Reader’s Workshop! - WordPress.com file01.08.2012 · Reader’s Workshop! Reading Rocks! Reading...

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Transcript of Reader’s Workshop! - WordPress.com file01.08.2012 · Reader’s Workshop! Reading Rocks! Reading...

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Rockin’ Reader’s

Workshop!

Reading Rocks!

Reading Rocks!

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Rockin’

Reading Workshop:

Mini-lesson

Independent reading

Time (Independent and partner reading)

Closing/sharing

T

T

T

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Mini-Lesson!

Your teacher teaches you a

strategy or a skill about what

good readers do when they

are reading!

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Independent Reading:

Independent and partner Reading Time

Good readers read just-right books

independently and with partners.

During this time, good readers: - Work in guided reading groups and in a

reading conference with the teacher - Write about what they are reading - Read a just right book independently - Talk about books with other readers

- Read fluently with a partner - Participate in reading partnership meetings

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Closing! Your teacher reviews the

mini-lesson and reinforces the

concept/strategy/skill. Good

readers share what they

learned today.

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Structure of Independent Reading Workshop!

p Mini-lesson (about 10 minutes) All reading workshop sessions begin with the teacher teaching a reading

mini-lesson. During each mini-lesson, the teacher explicitly models or

demonstrates a very specific reading skill or strategy, which is called the

teaching point. Students practice the skill or strategy on their own or

with a partner, which is called active engagement.

p Independent reading time with instruction (45-60 mins.)

(Independent/Private reading and Partner reading time) Readers are engaged in reading just- right books then they choose at

their independent reading level. Readers practice the skill/strategy that

the teacher taught during the mini-lesson. The teacher provides

instruction during reading conferences and guided reading groups. Readers

also write about what they are reading in their reader’s notebooks, talk

about books with other readers, buddy read to practice fluency, meet in

literature groups and reading partnerships, and read independently.

p Closing/share time (about 5 minutes) The teacher meets with all the readers as a whole group and reviews the

mini-lesson. Readers share what they learned about reading and what

they learned about themselves as a reader.

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p Good readers have the daily opportunity to read

just-right books.

p Good readers know how to go shopping for

just-right books.

p Good readers know how to handle books with

care.

p Good readers are part of a community of

readers and show respect for them.

p Good readers engage in reading partnerships

and have daily discussions about books.

p Good readers think about what they are

reading and can share their thinking with their

peers.

Good readers guidelines for Independent reading workshop

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Making Marvelous Mini-lessons!

The mini-lesson is a time when the teacher directly instructs the whole class on a skill, strategy, or habit that they need to learn and use during independent work. Mini-lessons are brief, explicit teaching opportunities that follow a certain “architecture” (Calkins* 2001):

The making of a marvelous mini-lesson:

1. Make a connection! Connect today’s lesson with yesterday’s lesson, an ongoing unit of study or concept, students’

work, or an experience outside of school.

Teacher talk: “Last week we learned...” or “Remember yesterday when we...”

2. Teaching point/Explicit Instruction! Teach the new strategy/skill and explicitly demonstrate or model the strategy/skill.

Teacher talk: “Watch me when I show you...” or

“Today I am going to read part of this story to you and I am going to teach you…” or

“Watch me as I...”

3. Active engagement/Guided Practice! Children try out a skill or strategy with a text, act like researchers when they watch a

demonstration, plan work out loud, or imagine trying a skill or strategy.

Teacher talk: “Now it’s your turn to...” or “Turn and talk to a partner. What are you

thinking/did you notice/did you learn?”

4. Link to their independent daily reading and

ongoing learning! Teacher talk: “When you are reading today, I would like you to remember/try/practice...”

ABCDEABCDE

Source:

N

N

N

N

N

N

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Mini-lesson MUSTS!

-Mini-lessons are MINI!!!! Less than ten minutes is an ideal amount of time to

teach the mini-lesson!

-Keep it simple! Teach ONE concept/skill/strategy per mini-lesson.

Teacher Tips: - Write your teaching point for the mini-lesson on the chalkboard, white board,

or a dry erase board. To help you stay on- task and remain clear about the

purpose of the lesson, refer to the board throughout the lesson. This will benefit

you and your students!

-You might want to keep your read a-loud time separate from your mini-

lesson. I used to read a story (that correlated with the mini-lesson) and teach

the mini-lesson during the same block of time. As a result, the students had a

difficult time staying focused for that long of a time and my mini-lessons were

not so “mini!” Now, I do the read aloud the day before the mini-lesson and I simply

refer back to the story during the mini-lesson. (Or, you could just schedule your

read aloud time earlier in the day and before you start RW).

-I often have teachers walk into my classroom during RW and ask me how the

kids are so focused, quiet, on-task, and engaged. No, I did not get all the “good”

kids :) . I use a workshop approach to also writing so the students are familiar

with the expectations because they are the same. Most importantly, I take a

considerable amount of time in August and September to focus my mini-lessons

on the management (expected behaviors of readers) of RW.

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Making Every minute count!

(Don’t you love how the experts tell you how you are supposed to organize your day so that you fit everything in!? Here is a REAL

teacher’s schedule-mine!!!)

9:05-9:15 Attendance, lunch count, homework/assignment

notebooks check-in While I am doing this, the students may read ANY book at ANY level

9:15-Reading Workshop begins with a mini-lesson

9:25-Indpendent Reading Time

Students are practicing the mini-lesson during private and partner reading. During this time, I

meet with three guided reading groups. (2-3 groups for 15-20 minutes and individual reading

conferences)

10:30-Word study/Grammar/Spelling

10:45-Writing Workshop (Mini-lesson, writing process,

writing conferences)

12:05 Lunch/Recess

12:40-12:50 Word study/ grammar

12:50-1:20 Planning Period

1:20 Bathroom Break

1:30 Guided Math

2:30 Science/Social Studies/ Health

3:05 First Bell

3:15 Dismissal

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Mini-lessons

Primary

Intermediate readers!

for

And

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Skill/Strategy/

Concept

Mini-lesson Independent

Practice

Sharing/

Discussion

Structure of Reading Workshop

What is Reading Workshop? *Hold up posters and explain.

Self select 2-3 books that interest you from the basket.

Share one of the books you chose to read and why.

Self selecting books to read

Good readers know how to take a book out of the basket, handle it with care, and then put it back in the correct spot. (spine in correct spot, facing forward)

Self select a book and return books properly so we all can find and use them easily.

Share how you take care of the books.

Self selecting books to read

Books can be easy, just-right, or challenging for a reader. Good readers select just-right books that fit like a glove!

Students wear their just-right gloves and self-select a just-right book to read. Students use criteria to determine just- right books.

Share a book that is just- right for you. Describe how you know it is a just-right book.

Turn and talk to another reader

Good readers talk to other readers about the books they are reading.

Students independently read and share their thinking about the book with a partner.

Class discussion about “turning and talking.”

Suggested Mini-lessons for Starting Reading Workshop!

**Some mini-lessons may be taught over the course of several days, depending on the needs of the students.

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Gathering for a Mini-lesson

Show students where the meeting spot is and model the correct behavior for listening.

Students demonstrate the correct behavior for the mini-lesson.

Share what you learned about the correct behavior for the mini-lesson.

Real Reading vs. Fake Reading

Real readers move their lips as they read the words, think about their reading, stay focused, & do not rush.

Students demonstrate that they are real readers by using good reading behaviors.

Students share what behaviors are real reading behaviors.

Just-right reading spot

Good readers choose a just-right book to read in a just-right spot in our classroom.

Students find a just„right spot in the classroom to independently read.

Share your just-right reading spot.

Reading Partnerships: How to have a good discussion

Good readers stay focused and talk about the book, listen to each other, and have thoughtful discussions.

Students talk with their reading partner in a “mock meeting.”

Reflect on your reading partnership meeting.

Reading Partnerships: How to work with reading partners

Reading partners work together to solve problems (disagreements, absent partner) that may arise during reading.

Students work with their reading partner and discuss how they handle situations that may arise.

Share the resolutions you came up with.

Reading Partnerships: How to stay focused on reading

Good readers talk only about the book they are reading. Good readers keep each other focused.

Students will have an on-task discussion with their reading partner.

Students will share how they did at their meeting with the class.

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Reading Partnerships: Buddy Reading

Readers sit side by side with the book in between them.

Practice buddy reading the correct way.

Show the class how you sit when you are buddy reading.

Reading Partnerships: Buddy Reading

Partners learn the job characteristics of being the listener and the reader.

Each partner reads one page (or paragraph) and then switches jobs. Each student is the reader and listener.

Students share the job characteristics of being a listener and a reader.

Book nooks Readers will get their book nooks and learn how to take care of them.

Readers will organize their book nooks in a way that works for them.

Students share how they plan to use their book nooks.

Noise Level Establish a system that will monitor the noise level during reading workshop.

Reading partners demonstrate the appropriate noise level that was agreed upon.

Students discuss how to remain at an appropriate noise level throughout the entire RW.

Shopping for books

Readers choose 1 or 2 just-right books and 1 or 2 other books to put in their book bin on their designated shopping day.

Students go shopping on their designated day and choose their just-right books.

Students share the books they chose and how they know they are just-right.

Reading chosen books until it is time to change

Good readers stay focused on reading the books until it’s time to go shopping again.

Students read their self-selected books and problem solve if they are “finished early.”

Students share how they stay focused on reading their self-selected books.

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No interruptions during guided reading groups/ conferences

Good readers do not interrupt the teacher when he/she is working in guided reading groups or conferences.

The teacher meets with GR groups and the students practice being independent during that time.

The students address any problems they experienced and how they solved them.

Good readers think about what they are reading

Good readers think when they are reading. (I wonder..., I think..., Why did..., I don’t understand...)

Students think about their reading.

Students share their thoughts about their book with a partner.

Good readers write sticky notes about their reading

Good readers write about what they are reading (I learned..., Why did..., This reminds me...)

Students write one sticky note during their reading.

Students share their sticky note with a partner.

Learning about different genres

Good readers have a balanced reading “diet” and read different genres. *Genre chart

Students read a book that is a genre that is new for them.

Students share the new genre they selected and share their thoughts.

Keeping a record of your reading

Good readers keep a list of books they’ve read so they can evaluate the breadth of their reading.

Students fill out their reading log correctly.

Students ask questions they have about the reading logs and share their logs.

Checking for understanding as you read

Good readers notice when the text doesn’t make sense to them.

Monitor your understanding as you read today.

Students share their confusion/ thoughts with a partner.

Schema- prior knowledge

Good readers activate their schema (prior knowledge) before reading a new book.

Students write their schema about the book they are reading.

Students share their schema and their book with a partner.

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Book browse

Readers take a book browse through the book before they start to read-picture walk, blurb on the back, the cover.

Students browse their book before they begin to read.

Students share their predictions and thoughts they had during their browse.

Making text to self connections

Good readers read the text and think about how it reminds them about their own life.

Students attempt to make a connection with the text.

Students share: I read... This reminds me of... This is a ... connection.

Making text to world connections

Good readers read the text and think about how it reminds them about something else in the world (a movie, a friend, school).

Students attempt to make a connection with the text.

Students share: I read... This reminds me of... This is a ... connection.

Making text to text connections

Good readers read the text and think about how it reminds them of another text.

Students attempt to make a connection with the text.

Students share: I read... This reminds me of... This is a ... connection.

Good readers ask questions as they read

Good readers ask: What if? Why did? I wonder why?

Students write their thick questions as they are reading.

Students share their questions with a partner.

Making predictions

Good readers predict to stay interested in the story.

Students predict what will happen and write their predictions.

Students read their predictions to a reading partner.

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Use the mini-lessons in this resource only as a

guide when planning reading workshop. The

reading behaviors, weaknesses, personalities

and learning styles of your students should be

the determining factor of what your mini-

lessons should be!!

Final note

on mini-

lessons!

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’ :

Mini-lessons Taught!

Date

Mini-lesson/ Topic

Reflections/ Observations

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Date

Mini-lesson/ Topic

Reflections/ Observations

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Reading

Workshop!

Mini- lessons!

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Marvelous Mini-lessons!

date Mini-Lesson Taught

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We included a few different options of how you can keep track of your reading

workshop mini-lessons. My students write the mini-lesson and start the sentence

with, “Good readers…”. I also refer to these mini-lessons as our learning targets.

Posting the mini-lessons in this fashion allows students to refer to them during

independent reading and also helps keep me accountable for my mini-lessons. Also, the

administrators always stop to look at the mini-lessons chart when they are observing,

and are very impressed with our work! :)

(We also included another mini-lesson tracker and included it in a PDF in this zip file!!)

Picture of Mini-lessons for Reader’s Workshop

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p Mini-lesson (about 10 minutes)

All reading workshop sessions begin with the teacher teaching a reading mini-

lesson. During each mini-lesson, the teacher explicitly models or demonstrates a

very specific reading skill or strategy, which is called the teaching point.

Students practice the skill or strategy on their own or with a partner, which is

called active engagement.

mini-lessons to teach your readers at the beginning of the year:

*Real readers rock! Students learn the difference between fake reading and real reading!

Note: To be considered a “true” mini-lesson, this activity would be

broken up into several days, depending on the grade that you teach.

*Just-right books fit like a glove!

Students learn about just -right books by bringing in their favorite

gloves from home! Note: Depending on the grade you teach, this lesson

might take place over the course of a couple days.

*Retelling Students use the graphic organizer to learn how to retell a fiction

story. The organizers can be used throughout the year!

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Real Readers Rock! Are you a rock star reader???

Rock N’

Read!!

* I read the entire reading time!

* I stayed in one reading spot

the whole time!

* I read “just right” books!

* I was engrossed with my

book!

* I used sticky notes to write

about my thinking!

* I respected the readers around

me!

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I am a

rock star reader!

I am a

rock star reader!

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I think about other things and daydream when I am reading.

I take my time with my book and really enjoy it.

I pretend to read when the teacher is watching.

I stay focused and am engrossed with the book I am reading.

I read all the parts of every page.

I make noise and distract other readers around me.

I read the pages slowly to make sure I understand what I am

reading.

I whiz through the pages.

I change my book several times.

I take care of my books.

I can’t talk about the book to my friend or teacher.

I think books are boring.

I am not careful with my books.

I understand what I read.

I stay in one good reading spot and I am focused.

Hey rock stars!

Read the sentences below. Copy the sentences

that describe a rock star reader on the attached

page. (Throw the fake reader sentences away!)

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Rock Star Reader Rules:

Rock Star:____________ Date: ___________

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A just right book fits you like a glove! Lesson overview: Tell your students to bring in their favorite pair of

gloves/mittens that FIT THEM JUST RIGHT!!!! When all students have

their gloves, you are ready to teach this lesson! Begin by sharing your

gloves with the class and telling them why you love your gloves so much:

they keep my hands warm when I am walking my dog, they are my

favorite color, they are not too bulky, etc. Ask the students to share

why their gloves are just right for them-accept all responses. Next,

explain to them the idiom “fits like a glove” and its meaning. Hold up some

books that you are currently reading and demonstrate how those books

“fit you like a glove.” Then, the students will select a book they are

reading and explain why it “fits them like a glove.” For example, they are

interested in the topic, they can read almost all the words and they

understand what is going on in the story. After each child has a chance

to share their thoughts with a partner they are ready to wear their just

right gloves and read a just right book during private reading time!

Warning: Your students will not want to take their gloves off after

teaching this lesson!! In fact, even though I taught this lesson in October,

my students insisted on keeping their just-right reading gloves all year

long in their desk!! I was happy to oblige even though we got a few weird

looks from other teachers/students who walked into our classroom

when we were reading and wearing our just right gloves! :)

The kids loved the attention!

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5 Star books!

Do you have a just right book?

l l l l l

l Do you think the book will be interesting and exciting?

l Can you talk to a friend about the book because you understand what is going on?

l Can you read almost all the words on a page?

l Is this a new book that you have not read already?

lAre you engrossed with the book?

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Pictures of students reading a just- right book that fits them like a

glove!

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A just-right book fits like a

glove!

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A just-right book fits like

a glove!

What book did you read today during independent reading? Why it is just-right for you?

//////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////

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Mini-lessons

for retelling a story: -Good readers can identify the setting of a story.

-Good readers can identify the main character and supporting

characters.

-Good readers can retell a story with transition words (first,

then, second, next, finally, in conclusion, at the end.)

-Good readers share their emotions and feels about the plot

when they retell the story.

-Good readers go back to the story to support their thinking

and ideas.

-Good readers can participate in a group discussion about a

retelling of a story. (such as in a literature group)

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Good readers can give a summary about a story that they read. For a fiction story, you can use this magic formula to write a great summary! Read the formula below:

Somebody...Wanted...But...So...

Retelling Graphic Organizer

Somebody… Wanted…

But…

So…

Reader: Date:

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Retelling

Book Title: _________________________

Author: ________________________

Genre: ________________________

Now, write a paragraph retelling the story using as many details as possible!

////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////

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p Independent work time with instruction

(45-60 mins.)

At this time, readers are engaged in reading just-right

books. They select these books from a classroom library

and are aware of how to choose a book at their

independent reading level. Readers practice the

skill/strategy that the teacher taught during the mini-

lesson. The teacher provides instruction during reading

conferences and guided reading groups. Readers also write

about what they are reading in their reader’s notebooks,

talk about books with other readers, buddy read to practice

fluency, meet in literature groups and book buddy meetings,

and read independently.

Activities to use with your readers during this time:

- Reader’s Notebook and Reading Binder

-Independent Reading Rubric

-Book Buddies Booklets (included in this file)

-Fiction/Non-Fiction Reading Contracts (included in this

file)

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Partner Reading! Teacher Assigned, ability based

partnerships where students read and discuss the book together

Book buddies and reading partnerships are another component of this part of

reading workshop. When selecting reading partners, Kathy Collins (author of

Growing Readers) suggests several benefits for using teacher assigned, ability-

based partnerships. This means that two strong readers are placed together and

two weaker readers are placed together. Kathy also recommends keeping

partners together for long term (a couple of months). Hence the term

partnerships!

The teacher is the one who assigns the reading partners! Before I read

Kathy’s book, I had my students choose their partners every day. After much

reflection, I realized that they spent way too much time choosing a partner. It often

became a popularity contest and my students frequently had “hurt feelings” if

someone did not want to read with them. I realized teaching mini-lessons about

how to choose a reading partner was not the best use of our time. I have noticed a

big difference since I have switched teacher assigned, ability-based partnerships!

If you are having a hard time with this concept, Kathy suggests relating it to

your life. Here is an example that actually use with my students! I have run 2

marathons! :) For both marathons I had a different training partner which was at

the same ability as me. We ran our long runs together, supported each other, and

crossed the finish line together. It would not have been beneficial to train with a

friend who was a super fast runner or with a friend who walked the entire race.

Keep this in mind when you making reading partners! Share YOUR real life story

with your students…I guarantee they will remember it!

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I still allow my students to choose their reading partners for the first few

weeks of school. However, after a few mini-lessons, I assign reading partners

and then reassign them every couple of months

Primary teachers can benefit from using reading partners in their classroom.

Reading partners read a book that is at their just-right reading level and a book

they mutually agree on. You can get double copy books from your library or

Scholastic book orders. Or, you can just teach the students how to share the book

and read the book together.

Reading partners are assigned as I learn more about my students as

readers. For example, I might have one girl who is an F&P instructional reading

level of P and another girl (or boy!!) who is an F&P instructional reading level of

Q. They also have a common interest of reading mysteries and their

personalities complement each other. They will make perfect partners!

Reading partnerships and book buddies are a great way to get your students

TALKING about books! It provides your students with the opportunity to

discuss literature in a meaningful and engaging way.

I begin the year by implementing book buddies with my ability based reading

partners. The buddies DO NOT read the book aloud together, like they would

to practice their reading fluency. Instead, buddies meet over the course of a

couple of weeks and read the assigned portion of the book independently. I

begin book buddies with my students around November and we usually read

about 3 books total during our Book Buddy Meetings. This takes place over the

course of a couple of months. After the students are comfortable working

with different readers and they learned how to stay focused and on task

during Book Buddies, I then introduce literature groups with my students!

Reading partnerships is when I have my ability-based reading partners

read the book aloud together, practicing their fluency, and then of course,

having a discussion about the book! I do this daily for 15 minutes.

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Snapshots of some good readers! These two girls show how good readers sit and

read during a reading partnership. They are side by side and are sharing one copy of

the book. One student is reading aloud at a time. These good readers also know to

take notes about their reading and their discussion. (We had many mini-lessons

about how good readers read together effectively!)

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Importance of Providing Time

Every Day for Students to Work with Ability-Based Reading Partners:

1. Students learn to problem solve, communicate, and

work cooperatively with their peers.

2. Students have the opportunity to reread texts which

improves reading fluency.

3. Students have authentic opportunities to integrate

reading and writing.

4. Students have the opportunity to have in-depth

conversations with their friends about the texts

they are reading.

5. Students’ reading stamina improves and they are

spending quality time reading just-right books.

6. Students are held accountable during reading

workshop time.

7. Students foster a LOVE for reading!!

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Mini-lessons for reading

partnerships: *Good readers sit side by side and elbow to elbow. Good readers place the book in the

middle with each child holding it.

*Good readers work together to choose a book to read and take turns reading.

*Good readers know how to solve problems when they are reading.

*Good readers stay on task and keep the discussion focused on the book.

*Good readers encourage each other and treat each other with respect during a

reading partnership.

*Teaching Tip: take pictures of your readers when they are

modeling correct reading behaviors! You can then email them to

their parents or even hang them up on the chart paper that you

use for the mini-lessons…talk about motivation! :)

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Book

Buddy

Bookmark

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E Book Buddy Bookmarks e

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My name ________________ date _____________

My buddy’s name ________________ date _______

Skill:

My partner and I were prepared for

our meeting and had all of our materials.

My partner and I each completed the

reading.

My partner and I each had a turn to

share our thoughts about the book.

My partner and I worked as a team to

become awesome readers.

**What else do you want your teacher to know?

Book Buddies Self-Reflection!

= Yes, we did a great job at this!

= We could have done better at this!

= We need help with this!

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We are two students who are working together in a

reading partnership. A reading partnership is when

two students read the same text and meet

frequently to discuss what they read.

By participating in our reading partnership meetings,

we agree to the following expectations:

* We will stay on task and talk about the book. * We will come prepared to all meetings.

* We will use quiet voices. * We will cooperate with our buddy, even if we do not

share their opinion. * We will be polite, listen to each other, and wait for

our turn.

If you agree to the expectations listed above, please

sign your name on the dotted line and write the date next to your name!

Signatures of Book Buddies:

X _____________________ X _____________________

Book Buddies Bond!

ABCDEABCDE

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We are two students who are working together in a

reading partnership. A reading partnership is when two

students read the same text and meet frequently to

discuss what they read.

By participating in our reading partnership meetings, we

agree to the following expectations:

* We will stay on task and talk about the book. * We will come prepared to all meetings.

* We will use quiet voices. * We will cooperate with our buddy, even if we do not

share their opinion. * We will be polite, listen to each other, and wait for our

turn. If you agree to the expectations listed above, please

sign your name on the dotted line and write the date next to your name!

Signatures of Book Buddies:

X _____________________ X _____________________

Book Buddies Bond! (a copy of the bond for home)

ABCDEABCDE

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Book Buddies Booklet!

my Name: __________________________

my Buddy’s Name: ______________

Book Title: ___________________

Author: ___________________

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Meeting! Meeting date: ______________

Possible topics to discuss:

_____ Take a book browse. _____ Make predictions about the book. _____ Share your schema about the book. _____ What prior knowledge do you have about the topic? _____ What are your thoughts about this book? _____ Have you read any books by this author?

My Meeting Notes: (Please write about what you discussed at your meeting today!)

For the next meeting, let’s agree to STOP at this page: ______________________________________________

ABCDEABCDE

st

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Meeting

Meeting date: ______________ Possible topics to discuss:

_____ Take a few minutes to discuss what you read. Make sure each reader had a chance to share. _____ Share any connections you made with the book. _____ Share any questions that you have about what you read. _____ Share how you feel about what you read.

My Meeting Notes: (Please write about what you discussed at your meeting

today!)

For the next meeting, let’s agree to STOP at this page: ______________________________________________

nd

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Meeting

Meeting date: ______________

Possible topics to discuss:

_____ Take a few minutes to discuss what you read. Make sure each reader had a chance to share. _____ Share any connections you made with the book. _____ Share any questions that you have about what you read. _____ Share how you feel about what you read.

My Meeting Notes: (Please write about what you discussed at your meeting

today!)

For the next meeting, let’s agree to STOP at this page: ______________________________________________

rd

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Meeting

Meeting date: ______________ Possible topics to discuss:

_____ Take a few minutes to discuss what you read. Make sure each reader had a chance to share. _____ Allow each reader the opportunity to read their favorite passage aloud. _____ Share something that you visualized about the story. _____ Share how you feel about what you read.

My Meeting Notes: (Please write about what you discussed at your meeting

today!)

For the next meeting, let’s agree to STOP at this page: ______________________________________________

th

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_______ Meeting Meeting date: ______________

Possible topics to discuss:

_____ Take a few minutes to discuss what you read. Make sure each reader had a chance to share. _____ Share any connections you made with the book. _____ Share any questions that you have about what you read. _____ Share how you feel about what you read.

My Meeting Notes: (Please write about what you discussed at your meeting

today!)

For the next meeting, let’s agree to STOP at this page: ______________________________________________

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Final Meeting!

Meeting date: ______________ Possible topics to discuss:

_____ Take a few minutes to discuss what you read. Make sure each reader had a chance to share. _____ What was the author’s purpose for writing this book? Please discuss. _____ Would you recommend this book to a friend? Explain why or why not. _____ Be sure to spend some time celebrating your success! You are your partner did a great job working together!

My Meeting Notes: (Please write about what you discussed at your meeting

today!)

Please let your teacher know that you finished your book!

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Book Buddies!

Buddies: Book Title:

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Caption: Enlarge and laminate poster. Students then write their buddy and book title on the

poster. :)

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Reading Partnership

Agenda!

1. First, read part of the book together. Practice

reading with expression! Don’t forget to take turns

being the listener and the reader!

2.Second, discuss what happened in the book with

each other.

-What were your thoughts about the story?

-Did you have any questions?

-Did you make any connections?

CD AB

ABCDEABCDE

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Reading

Partnership

Notes! My name: __________ My partner: __________

Meeting date: ______________

Comments:

Meeting date: ______________

Comments:

Meeting date: ______________

Comments:

Meeting date: ______________

Comments:

Meeting date: ______________

Comments:

CD AB

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My name ________________ date _____________

My reading partner’s name ___________ date _____

Skill:

My partner and I took turns reading.

My partner and I looked at each other

when we were talking.

My partner and I each had a turn being

a listener and a reader.

My partner and I worked as a team to

become awesome readers.

**What went well this week?

**What can you do better with next week?

Reading Partnership

Self-Reflection!

= Yes, we did a great job at this!

= We could have done better at this!

= We need help with this!

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Idea for Private

Reading Time: Reader’s Contracts!

When I first started Reader’s Workshop, I used reader’s contracts during

the independent reading time. I was not ready to let my first graders “just

read” for the duration of the time, so I created reader’s contracts. As the

students were reading, they also filled out one of the graphic organizers in

the contracts. Some students finished one a day and some students

finished one in a couple of days. Now that I teach third grade, I only use

reader’s contracts with about 5 of my students. These students benefit

greatly from the reader’s contracts because it helps them stay more

focused and less likely to bother other students. I have also found that my

I.E.P students do well with reader’s contracts because it gives them

another option, besides silent reading, to work on and is something they can

do by themselves.

You may decide to use the graphic organizers during a shared reading time

or even guided reading groups. Just remember…use the graphic organizers

several times as a class so the students know what the expectations are.

To use the graphic organizers, I staple the cover page and then all the

graphic organizers together. I pass out the contracts and the students

complete them at their own pace. As they complete each graphic

organizer, they shade that one in on the cover page. A finished contract

would have all 9 graphic organizers shaded in and completed.

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For Fiction

Books!!!

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F Reader:_____________ E

Connections Use sticky notes to make: -text to text connections -text to self connections -text to world connections

Visualize What movie is your mind making as you are reading? Draw the picture your mind is creating.

Schema Write about your schema before you start reading a new book.

Venn Diagram Compare and contrast yourself to the main character in the story.

Retelling Write a retelling of what happened in the story.

Questions Write thick questions that you have about the story you are reading.

Journal Entry Pretend that you are the main character in the story you are reading. Write about your experiences.

Author Write a letter to the author of the story you are reading.

Book Review What do you think of the book you are reading? How would you rate it?

Reading Workshop:

Fiction Books

ABCDEFGABCDE

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p

p

p

p

p

p

Questions, questions, questions!

p Book Title _________________ p Author ____________

As you are reading your book, think about what THICK questions you have.

THICK questions start with:

What if...? What would happen if...? What might...?

Why did...? Why is...? What caused...?

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Letter to the author!

p Book Title _________________ pAuthor _______________

When writing your letter, you might want to include the following:

- your favorite part of the book

- questions about what happened in the book

- questions about the author

- questions about writing the book

When you are done with your letter, draw a border around the letter that matches the theme of the book.

//////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////

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Book Title _____________________ Author _______________________

Journal Entry

p Book Title ________________ p Author __________________

1. Who was the main character in the story?

________________________________________________________________

________________________________________________________________

________________________________________________________________

2. Pretend that you are the main character in the story. What happened to you

today?

________________________________________________________________

________________________________________________________________

________________________________________________________________

3. How would you feel if these events happened to you? Why?

________________________________________________________________

________________________________________________________________

________________________________________________________________ ________________________________________________________________

4. What is the best thing about being the character in the story? Why?

________________________________________________________________

________________________________________________________________

________________________________________________________________

5. What is the worst thing about being the character in the story? Why?

________________________________________________________________

________________________________________________________________

________________________________________________________________

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Book Title _____________________

Author _______________________

Whe

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ad, y

ou v

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wha

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sto

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Remember to use this pattern for making connections:

In the story… (tell what you read)

This reminds me of… (write your connection)

This is a… (type of connection)

Page number:

Page number:

Page number:

Making Connections!

A A

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Schema is background knowledge. It is all the experiences that you, the reader, have had

that make up who you are and what you know and believe. Good readers use their schema

to understand the story.

itle of ook: _________________ uthor: ____________

**Before you start reading the book, what is your schema? What do you know about the topic?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

**In the space below, draw a picture and write down any new schema you have after reading the book.

____________________________________________________________________________________________________________________________________________________________

D y chema E

My new schema:

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Venn diagram: Compare yourself to the main character of the story!

ook itle: ______________ uthor: ___________

My name: Main character’s name:

BOTH!

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When you are writing a retelling of a fiction story, remember to use this pattern

to help you:

Somebody, Wanted, But, So In the space below, write a paragraph (4-5 sentences) about what

happened in the story. Don’t forget to add details!

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

Retelling of the story

itle of ook: _________________ uthor: _______________________

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Directions: what do you think of the book you are reading?

Complete the book review below!

Book Review!!

itle of ook: ____________________ uthor: ___________________________

This was my favorite part of the story:

These are my thoughts about the

main character:

Would you recommend this book to a friend?

Why or why not?

I give this book: NNNNN

Main Character:

Friend I would recommend this book to:

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For Non-fiction

Books!!!

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H Reader________________ G

Non-Fiction books

Fact/Opinion Write four facts and four opinions

that you have about what you read.

Vocabulary Find 4 words that

you are not familiar with in your book.

Look up each definition in the

dictionary.

Connections Use sticky notes to

make: -text to text connections

-text to self connections

-text to world connections

Comic Strip Create a comic strip

that explains something that you

learned while reading.

Main Idea/ Details

Write the main idea of the book and

supporting details.

Advertisement Create some

place/setting that is described in your book. Create an advertisement to

invite people to visit that place.

Features of Non-Fiction

Identify examples of the features of non-fiction text in your

book.

V.I.P. (Very Important Points) Determine what were the most

important parts of what you read.

Questions Write thick

questions about the story that you are

reading.

ABCDEFGABCDE

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Feature: Definition: Example:

Pictures, maps, and diagrams

Diagrams have labels to indentify its parts; maps show where something is located at; pictures give details about how the object looks in real life

Headings and Subtitles

Words or phrases that tell what a section of the text will be about

Charts, tables and graphs

Information that is organized in a graphic organizer and gives information about the text

Special type of print

Makes a word stand out as important by putting it in: Italic print Underlined Bold print Highlighted

Glossary Is located at the back of the book and gives an alphabetical list of the important words in the story and their definition

Table of Contents

Is located at the front of the book and gives a list of information that will appear in the text

Captions Small text found next to a photograph that gives important details

y Features of Non-Fiction Text y

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Book Title ___________________ Author ___________________ As you are reading your book, think about what questions you have. Remember to think of THICK questions. THICK questions start with:

What if...? What would happen if...? What might...? Why did...? Why is...? What caused...?

Thick questions do not have a “yes” or “no” answer!

L questions! L

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In the story…(tell what you read)

This reminds me of…(write your connection) This is a…(type of connection)

Text to Text

Text to Self

Text to World

Making connections

ABCDEFGABCDE

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Advertisement Pick a place/setting that is described

in your book. Create an advertisement or a brochure inviting

people to visit.

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Write down four words that you are unfamiliar with. Look up each word in the dictionary and write the definition of that

word. Next, use that word in a complete sentence. Unfamiliar Word: Definition in dictionary: My new sentence:

1.

2.

3.

4.

5.

Vocabulary!

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Write a fact about the topic that you are reading about. Then,

write an opinion about the fact that you wrote.

FACTS OPINIONS Example: Blue whales are the

largest animals ever to have lived on Earth!

Example: I think blue whales are the coolest animal to ever

live on Earth!

1.

2.

3.

4.

i Facts and Opinions i

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(Very Important Points!)

After reading, determine what the most important points were and write them in complete sentences.

DE V.I.P. DE (

V.

I.

P.

H

L

A

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Create a comic strip that explains something you learned about while

reading. Use dialogue bubbles to show what the characters are saying.

Complete all six panels using your crayons to colorfully illustrate your idea.

Write the title of

your comic strip

here!!

y Comic Strip! y

EFGABC EFGABC

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Directions: Write the main idea of the book and

supporting details. Write the page number of the detail that supports the main idea of the text.

Main Idea!

Supporting detail: Supporting detail:

What is the main idea?

Supporting detail:

Supporting detail:

EFG

ABC

EFG

ABC

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Reading Celebrations! We have lots of reading celebrations

throughout the year! Here are some ideas:

-Reading Workshop Contract Signing Party

-Grand Opening of Classroom Library!

-Mystery Readers

-Calling all Bookworms: Reading Celebration (during the month of

March we hold several reading raffles!)

-Caution: Library under Construction!

Other ideas:

-Invite younger (or older!) students into your classroom and let your

super star readers amaze them with their awesome reading abilities.

-Music makes everything special!

-Treats and snacks make everything even more special! :)

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Reading Workshop contract signing Party:

Enlarge the Reading Workshop Contract poster at your local office supply

store. Laminate the poster to use year after year. Now, you are ready to party!

Bring out some “special” glittery pens or markers. Present and read the contract

together as a class. While some grand music is playing in the background, have one

student at a time come up and sign the contract. Have everyone clap when they

have their signature on the contract! Bring out some cookies and enjoy!

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Official Reading Workshop

contract! As great readers, we agree to...

- Read books at our just right level

- Think as we are reading

- Work with reading partners

- Work with our teacher in guided

reading groups

- Work hard, try our best, and have a

PASSION for reading!!!!!!

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Mystery Readers! What better way to foster a love of reading with your

students than to have guest mystery readers visit your

classroom!?!? Your students will LOVE to have their family

members surprise them with a special visit to read to the

class! To implement this year-long celebration of reading,

begin by explaining the mystery readers program at your

Parent/Curriculum Night. Send home the sign-up sheet

and you are ready to go! Just remember to add the dates

on the sign-up sheet before you send it home!

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Mrs. Clause even brought cookies n’ milk

for her mystery reader day!!!

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Mystery Reader: Please knock 3 times

when you arrive. Do not

open the door! I will come

and get you shortly.

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Dear relative/friend of ____________________,

Your Mystery Reader date is _________________. Please mark this secretly on your calendar since this will be the only reminder you will receive. If you need to cancel, please let me know as soon as you can. Please arrive at our door no earlier than _________. A sign will be posted on our door with your instructions. Please keep in mind that your time slot will last roughly 10-15 minutes.

Thanks,

Dear relative/friend of ____________________,

Your Mystery Reader date is _________________. Please mark this secretly on your calendar since this will be the only reminder you will receive. If you need to cancel, please let me know as soon as you can. Please arrive at our door no earlier than __________. A sign will be posted on our door with your instructions. Please keep in mind that your time slot will last roughly 10-15 minutes.

Thanks,

Dear relative/friend of ____________________,

Your Mystery Reader date is _________________. Please mark this secretly on your calendar since this will be the only reminder you will receive. If you need to cancel, please let me know as soon as you can. Please arrive at our door no earlier than _________. A sign will be posted on our door with your instructions. Please keep in mind that your time slot will last roughly 10-15 minutes. Thanks,

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Dear Family, I would like to invite any parents, older siblings, grandparents, relatives, or other special people to surprise your child by being a “Mystery Reader” this year. Students will LOVE having their family, friends, and relatives visit our classroom to share in our learning by reading a favorite story aloud to our class (please bring in the book you will be reading). Mystery Readers will visit us on Fridays ____________ and will read a picture book of their choice (please bring this with you on your scheduled day). The entire book and Mystery Reader time will run 10-15 minutes depending on the length of the book. The role of the Mystery Reader is to remain anonymous until he/she enters the classroom. This is supposed to be a surprise, so even your own child cannot know that you will be reading to their class!

If you can find a date that works for you, please sign up to be a Mystery Reader. A list of the many open dates to choose from is included. Please indicate your top three dates (if possible) that will work for you so I can accommodate the most people. If you are interested, please send back the enclosed sheet in a “top secret” envelope to school with your child. I will get back to you as soon as I can to confirm your official Mystery Reader date. If you are not able to come, it’s ok!! We will be sure to have you join us in our classroom for another activity!

Please drop me a “secret” note if you have any further questions. Sincerely,

CALLING ALL

MYSTERY READERS!

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Month

Reader’s Name and Email Address

Student’s Name

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Mystery Reader Facts: I will read the facts you submit on the morning of your Friday as small clues to who the Mystery Reader is. Please list 5 facts that describe you below. I will start with clue #1 and end with clue #5. As you get closer to clue #5, one option is to make your clues a bit more revealing so that your child starts to recognize some of the information in the clues. Another option is to be completely discreet! You choose!

1. 2. 3. 4. 5.

Please remember… *Return only the calendar and fact sheets and keep the letter as your reference for instructions and time. *A confirmation note will be coming with your scheduled date.

Thanks for Volunteering!

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Grand Opening of Classroom Library!

You have practiced placing bins of books on student’s

desks/tables. They have learned to choose a just- right book

out of that basket. They have listened attentively to all your

mini-lessons on the classroom library and how it is organized.

Congratulations! Your readers are ready for a grand opening of

the classroom library! Bring out the balloons, party hats, the

streamers, the celebration signs, invitations, treats…anything

that screams “CELEBRATION!”

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We wrote a letter to our principal and asked him to come to our grand opening of our classroom library! Of course, he came! I also had him cut the caution tape for the grand

opening! It is now officially open and ready for reading!

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Welcome! Grand

Opening! All readers invited!

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Congratulations! You are officially invited to the grand opening of our classroom library, which is...

tomorrow!!!

All readers are welcome!

I can’t wait to celebrate with you!

Congratulations! You are officially invited to the grand opening of our classroom library, which is...

tomorrow!!!

All readers are welcome!

I can’t wait to celebrate with you!

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Reading Raffle! Want to REALLY see your students get

exciting about reading?? Host a reading raffle!!!!

Purchase some inexpensive books or use your

Scholastic bonus points to purchase some books.

Prior to the raffle, pass out reading raffle tickets

when you see your students engaged in awesome

reading behaviors. The more tickets they have, the

better chance they have of winning! Then, hold a

reading raffle!!!

(If you are interested in this idea, it is part of our

Bookworm Reading Celebration file on TpT.)

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Caution: Library under Construction!

At the beginning of the school year, when I am teaching mini-lessons

about reader’s workshop procedures and its importance, I have my

students help me set up my classroom library. In the past, I used to have the

books organized by Fountas and Pinnell levels and this would be done before

the students even stepped foot into the classroom. These days, I now

have my students play an integral role in helping decide how our classroom

library is set up. They work in groups to clean the bookshelves and book

bins and then work together to decide on how to organize the books. I love

having the students participate in this part of the classroom set up- after

all, THEY are the ones who will be reading the books in classroom library,

not the teacher!!!

Attached is a sign that you can put up on your empty bookshelves, for

the beginning of the year. On the first day of school, my students always

ask, “What does that mean?” They immediately learn that creating a

classroom library is a work in progress which requires their help!

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Caution: Library under Construction!

Please come back again

soon!

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Hip, Hip, Hooray! Some new books came today!!

Every month, I use my bonus points to buy some new

books through Scholastic book orders. When the shipment

arrives, I put up a couple of these signs by our classroom

library. The students get so excited because they know that

new books are being added to the library!

I first place the new books in a bin that is labeled “Hip,

Hip, Hooray!” Then, after a few weeks, I add them to the

correct level/section in the classroom library. This ensures

that all students will have the opportunity to read/preview

the books, even though it may not be at their “just-right”

reading level.

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Hip, Hip,

Hooray! Some really cool new

books came today!!

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Thank You!!! Thank you very much for purchasing this file. We

hope after reviewing this file you will be rockin’

reading workshop in your classroom this year!

Sincerely,

Melissa and Nicole, Lesson Plan SOS Teachers

www.lessonplansos.blogspot.com

ww.lessonplansos.com

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