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Lesson
3-1
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Lesson: Readers want to grow stronger/Using a notebook
==> Readers use a notebook to track growth
==> Show a growth chart- explain that some people mark their height on a growth chart every month to see how much they've
grown.
==> Readers want to see how much they've grown too.
==> We do this by keeping track of our reading.
==> Introduce the reading notebook and entry sample.
==> Have a child model completing an entry.
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Growth Chart
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Lesson
3-2
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Lesson: introduce write about reading
==> Yesterday I showed you a reader's notebook. Today you will each receive your very own reader's notebook. This
notebook is a treasure. It is a place for you to track your growth, record your thinking and show your learning.
==> We practice recording the books we read in a notebook yesterday. Today I will show you how to do a reflection
entry in your notebook.
==> Each and every day you will do write about reading. It is one of the fabulous four. It is one of the things we
do to become stronger and more confident readers.
==> Today I will read you a story. Then I will show you how I do a reflection entry in my journal. (Write the title
of the book and the date. Do a quick sketch of your favorite part of the story and then write one or two sentences below
your drawing.)
==> Explain that there are different ways to do a reflection. Sometimes a reader uses pictures to do a reflection.
They might draw their favorite part or draw a picture of something they learned in a non fiction selection. They might include
labels. They might write about their thinking. We will learn many ways to do a reflection this year. All reflections will
begin the same way- with the Title and the date.
==> Explain that the reader's notebook will contain some entries with just the title and the date, but that each and
everyday the children must do a reflection on one of the books that they are reading.
==> What do you think it will look like and sound like when you are doing write about reading? Create a class anchor
chart for write about reading.
==> I think you are ready to give it a try. Choose one of the books you are reading to do a reflection on. Do a fabulous
four practice session for write about reading.
==> Gather children together to do a check in sharing circle.
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Lesson
3-3
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Lesson: Conferring/teaching vest
==> This morning (or whenever you last did) I met with another teacher. I wanted to show them something I was working
on and get their feedback. I wanted to know what they thought of my work and how they thought I might make it better. That
is called conferring.
==> Conferring- we meet together and talk about our work. Our goal is to make improvements.
==> Readers need to confer too. Another person can help us become stronger readers.
==> Today I will begin conferring with readers.
==> When you and I confer I might ask you to read to me for a few minutes. I might take some notes in your reader's
notebook. I will talk with you about the things you are doing well and about things that you can do to become a better reader.
==> When I am conferring with someone it is important that we not be interrupted. I will wear my special vest when
I am conferring with someone. If I am wearing my vest you should not interrupt. Instead you should flip your name card so
that I know you need help. I will come and help when I am done with my conference.
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Conferring Vest
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Lesson
3-4
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Lesson: Readers choose just right books
==> Bring out a box of shoes. Tell the children that you want to put on a new pair of shoes. Pull out a baby shoe.
Try it on. The kids will laugh and tell you it's too small. Pull out a very BIG shoe and try it on. Try to walk in the
big shoes. Oh my! These shoes are too big. Pull out a just right shoe and try it on. Oh this is just right for me. This
must be a perfect shoe. Offer the shoe to one of the children. See if they think it's a just right shoe for them. When
they tell you it's too big, you can have a light bulb moment. This is just like books. All books are different and all readers
are different. We are all at different levels just like we all have different size shoes. One size does not fit all. When
we read we need just right books. A shoe that is too small or too big is not good for us and a book that is too easy or too
hard is not going to help us grow as a reader. Readers need to choose just right books for them. They need a perfect fit.
==> Have children look through the book bins and choose a book. Have them look through the book and decide if they
think it is just right, too easy or too hard.
==> Have children discuss their book with a talking partner.
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Shoes
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Lesson
3-5
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Lesson: Just right books- 3 bears
==> Read the story of the 3 bears.
==> Tell the children that this story reminds you of the lesson yesterday about just right books. Review the lesson
from yesterday.
==> Ask the kids why they think just right books are so important.
==> Tell the children that you've noticed that sometimes children think it looks "cool" to have a big, thick
book. It might make them feel important or something. Put on the big big shoes from yesterday and try to run. Make a performance
out of it.
==> Ask the kids what they noticed about how you did as a runner.
==> Too hard books don't help us to become better readers. It's like putting on too big shoes and trying to practice
running.
==> Have the kids spend a few minutes looking for a book that they think is just right for them. Remind them that
we are all different. We've all had a different amount of training so far so we all need to think about ourselves and not
compare ourselves with others. Just choose a perfect book for you.
==> Have partners share their books again today.
==> Come back together as a group. Have several children share.
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Goldilocks and the Three Bears
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Lesson
3-6
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Lesson: Readers choose just right books with purpose
==> Bring out a bag of shoes again. Tell the children that you are going jogging this afternoon. You need to choose
the perfect shoe. Pull out a high heel. Discuss if it is a good choice for running.
==> Next pull out a hiking boot. Discuss.
==> Pull out a flip-flop. Discuss
==> Pull out a running shoe. Discuss.
==> Just like a person needs to think about their shoe choice, readers need to think about their book choices. What
is your purpose for reading at that moment? Perhaps you want to read to find out about snakes. What kind of a book should
you pick? What if you want to really practice getting better at stretching words? What if you just want to relax and enjoy
a book? Or you want to find out how to make a cake?
==> Readers need to think about their purpose. During reader's workshop one of our main focuses is getting better
at reading. We need to think about that. We also might want to learn about something. We need to think about how we can
best learn that. Readers think about why they are reading. We call that reading with a purpose.
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Shoes: High Heal, Hiking boot, Flip flop, running shoe
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Lesson
3-7
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Lesson: Readers should not choose books that are too hard!
==> In a very excited manner bring out a HUGE book like a medical book with very big words that are hard to read.
==> Show off your BIG book. Brag a little about it.
==> Then try to read it and stumble over the words.
==> Oh my, this book is too hard for me. It isn't helping me at all.
==> Being a great reader isn't about how big or how hard your book is. It's about how hard you are working at being
a reader.
==> Readers don't choose books that are too hard.
==> Ask the kids how they might know if a book is too hard.
==> Teach the 5-finger rule- if there are more than 5 words on a page that are too hard then the book is probably too
hard.
==> If we have to work too hard at stretching too many words then we won't enjoy the story/information.
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Large medical book
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Lesson
3-8
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Lesson: The Library Sorting System
==> Read Chicka Chicka Boom Boom
==> Stop to notice how the letters are all mixed up.
==> Show a container full of misc. buttons. Ask kids to find an orange button with two holes.
==> Compare that to an organized craft box where the buttons are sorted by color. Ask the kids to find an orange button
with two holes in that container.
==> Which container was it easier to find the button in?
==> Order and organization are important.
==> How many of you have noticed that the classroom library is organized in a particular way? Talk about what the
kids have noticed.
==> Discuss the organizing system and how important it is for children to return books to the appropriate spot. It
makes it easier to find the books we are looking for when they stay organized.
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Chicka Chicka Boom Boom
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Lesson
3-9
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Lesson: Shopping for books
==> How many of you have been grocery shopping with your parents before?
==> What happens when your family goes grocery shopping?
==> Some people make a list of the things they want to buy. Others keep a list in their heads.
==> Today I will teach you how to shop for your own books. Each morning before our morning meeting you will have the
opportunity to shop for books for your book bin.
==> Shopping for books is an important task.
==> Your family doesn't go the grocery store and buy all junk food. They think about what foods you need that week
to make your family healthy and strong.
==> Book shopping is much the same. We don't go and pick just one kind of book. We think about what we need as readers
to become strong healthy readers.
==> Show a selection of books (5 books all about snakes) Discuss the selections.
==> As a reader you need to think about choosing just right books in a variety of genres. They need to be books that
interest you.
==> Explain the procedure for book shopping.
==> Have 5 or 6 book bins set up as models. Go through them with the children discussing if this would be a good shopping
box of books for a particular type of reader. (For example: a beginning reader with 5 magic tree house books)
==> Explain that today children will be shopping during readers workshop and bringing their selections to the group
area to share. Make sure children understand that after today they will be responsible for shopping before morning meeting.
==> Allow children about 10 minutes to shop for just right books for their book bins.
==> Gather children together and ask several children to share their selections and why they chose a particular book.
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Grocery List
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Lesson
3-10
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Lesson: New books
==> I've noticed that some friends are reading a book once and then putting it back and getting a new book.
==> Today I want to talk to you about when a reader should shop for new books.
==> It's important to be fluent with a book before we put it back.
==> What do you think fluent means?
==> Show some cottage cheese.
==> Show some yogurt.
==> Compare the two.
==> These remind me of fluency. When we first get a book it is often choppy when we read. Model what choppy reading
sounds like. It is choppy because we are working hard at sounding out words. The more we practice the smoother our reading
gets. Listen to me read the passage again a few times. Each time you read the passage model reading that is more fluent.
==> Strong readers work hard to make their reading smooth before shopping for new books.
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Cottage cheese and Yogurt
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Lesson
3-11
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Lesson Read to Someone
==> Bring an assortment of things that come in pairs. Two shoes, two socks, etc. and talk about pairs.
==> Today we are going to begin another one of the fantastic four! Read to someone is done in pairs. (I stress pairs
because I often have kids ask about working in groups of three or more and I want them to know that this is pairs only.)
==> Ask the children why they think that it is so important to read to someone. Create a chart with the children.
Be sure to include fluency practice and practice with reading strategies.
==> Show a toy mouse. Describe a situation in which you saw a mouse and screamed. EEKK!!!! (Elbow to Elbow and Knee
to Knee)
==> Teach and model how partners must sit EEKK when doing read to someone. Be sure to model how to hold the book between
you and using appropriate voice level.
==> Create an anchor chart together that shows what read to someone will look and sound like.
==> Have several pairs of children model the correct behaviors for read to someone.
==> Choose a pair to model the incorrect behaviors for read to someone and then have this same pair model the correct
behavior. (choose a pair who will likely have trouble with read to someone so that they have the opportunity to show that
they can do it correctly.)
==> Call two children at a time to begin their first read to someone. (Do not allow children to choose partners at
this point.)
==> Do a three minute stamina practice and then call children back together for a check in sharing circle.
==> Repeat the stamina practice several times.
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Things that come in pairs
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Lesson
3-12
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Lesson: Read to someone- ways to read to someone
==> There are several different ways that we can read to someone.
==> I read- You read- I read a page and then my partner reads the next page. Model I read/you read. We practiced
this one when we introduced read to someone.
==> Another way to read to someone is called choral reading. Both partners have a copy of the book and read together.
It is important to have good pacing and fluency when choral reading. Add choral reading to the read to someone anchor chart.
==> Choose a reader to model with you. Begin reading the page together, but then start racing through the reading
so that your partner isn't pacing with you. Discuss the problem with racing. This type of reading takes a lot of responsibility
and work. It is good for building fluency.
==> Have several pairs model choral reading correctly. Then choose a pair to model incorrectly and then have the same
pair model correctly.
==> Pair children up to practice choral reading for 3 minutes.
==> Bring the group together for a check in sharing circle.
==> Do several practice sessions with choral reading.
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Lesson
3-13
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Lesson: Read to someone- check for understanding
==> Remember how we've talked about what reading is? Reading is thinking. When we think we've got reading power.
It's vital that you understand what you read and what you hear read to you.
==> Today I am going to teach you how to check for understanding when you are doing read to someone. This is a check
for understanding stick. When we do partner reading we need to have our stick with us.
==> As we listen to someone read we need to be attentive and have our brain working to understand the text, much like
we do in our shared reading.
==> Sometimes when we are listening or reading, the meaning falls apart and things don't make sense. When this happens
you can hand your stick to your partner.
==> If your partner hands you their stick, what do you think you should do? Yeah, you need to stop and talk about
the book just like we do in our shared reading times. You can go back and reread, you can talk about your thinking... until
you are pretty sure you understand and then you can continue reading.
==> Here, let me show you what it looks like. Choose a child to come and be the reader. As they read choose a spot
to hand them your stick so that they know to stop and then model what it would look like to have a check for understanding
moment.
==> Sometimes when you are the reader meaning falls apart too. What should you do? The same thing your partner did.
Hand them your stick.
==> Pair children up to practice checking for understanding
==> Bring the group together for a check in sharing circle.
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Lesson
3-14
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Lesson: Read to Someone- Coaching or time?
==> Read Froggy Plays T-ball.
==> Create a graph of sports that the class plays or likes to play- baseball, soccer, basketball, gymnastics, dance,
etc.
==> How many of you play on a team? Do you have a coach? What does a coach do? (They encourage you, give you help,
teach you, support you)
==> Today we are going to learn about being a reading coach. How many of you have ever been working with a partner
and your partner got stuck on a word? What did you do? What did your partner do?
==> Sometimes we all get stuck on a word. That's when we need to use our reading strategies. I've noticed that sometimes
a person just needs time to use their strategies without their partner shouting out the word for them. It's cheating a person
out of learning when we just shout out the word for them.
==> That's where your job comes in. When you partner with someone you become a reading coach. It's your job to help
your partner, not to do the work for them. This is called coaching. When you have trouble in your sport the coach doesn't
come and do the work for you. First he gives you time to try it on your own. Then he comes and helps. He might give you
pointers or show you how it's done, but he doesn't do the work for you.
==> As a reading coach, you are much the same. When you see a partner struggling here's what I want you to do. First
count to three slowly in your head to give them time to think. Then ask "Do you want coaching or time?"
==> If they say time, then wait patiently for them to use their strategies and figure it out.
==> If they say coaching, then you will use your coaching sheet and decide how you can coach them to solve the word.
==> Let's make an anchor chart to remind us of what we should do when a partner is stuck on a word. We'll call it
our coaching chart.
==> Choose a child to help you model the strategy. When you model point out that you did not TELL your partner the
word. Instead you gave them ideas of strategies to use.
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Froggy Plays Soccer
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Lesson
3-15
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Lesson: Choosing a partner
==> Discuss choosing a partner. Talk about what to look for in a reading partner. Is it a good idea to read with
your best friend? Why? So how should we choose a partner?
==> Brainstorm a list of ways to choose a partner. List on a chart. (Shared interest in a topic, working on the same
text, etc.)
==> Now that we've talked about reasons to choose a partner, how do you think we should communicate that we want to
partner with someone? Pose several situations: why don't we all just shout out that we want to partner with someone?
==> Next teach the choosing process. Explain that if you would like to read to someone you will raise your hand.
Then I will choose someone to select a partner. That person makes eye contact with someone and says "would you please
partner with me?" The person should answer "yes, thank you."
==> Go through the process, having children model choosing partners.
==> Repeat the practice several times.
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Lesson
3-16
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Lesson: Making Decisions/Dealing with conflict
==> Read Chester's Way by Henkes
==> After reading, discuss times in which the students have encountered problems when doing read to someone. It's
hard to decide what book you are going to read or who gets to go first. Sometimes we forget that our partner has wishes and
feelings too. What should we do when there is disagreement about what book to read or who reads first?
==> We can use Let's Make a Deal- Let's read your book first and then we will read my book
==> We can do rock, paper, scissors to see who goes first.
==> We can roll a dice to see who goes first- the highest number goes first.
==> Let's practice- model several times.
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Chester's Way
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Lesson
3-17
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Lesson: Listen to Reading
==> Today we will begin another one of the fabulous four. It's called Listen to Reading.
==> Why do you think it's so important for us to listen to reading? Make sure that children understand that listen
to reading has a purpose/ to build fluency.
==> Listen to reading is lots of fun. We will be using the computer for listen to reading.
==> Remind students of how they have been taught to log into Raz-kids in the computer lab.
==> We will be using RAZ-kids to listen to reading.
==> What do you think it will look like and sound like when we do listen to reading? Create an anchor chart.
==> Practice the procedures of logging out, putting headphones away and pushing in chairs when they are done.
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Lesson
3-18
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Lesson: Launching Choice
==> We've learned all the Fabulous Four now. We have learned to work independently and with responsibility. I think
we are ready for the Launching of Choice. Explain what this means.
==> Discuss what an important day this is. Close your eyes and imagine what it will look like and sound like in our
room.
==> Are you ready for this responsibility? I am so excited because I know that we have practiced a lot and we are
ready.
==> Explain the procedure for Status of the class/dismissal to the fabulous four rotations.
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