Kindergarten Reading Workshop 2013/2014
Unit of Study: Launching the Reader’s Workshop
Unit A Begin Date: Sept 9 End Date: Oct 4 Reading Time Expectations: 8 minutes
GoalsStudents will be able to:
· Understand what types of things readers read
· Understand why we read
· Get to and from the rug respectfully
· Hold a book properly
· Sit properly at the rug and at their seats
· Understand good manners
· Understand how to look at book: cover, pages left to right, finding the title, finding the words, looking at the pictures
· Identify author and Illustrator as well as each of their roles
· Understand where we read: reading spots
· Sit next to a partner at the rug
· Understand how to turn and talk to a partner
· Look at the person who is speaking
· Understand class management signals
· Raise your hand to share information
· Wait until called upon to speak
· Choose a book from a table bin
· Sit quietly and read
· Return books and choose new ones
· Properly use whisper phones in small groups or whole class
· Make reading goals – stamina chart
· Answer questions about who the story is about and what happened / Mentor Texts/Read Alouds:
Miss Bindergarten Gets Ready for Kindergarten
Chrysanthemum
The Kissing Hand
The Gingerbread Man
The Crayon Box That Talked
Bucket Filling Books
Don’t Eat the Teacher / Partnership Work:
· Turn and talk to their partner, with eye contact and whisper voices
Classroom Supports:
· Reading stamina chart
· What reader’s workshop looks like & sounds like
Common Core Standards
Reading Literature: RLK1, RLK.6, RLK.7, RLK.10
Foundational Skills: RFK.4
Speaking and Listening: SLK.1, SLK.2, SLK.3, SLK.4, SLK.6
Language: LK.1D, LK.6
Vocabulary:
· Reading
· Book
· Good manners
· Partner
· Picture walk
· Turn and talk eye contact
· Signal
· Reading stamina
Unit of Study: The Reading Life
Unit 1 Begin Date: Oct 7 End Date: Nov 15 Reading Time Expectations: 8-10 min
Goals:Students Will Be Able To:
· Sit back to back for reading
· Understand what independent reading: looks like, sounds like
· Ask for help, or ask questions in a group
· Choose a just right book
· Understand the roles of a conference
· Turn and talk to a partner
· Share a book with a partner
· Understand what it means to listen and look at the speaker
· Take responsibility for yourself as a reader: self monitoring, listening skills, reflecting on your role during reading workshop
· Understand their role in the ‘sharing’ part of the workshop
· ‘Read’ the room (environmental print)
· Identify different types of texts / Mentor Texts/Read Alouds:
My Friends
If You Give a Mouse a Cookie
Cat’s Colors
Flower Garden
Friends at School
Whistle For Willie / Partnership Work:
· Turn and talk
· Eye contact
· Staying on topic
· Using a quiet voice
· Asking questions
Classroom Supports:
· Reading together chart
· Turn and talk chart
· Independent reading chart
Common Core Standards
Reading Literature: RLK1, RLK.5, RLK.6, RLK.7, RLK.10
Foundational Skills: RFK.4
Speaking and Listening: SLK.1, SLK.2, SLK.3, SLK.4, SLK.6
Language: LK.1D, LK.6
Vocabulary:
· Partner
· Reading
· Conference
· Turn and look
· Turn and talk
· Reading spots/rug spots
· Back to back
· Independent
· Eye contact
· Cover
Unit of Study: Making Connections
Unit 2 Begin Date: Nov 18 End Date: Dec 20 Reading Time Expectations: 10 min
Goals:Students Will Be Able To:
· Study the pages and pictures in their books
· One to one match as they read
· Get their minds ready for reading, studying the cover and illustrations
· Understand what a title and an author is
· Understand how we read books without words
· Identify words and sounds we know/recognize (initial sounds)
· Identify how a character is feeling
· Find a page where they felt the same way as the character (text to self connections)
· Compare the experiences of characters across different texts
· Identify important ideas in the story
· Answer questions to understand a story
· Understand and use the Readers Toolbox as a tool to help them read independently:
- 1:1 match
-read from left to right / Mentor Texts/Read Alouds:
When Sophie Gets Angry, Really, Really Angry
I Was So Mad
Noisy Nora
The New Puppy
Friends / Partnership Work:
· Ask questions/answer questions
Classroom Supports:
· Independent reading chart
· Reader’s Toolbox
Common Core Standards
Reading Literature: RLK.1, RLK.3, RLK.4, RLK.5, RLK.6, RLK.7, RLK.9, RLK.10, RLK.11
Foundational Skills: RKK.4
Speaking and Listening: SLK.1, SLK.2, SLK.3, SLK.4, SLK.6
Language: LK.1D, LK.6
Vocabulary:
· Title
· Author
· Illustrator
· Feeling
· Character
· sounds
Unit of Study: Retelling
Unit 3 Begin Date: Jan 2 End Date: Jan 24 Reading Time Expectations: 10-12 Min
GoalsStudents Will Be Able To:
· Make connections: text to self
· Sequence events to retell a story
· Retell a story across their fingers
· Determine the importance of story events when retelling
· Identify and use patterns to help them as they read
· Understand and use the Readers Toolbox as a tool to help them read independently:
-Using pictures
-Getting your mouth ready
for reading
-Find a pattern
Identify first sound
- Identify last sound What would make sense
- Word Wall Words / Mentor Texts/Read Alouds:
Pumpkin Pumpkin
Maisy’s Pool
Charlie Needs a Cloak
The Very Hungry Caterpiller
Brown Bear, Brown Bear
Waking Up
Too Much Stuff
Frog Food
Sam and Papa
Ant Can’t / Partnership Work:
· Ask partners for help
· Listen to their partner and respond to them
Classroom Supports:
· Reader’s Toolbox
· Independent reading chart
Common Core Standards
Reading Literature: RLK.1, RLK.2, RLK.3, RLK.4, RLK.5, RLK.6, RLK.7, RLK.9, RLK.10, RLK.11
Foundational Skills: RFK.4
Speaking and Listening: SLK.1, SLK.2, SLK.3, SLK.4, SLK.6
Language: LK.1D, LK.6
Vocabulary:
· Text to self
· Sequence
· Retell
· Tapping
· Sounds
· Patterns
· Toolbox
Unit of Study: Visualizing Poetry and Fiction
Unit 4 Begin Date: Jan 27 End Date: Feb 14 Reading Time Expectations: 12-15 min
GoalsStudents Will Be Able to:
· Visualize what they hear to make sense of text
· Activate their schema to help them visualize (prior knowledge)
· Make inferences as they visualize
· Respect each other and their ideas
· Listen to each other and respect one another’s time to think
· Using clue words from the author to help the visualize
· Connect their mental images to a poem
· Focus on their listening skills
· Sketch their mental images
· Understand and use the Readers Toolbox as a tool to help them read independently:
- Tapping Out
- Finding A Word Within a Word / Mentor Texts/Read Alouds:
Cat’s Colors
Cookie’s Week
Umbrellas
Mrs. Wishy Washy
I Went Walking / Partnership Work:
· Think pair share/turn and talk
· Listen to each other’s visualizations
Classroom Supports:
· Reader’s Toolbox
Common Core Standards
Reading Literature: RLK.1, RLK.2, RLK.3, RLK.4, RLK.5, RLK.6, RLK.7. RLK.9, RLK.10, RLK.11
Foundational Skills: RFK.4
Speaking and Listening: SLK.1, SLK.2, SLK.3, SLK.4, SLK.6
Language: LK.1D, LK.6
Vocabulary:
· Prior knowledge
· Reader’s toolbox
· Visualize
· Inference
· Sketch
· Clue words
· respect
Unit of Study: Wondering Fiction
Unit : 5 Begin Date: Feb 24 End Date: March 21 Reading Time Expectations: 15-18 min
GoalsStudents Will Be Able To:
Week 1
· Use wonderings to help us comprehend a story
· Refer back to the story to support their thinking, support their wonderings
· Relate the value of responsibility to their behavior
· Develop the group skills of sharing ideas with one another
· Understand what an idea is (a thought that you have, in reading, related to what you have read) starting with “I think…”
· Take turns talking with their partners
Week 2
· Retell part of a story, using their own words
· Use a post it note to mark their wondering (question mark)
· Understand that rereading is an important skill to find support for your ideas/wonderings
Week 3
· Connect their thinking to the story with their partners (supporting their wonderings)
· Use wondering to drive their reading and find answers for their wonderings
· Identify the feelings the characters feel in the story and determine why they feel that way.
· Make connections to the feeling characters feel in the story / Mentor Texts/Read Alouds:
Brave Bear
A letter to Amy
Henry’s Wrong Turn
No David / Partnership Work:
· Share their ideas/wonderings with a partner
Classroom Supports:
· wondering/idea chart (lightbulb)
Common Core Standards
Reading Literature: RLK.1, RLK.2, RLK.3, RLK.4, RLK.5, RLK.6, RLK.7, RLK.9, RLK.10, RLK.11
Foundational Skills: RFK.4
Speaking and Listening: SLK.1, SLK.2, SLK.3, SLK.4, SLK.6
Language: LK.1D, LK.6
Vocabulary:
· Wondering
· Idea
· Rereading
· Comprehend
· Support
· reflection
Unit of Study: Making Connections
Unit 6 Begin Date: March 24 End Date: April 25 Reading Time Expectations: 18 -20 min
GoalsStudents Will Be Able To:
· explore text features of non fiction books
· identify what they learn from nonfiction books
· make connections to help them understand non fiction books
· explore the difference between fiction and non fiction
· relate the value of caring to their behavior
· develop the group skill of looking at the speaker in whole class discussions
Week 2 (same as above and…)
· understand reasons we reread great books
· acknowledge the speaker, saying something back to them
· understand what makes a good conversation
· understand that some nonfiction books do not need to read cover to cover
· stop periodically as we read to think about what we are learning
· use a smiley face post it to mark text to self connections
· use a table to contents to find information and plan your reading
· Use a post it to mark favorite part and connections
· Understand the importance of bold words and the purpose of a glossary
· Understand how to identify labels in non-fiction
· Understand that the text and pictures support each other
· Compare two texts on the same topic / Mentor Texts/Read Alouds:
A Day with a Doctor
A Day with a Mail Carrier
Tools
On the Go / Partnership Work:
· respond to something their partner has said, before moving forward with what they want to share
Classroom Supports:
· accountable talk stems ( I agree with you because…, I disagree with you because…, )
· talk towers (unifex cubes)
Common Core Standards
Reading Literature: RLK.1, RLK.2, RLK.3, RLK.4, RLK.5, RLK.6, RLK.7, RLK.9, RLK.10, RLK.11
Reading Informational Texts: RIK.1, RIK.2, RIK.3, RIK.4, RIK.5, RIK.6, RIK.7, RIK.9, RIK.10
Foundational Skills: RFK.4
Speaking and Listening: SLK.1, SLK.2, SLK.3, SLK.4, SLK.6
Language: LK.1D, LK.6
Vocabulary:
· Table of contents
· text feature
· non fiction
· fiction
· acknowledge
· accountable talk
· conversation
· speaker
· glossary
· table of contents
· labels
Unit of Study: Wondering Expository Non Fiction
Unit 7 Begin Date: April 28 End Date: May 22 Reading Time Expectations: 20 min
GoalsStudents Will Be Able To:
Week 1
· Explore text features of expository non fiction
· Understand how to add their own ideas that are different from others in the group
· Understand what expository non fiction is
Week 2 (same as above and…)
· Understand how to respond neutrally (not looking to teacher for validation)
Week 3 (same as above and…)
· Understand how to constructively disagree with someone’s idea
· Explain their ideas (I think… because…)
· Stop and reflect on what they have learned from their reading
· Mark what they have learned with a post it
· Identify the role of titles
· Identify how the author ‘show’ and ‘tell’ the facts / Mentor Texts/Read Alouds:
Knowing about Noses
I Want to be a Vet
A tiger Cub grows up / Partnership Work:
· Reflect on what they have learned with a partner
· Continue to expand on their conversations
Classroom Supports:
· Text features chart
· Accountable talk stems (talk bubbles)
Common Core Standards
Reading Literature: RLK.1, RLK.5, RLK.6, RLK.7, RLK.10, RLK.11
Reading Informational Texts: RIK.1, RIK.2, RIK.3, RIK.4, RIK.5, RIK.6, RIK.7, RIK.8, RIK.9, RIK.10
Foundational Skills: RFK.4
Speaking and Listening: SLK.1, SLK.2, SLK.3, SLK.4, SLK.6
Language: LK.1D, LK.6
Vocabulary:
· expand
· agree/disagree
· reflect
· expository
· title
· sub-title
Unit of Study: Exploring Text Features Expository Non Fiction
Unit 8 Begin Date: May 27 End Date: June 13 Reading Time Expectations: 20-25 min
GoalsStudents Will Be Able To:
Week 1
· Use text features to help them understand their reading
· Identify what they learned from non fiction books
· Make connections to help them understand the books
· Take responsibility for their behavior
· Continue to use post its to mark their thinking
Week 2 (same as above and…)
· Use text features like table of contents, heading, photographs,
Week 3 (same as above and…)
· Use text features like diagrams index, labels, / Mentor Texts/Read Alouds:
Getting Around By Plane
Moon
Building Beavers / Partnership Work:
· Identify what they learned from a non-fiction book and share it with the partner
· Share what they have learned from text features in the books they read
Classroom Supports:
· chart for text features (using photocopies from books as examples)
Common Core Standards
Reading Literature: RLK.1, RLK.5, RLK.6, RLK.7, RLK.10, RLK.11
Reading Informational Texts: RIK.1, RIK.2, RIK.3, RIK.4, RIK.5, RIK.6, RIK.7, RIK.8, RIK.9, RIK.10
Foundational Skills: RFK.4
Speaking and Listening: SLK.1, SLK.2, SLK.3, SLK.4, SLK.6
Language: LK.1D, LK.6
Vocabulary:
· Text features
· Table of contents
· Heading
· Photographs
· Diagram
· Label
· Index
Unit of Study: Revisiting the Reading Life