Acquisition Lesson Planning Form
Reading Workshop Launch-Lesson 1
Title:
Teacher’s Choice / Author’s Purpose: / Genre:
ELA Common Core Standard(s):
N/A
The Continuum of Literacy Learning Goal(s) (F & P):
Use specific vocabulary to talk about text.
Lesson Essential Question:
What are the lives of good readers like?
Vocabulary:
reading life, interests, genres, authors, series, book discussions, variety, purpose, pleasure reading, English Language Arts notebook/binder
Activating Strategy:
The teacher will read aloud a favorite book to the class and share why it is a favorite book.
Cognitive Teaching Strategy:
The teacher will share books that she is currently reading and has read the previous summer. The teacher will point out the genre/type, purpose for reading, how the book was chosen, and how the book is read.
Thinking Map used during modeling to organize thinking if appropriate:
__Circle __Bubble __Double Bubble __Tree __Brace
__Bridge __Flow __Multi-Flow
Gradual Release of Responsibility: Distributed Guided Practice
Students will complete “My Reading Life” questionnaire (see U1W1 attachment 1). In small groups students will share their responses noticing students with similar answers. The teacher will have students interview a family member about their reading life (see U1W1 attachment 2) to share in class at a later date. Students will keep both questionnaires in their reading notebooks.
Students will set-up English Language Arts notebooks/binders. Suggestions for dividers/sections in notebook: reading responses, reading notes (genres descriptions-see U1W1 attachment 3, story elements, figurative language, etc), student writing, writing notes (transitional words, flee maps, etc), word/vocabulary, and grammar
Summarizing Strategy: (Be sure that the EQ is answered. Remember to use Distributed Summarization throughout the lesson.)
__Ticket Out the Door __Exit Slips __Summary Sentence __ABC Summary
__Anticipation Guide __Learning Log __3-2-1 _*_Other Share questionnaires with classmates
Unit 1 Week 1 Attachment 1
My Reading Life
1. How do I feel about reading?
2. Why do I think I feel the way I do about reading?
3. What am I like as a reader?
4. What are some of my favorite reading memories?
5. What type of books have I enjoyed?
6. What is my favorite subject to read about?
7. Do I have a favorite author or series?
8. What are some of my favorite books that I have read over the years?
Unit 1 Week 1 Attachment 2
Name: ______Date:______
Family Reading Interview
Name of Family Member Interviewed:______
· What are your favorite types of reading materials? (Magazines, Books, Newspapers, Online Publications)
· What is your favorite genre? (Fiction, Poetry, Nonfiction)
· What was your favorite book and/or author when you were my age?
· What is a book you would really love for me to read now or when I am older? Why?
Unit 1 Week 1 Attachment 3
Genres at a Glance
FictionCode / Genre / Definition
TL / Traditional Literature / Stories that are passed down from one group to another in history. This includes folktales, legends, fables, fairy tales, tall tales, and myths from difference cultures.
F / Fantasy / A story including elements that are impossible such as talking animals or magical powers. Make-believe is what this genre is all about.
SF / Science Fiction / A type of fantasy that uses science and technology (robots, time machines, etc.)
RF / Realistic Fiction / A story using made-up characters that could happen in real life.
HF / Historical Fiction / A fictional story that takes place in a particular time period in the past. Often the setting is real, but the characters are made up from the author’s imagination.
M / Mystery / A suspenseful story about a puzzling event that is not solved until the end of the story.
Nonfiction
Code / Genre / Definition
I / Informational / Texts that provide facts about a variety of topics (sports, animals, science, history, careers, travel, geography, space, weather, etc.)
B / Biography / The story of a real person’s life written by another person.
AB / Autobiography / The story of a real person’s life that is written by that person.
Other Genre
Code / Genre / Definition
P / Poetry / Poetry is verse written to create a response of thought and feeling from the reader. It often uses rhythm and rhyme to help convey its meaning.
D / Drama / A written work that tells a story through action and speech and is meant to be acted on a stage (play, movie, or television production). Usually includes casts of characters, settings, descriptions, dialogue, and stage directions)
Unit 1 Week 1 Attachment 3 cont.
Understanding Genres
UNIT ONE, WEEK ONEAcquisition Lesson Planning Form
Reading Workshop Launch-Lesson 2
Title: / Author’s Purpose: / Genre:
ELA Common Core Standard(s)
4-RL.13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.
4-RL.13.3 Read and respond according to task and purpose to become self-directed, critical
readers and thinkers.
4-RI.13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.
The Continuum of Literacy Learning Goal(s) (F & P):
Use specific vocabulary to talk about text.
Lesson Essential Question:
How do readers choose what they are going to read?
Vocabulary:
just right, challenging, easy, purpose, background knowledge, unknown words,recommendations, skim, book summary, selection, comprehend
Activating Strategy:
Class discussion: What makes a book just right for you?
Cognitive Teaching Strategy: The teacher will showthe attached power point on choosing a just right book. The teacher will show Brain Pop Jr. video: Choosing a Book. The teacher will pass out and discuss book marks on how to choose books (see U1W1 attachments 4 and 5a & 5b)
Thinking Map used during modeling to organize thinking if appropriate:
__Circle __Bubble __Double Bubble __Tree __Brace
__Bridge __Flow __Multi-Flow
Gradual Release of Responsibility: Distributed Guided Practice
Students will fill in “Reading Interest” and “Books I Plan to Read” (see U1W1 attachments 6 and7).
Students will share their lists in small groups and add four more books to their lists. Lists will be kept in ELA notebooks/binders.
Summarizing Strategy: (Be sure that the EQ is answered. Remember to use Distributed Summarization throughout the lesson.)
_*_Ticket Out the Door __Exit Slips __Summary Sentence __ABC Summary
__Anticipation Guide __Learning Log __3-2-1 __Other______
How to Choose
“Just-Right” Books / How to Choose
“Just-Right” Books / How to Choose
“Just-Right” Books
· First look at the cover of a book- note the title and author and illustration-Does the book seem interesting?
· Read the blurb in the back of the book to learn more about the subject or topic.
· Flip through the book and read the first page. Can you read and understand the words? Can you read the text fluently?
· Use the Five Finger Rule-Are there fewer than five words on a page that are unfamiliar to you? / · First look at the cover of a book- note the title and author and illustration-Does the book seem interesting?
· Read the blurb in the back of the book to learn more about the subject or topic.
· Flip through the book and read the first page. Can you read and understand the words? Can you read the text fluently?
· Use the Five Finger Rule-Are there fewer than five words on a page that are unfamiliar to you? / · First look at the cover of a book- note the title and author and illustration-Does the book seem interesting?
· Read the blurb in the back of the book to learn more about the subject or topic.
· Flip through the book and read the first page. Can you read and understand the words? Can you read the text fluently?
· Use the Five Finger Rule-Are there fewer than five words on a page that are unfamiliar to you?
Unit 1 Week 1 Attachment 4
Reading Interests
Topics thatInterest Me / Genres/Types of Books that Interest Me / Authors that Interest Me
Unit 1 Week 1 Attachment 6
Books I Plan to Read
Title / Author / Check When CompletedUnit 1 Week 1 Attachment 7
Reading Requirements
Total Books: ______
Requirement / Genre / Tally(RF) Realistic Fiction
(HF) Historical Fiction
(TL) Traditional Literature
(Folktales, Fables, Myths, Legends)
(F) Fantasy
(SF) Science Fiction
(B) Biography/Autobiography
(M) Memoir
(I) Informational (nonfiction)
(P) Poetry
(H) Hybrid
(D) Drama
Genre Free Choice
UNIT ONE, WEEK ONE
Acquisition Lesson Planning Form
Reading Workshop Launch-Lesson 3
Title: / Author’s Purpose: / Genre:
ELA Common Core Standard(s)
4-RL.13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.
4-RI.13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.
The Continuum of Literacy Learning Goal(s) (F & P):
Use specific vocabulary to talk about text.
Lesson Essential Question:
How do readers choose books from the classroom library?
Vocabulary:
genres, just right books, informational, literature, chapter book, and picture book, just right book bin, abandon, genre codes, basket labels/names
Activating Strategy:
The teacher will describe and show how the classroom library is organized. For example, location of informational and literary as well as types/subjects of baskets.
Cognitive Teaching Strategy: The teacher will model how students will choose five books for their just right book bins (book bins will also have ELA notebooks/binders).
*Suggestion: students will need to choose two literature picture books, two informational picture books, and one literature or informational chapter book.
Students will need to keep in their book bins a variety of genres of books for independent/gradual release of responsibility throughout the year. The teacher will explain the reading workshop procedure for switching/changing out the just right books.
*Suggestion: assign a small group of students to switch books on the same day of the week
* Teacher Resource 1-“How Do I Fill My Reading Basket” may be used a sign in classroom library
Thinking Map used during modeling to organize thinking if appropriate:
__Circle __Bubble __Double Bubble __Tree __Brace
__Bridge __Flow __Multi-Flow
Gradual Release of Responsibility: Distributed Guided Practice
Students will choose books for just right book bins. The teacher will need to approve books chosen by students.
Summarizing Strategy: (Be sure that the EQ is answered. Remember to use Distributed Summarization throughout the lesson.)
_*_Ticket Out the Door __Exit Slips __Summary Sentence __ABC Summary
__Anticipation Guide __Learning Log __3-2-1 __Other___
How Do I Fill My Reading Basket?
Questions I can ask myself to find a book that fits my interests and needs· What are my favorite books?
· What type of books do I most enjoy? Fiction? Nonfiction? Poetry?
· What subjects or topics interest me?
· What new books has my favorite author written?
· What books do my classmates recommend?
· What is available in our library? What does our librarian recommend? What books are recommended in magazine and newspaper review?
· Can I easily read the words in the books I selected and understand what the author is saying?
Unit 1 Week 1 Teacher Resource 1
UNIT ONE, WEEK ONEAcquisition Lesson Planning Form
Reading Workshop Launch-Lesson 4
Title: / Author’s Purpose: / Genre:
ELA Common Core Standard(s)
4-RL.13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.
4-RI.12.2 Read independently for sustained periods of time.
4-RL.13.3 Read and respond according to task and purpose to become self-directed, critical
readers and thinkers.
4-RI.13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.
The Continuum of Literacy Learning Goal(s) (F & P):
Use specific vocabulary to talk about text.
Lesson Essential Question:
What do good readers do during Reading Workshop?
Vocabulary:
reading log, independent reading, expectations
Activating Strategy:
The class will review how to choose just right books and choosing books for book bins.
Cognitive Teaching Strategy:
The teacher will explain the Reading Workshop schedule
· Whole class lesson such as a mini-lesson or interactive read aloud.
· Students read independently while the teacher conferences and teaches guided reading lesson.
· Whole class share.
The teacher will share expectations/procedures with students for Reading Workshop such as filling in reading log (see U1W1 attachment 8; two options provided – one with an AR score column and one without), when to choose new books, taking AR tests, noise level, reading around the room, reading with a buddy, writing responses, and how students can get help from the teacher or other students.
*The teacher may want to record expectations on a chart to display in the classroom.
*Teacher Resource 2: Reading Workshop Structure pie chart
Thinking Map used during modeling to organize thinking if appropriate:
__Circle __Bubble __Double Bubble __Tree __Brace
__Bridge __Flow __Multi-Flow
Gradual Release of Responsibility: Distributed Guided Practice
Students will participate in independent reading while the teacher monitors for workshop expectations.
Summarizing Strategy: (Be sure that the EQ is answered. Remember to use Distributed Summarization throughout the lesson.)
__Ticket Out the Door __Exit Slips __Summary Sentence __ABC Summary
__Anticipation Guide __Learning Log __3-2-1 _*_Other-Students review expectations
Reading Log
Select a book to read. Record the title and author on your reading log. When you have completed it, write the genre and date and AR score if you choose to take a test. If you have abandoned it, write an (A), and the date you abandoned it in the date column. Note whether the book was easy (E), just right (JR), or challenging (C) for you.