahead Devon, I will read it after you.” Use this time to also iron-out any issues that come up in the discussion. Problem solve together.

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Lesson 3: What Do Good Readers Do?The purpose of this first lesson is to help students understand the structure of a reading workshop.Priority Standard: ELAGSE1RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1. ELAGSE1RI10: With prompting and support, read informational texts appropriately complex for grade 1.



ABC, fiction, and informational booksTips:

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Connection: “When I think of a reader I know, I think of my Grandma. She loves to

read. She has books all over the house. Some on the coffee table, some on her night stand, hundreds in her bookcases, and she even carries one in her purse. She is also in a Book Club. She is always going to the library to pick up more books.”

Teaching Point: Tell the class that you know many of them like to read, and also have

friends and family members that like to read. Acknowledge that students already may know a lot about reading.

Ask students to think about someone they know who loves to read. Ask students to picture that person reading in their mind. Think about what you know about this person as a reader.

Begin a chart titled, What Do Readers Do? Model this by sharing someone you know (refer to connection) Begin the list

with your example.What Do Good Readers Do?

They have books are all over the house. They go to the library. They often have a book in their hand. They are in Book Clubs.

Active Engagement: Now think of a person you know who loves to read. Think about what you see

him or her doing. Share and record their responses on the chart. Yesterday I noticed that you were very polite while selecting and replacing

your books. I also noticed some of you read very quietly, and some read somewhat louder than others. Part of being polite is respecting other’s needs. Some people do not mind noise when they are reading. On the other hand, others have difficulty concentrating on their reading if the room is noisy. Ask students what the noise level is in a public library or our school Media Center. Make comparison to our Independent Reading time. Add to the reader’s chart.

In order for everyone to enjoy Reading Workshop, I am going to ask that we use very “soft voices” while we read just like when you are in the library. Let’s remember to be respectful and thoughtful in every way during Reading Workshop, today and in the future.

Independent: Students are selecting books from their baskets and reading quietly. Use this

time to watch for areas that need some fine tuning. For instance: Are conversations related to their books? Are students rapidly fleeting from one book to another, focusing in on only one genre, etc?

Also, notice and comment about what individual readers do.Summarize Learning: Bring students back to the carpet area. Ask students to share some positive

behaviors they noticed during Independent Reading. Continue adding to the list, What Do Readers Do?

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Lesson 4: Student and Teacher Roles During Mini LessonsThe purpose of this first lesson is to help students understand the structure of a reading workshop.Priority Standard: ELAGSE1RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1. ELAGSE1RI10: With prompting and support, read informational texts appropriately complex for grade 1.



ABC, fiction, and informational booksTips: Connection: We already talked briefly about the three basic parts of Reading Workshop, the

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Mini-lesson, Independent Reading, and Share Time. I want to teach you more about what we actually do during the mini-lesson part of Reading Workshop.

Teaching Point: Explain your role and the students’ role and why each is important. Go over

the following chart or class developed chart with students. Model the procedure of Turn and Talk with one of the students. Tell them that

their job is to tell their partner three things they need to remember about the mini-lesson time. You might model the student’s response by saying…, “First, we have to come quietly and sit on the carpet. Second, the teacher’s job is to teach. Third, my job is to listen.”

Mini Lesson We come to the carpet area quietly, sit down, and get ready to listen. The teacher’s job or role is to help you learn something new that will help you become a better reader. The student’s job or role is to listen, so he/she can learn how to become a better reader. Turn and Talk – This is a time when we turn to our neighbor and practice something we have

learned during the mini-lesson.Active Engagement: Ask students to turn to a partner and tell him/her the three things he needs

to remember about the Mini-lesson.” Decide on your procedure for Turn and Talk. For instance, will students have specific partners, or will they simple turn to the nearest person?

Independent: When you go back to your tables to read remember what you and your

partner shared about mini- lessons during Turn and Talk.” Students will be reading independently from their table book baskets. The

teacher will continue to circulate, listen to students, encourage appropriate behavior, and confer.

Summarize Learning: Students will be reading independently from their table book baskets. The

teacher will continue to circulate, listen to students, encourage appropriate behavior, and confer.

Lesson 5: Our Classroom LibraryThe purpose of this first lesson is to help students understand the structure of a reading workshop.Priority Standard: ELAGSE1RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1. ELAGSE1RI10: With prompting and support, read informational texts appropriately complex for grade 1.

Support Standards: ELAGSE1SL1, ELAGSE1SL6Materials: Library Lion by Michelle Knudsen Favorite books including: fiction, informational, and classics (fairy tales,


ABC, fiction, and informational booksTips: Classroom library needs to be organized and labeled so student can easily

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understand procedures for selecting and returning books. This is listed as a one day lesson. It may take two, because there are so

many terms connected with the classroom library. You may also want a little more than one day’s practice in selecting books. Before this mini-lesson, you should read the L ibrary L i o n by Michelle Knudsen to students. Reading the picture book during the Mini-lesson takes a large portion of the mini-lesson time. A good idea is to look ahead at the books you will be using for your mini-lessons and pile them on your desk to be used for Read Aloud times. This allows you to refer back to the books as needed during your mini-lessons.

Connection: I noticed that many of you are enjoying reading your basket of books, but

now it is time to learn about our classroom library. We have many more books for you to enjoy. In the book L ibrary L i o n I read to you yesterday, we learned about a lion that was learning about the appropriate behaviors in the library. Today, I want to teach you how to use our library.

Go back into the book and share some specific points of rules for the library. This is not a time to reread the book – just find a couple of points in book.

Teaching Point: Tell students that you have spent a lot of time thinking about the books

they would like to read and have created a classroom library just for them. Walk students over to the library. Give students a classroom library tour.

Point out the different sections, labels, fiction, (non-fiction*), topics etc. depending on how you code your books.

Demonstrate selecting and returning books. Also discuss:

o at what times during the day students will be able to read the classroom library books

o keeping the library neat and orderlyo what to do if you find a misplaced booko how many books a student may takeo how to take care of books

Active Engagement: Ask a few students to demonstrate how they would look for an easy, just right,

or challenging book. Put a book in the wrong place and ask a student to come and fix it for you. Place a book on the floor, and ask a volunteer to take care of that. Ask a couple students to put some books in their proper place in the library. Turn and talk: Tell students to show their partner where to find an easy,

just right, or challenging book by pointing to each.Independent: Today and any day that you use any library, be sure to think about your

choices carefully and always being thoughtful to others who will choose books after you.

Summarize Learning: Keep track of those students who are using the proper procedures for caring

for books. Make a big deal about their care as a way to support the values you want in your room. Allow students to share what they have been learning

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about the library, and how it is going when choosing just right books.

Lesson 6: Just Right BooksThe purpose of this first lesson is to help students understand the structure of a reading workshop.Priority Standard: ELAGSE1RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1. ELAGSE1RI10: With prompting and support, read informational texts appropriately complex for grade 1.



ABC, fiction, and informational booksTips: You may want to read any version of T h e T h r ee B e ar s connecting with the

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“just right” theme before this lesson.Connection: Tell students that yesterday you noticed that some students were a little

overwhelmed when they looked at all the books in the classroom library. Explain that sometimes you have the same problem when you go to a book store trying to decide which book you want to buy. Today, you will give them a few tips on how to select books.

Teaching Point: Discuss the characteristics of easy, just-right, and challenging books by

comparing this with Goldilocks’ adventure to find the porridge, chair, and bed that was just right. Make a chart with three columns. Column 1 – E as y B o o k s , Column 2, Jus t R igh t B o o ks and Column 3, Chall e ngin g B o o k s . Come up with characteristics together that would be appropriate for each column.

Easy Books Just Right Books Challenging Books Books you read when you

relax You know all the words You may have read it

many, many times You may know it by heart Very large print You can read it super fast

Read smoothly Only a few places where you

need to slow down to figure out a word

You can understand what you are reading

These are the books that will help you become a better reader

Very difficult to read Trouble reading many of the

words You don’t understand most

of what you are reading Words are too small Not enjoying the book very

much.

Play the role of a first grader looking for a book. Have an assorted basket of books that are a variety of too easy, just right, and challenging books. Show the books, and model why each book would be appropriate or not.

Active Engagement: Have students get with a partner. Give each pair a book. Students are to

look through the book and decide if their book would be a “just right” book or not for each of them and why.

Allow students to share their thinking.

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Independent: Remind students that it is important to choose just right books because these

are the books that will help them grow as readers. Today, and any time they go to the Media Center, the Public Library, or a bookstore it is important to select just right books.


for books. Make a big deal about their care as a way to support the values you want in your room. Allow students to share what they have been learning about the library, and how it is going when choosing just right books.

Click here for Goldilocks Just Right Books poster

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http://commoncore2012.homestead.com/grade_level_files/first/reading/first_quarter/unit_one/Just_Right_Books_Poster.pdf

Lesson 7: Individual Book BaggiesThe purpose of this first lesson is to help students understand the structure of a reading workshop.The purpose of this first lesson is to help students understand the structure of a reading workshop.Priority Standard: ELAGSE1RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1. ELAGSE1RI10: With prompting and support, read informational texts appropriately complex for grade 1.

Support Standards: ELAGSE1SL1, ELAGSE1SL6Materials: Enough books for each student to build an individual book baggie. Sample book baggie with guided reading books, fiction and nonfiction books from classroom library. You may want to include a magazine in the book baggie.

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Connection: Tell students that you know they will enjoy checking out many books from

the classroom library, and have prepared a personal book baggie for each of them for storage.

Show students an example of a book baggie and explain that you can use these books that are specific to your reading needs during independent work, during share time, and during Differentiated Reading time.

Teaching Point: Now students know how to choose books, so they can choose books to

add to their personal baggies. Option – You may decide to place just right books in the book bins for

students. Many teachers feel that at the beginning of the year, they need to choose most of the just right books. They use the books that students select to be read at other times or in addition to teacher selected books. Decide what works best for you at this point in the year.

Tell students when you expect them to select the books; during Independent Reading, beginning of the day, free time, etc. Some teachers have students make their self-selections during Independent Reading the first week or so, and then move selection time to another time of day, so students can use all of the independent time exclusively for reading.

Show students a sample book bin. Model how to select and replace from their bin. If you choose to select some of the books in their individual bins, you will want to tell them that only you will do the exchanging of those books.

Show students where the book bins will be stored. Discuss procedures for getting the book bins and returning them at

the end of Reading Workshop.Active Engagement: Hand out book bins to students. Give students the opportunity to go through some of the books you have

selected for them. Compliment appropriate behavior. Students share some of their books with the group.Independent: Today is the first day students will select their books as needed. Watch to see

that students are mostly reading books at their independent level (use guided reading level). Help students that seem to have difficulty selecting, or quickly move from one book to another. Your goal is to help each student select the best books possible for continued reading growth and enjoyment.


for books. Make a big deal about their care as a way to support the values you want in your room. Allow students to share what they have been learning about the library, and how it is going when choosing just right books.

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Lesson 8: ExpectationsThe purpose of this first lesson is to help students understand the structure of a reading workshop.Priority Standard: ELAGSE1RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1. ELAGSE1RI10: With prompting and support, read informational texts appropriately complex for grade 1.

Support Standards: ELAGSE1SL1, ELAGSE1SL6Materials: Lily’s Purple Plastic Purse by Kevin Henkes Favorite books including: fiction, informational, and classics (fairy tales,


ABC, fiction, and informational booksConnection: You might want to connect today by referring to the book L ill y’s P urple P las t i c

P urs e by Kevin Henkes. The story could lead to a discussion about how sometimes we do things to

disrupt others without realizing it. You could say…, “We need to be aware of how important it is that we understand the expectations for our Independent Reading time in our classroom so we do not disturb others. We want to do our best and allow others to do their best.

Teaching Point: Ask students what they think are important expectations for

Independent Reading Time during Reading Workshop. Develop a chart together for Independent Reading Time Expectations.

Example:Independent Reading Time

Students are: Are reading, writing, conferring, or talking quietly about a book with a partner Working at a noise level that is good for all readers Are being considerate to each other Have specific reading places Stay in one place while reading Move about the room quietly and quickly so as not to disturb others Are not participating in distracting behaviors Are focused Do not interrupt a teacher/student conference

Teachers should be conferring with students during this time

Active Engagement: Practice the transition to the Mini-lesson part of Reading Workshop with

students first. Take time with the “how-to” of coming to the carpet, sitting quietly for the mini-lesson etc. You may want to practice the physical coming to the carpet a couple times. Read a short book or poem of your choice that builds community. Books are listed at the beginning of the unit.

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Independent:“Today when we begin our Independent Reading time, I want you to think about all the ideas you came up with for our chart. Think about what you can do to make it a good reading time for everyone.”

All students are reading (or selecting) a book. Students should use their book baggies. Focus on specific issues today. If the noise level gets too high, stop immediately and address the issue. Insist on your expectations. If you prefer students to read at their seats for now, insist on avoiding getting out of their seats for unnecessary things. Notice disruptive and thoughtful behaviors, and note, so you can address it during the sharing time. A consistent investment early on, pays off in the future.

Summarize Learning: Ask students to share what they did to help the Independent Reading time

work well for everyone. You may need to list some of the behaviors students saw on the anchor chart.

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Lesson 9: What Do I Do When I Finish My BookThe purpose of this first lesson is to help students understand the structure of a reading workshop.Priority Standard: ELAGSE1RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1. ELAGSE1RI10: With prompting and support, read informational texts appropriately complex for grade 1.

Support Standards: ELAGSE1SL1, ELAGSE1SL6Materials: Tips: One of the most difficult parts of Independent Reading is students being

able to independently decide what they should do when they finish a book. It is important that you have plan, and students know the plan. It is helpful to have it posted also. When a student interrupts you during a conference to tell you that they have finished a book, you can simply point to the chart.

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Connection: “Sometimes we finish a book during Independent Reading, and we are not sure

what to do next. Today we want to talk about some of the choices you have.”Teaching Point: We have already discussed that during Independent Reading Time we are

reading, thinking about our reading, writing, conferring, or talking quietly about a book with a partner. But sometimes you will finish a book during Independent Reading Time. Let’s discuss what we can do, so we can make the most of every minute we have.”

Work with students to develop a list of things they can do in your classroom. Be specific. You could start this list with the “givens”.

As time goes on you may have specific Response to Reading assignments. You will need to decide if students are allowed to select books during this

time. Many teachers find it better to have a different time than Independent Reading time for book selection. They find that students sometimes are inclined to spend all their time in the classroom library, quickly exchanging one book after another, or visiting with other students.

Active Engagement: “Turn and talk to your partner about what you are going to do in Independent

Reading today if you finish your book(s).”Independent:

“I want you to look up at the chart we made if you finish reading your book(s) today. Look at your choices. Make a good choice so that you can get the most out of your Independent Reading time. Make it your goal to get the most out of this time as possible.” All students should be using their time to the fullest potential. They are either

reading, thinking about their reading, writing, or talking quietly about their reading. Note those who are making good decisions. Remind students who are wasting time of their choices.

Summarize Learning: Students share examples of what they did when they finished a book. Add

more to the chart as students think of appropriate ideas.Lesson 10: Interruptions During Conferences

The purpose of this first lesson is to help students understand the structure of a reading workshop.Priority Standard: ELAGSE1RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1. ELAGSE1RI10: With prompting and support, read informational texts appropriately complex for grade 1.



ABC, fiction, and informational booksTips: Connection: Every day when we are reading you will notice that I am walking around, and

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stopping to read with students. I call this time with each student a reading conference. That is a very important time when I am trying to help you become an even better reader. It is very important not to interrupt a conference, because that is my time with that particular student. I want to give him/her all my attention.

Teaching Point: Fishbowl activity. Model having a conference with a student. Ask students what they noticed.

Possible Responseso Teacher sat with childo Teacher listened to child reado Teacher was helping child to read bettero Teacher was taking notes

Affirm what students have said and add other important information. You might say…, “This is why it is so important that you do not interrupt the

teacher while she is having a reading conference. The teacher has an important job and that is to help the student become a better reader. The student has an important job also. He or she should be concentrating very hard and trying to learn how to become a better reader.”

Active Engagement: Ask student to “turn and talk” to their partner and tell them four important

things that the teacher and students are doing when they have a conference. Tell students to use their fingers to count off the items.

Any time in Reading Workshop when I have a conference, I want you to try extra hard not to interrupt the conference. Think about a way you can help yourself without the teacher’s help. Remember what you did so you can share that with us at Share Time.”

Independent: Have a few conferences. Be very consistent with your responses to

interruptions. You may want to have some type of signal. Some teachers simply lift one finger to indicate “not now” or simply ignore the interruptions. Decide what works best for you. Note the types of interruptions so you can address them at Share Time.

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Summarize Learning: Ask students to share a time when they thought they needed the teacher’s

help, and stopped to think about it and found a way to help themselves. You may want to create a chart and list some of the issues that may arise,

and how children decided to help themselves.

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Lesson 11: Beginning Partner ReadingThe purpose of this first lesson is to help students understand the structure of a reading workshop.Priority Standard: ELAGSE1RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1. ELAGSE1RI10: With prompting and support, read informational texts appropriately complex for grade 1.

Support Standards: ELAGSE1SL1, ELAGSE1SL6Materials: Prepare a list of paired students. Try to select pairs that are at

compatible reading levels as well as personality matches. Select a book for each pair that is at their general independent level. You

can use the same book for both lessons. Think about where you want partners to read, scattered around the room, at tables, etc. Prepare charts or record as you teach.

Connection: “You are doing so well during Reading Workshop. You have learned how to

come to the carpet for a lesson, how to read quietly at your seats, and how to select books at our Classroom Library. I want to teach you how to add one more thing. I want you to also read with a partner after you have done some quiet reading on your own.”

Teaching Point: “I want to show you some things you can do with your partner. This is how it

will go. I will send you to your seats to do some independent reading. I will stop and confer with some of you while you are reading. After you have been reading quietly for about 15 minutes, I will tell you that now it is time for you to meet with your partner for partner reading. I will assign a place in the classroom for you to meet with your partner. You are to bring one book with you when you meet your partner.”

Share chart, How to Partner Read with students.How To Partner Read

Partners sit side by side Read with the book in the middle so they both can see the words and the pictures Partners solve their own problems Partners choose one book at a time Partners decide what they want to do today

Have a student come up and join you as a partner, and model this behavior. Today, I want you to take turns reading. Decide who will read first. Partner 1 reads the first page. Partner 2 reads the second page. Continue alternating though the entire book. If you have time to read it a second time, switch pages and read it again.

Active Engagement: Give each partnership one book. Students practice partner reading. “When I tell you it is time to partner read; I will direct you to where you will be

sitting. For today, I want each of you to bring one book for partner reading. When you get with your partner, decide who will go first. Read one partner’s book first, and the other partner’s book next. Remember sit together, and put the book in the middle so both of you can see and take turns reading each

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page.”Independent: As you go back to your reading spot, make sure you and your partner are

remembering our partner reading rules. Don’t forget to be respectful as you are reading and sharing.

Summarize Learning: Students share how their partner reading went today. What did they try? How

did it go?

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Lesson 12: Partner OptionsThe purpose of this first lesson is to help students understand the structure of a reading workshop.The purpose of this first lesson is to help students understand the structure of a reading workshop.Priority Standard: ELAGSE1RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1. ELAGSE1RI10: With prompting and support, read informational texts appropriately complex for grade 1.

Support Standards: ELAGSE1SL1, ELAGSE1SL6Materials: Connection: “Yesterday, you did such a good job during partner reading. I want to

show your some more options for partner reading.”Teaching Point: Discuss options when partner reading. Ask a student to join you and model.

Yesterday, we practiced “taking turns.” Today, I want to show some other options

Options for Partner Reading Taking Turns Read together – Make both your voices sound like one voice. Echo read – I read; you read Talk about books -favorite pages, funny parts, sad parts, weird parts,

confusing parts

Active Engagement: Turn and talk to your partner and tell them some options for partner

reading. Remember, from now on and through the entire year, there will be times

when you are reading with a partner. Remember how we partner read. If you forget, look up at the chart to help yourself.

Independent: Send students to their seats for Independent Reading. Stop and confer with

some students while they are reading as usual. After they have been reading quietly for about 15 minutes, tell students that now it is time to meet with their partner for partner reading. Assign a place in the class room for them to meet with their partner. Remind students to bring one book. Take turns visiting with students on both days to reinforce procedures, and prompt choices from the chart as needed.

Summarize Learning: Students share how their partner reading went today. What did they try? How

did it go?

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Lesson 13: Share Time ProceduresThe purpose of this first lesson is to help students understand the structure of a reading workshop.Priority Standard: ELAGSE1RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1. ELAGSE1RI10: With prompting and support, read informational texts appropriately complex for grade 1.

Support Standards: ELAGSE1SL1, ELAGSE1SL6Materials: Have post-its and pencils available for student use during Independent

Reading. Prior to the lesson have one student ready to share something connected to

the mini-lesson you taught previously, or prepare to model a sharing example yourself.

One of the main goals of Share Time is to have students share something from their Independent Reading time that is connected to the mini-lesson. Some days it is a forum for exchanging ideas, discussing issues, making connections, and constructing meaning.

Connection: Tell students that they now have a very good understanding of their roles

during the mini-lesson, and Independent Reading time. Today’s focus is going to be on student responsibilities for Share Time.

Teaching Point: “During Share Time you are: sharing, listening and learning. If you are sharing you need to be prepared: bring your book, think about

how you can best share your learning, and speak loudly enough so that everyone can hear.

If you are learning you will need to be looking at the person speaking, listening carefully, and thinking about what he or she has to say.”

Active Engagement: Practice the procedure with students. (Prior to the lesson have one

student ready to share something connected to the mini-lesson you taught previously, or model it yourself.)

Emphasize that even if one student is sharing, the rest of the group still has a job to listen and learn.

“Today during Independent Reading, think about something you are learning as a reader, and think about how you could prepare it to share with the group during Share Time. Write notes on a Post-it if that will help you.”

Independent: Students are reading independently, and in pairs. During teacher conferences

the teacher is looking for good examples for possible sharing during the Share Time that would connect back to a mini-lesson. Coach students with their preparation, so they can model your expected procedures.

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Summarize Learning: Call on students you have coached in conferences to model the sharing

procedures.

Lesson 14: Building StaminaThe purpose of this lesson is to help students read for longer and longer periods of time.Priority Standard: ELAGSE1RF4: Read with sufficient accuracy and fluency to support comprehension.Support Standards: ELAGSE1RL10, ELAGSE1SL1, ELAGSE1SL6Materials: Basket of books including fiction, nonfiction, poetry, ABC, math, and other

books related to science and social studies. Table top baskets that contain: leveled books, classics, favorites, counting,

ABC, fiction, and informational books. Make sure you add new informational books.

Basket labeled “Old Favorites” – these are books that you have read (maybe several times) aloud to students. Make sure for this lesson you have enough informational books in the bin for each partnership to share one.

Anchor Chart: Growing Reading Minutes Tips: Model for students by sitting at a student desk By the end of the year, the hope is that students can do focused reading for

30-45 minutes Charting/graphing minutes read daily will help increase class staminaConnection: Readers, yesterday I was watching and listening to you as you read. As we

started our reading, the room was working with a quiet hum of voices reading to themselves, readers were imagining stories and reading those stories to themselves. Readers were sitting in their desks and their heads were focused on their books. (actually pick up a book and show students what this looked like)

I was really excited to see that you knew what good readers look like at those beginning minutes of reader’s workshop. But as time passed, I noticed students were getting up to talk to other readers (sound shocked). I saw readers just picking books from their basket without thinking about the book first (sound shocked). I even saw readers talking to their partners about something besides their thinking and reading (sound shocked).

As readers we will be reading every day for longer and longer stretches of time. As readers, we need to know how to do just that … read for long stretches of time. When we are able to read for long stretches of time, we build our thinking and reading muscles and are able to read more and more each and every day.

Teaching Point: “Readers, I want to show you what reading looks like for readers when they

are pushing themselves to read for long stretches of time. I’ve chosen my book and I’ll seat myself in my chair and then I will begin to read.” (As you

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read stop periodically and become distracted – turn in your chair, stretch your arms, listen in on a conversation, daydream (out loud) about lunch, etc. Each time you become distracted, go back to your book and read some more)

“Did you notice what I was doing?” (stop and take some answers) “Yes, I was becoming distracted by other things in the room. But, did you also notice that I would get back to my book? That is what good readers do. Good readers say to themselves, “Hey it’s reading time… I have to read.” It may be hard to stay focused on reading during reading time but it is important to continue reading and choosing books for as long as our reading time allows.”

Active Engagement: “Readers, now I’m going to pretend to be a reader during our reading time. If

you think I am being a good reader, I want you to give me a silent cheer.”(demonstrate) “If you think I am being a poor reader, I want you to put your hands on your hip and shake your finger at me. Make sure you frown!” (demonstrate) “I will be watching for your hand signal.”

(Demonstrate a good reader and a poor reader. Make sure to exaggerate each example)

“What did you notice me doing?” (take some responses)Independent: “We are going to start using a timer today and begin keeping track of how

many minutes our class can stay focused on our reading. I started the chart at 10 minutes because yesterday our class stayed really quiet and focused on our reading for 10 minutes. I bet we can grow that time longer today seeing that we all know how important it is to use our reading minutes for reading as much and as long as we can. I will start the time as soon as you are in your seats for reading and I will give you updates on how many minutes we’ve been able to stay focused. We’ll keep track of our growing minutes on our “Growing Reading Minutes” anchor chart.” (see below)

Summarize Learning: Call on students to share ideas of how they kept their reading focused and

reading for longer stretches of time.

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Lesson 15: Fiction and Realistic FictionThe purpose of this lesson is to revisit the characteristics of fiction and introduce realistic fiction.Priority Standard: ELAGSE1RL5: Explain major difference between texts that tell stories and texts that give information.Support Standards: ELAGSE1RL10, ELAGSE1SL1, ELAGSE1SL6Materials: T-Chart – Fi ct i o n / N o nfi ct i o n Teacher basket with examples of fiction and nonfiction books – make sure

realistic fiction is included in examples Basket of books for each group of 4 that contain fiction and nonfiction books

including realistic fiction booksTips: Classroom libraries should include fiction and nonfiction books. It may be

helpful to differentiate fiction from nonfiction in some manner. For instance: All the fictional books could be labeled by level, (easy, just right, and challenging) and placed in green baskets. All nonfiction books could be placed by topics in red baskets. Each teacher needs to decide on what system works best for her/his classroom library.

Read Cli ck, Cla c k, M o o C o ws T hat T y p e by Doreen Cronin, and Fir e fli es by Julie Brinkloe aloud to students sometime before this lesson.

Connection: “I know we have been enjoying all sorts of books in our classroom library and

in our book baggies. I also know that last year you learned about fiction and nonfiction books. Let’s see what we remember about these books.”

Hold up different books and ask students the characteristics of that particular book. Record their thinking on the anchor chart labeled Fiction/Nonfiction. Students may know some of the characteristics of nonfiction. Note: Kindergarten students did not have to know explicit differences between fiction and nonfiction – just that nonfiction gave facts and fiction told stories. Your recording of nonfiction characteristics will continue tomorrow. During this connection keep the books to obvious fiction and nonfiction books as a review from kindergarten.

Example:Fiction Nonfiction

Beginning, middle and end Setting, characters, a problem, events and Solution Stories Pictures Just pretend (imaginary)

Teaching Point: Hold up a fiction and realistic fiction book. (Click, Clack, Moo and Fireflies are

suggested but any fiction and realistic fiction books could be used.) Since the

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book has previously been read to students, do a quick walk through the book. Tell students that both of the books are types of fiction – refer to T-chart of the characteristics of fiction.

Tell students Fireflies is considered realistic fiction. Help students understand that realistic fiction are books that have made up characters but could happen. Realistic fiction still has many of the characteristics of fiction (beginning, middle, end, setting, plot) Add Realistic Fiction (on the same side as Fiction) to the chart with bulleted characteristics.

Active Engagement: Put students into groups of four. Give each group a basket of books and

have them sort the books into fiction, realistic fiction, and nonfiction. Students should justify their groups by discussing the characteristics of the books. After a few minutes have student groups share their thinking.

Independent: Have students work in their own book baggies/boxes to label each of their

books. Students should use sticky notes to label books. Tell students they will share one of their books and should be able to justify which genre they are reading.

Summarize Learning: Have students bring one of the books they are reading back to group to

discuss the genre of the book. If a student brings up a point that was not listed on the anchor chart, add that thinking.

Writing ConnectionBegin to have students keep track of the books they are reading. Students should also keep track of the types of books they are reading. Click here for graphic organizer.

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http://commoncore2012.homestead.com/grade_level_files/first/reading/first_quarter/unit_one/Reading_Log.pdf

Lesson 16: Characteristics of NonfictionThe purpose of this lesson is to help students identify the textual features unique to nonfiction texts.Priority Standards: ELAGSE1RI5: Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text.Support Standards: ELAGSE1RI10, ELAGSE1SL1, ELAGSE1SL6Materials: American Football – Reading A to Z Level HT-Chart from yesterdayNonfiction books for partners to shareTips: Put all nonfiction books in baskets that are a different color than the fiction

baskets. Label the baskets by topics. For instance, Dinosaurs, Reptiles,

Biographies, Car & Trucks, Magazines, Maps and Atlases, Sports, Poetry, Weather, etc.

Connection: “Yesterday we shared everything we remembered about fiction and nonfiction

books. We also learned that realistic fiction is a type of fiction but just a little bit different.(Refer to anchor chart) Remember you also worked with a group and sorted books into different categories. Who remembers some of the thinking you did with your books yesterday?” (you may want to have a basket of books left from yesterday easily accessible)

Teaching Point: “Do you remember when we read this book, American Football? I want us to

take a closer look at this book and see if we can add some characteristics of nonfiction to our anchor chart.”

Begin to reread the book taking time to point out the table of contents, headings, glossaries, bold words. Make sure when you come to these features to model how the feature helps you locate and learn new information.

Ask students why they think nonfiction books have all of these things. Help students understand that these unique features help the reader locate information in nonfiction books.

This is just a quick look at the difference between fiction and nonfiction. Concept 4 takes a much more in-depth look at nonfiction textual features.

ExampleFiction Nonfiction

Beginning, middle and end Setting, characters, a problem, events and Solution Stories Pictures Just pretend (imaginary)

Index Table of contents Photographs Captions Headings Diagrams

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Realistic Fiction Information ideas Amazing facts Glossary

Active Engagement: Put students into partnerships. Hand out several nonfiction books to

partners. Ask students to look through the books and notice what they see that is different than fiction books.

Together fill in the second column of the T-chart with information students have gathered from their books.

Students are not necessarily reading these nonfiction books, so books above their readability level is okay. Find nonfiction books that are filled with textual features and engaging to students. You may select books tied to Science standards.

Independent: “Today I want you to make sure you select a nonfiction book to read. I want

you to use sticky notes to mark places in your book that help you as a reader to locate information. Think about what that specific part of the book is helping you learn.”

Summarize Learning: Have students bring one nonfiction back to the share area. Have students turn to their partner and discuss one of the features of their

book. Have a few students share with whole group.Writing ConnectionBegin to have students keep track of the books they are reading. Students should also keep track of the types of books they are reading. Continue to use graphic organizer from previous lesson.

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Lesson 17: Reading is ThinkingThe purpose of this lesson is to help students understand the importance of asking questions to help monitor comprehension.Priority Standard: ELAGSE1RL1: Ask and answer questions about key details in a text.Support Standards: ELAGSE1RL10, ELAGSE1SL1, ELAGSE1SL6Materials: The Art Lesson by Tomie dePaolaSticky notesReading is Thinking Anchor chartTips: Read the book prior to the lesson using sticky notes for where you are

going to stop and ask questions. Students need to see the sticky notes – they need to know that you are making notes of your thinking and questioning as you read.

Connection: “Today I brought this anchor chart (see below). Turn to your partner and talk

about what you think this chart means.” Take a few responses. “Yes this says – Reading is Thinking. All of the “puzzle pieces” that make up

the boy’s brain are strategies good readers do as they are reading. We are going to be talking and learning about these this year.”

“The title of this chart is very important – reading is thinking. You have been working so hard on decoding words, sight words, and in your guided reading books. But there is more to reading. You do all of that other work so that you can think about what the words, sentences, paragraphs and books mean. That is the thinking part.”

Teaching Point: “I want to show you how this thinking looks while I am reading this book.” Read a few pages and stop to think aloud for students. For instance, you

may say something like:o “When I read this part here – Tommy knew he wanted to be an

artist when he grew up. He drew pictures everywhere he went. That reminds me of my daughter. She was always drawing pictures – sometimes even on the walls!”

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Continue to read, stop, and think aloud a few more times. Then begin to stop and ask students to turn and talk to their partners to share thinking.

Active Engagement: Put students into partnerships. Give each group a picture book, sticky notes,

and pencils. Have students go through book stopping to have them share their thoughts

about what they are thinking. Bring pairs back to whole group and have a few share.Independent: “Today as you are reading I want you to stop and write down your thinking on

your sticky notes. Read two or three pages and then stop and think. Remember to think about the pictures you are looking at as well. Good readers think about pictures and words!”

Summarize Learning: Have students bring one of the books they are reading back to the group.

Make sure the book they bring has sticky notes. Have partnerships share some of their questions (use partnership rules). Have a couple of the groups share with the whole group. Writing:Begin to set the expectation that if you can think it you can write about it. Have students record their thinking in one of their independent reading books in their reading notebook or journal. Students should be able to write a sentence or two about their thinking as well. Remind them to apply what they are learning in differentiated reading time when they write. Click here for sticky note graphic organizer you might use.

Lesson 18: Questioning Before, During, and AfterThe purpose of this lesson is to help students understand the importance of asking questions to help monitor comprehension.Priority Standard: ELAGSE1RL1: Ask and answer questions about key details in a text.Support Standards: ELAGSE1RL10, ELAGSE1SL1, ELAGSE1SL6Materials: Grandfather Twilight by Barbara BergerSticky notesPaper bag with ordinary object hidden from studentsTips: Read the book prior to the lesson using sticky notes for where you are

going to stop and ask questions. Students need to see the sticky notes – they need to know that you are making notes of your thinking and questioning as you read.

Since this is the first lesson in questioning, it might be helpful to reteach the lessons to students who may not understand the concept of questioning. Have a second book ready to do the same activity with a small group.

Connection: “We have been doing a lot of thinking about our reading, and we have been

doing it in many ways. Today, we are going to learn about the different ways we ask questions when we read. That will help us think more about our

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http://commoncore2012.homestead.com/grade_level_files/first/reading/first_quarter/unit_one/Sticky_Note_Questioning.pdf

reading.” “Today I brought in this bag with something hidden inside. I want you to ask

me questions to see if you can figure out what is in my bag.” Encourage students to ask open ended questions (What do you use it for?)

rather than a closed question (Is it an apple?)Teaching Point: “Thoughtful readers ask questions before they read, during their reading, and

after they finish reading a book.” Make a two column chart with the headings, Questions and Answers. Tell

students that you are going to record their questions on the chart. You will put a B after questions before reading, a D after questions during the reading, and an A for questions after reading.

Before: Show students the front cover of Grandf a t her Twilight or another literature book or poem of your choice and read the title. Model some questions you might ask before reading the book. An example might be, “What is twilight?” Give students the opportunity to ask questions before you read. Record the questions on the chart.

During: Begin reading the book, periodically stopping to model questions during your reading. Give students the opportunity to ask questions as you continue reading the book. Record questions on the chart.

After: When you finish reading the book, stop again to model a couple questions after reading and then give students the chance to ask their questions. Record questions on the chart.

Questions AnswersWhat is twilight? BIs that Grandfather Twilight in the picture? BI don’t get what he is doing when he goes out at night? DHow does the pearl get bigger? D My big question is what was he really doing? A

Active Engagement: Put students into partnerships. Give each group a picture book, sticky notes,

and pencils. Have students go through book asking questions as they read (or picture

read). Students should record their questions on sticky notes and put on the page where the question occurs. Remind students that spelling doesn’t matter. The questions are their thinking so they will know what they say. Some students may choose to sketch their questions

Bring groups back together and share some of their questions.Independent: “Today and any time that you are reading, don’t rush through your reading.

Ask yourself questions before you read, during your reading and after you read the book. Give yourself a chance to wonder.”

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“Today as you read independently, record your questions on sticky notes. Make sure you put your sticky notes right in your book where you have the questions.”

Summarize Learning: Have students bring one of the books they are reading back to the group.

Make sure the book they bring has sticky notes. Have partnerships share some of their questions (use partnership rules). Have a couple of the groups share with the whole group. Writing ConnectionStudents should begin to record their before, during, and after questions in their reading/writing notebooks. Click here for graphic organizer.

Lesson 19: Answering QuestionsThe purpose of this lesson is to help students understand the importance of asking and answering questions to help monitor comprehension.Priority Standard: ELAGSE1RL1: Ask and answer questions about key details in a text.Support Standards: ELAGSE1RL10, ELAGSE1SL1, ELAGSE1SL6Materials: Grandfather Twilight by Barbara Berger Sticky notes From the previous lesson, select at least one question that you know has a

clear answer in the text. Select a question that does not have an answer and select a question that will require inferring to get the answer. You most likely will not get though all the questions, so you want to cover the three possibilities for answering questions.

Connection: “Asking questions is one way we learn information and communicate with the

people around us. Today we are going to learn more about how good readers ask questions while they are reading.”

“It was fun to watch you yesterday as we were doing our read aloud and asking questions. I know you couldn’t wait to tell me that you were already getting some of your questions answered. Today, we are going to go through

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the questions and see if we can find answers for all our questions.”Teaching Point: Go back to the questions you recorded in the last lesson. Select questions

you will be able to answer, not answer and some where you will have to infer the answer.

As you go through the questions, go back and reread the corresponding text. Discuss the answers. If students come up with an answer that they feel is correct, record the answer across from the question. Ask students to identify the reason an author gives to support their answer.

Questions AnswersWhat is twilight? BIs that Grandfather Twilight in the picture? BI don’t get what he is doing when he goes out at night? DHow does the pearl get bigger? D Is this story real or imaginary? AMy big question is what was he really

…when it just starts to get dark.…even though it doesn’t say that we have inferred that it is.

Give a brief definition of inference for now, since the study of inference is a unit in itself. Tell students that sometimes the text doesn’t give us an exact answer, but from the information we have read we “think” the answer is…

Tell students that there are some questions that we do not have answers for yet. We may or may not find answers for those questions. We will talk about how to find answers that we can’t infer or are not in the text during another lesson.

Active Engagement: Have students use the book they shared in the previous lesson. Have

students practice going back to reread the text to find the answers. If students find the answer to a question on their sticky note, have them move the sticky note to the page where they find the answer. If sticky notes are not moved, the answer may not be in the book.

Independent: “Today and any time that you are reading, stop to ask yourself questions

before, during and after you read. Write your question on a sticky note and put the note at the place where you have a question. You can use pictures and/or words for your questions. If you find the answer to your question as you continue reading, take your sticky note that has the question on it and put it where you found the answer. Write the capital letter A on your question so it shows that you found the answer.”

Summarize Learning: Students will be asked to come prepared to share their questions and answers

they found in one of the books they read today.Writing ConnectionStudents should begin to record their before, during, and after questions in their reading/writing notebooks. Use graphic organizer from previous lesson.

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Lesson 20: Finding Answers 1The purpose of this lesson is to understand how readers find answers to their questions.Priority Standard: ELAGSE1RL1: Ask and answer questions about key details in a text. ELAGSE1RL3: Describe characters, settings, and major events in a story, using key details.Support Standards: ELAGSE1RL7, ELAGSE1RL10, ELAGSE1SL1, ELAGSE1SL6Materials: The Lotus S e e d by Sherry Garland1 clip board per student with 4 different colored sticky notesPencilsTips: Pre‐read the book selected for this lesson. Formulate possible questions to

model for students.Connection: “In our last lesson we talked about answering questions. We said that

sometimes we are able to answer the question, sometimes we don’t have the answer, and sometimes we have to infer. For our next few lessons, I want to look for ways to answer questions that don’t have immediate answers, as well as those that do. “

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Teaching Point: Read the book The Lotus See d (or another literature book or poem of your

choice) aloud to students. On sticky notes, record questions from students before and during the first few pages of reading the book on chart paper. This book is excellent for posing questions that don’t have immediate answers. You may need to model some of the questions to stimulate thinking. Example questions:

o Where does this take place?o Who’s throwing the bombs? Why?o What war is this?o Why did they all live together?o Who is Ba? Why does she cry and cry?o Why doesn’t the author give us more information?

Active Engagement: Give students a clip board with four different colored sticky notes and a

pencil. Continue reading the book stopping (four times) to have students record

their questions on their sticky notes. Remind students that if their question was answered later in the story to

write an A on their sticky note. Share questions from students. Keep sticky notes for later lesson. Independent: Remember to write your questions on sticky notes as you are reading

independently. If you find the answer to your questions remember to move your sticky note to the page where you find the answer and write an A on your sticky note.

Summarize Learning: Have students bring their independent reading book with questions to

share with partners and then with whole group. Writing Connection: By this point establish a reading and writing notebook/journal. Have students

begin to record their questions in their notebook. Click here for a graphic organizer for gathering questions. Begin to have students use this organizer as they read independently.

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Lesson 21: Finding Answers 2The purpose of this lesson is to recognize questions can be answered from many sources.Priority Standard: ELAGSE1RL1: Ask and answer questions about key details in a text. ELAGSE1RL3: Describe characters, settings, and major events in a story, using key details.Support Standards: ELAGSE1RL7, ELAGSE1RL10, ELAGSE1SL1, ELAGSE1SL6 Materials: The Lotus S e e d by Sherry GarlandQuestion Stems Anchor ChartSticky notes from yesterday’s lessonTips: Teach kids to ask questions. Being able to identify information and key

details is a prerequisite to and will support higher levels of comprehension, such as inferring and drawing conclusions. The questions children ask deepen their thinking and help readers to distinguish between key details and irrelevant information. Encourage children to share their wonderings. Generate questions before, during, and after reading.

Connection: “In our last lesson we read T he Lotus See d and we came up with many

questions. Let’s take a look at some of the questions and see if we can find ways to categorize the questions.”

Help students see different ways to group questions. Discuss how and why questions were grouped the way they were grouped.

Show students anchor chart with question stems (see below). Tell students that the question stems will help them think deeply about their reading.

Teaching Point: Reread the book, The Lotus Seed. Make sure you model asking some

questions that are not explicitly answered in the book. Write questions on sticky notes but don’t move all of them – indicating that some questions are answered in the book but others are not. For instance-

What’s a lotus seed?Why did her parents choose her husband for her?

Why did he march off to war? Did he die?Why did she take the lotus seed, but not her mother‐of‐pearl hair comb?

What does scrambled mean?

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Active Engagement: “Yesterday we talked about moving our sticky notes to the part of the book

where we found answers. What if we didn’t move our sticky notes? What does that mean?”

Read some of the questions you wrote but did not move. Have students turn to partner and discuss why you didn’t move these questions.

“Some questions will be answered in the book but others will not. For some of our questions we can go outside the book and find answers – like What is a lotus seed? Some questions we may not find the answers for – the author keeps us wondering – Why did she take the lotus seed, but not her mother of pearl hair comb?”

“Good readers are always asking themselves questions as they read – even if they don’t find the answer.”

Independent: “Today when you are reading, go ahead and record more of your questions. If

you think you might need to look outside the book for the answer – like the question What does scrambled mean? Then put an OS next to that question. Remember if you find the answer you can put an A on that sticky note and move it to where you find the answer.”

Summarize Learning: “Readers, bring your book and some of your sticky notes to the carpet.” Have students turn to their partner and share some of their questions.

Have partners share the coding for the questions.Writing Connection:Continue to have students record their questions in their notebook. Continue to use graphic organizer from previous lesson. Begin to have students use this organizer as they read independently.

Lesson 22: Main Topic and Supporting DetailsThe purpose of this lesson is to help students understand informational books have a main topic and details to support that topic.

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Priority Standard: ELAGSE1RI1 Ask and answer questions about key details in a textSupport Standards: ELAGSE1RI2, ELAGSE1SL1, ELAGSE1SL6Materials: The Butterfly Life Cycle – Reading A to Z Level HTips: Make sure students have several nonfiction books in their book baggies. Students will need their individual books at the meeting area for the active

engagement part of this lesson Connection: “We have spent some time looking at fiction and nonfiction books. We have

also talked about asking ourselves questions as we are reading- even before we open the book to read! Today I want to show you how to get ready to read nonfiction books. I want to show you how getting ready to read an informational book is just like getting ready to read a fiction book. We can study the title and the cover and preview the pictures to think about what the book might be about. We can ask ourselves questions to help get our brains ready for all of the information in the book!”

Teaching Point: Project The Butterfly Life Cycle on Promethean Board. “Watch as I show you how readers study their books to get a sense of what

their books are about. When I look at this book titled, The Butterfly Life Cycle by Torran Anderson. I can study the cover. I look at the title hmm…it says Butterfly Life Cycle and there is a picture of a butterfly. Right away, I know this book is going to be about butterflies. As I flip through the pages I notice there is a table of contents and it says, life cycle, egg, pupa, adult butterfly. I also see a diagram of the life cycle of the butterfly.” Continue flipping through the book thinking out loud about what you are noticing.

“Now that I am finished looking through the book, I am going to ask myself some questions – What is this book going to be about? I know the answer is butterflies. I also am going to ask, What am I going to learn in this book? I know I am going to learn about how butterflies grow. I know I am going to learn about eggs, pupas, and adult butterflies.”

“Readers, did you see how I looked at the title and the cover and then quickly flipped through my book before I started reading to get a sense of what the book is about? I looked at the title, the cover and the pictures and thought what my book might be about or what I might learn to get my mind ready to read.”

Active Engagement: “You all have your book baggies in front of you. I want you to get your minds

ready to read too. You are going to study your book by looking at the title, cover and the picture and think about what information you will find or learn about in your book.”

Students independently try doing a quick study. “Now that you have studied your book I want you to turn and tell your

partner about what information you think you will find in your book and how studying the title, cover and pictures helped you get your mind ready to read.”

“You might say things like…I think I will learn about…or I think this book will teach me about….”

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Independent: “Readers today before you start reading you are going to be getting your

minds ready to read. You are going to study your book and think about the title, cover and the pictures in the book, and think about what information you might learn in this text. Readers do this to get their minds ready and to help them think about their informational text.”

Summarize Learning: “Readers today when you were doing your independent reading I heard some

of you whispering to yourself as you studied your books. I heard some of you use things you already know about to predict what you might learn in your books. I heard _______say, ‘the title says families and on each page there are pictures of lots of families. I already know that some families have moms and dads. I bet it will talk about moms and dads.’ Some of you were even thinking about the words you might expect to see when you read. I heard _______study the title of his book that was called Sharks and he said I wonder if it will have a great white shark in here?

“As readers study their books to think about what they might be about you can also think about what you already know about the topic or even the words you might see. “

“Let’s start a chart to help us with the strategies informational readers use. We will add to it as we move through this unit.”

Begin chart... Informational Readers…Writing Connection: Have students begin to record their questions and wonderings in their

reading/writing notebooks. Give students a reading response recording sheet. Click here for an example. Students may draw and write about what they are reading.

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Lesson 23: Which Details Are ImportantThe purpose of this lesson is to help students understand the main topic and which details are important to support the topic.Priority Standard: ELAGSE1RI2: Identify the main topic and retell key details in a text.Support Standards: ELAGSE1RI1, ELAGSE1SL1, ELAGSE1SL6Materials: What Do You Do With a Tail Like This? by Steve JenkinsWeb Graphic OrganizerTable Graphic Organizer

Connection: Tell students you have been noticing how they are really thinking as they are

listening to or reading informational books. “Good readers remember key details about topics to retell others as they are

learning about their world. Today we are going to identify the main idea or topic of text we read and think about key details to retell others.”

“I am going to retell you some key details I have gathered from reading informational books about different topics. I want you to turn and talk to your partner and use the key details to determine the topic. Listen.”

Read the key details below and have students Identify the topic.

Key Details:It is yellow and blackIt has hairs on its backWings are used to buzz aboutIt likes flowers

Key Details:It lives in soilIt is always wet and wigglyThere are segments on its bodyIt is a good digger of tunnels

Key Details:They are from paperThey contain pictures and wordsThey are full of storiesDetails can be found in them

Topic: Bumblebee Topic: Earthworms Topic: Books

As you retell the key details about the topics you know or have learned from books, record the details in a web-designed graphic organizer. Chart the key details on the outside of the web and the topic determined by the students in the middle.

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Teaching Point: “To help you identify the topic, I shared with you key details about

bumblebees, earthworms, and books. Retelling the key details helped you understand the books I have read. I shared with you the most important information. We do this all of the time when we talk to family and friends about books we have read. We retell key details to help them understand the information we are learning about world. We have to decide what information or key details to retell others to help them understand the topic.”

“Let’s talk more about key details. What are key details?” Create an anchor chart identifying the importance and characteristics of

details.Key Details:

Give us information about the topic or main ideaHelp us understand who, what, where, when, why, and howHelp us learn new informationHelp us retell most important information

“Just like we use key details in our conversations with others, writers have to decide what key details they will use in their writing to help their audience understand. Readers have to think about key details to understand what they are reading.”

Read several pages of the informational book, What Do You Do With a Tail Like This? by Steve Jenkins. You will want to project the book for students to see. Model thinking about the key details to help you understand and identify the main idea/topic.

“Turn and talk to your partner. What kind of thinking did I do as I read the book?” Have some students share.

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Bumblebees

It is yellow anad black

It has hairs on its back

Wings are used to buzz

about

It likes flowers

“Yes, I was thinking about the main idea/topic—animals use their noses. (Elephants use their nose to give themselves a bath. A mole uses its nose to find its way underground. An alligator uses its nose to breathe while hiding in the water.)

“Thinking about the key details will help us remember the main idea/topic, animals use their noses. I can draw a picture about the different ways animals use their noses to help me retell the key details. These key details help me to better understand about what I am reading.”

Active Engagement: Continue reading the story. Have students predict ways animals might use

their tails. Next, read how animals use their tails. Students write/draw on post-it notes the key details of how animals use their tails. After reading, have students turn and talk with a partner.

“Use your post-it notes to retell how animals use their tails. These key details will help you better understand the information.” Monitor students and provide guidance and support as needed. Have partners share key details.

Ask, “What was the main idea?” (Animals use their tails.)

Independent: Send students off to work time with a directive to think about key details while

reading to help understand the text and identify the topic/main idea. Students may work independently or with a partner.

“As you are reading and enjoying your own books, jot down on post-it notes the key details that help you understand the topic/main idea. These post-it notes can be placed in your readers’ notebooks along with the title of the book to help retell the key details of the text. Refer to the anchor charts if you need help.”

Summarize Learning: Bring students back to the carpet to share. “Good readers think about and remember important key details about the

topics they are reading to help them better understand their world. Use your post-it notes to retell the key details of your book to a partner.”

Writing ConnectionHave students use post it notes to write and draw the main idea of one of their books.Click here for graphic organizer.

On days 2 and 3 of this lesson, review the connection from day 1. Use a different book (Reading A to Z) to review the teaching point. Students should begin to identify the main idea and some of the details in the books they are reading. Have them keep their thinking in their reading/writing notebooks. Click here for web graphic organizer.

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Lesson 24: Using Details to RetellThe purpose of this lesson is to help students use key details when retelling in a familiar textPriority Standard: ELAGSE1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.Support Standards: ELGASE1RL.7, ELAGSE1SL.1, 2 ,4, 6 Materials: Anchor ChartAny familiar text (something that has been read aloud several timesConnection: “I have been noticing how you are beginning to think more about the key

details when you are reading your books. You are able to understand more about what you are reading. I am listening to your conversations with your partners about what you have read. Good readers love to tell others about what they have read.”

“Retelling helps good readers understand more about the story. Good readers retell stories by including enough key details about the characters, setting and events to make the listener interested and understand enough about the story to be able to talk about it with them.”

“Good readers always use characters’ names when retelling stories. Good readers retell what happened at the beginning, middle and end of the story. We will learn how to determine importance by using key details to retell stories to our partners in our words. Good readers love to tell others about what they read!”

Teaching Point: “Listen as I retell a story we have read.” Retell a familiar book in a short

sentence, giving very few or no details (do not include the title, characters’ names, etc.). Then, ask students what book you told them about and how your story or retelling sounded.

“Did I tell you enough details to keep you interested? Would you understand enough about the story if you had not read the story?” Then, retell the story again using the anchor chart to tell the key details about the characters, setting, and events. Have students turn and talk about which story or retelling sounded more interesting and gave more key details. Have some students share. Explain the difference in the two stories or retellings. It is important to emphasize that good retellings use characters’ names, make the text come alive to keep the listener interested; take big steps by only telling the important parts (key details); and use your own words.

“We will begin to retell stories to our partners about what we are reading.” “What is the best way to retell a story to a partner?” Begin and anchor

chart, “Retelling to Our Partners.”

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Retelling To Our Partners Begin with the title Use the characters’ names Make the text come alive Start at the beginning Take big steps through the story Tell only the important parts about the beginning, middle, and end Use your own words

Active Engagement: Students will practice retelling with a partner using their familiar text. Remind

students to refer to the anchor chart. As partners retell, monitor their behaviors. Encourage partners to help each other. Refer to anchor chart for help. Step in and suggest ideas to support their efforts. Have partners share some of the retellings.

Independent: Send students off with a directive to remember how retelling helps readers

understand even better. “As you are retelling stories to your partners or others, remember to include

key details about the characters, setting and events to make the listener interested and understand enough about the story so you both can discuss the story. It is very important to always use characters’ names when retelling stories to help the listener understand the story.”

Remind students to refer to the anchor chart for help. Summarize Learning: Bring students back to the carpet to share. Have students share their three-

page booklets of what happened in the beginning, middle and end of a story. “Remember, good readers retell stories by including key details about the

characters, setting and events to make the listener interested and understand enough about the story to be able to discuss it with them.”

Writing Connection:Have students record the title and write and draw pictures in three-page booklets of what happened in the beginning, middle and end of a story.

This lesson will take more than one day. On days 2 and 3 review anchor chart and teaching point using a different familiar text. Have students work with partners to retell their own familiar text. Students need time to become more proficient at retelling rather than telling the entire story.

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Lesson 25: Using Details to Find the Central MessageThe purpose of this lesson is to help students understand the message of the story they are reading. Priority Standard: ELAGSE1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Support Standards: ELAGSE1SL.1, 2 ,4, 6Materials: Jigsaw Puzzle or Jigsaw WebsiteBlank Puzzle Pieces – linked to website for templateFamiliar Text – something previously read

Connection: “I have been noticing how you are retelling stories to your partners and others,

and remembering to use key details to keep your listener or partner interested. You are helping them understand enough about the story to be able to talk about the story with you. I am hearing you use characters’ names when retelling stories and starting at the beginning. I love it when you make the text come alive in your retellings! We know good readers know how to retell stories in their own words.”

“Usually, stories have some kind of message that the author wants us to understand after reading. Good retellings always include this central message to show that the reader understood the story. We are going to begin to think more about the central message in stories to help us show that we understand more about what we read.”

Display an unassembled puzzle on a document camera or use a puzzle application on the Promethean board. While the puzzle pieces are disarranged, ask the students to identify the “big picture.”

“I wonder what we need to figure out the big picture.” Have students turn and talk and then have some students share out. “So, in order to see the big picture, we have to begin working with the pieces. The pieces must interact with each other before we can see the big picture.”

Begin to assemble the puzzle slowly as students begin to try to figure out the big picture. As more pieces connect, the picture becomes clearer. Explain that they began with what they already knew (schema) and combined it with new information (puzzle pieces) to create new understanding (big picture.)

“Let’s now think about seeing the big picture in books we read. This big picture is called the central message. Just like the puzzle pieces had to interact with each other to see the big picture of the puzzle, the details of a story interact to help us understand the central message.”

Teaching Point: Reread a previously read text. You will want to project the book for students to

see. As you are reading the book, write down (on blank puzzle pieces) key details from the book (about the characters, setting and events) that will help you retell the story. Then, show the puzzle pieces under a document camera. Have students turn and talk about what they noticed you were doing as you were reading and have some students share.

Now, choose one or two puzzle pieces (key details) and read aloud. Have students think about how just those one or two pieces (key details) did

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http://www.jigzone.com/

not help to understand the big picture of the story. Next, assemble the puzzle. Reread all of the puzzle pieces (key details) about the characters, setting and events after it is assembled.

“Now we know the central message of the story because I told the key details about the characters, setting and events.”

Have students turn and talk how the author uses these key details in their stories to help readers see the big picture.

“It is important to always think about the key details. These key details work together to give the reader the big picture or idea of the story. This big picture or idea is called the central message.”

Active Engagement: Students will need their independent reading books. Students will use their

independent reading books to share the central message in a story using key details. Monitor their retelling noticing if they retell stories including key details from the characters, setting and events. Encourage partners to help each other. Step in and suggest ideas to support their efforts.

Independent: Send students off with a directive to remember to think about the central

message while reading texts with their partners. “Thinking about the central message helps us retell the story to others and

understand the story better. As you are retelling stories to your partner, remember to include key details about the characters, setting and events. Good retellings always include the central message.”

Summarize Learning: Bring students back to the carpet to share their reader’s notebooks. Students

will share the central message of a story from independent reading. “Remember, good readers retell stories by including key details about the

characters, setting and events to make the listener interested and understand the story and the central message.”

Writing Connection:In their reader’s notebooks, have students record the title and write/draw pictures about the central message of the story. Include key details about the characters, setting and events. Click here for graphic organizer example.

Lesson 26: Key Details vs Small DetailsThe purpose of this lesson is to help students begin to distinguish between key details and small details

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Priority Standard: ELAGSE1RI2: Identify the main topic and retell key details of a text. ELAGSE1RI7: Use illustrations and details in a text to describe its key ideas.Support Standards: ELAGSE1SL.1, 2 ,4, 6Materials: Bats – Level O Reading A to Z (since this is being used as a mentor text the readability level of the book may be much higher)

Connection: “Good readers use the illustrations and details in a text to describe the

important information or key ideas in books they read. Today I want to read this informational book, Bats (Reading A – Z) with you”.

Explain to students that like many informational texts, it has illustrations and details to describe the important information or key ideas.

“The important information (key ideas) is what we need to remember.” Show students how to skim and scam the book.

“Let’s preview the book by skimming and scamming. I preview a book before I read to get a complete picture of what I will be reading about. I focus my reading on what is important, the key ideas. Watch how I use the illustrations and textual features to help me learn the important information. Can you tell how the author uses this table of contents to help me understand some of the big ideas? What does this picture and caption add to your thinking to help you understand?”

Model for the students how to quickly gather important information about key ideas from the text, illustrations, and text features.

Teaching Point: “Now, let’s focus on locating details and key ideas.” Reread the first several

pages of the book. Model for students locating key details and small details. Record the key details and small details (in your own words) on an anchor chart.

Active Engagement: Continue reading the next section. Have students work with a partner to

determine small details and key ideas. Give students post-it notes to jot down or sketch small details and key details Record key details on larger post-it notes and small details on smaller post-it notes. Provide wait time for students to record and share their thinking with a partner. You may want to use two

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Key Details Small DetailsBats like to spend the daytime in the cool darkness of the cave , but night time is different it is time to hunt.

Enter a cave as night approaches and it looks like a dark cloud pouring smoke.

Bats are one of the oldest mammals to live on Earth.

Bats lived almost 60 million years ago.

Bats are placed in two groups –megabats and microbats.

There are close to 1000 kinds of bats

different colors. Stephanie Harvey shares, “Seeing colors helps students notice there are fewer key details.”

When finished reading, classify the post-it notes and add to the anchor chart. What key details do we need to remember? What small details did you find interesting to help you understand the key ideas? How did the illustrations and text features help you?

Share thinking stems with students to help move their thinking along. Remember this is a first look at discriminating key details from less important details.

Independent: Send students off to work time with a directive to preview a nonfiction book by

skimming and scamming to help them focus on the important information, key details. Students should have the opportunity to follow this process with other informational texts.

Summarize Learning: Bring students back to whole group. “Use your reader’s notebook to share the

details from text that helped you understand key ideas in the book you read.” Writing Connection:Working independently or with a partner, students will record small details and key ideas in their reader’s notebook. Refer to the anchor charts for support.

Note: This lesson should be repeated for 2 to 3 days. Continue same format just model with a different book (one with different textual features) to support key details and small details. You may choose to use a graphic organizer to help students categorize types of details in nonfiction text.

Lesson 27: How Do I Read NonfictionThe purpose of this lesson is to help students continue to explore nonfiction textual features as a tool to aid comprehension.Priority Standard: ELAGSE1RI5 Know and use various text features (e.g.,

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headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text. ELAGSE1RI6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Support Standards: ELAGSE1SL1, 2, 4, 6Materials: Assortment of nonfiction books – enough for mentor text as well as for student book baggiesReading A to Z books may also be used for mentor text so they can be projected. You will need to be at a higher reading level so that more text features are available to discuss.

Tips: Select a basket of nonfiction books for the mini‐lesson. The basket

should have at least one book per student. For the purpose of an introduction to features select basic nonfiction books that include a table of contents, headings, pictures, and illustrations, an index, and glossary. The National Geograph i c Windows on Literacy Seri e s is an excellent resource.

Students should also have a good selection of nonfiction books available for their independent reading time.

Connection: “In our lessons for the last couple weeks, we’ve used nonfiction books and

discussed their main topics. You probably noticed all the fiction books we’ve read have story elements, like setting, characters, key events, and conclusions. However, that is not true for many nonfiction books. The sequence in nonfiction is very different. Today we are going to talk about the differences in nonfiction books.”

Watch BrainPop Jr. video called “Reading Nonfiction.” (optional)Teaching Point: “Nonfiction books have what we call features. I am going to show you what I

mean by features. Watch me. I am going to pretend that I’m a first grader and these are the nonfiction books I borrowed for the week. I’m going to flip through the pages to see what features I can find. I am going to put a sticky note on the features I notice that will help me read the book.”

(Use document reader if available) Slowly go through the book, showing students what you are seeing. Stop periodically and point out some of the features you see. Name the feature and put a sticky note on the feature. Talk about how features can help you read the book. For example, “Okay, let’s see, on this page there are pictures, and they help me to really understand what the words are saying. I’m going to put a sticky note on the pictures.” Do not introduce too many features on the first lesson. For the first lesson you might identify the table of contents, a picture, illustration, and a map.

As you are discussing glossary, be sure to point out that the words in bold print are in the glossary. As you find diagrams and illustrations, they also have labels. Pictures often have captions underneath. Pictures also give details.

Active Engagement:

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Have a basket of nonfiction books ready to hand out to students. Give each pair of students a couple nonfiction books. Tell students to work with their partner, and look for features in their books, and mark them with a sticky note.

Have students share some of what they have found. As students share their findings, repeat the name of the feature and discuss how that particular feature helps the reader.

Independent: You might say.., “Today, I want you to flip through your book as I did and

put a sticky note on the pages when you notice a feature that you think would help you read the book.”

Summarize Learning: Student volunteers should come to share time prepared to share some of the

features they found in their books.

Writing Connection:N/A at the end of concept 4 students will be making a nonfiction features booklet

Lesson 28: How Nonfiction Helps Us As Readers

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Table of Contents

The purpose of this lesson is to help Priority Standard: ELAGSE1RI5 Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text. ELAGSE1RI6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Support Standards: ELAGSE1SL1, 2, 4, 6Materials: Assortment of nonfiction books – enough for mentor text as well as for student book baggiesTips:Select a basket of nonfiction books for the mini‐lesson. The basket should have at least one book per student. For the purpose of an introduction to features select basic nonfiction books that include a table of contents, headings, pictures, and illustrations, an index, and glossary. The National Geograph i c Windows on Literacy Seri e s is an excellent resource.Students should also have a good selection of nonfiction books available for their independent reading time.

Connection: “Yesterday we explored nonfiction books. We discovered that nonfiction

books are different than fiction books. Fiction books have elements like the setting, characters, key events, and a conclusion. Most nonfiction books have features. We talked a little about the kinds of features and how they help us read a book. Today we are going to begin an anchor chart and name some of the features and how they help us read.”

Teaching Point: Display a chart that looks like the sample below. Go through the books that were shared yesterday, and repeat some of the

features you have previously marked with sticky notes. This time record the name of the feature, where you found it, and how it helps you as a reader on the anchor chart. Model this procedure with several features.

Active Engagement: Use the same basket of nonfiction books used in the previous lesson only this

time alternate the books to different students. Tell students that today they are going to continue looking through these books with their partners. As yesterday, they are to look for features, and mark them with sticky notes.

Have students share what they have found. As students share their findings,

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Nonfiction Feature Where How It Helps Us

repeat the name of the feature and record it on the chart. Also record where the feature was found and how that feature could help them as a reader.

On second day, continue to look for features and mark with sticky notes. You might want to choose different features for them to find each day. Teacher should use different book each day.

Independent: “Today as you read you nonfiction books, I want you to mark the

features with a sticky note. Before you go on, ask yourself or talk with a partner about “where” in the book you found this feature and “how this feature helps you read the book.”

Students are reading independently, with a partner, in a small group, or conferring with the teacher. As they are reading, they are marking features, discussing where they have found the features, and how the features could help them read the book.

Summarize Learning: Students share their findings, and the teacher will continue to record new

features on the anchor chart.Writing Connection:N/A At the end of concept 4 students will be making a nonfiction features booklet

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Table of Contents

Lesson 29: How Nonfiction Is Organized The purpose of this lesson is to help students understand the difference in the organizational structure of nonfiction.Priority Standard: ELAGSE1RI5 Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text. ELAGSE1RI6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Support Standards: ELAGSE1SL1, 2, 4, 6Materials: Assortment of nonfiction books – enough for mentor text as well as for student book baggiesTips: Select a basket of nonfiction books for the mini‐lesson. The basket



Connection: “We have spent a lot of time looking at nonfiction features, discussing where

we found them in the book, and how they help us read the book. Today, I want to especially look at “where” in the book we find these features to see if there is a pattern.”

Teaching Point: As a group, look at your class anchor chart, F e a tu r es of Nonfiction and How

they He l p Us Read . Focus on the second column, “Where to Find it.” Talk about some of the sequential patterns you see. You might say…, “I notice that the table of contents is always at the beginning of a nonfiction book. The index and glossary are at the end of the book. The pictures, illustrations, diagrams, etc. can be anywhere in the book. I see somewhat of a sequential pattern.” Verify this with examples in nonfiction books.

“Let’s make a T‐chart and compare the sequence of a fiction book to a nonfiction book. In a fiction book the pattern is usually, the setting, characters, the key events, and then the conclusion. “Record that on the right side of the T‐chart. “In a nonfiction book the sequence is usually a table of contents, all through the book we find pictures, illustrations, diagrams, maps, captions, and at the end we find the glossary and index.” Record this on the second column of the T‐chart. “So, there is also somewhat of a sequence with nonfiction.”

Active Engagement: Use the same basket of nonfiction books used in the previous lessons only

this time alternating the books to different students. Tell students that today they are going to continue looking through these books with their

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partners. Today, you want them to look specifically at the table of contents, index and glossary and see where they are located in the book.

Have students share what they have found.

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Independent: Today as you read your nonfiction books, I want you to especially notice the

location of the table of contents, the index, and the glossary. See if you see any other features that are almost always in the same part of the book.”

Students are reading independently, with a partner, in a small group, or conferring with the teacher.

Summarize Learning: Students share their findings. Discuss the anomalies and answer questions as

they come up.Writing Connection:N/A At the end of concept 4 students will make a nonfiction features booklet

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Table of Contents

Lesson 30: How Do Features Help Me As A ReaderThe purpose of this lesson is to help students understand the purpose and function of each textual feature.Priority Standard: ELAGSE1RI5 Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text. ELAGSE1RI6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Support Standards: ELAGSE1SL1, 2, 4, 6Materials: Coral Reef – Reading A to Z Level NAnts, Ants, and More Ants – Reading A to Z Level GAssortment of nonfiction books – enough for mentor text as well as for student book baggiesTips: Select a basket of nonfiction books for the mini‐lesson. The basket



Connection: “Readers, you have been noticing the features in your nonfiction books, and

we’ve talked about how they help us read the books. Today, I want to teach you how you can use the table of contents to look for specific information.”

Teaching Point: “I’ve been reading this book about Coral Reefs. (Reading A to Z Level N) When

I looked at the table of contents, I saw how this book has information about lots of different things about coral reefs. Today, I would like to learn more about animals that live in coral reefs. One of the good things about nonfiction is that I don’t have to start from the beginning of the book, like I would with a fiction book. I am going to look at the table of contents at the beginning of the book.” Demonstrate looking through the table of contents until you find your target and the page number. Show students how you will go directly to that page to begin reading about animals that live in coral reefs.

Active Engagement: “You and your partner are going to pretend that you’re reading this ant

book together. I’ve made copies of the book for you to use because you and your partner are going to do what I did; you’re going to decide what you want to focus on and figure out the page you would find your information.”

You may need to adjust the level of book for some partnerships based on their guided reading level. Just make sure the book has a table of contents

Independent: “Today when you are reading your nonfiction book, decide what you

want to focus on. Go through the table of contents to find your topic,

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and the page where you could start reading. Remember, you do not have to read a nonfiction book from beginning to end, you can go to any part of the book you choose.

Summarize Learning: Volunteers will come to the group prepared to share target topics they have

found in the table of contents. Discuss options when students are unable to find their topics.

Writing Connection:Have students pick one of the nonfiction books they may have that doesn’t have a table of contents and have them write one.

For the next two days go through other textual features (remember to use electronic nonfiction sources as well for electronic menus and icons) using the same lesson format to help students understand how to use the feature to help them navigate through nonfiction text. On the last day have students complete a nonfiction features booklet. Click here for example. Students should find examples of each nonfiction textual feature (if possible) and write or draw the example. Cut and staple to make booklet. Other examples of Nonfiction Textual graphic organizer can be found on website.

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Table of Contents

http://commoncore2012.homestead.com/Professional_Learning/ReadingWriting_Notebooks/All_About_Books/Non-Fiction_Text_Features.pdf

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